Art and Design Progression - Lyons Hall Primary School
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Art and Design Progression
By the end of Year 6 children will:
- produce creative art and design work through: recording first-hand observations and experiences; exploring the work of others and
selecting and combining a wide range of ideas and approaches/methods
- be proficient in drawing, painting, printing and other art, craft and design techniques
- look closely and methodically when analysing a range of creative works
- be able to analyse creative works using knowledge and the language of the seven elements of art: line, shape, value, colour, texture, space
and form
- compare and contrast methods, approaches and techniques in their own and others’ work
- know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms
- talk about art and design and be able to give reasons for their views about artists and their work
- evaluate creative works using the language of art, craft and design
EYFS links:
Physical Development
In Reception
- Develop their small motor skills so that they can use a range of tools competently, safely, and confidently. Suggested tools: pencils for
drawing and writing, paintbrushes, scissors
Fine Motor Skills ELG
- Use a range of small tools i.e. paintbrushes
- Begin to show accuracy and care when drawing
Expressive Arts and Design
In Reception
- Explore, use and refine a variety of artistic effects to express their ideas and feelings
- Return to and build on their previous learning, refining ideas and developing their ability to represent them
- Create collaboratively sharing ideas, resources, and skills
Creating with Materials ELG
- Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function
- Share their creations, explaining the process they have usedYear 1 Year 2 Year 3 Year 4 Year 5 Year 6
Record and explore ideas from Record and explore ideas from Select and record from first hand Select and record from first hand Select and record from first hand Select and record from detailed
first hand observations and begin first hand observations and begin observation, experience and observation, experience and observation, experience, and first hand observation, experience,
to use these to plan their own to use these to plan their own imagination, and clarify and imagination, and clarify and imagination, asking questions and imagination, asking a range of
work work experiment with different ideas explore ideas and clarifying and exploring questions and clarifying and
ideas for different purposes exploring ideas for different
Develop ideas – try things out, Develop ideas – try things out, Describe and compare pieces of Describe and compare pieces of purposes
change their minds change their minds art work in terms of shape, value art work in terms of line, texture Describe and compare pieces of
and colour and form art work in terms of colour, Describe and compare pieces of
Describe pieces of art work in Describe pieces of art work in texture and space and begin to art work in terms of line, value,
Exploring and Developing Ideas, Evaluating and Developing work
terms of line, shape and colour terms of line, colour and form Explore the roles, purposes and Explore the roles, purposes and consider the composition colour, form and composition
work of artists, craftspeople and work of artists, craftspeople and
Describe the work of artists, Describe the work of artists, designers working in different designers working in different Explore the roles and purposes Explore the roles and purposes
craftspeople and designers from craftspeople and designers from times and cultures, selecting and times and cultures, selecting and and work of artists, craftspeople and work of artists, craftspeople
different times and cultures and different times and cultures and combining ideas, methods and combining ideas, methods and and designers working in and designers working in different
identify differences and identify differences and approaches in their own work approaches in their own work different times and cultures, times and cultures, selecting and
similarities similarities selecting and combining a wide combining a wide range of ideas
Begin to analyse pieces of Analyse pieces of artwork, range of ideas and approaches and approaches and discussing
Begin to compare some of the Compare some of the techniques artwork, describing them in detail describing them in detail and and discussing the methods the methods used
techniques used in their own and used in their own and others’ and using them as a starting using them as a starting point for used
others’ work work point for their own work their own work Compare methods, approaches
Compare methods, approaches and techniques in their own and
Begin to analyse pieces of Analyse pieces of artwork by Evaluate their own work and that Evaluate their own work and that and techniques in their own and others’ work saying what they think
artwork by describing what they describing what they can see of others in order to improve the of others in order to improve the others’ work saying what they and feel about them
can see and explaining what and explaining what they think or quality of their work quality of their work think and feel about them
they think or feel about it feel about it Analyse pieces of artwork
Begin to develop and adapt work Develop and adapt work Analyse pieces of artwork and considering visual impact and how
Begin to evaluate their work and Evaluate their work and the work according to their views according to their views begin to consider how the artist’s the artist’s ideas have been
the work of others of others ideas have been communicated communicated
Identify what they might change Identify what they might change Evaluate their own work and Evaluate their work and that of
in their current work in their current work begin to reflect on the ideas they others in order to strengthen the
intend to communicate through visual impact or communication of
their work ideas
Develop and adapt work Develop and adapt work according
according to their views and to their views and begin to
begin to describe how they might describe how they might develop it
develop it further furtherYear 1 Year 2 Year 3 Year 4 Year 5 Year 6
draw from observation use increased control draw geometric and biomorphic draw from observation draw objects from observation draw objects from observation using a
when drawing from shapes from observation using: using a range of graded using a range of graded range of graded drawing pencils (B and H)
use a range of media to draw (incl. observation viewfinders soft (B) drawing pencils drawing pencils (B and H) and and drawing pens (thick/fine)
pencil, crayon, oil-pastels) 2B drawing pencils drawing pens (thick/fine)
use a range of media to charcoal use graded pencils to use pencil to create observational self-
draw different types of line: draw (pencil, crayon, show movement and create implied texture using a portraits with features that are in proportion
- thin pastel, felt-tip, ball- create drawings with objects in the detail with line range of graded drawing
- thick points etc) foreground, middle-ground and pencils and pens use a range of graded drawing pencils and
- straight background draw different types of pens to:
- curved draw different types of line: use overlapping to create - create value using shading, lines
- zig-zagged line: create mixed-media drawings using - jagged perspective when drawing (hatching and cross-hatching) and
wide oil pastels, felt-tips etc - smooth dots
Drawing
draw shapes with curved and straight - fine - diagonal use object placement in the - create implied form using shading,
sides - bold choose/use different drawing media foreground, middle ground and contour lines, cross-contour, broken
- vertical to create effects e.g. fine-liner felt-tip draw people with body background to create and implied
- horizontal for outlines parts in proportion perspective when drawing
(appropriate size in use pencil to trace minimalistic lines
draw on different types relation to each other)
of surfaces (types of create one-point perspective/a vanishing
paper etc) point using straight lines that meet at a
point in the background
create depth using scale and placement/
foreshortening
recognise positive and negative space
when drawing
mix secondary colours use watercolours to create tints and use different types of paint: mix monochromatic colours with varying
shades watercolours, Brusho, fabric intensities and values using watercolours
use different brush sizes crayons/paints and poster paint
mix tertiary colours (watercolours)
create textured paint (by adding adapt paint application to apply mix dull colours by combining a bright
sand/plaster) select brush size for work on a range paint onto different materials colour with grey or its complementary
Painting
of scales (e.g. thin brush for a small (including calico) e.g. dab to colour
picture) allow paint to run on fabric
layer mixed media on top of paint to use complementary colours to
create precision, depth and texture create contrast
use a limited palette when painting choose and apply warm and
cool colours for effect
use a range of media (e.g. fabric, use a wide range of media to
threads, buttons, feathers, tissue create collages
paper, paper, magazines)
use a variety of collage
cut, fold, crumple and tear materials techniques such as tearing,
overlapping and layering to
Collage
overlap and arrange shapes create images and represent
textures
glue materials to different
backgrounds;
sort and match materials for different
purposes e.g. by colour, textureYear 1 Year 2 Year 3 Year 4 Year 5 Year 6
3D manipulate plasticine through: use clay to create a 3D model of a
Modelling kneading human (in proportion)
rolling (ball and sausage)
coiling press, mould, roll and slip [to join]
joining clay
moulding
bend, cut, twist and shape pipe-
use simple tools to change the surface cleaners/wire
texture of plasticine e.g. smooth, rough
mould, smooth and layer Modroc
use clay tools
pinch and smooth clay to create
texture (smooth, rough, hard, soft,
bumpy)
use a base to create stability for a
model
Printing print using paint (secondary, bright and use a variety of printing techniques:
dull colours including brown) - carbon printing
- mono-printing
print using a range of materials (hard and - trace-printing
soft e.g. corks, sponge)
work into prints with a range of media
print repeated patterns e.g. pens, collage materials and paint
choose colour to create a particular mood
when printing
use a variety of printing techniques:
- block colour
- press/poly print
- roll-printing (over found objects)
create rubbings
Textiles (to be taught use running stitch and cross
alongside collage) stitch to sew embroidery silks
onto binca and calico
match and sort
fabrics and threads sew overlapping pieces of
for colour, texture, fabric
length size and
shape recognise and create different
types of actual texture: e.g.
cut fabric and thread through attaching buttons and
using scissors beads
attach threads with weave using wool
glue
Digital use ‘2 Simple’ use iPads to manipulate focal points in a photograph
edit/filter/zoom/crop to create depth (placement/
take photographs photographs to foreshortening)
and play with colour manipulate colour
to create images and shapeBig Ideas: Art and Design
Line (A1) Shape (A2) Value (A3) Colour (A4) Texture (A5) Space (A6) Form (A7)
Exploring marks that span Exploring the result of Exploring the Exploring hue and intensity Understanding the way Understanding the way in which When a shape
the distance between two closed lines – shapes lightness and Hue: the technical term for ‘colour’ something feels, or line, shape, forms and colour acquires depth and
points – straight or curved, that are two darkness of a colour Intensity: how bright/pure or dull a hue is looks like it would feel can be manipulated to create becomes three
2D or 3D, implied or abstract dimensional, geometric (tints and shades) space dimensional it takes
or organic/biomorphic on form
EY lines 2D shapes in art: colours: red, blue, yellow, green,
marks circle, triangle, orange, purple, pink, grey, black,
types of line: square brown, white
- long
- short
Y1 line = joins two different shape = a closed ‘hue’ = ‘colour’ (to be explored through
points line primary colours: colour with paint
types of line: shape = 2D (flat) - red, yellow, blue texture)
- thin shapes formed with - cannot be created by mixing other
- thick straight sides colours
- straight shapes formed with primary colours = building blocks of all
- curved curved sides other colours
- zig-zagged secondary colours:
- green, orange, purple
- red + yellow = orange
- blue + yellow = green
- red + blue = purple
Y2 outline secondary colours: (to be explored through form = 3D
types of line: - equal mix of two primary colours 3D modelling with objects
- wide brown = red + yellow + blue plasticine) realistic and
- fine colour wheel: secondary colours are unrealistic
- bold between primary colours forms
- vertical bright and dull colours (intensity)
- horizontal colours to represent mood
Y3 geometric shapes = value = how tertiary colours: Additional:
precise and regular light or dark a - equal parts of a secondary colour and foreground
biomorphic colour (hue) is a primary colour background
(freeform/organic) a ‘tint’ can be - yellow-orange (amber), red-orange middle ground
shapes = rounded created by (vermillion), red-purple(magenta),
and irregular adding white to blue-purple (violet), blue-green
a colour (turquoise), and yellow-green (spring-
a ‘shade’ can green)
be created by colour wheel: tertiary colours are
adding black to between the primary and secondary
a colour colours
limited paletteBig Ideas: Art and Design
Line (A1) Shape (A2) Value (A3) Colour (A4) Texture (A5) Space (A6) Form (A7)
Exploring marks that span the Exploring the result Exploring the lightness and Exploring hue and intensity Understanding the Understanding the way in which line, When a shape
distance between two points – of closed lines – darkness of a colour (tints and Hue: the technical term for ‘colour’ way something shape, forms and colour can be acquires depth and
straight or curved, 2D or 3D, shapes that are two shades) Intensity: how bright/pure or dull a feels, or looks like manipulated to create space becomes three
implied or abstract dimensional, hue is it would feel dimensional it takes
geometric or on form
organic/ biomorphic
Y4 types of line: actual texture 3D form =
- jagged types of three
- smooth texture: dimensional
- diagonal - smooth geometric form
lines to show details - rough = precise and
lines to suggest movement - hard regular e.g.
- soft cylinder,
- bumpy sphere,
pyramid
biomorphic/
organic form =
irregular and
rounded; looks
natural
Y5 complementary colours: implied depth = implied space and is
red and green; blue and texture (an created through:
orange; purple and yellow illusion of - foreground, background
two complementary colours texture) - and middle ground
placed near each other will types of - perspective - concentric circles to
create a ‘contrast’ (when both texture: create a focal point
colours ‘stand out’) - coarse - overlapping - a shape which
colour wheel: complementary - fine covers part of another seems
colours are opposite each - raised closer
other
warm colours (made with
orange, red and yellow) and
cool colours (made with blue,
green and purple)
Y6 lines to lead the eye around white = lightest value monochromatic: the use of depth = implied space and is implied form (2D)
the art work black = darkest value tints, shades and tones of a created through: (taught through line
lines to create a focal point value can give the illusion single colour - scale (the size of one object in and value)
types of line: that something has intensity: relation to other objects) – larger
- continuous (contour lines) form/is 3D/has texture - = how bright or dull a colour shapes appear to be closer and
- broken (implied) is smaller shapes seem further
- implied shades can show - bright/pure colour: a colour away
cross-contour lines to shadows not mixed with another colour - placement/foreshortening
suggest form tints can show light areas (straight from the tube) – objects that are higher in the
(highlights) - dull colour: a pure colour that frame tend to look further away
value can be created has been mixed with grey (a - perspective – lines that grow
using: tone) or its complementary closer together as they get closer
- lines (hatching and cross- colour to a vanishing point create a
hatching) sense of depth
- shapes e.g. dots positive space
- pencil shading negative spaceYou can also read
