Riston Art and Design Progression Document

National Curriculum Expectations				
Purpose Of Study: Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Aims:The national curriculum for art and design aims to ensure that all pupils: produce creative work, exploring their ideas and recording their experiences become proficient in drawing, painting, sculpture and other art, craft and design techniques evaluate and analyse creative works using the language of art, craft and design know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Attainment Targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Key Stage 1: Pupils should be taught to use a range of materials creatively to design and make products to use drawing, painting and sculpture to develop and share their ideas, experience and imagination to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Key Stage 2:Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history.

				
EYFS (Statutory Framework)	Key Stage 1	Lower Key Stage Two	Upper Key Stage Two	
Early Learning Goal To 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 used.

	To use a range of materials creatively to design and make products.
To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination. 
To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
To learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practises and disciplines, and making links to their own work.	Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. 

To create sketch books to record their observations and use them to review and revisit ideas.
To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay].
To learn about great artists, architects and designers in history.		
Art and Design - where does it fit in?				
Cycle A	Autumn	Spring	Summer	
EYFS	Painted pictures of our house from imagination.
Painted Mehndi patterns on our hands.
Printed with leaves.
Modelled with clay.
Yayoi Kusama.	Painted flags from observation.
Studied Gaudi and made collages in his style and junk modelling in his style.
Painted daffodils from observation.
Eric Carle.	Claude Monet.
Painting with watercolour. 
Pencil portraits.
Clay modelling.
	
Year 1/2	Pencil Portrait 
L.S Lowry
Shadow Landscapes London 
Charcoal/ Chalks	Aboriginal Art 
George Seurat 
Printing 	Clay Sea Creatures
Andy Goldsworthy
3D Form Clay 	
Year 3/4
	Pencil Portraits 
Jean Metzinger
Mosaics 
Collage 	Printing and ICT
Giuseppe Arcimboldo
	Photography 
David Hockney 	
Year 5/6	Pencil Portraits
Andy Warhol 
WW2 Artwork Pictures Using Pastels	Vincent Van Gogh 
Volcano Art	Pottery 
Grayson Perry 	
Cycle B	Autumn	Spring	Summer	
EYFS	Pencil Portraits 
Paul Klee
Painting/ Printing 	Giuseppe Arcimboldi
Drawing/ Oil Pastel/ Collage/ ICT 
	Claude Monet 
Photography/ Painting - WaterColour 	
Year 1/2	Pencil Portraits
Paul Klee Castle and sun
	Ice Landscape Painting 
John Constable 
Drawing/ Oil Pastel/ Collage/ ICT	Photography Local Area 
Claude Monet 	
Year 3/4
	Pencil Portraits
Cave paintings
	Rene Macintyre 
Stained glass windows	Jewellery from Clay 
Andy Goldsworthy	
Year 5/6	Pencil Portraits
Make paper / Printing 
	Mayan Masks
Calixte Dakpogan/ Romuald Hozume/ Jozef Mrva/ Bertjan Pot	African Art
Lois Mailou Jones	

Key Knowledge, Skills & Vocabulary 
Knowledge and Skills, Vocabulary	EYFS	Year 1	Year 2	Year 3	Year 4	Year 5	Year 6	
								
Drawing (pencil, charcoal, inks, chalk, pastels, ICT software)	Begin to use a variety of drawing tools

Use drawings to tell a story 
Investigate different lines

Explore different textures 

Encourage accurate drawings of people

Pencil
Line
Colour in
Straight
Circle/other
shape names
Rubber
Feelings
Yourself
Me
You	Extend the variety of drawings tools 

Explore different textures

Observe and draw landscapes  

Observe patterns

Observe anatomy (faces, limbs).

Painting
Drawing
Feelings
Yourself
Me
You
Pencil/s
Crayon/s
Thick/ness
Thin
Line	Experiment with tools and surfaces

Draw in a way of recording experiences and feelings 

Discuss use of shadows, use of light and dark

Sketch to make quick records

Painting
Drawing
Feelings
Yourself
Me
You
Pencil/s
Crayon/s
Thick/ness
Thin
Line
Charcoal
Pastel
View
Tone/s
Light
Dark
Pattern
Texture	Experiment with the potential of various pencils

Close observation 

Initial sketches as a preparation for painting

Accurate drawings of people, particularly faces

Expression
Facial
Shade
Tone/s
Texture/s
Sketch/es
Explanation	Identify and draw the effect of light

Scale and proportion

Accurate drawings of whole people including proportion and placement

Work on a variety of scales

Computer generated drawings

Facial expression
Body language
Sketch/es
Marks
Lines
Texture
Tone
Shape
Colour
Represent
Figures
Forms
Movement
Reflection
Materials	Effect of light on objects and people from different directions

Interpret the texture of a surface 

Produce increasingly accurate drawings of people

Concept of perspective

Shade 
Create
Mood
Feeling
Line
Marks
Texture
Tone
Shape
Figures
Forms
Movement
Express emotion
Reflections
Materials	Effect of light on objects and people from different directions

Interpret the texture of a surface 

Produce increasingly accurate drawings of people

Concept of perspective

Media
Create
Impact
Pencils
Grades
Charcoal
Pastels
Observation/al
Sketch
Sense of self
Accuracy
Imagination
Combine tools	
Colour
(painting, ink, dye,
textiles, pencils, crayon,
pastels).	Experimenting with and using primary colours

Naming, mixing 

Learn the names of
different tools that bring colour
Use a range of tools to
make coloured marks on paper

Brush paint
Mix palette
Colour
Names
	Name all the colours

Mixing of colours

Find collections of colour

Applying colour with a range of tools

Painting
Primary
Secondary
Themselves
Thick
Thin
Brush/es
See
Colour	Begin to describe colours

Make as many tones of one colour as possible (using white) 

Darken colours without using black

Painting
Mix
Match
Predict outcomes
Secondary
Tones
	Colour mixing

Make colour wheels

Introduce different types of brushes

Techniques- apply colour using dotting, scratching, splashing

Background
Wash
Range
Brushes
Different effects
Predict
Accuracy
Colours
Mix
Primary
Secondary
Colour wheel	Colour mixing and matching; tint, tone, shade

Observe suitable colours 
Suitable equipment for the task

Colour to reflect mood

Facial expression
Body language
Create
Colours
Mood
Shading
Feeling	Tint, tone, shades and mood

Explore the use of texture in colour

Colour for purposes

Shading
Create
Mood
Feeling
Express emotion
Organise
Line
Tone
Shape
Represent
Figures
Forms
Movement	Tint, tone, shades and mood

Explore the use of texture in colour

Colour for purposes

Own style
Wide range techniques
Choose
Specific
Paint techniques	
Texture (textiles, clay, sand, plaster, stone)	Handling, manipulating and enjoying using materials 

Sensory experience 

Simple collages 

Simple weaving

Stick 
Colour
Language	Weaving 

Collage

Sort according to specific qualities

How textiles create things

Sort
Thread
Fabric
Colour
Texture
Weave	Overlapping and overlaying to create effects
 
Use large eyed needles for running stitches

Simple appliqué work
Start to explore other simple stitches

Collage
Join
Fabric
Glue
Sew
Together
Create
Patchwork	Use smaller eyed needles and finer threads

Weaving

Tie dying, batik

Create
Pop up
Stitch
Join
Fabric
Form
Padding
Sew/ing
Detail
Texture	Use a wider variety of stitches 

Observation and design of textural art experimenting with creating mood, feeling, movement

Compare different fabrics

Texture
Skills
Project
Create
Pop up
Stitch
Join
Fabric
Form
Padding
Sew/ing
Detail	Select and use materials 

Embellish work 

Sewing
Project
Running stitch
Cross stitch
Backstitch
Applique
Embroidery	Develops experience in embellishing 

Applies knowledge of different techniques to express feelings

Work collaboratively on a larger scale

Visual elements
Tactile elements	
Form (3D work, clay, dough, boxes, wire, paper sculpture, mod roc )	Handling, feeling, enjoying and manipulating materials

Constructing

Building and destroying

Shape and model

Cut stick tape
pull push on
below next to
above	Construct − Use materials to make known objects for a purpose

Carve, Pinch and roll coils and slabs using a modelling media

Make simple joins

Cut
Roll
Coil
Texture
Tools
Shape/s	To shape and form from direct observation decorative techniques

Replicate patterns and textures in a 3-D form work and that of other sculptors

Make
Clay
Join
Line
Shape	Shape, form, model and construct ( malleable and rigid materials) 

Plan and develop, understanding of different adhesives and methods of construction 

Add to
Create
Texture
Shape
Life size
Material/s	Plan and develop

Experience surface patterns / textures

Discuss own work and work of other sculptors, analyse and interpret natural and manmade forms of construction

Sculpt
Clay
Mouldable
Material
Experiment
Combine materials
Processes
Design
3d form	Plan and develop ideas

Shape, form, model and join
from observation or imagination

Discuss and evaluate own work and that of other sculptors

Experiment
Combine
Materials
Processes
Design
3d form
Sculpt
Clay
Mouldable materials	Plan and develop ideas

Shape, form, model and join
from observation or imagination

Discuss and evaluate own work and that of other sculptors

Create
Models
Range of scales
Open to interpretation
Audience
	
Printing (found materials, fruit/veg, wood blocks, press print, lino, string)	Rubbings

Print with variety of objects

Print with block colours

Press 
Print 
Block 
Pattern 
Roll 
Stamp	Create patterns

Develop impressed images 

Relief printing

Repeat/ing
Pattern
Print
Sponge
Vegetables
Fruit
Paper
Textile
Design
Printing block	Print with a growing range of objects 

Identify the different forms printing takes.

Print
Press
Roll/rolling
Rub/rubbing
Stamp/stamping
Designer	relief and impressed printing 
 
Recording textures/patterns 
 
Monoprinting  

Colour mixing through overlapping colour prints

Printing block
Colour print	Use sketchbook for recording textures/patterns

Interpret environmental and manmade patterns

Modify and adapt print

Print
Different
Materials
Colours
Accurate
Design	Combining prints

Design prints

Make connections

Discuss and evaluate own work and that of others

Print
Accurate
Design criteria
Colours
Different materials	Builds up drawings and images of whole or parts of items using various techniques

Screen printing 

Explore printing techniques used by various artists

Overprint
Create
Patterns
Method
Effectiveness of printing	
Pattern ( paint, pencil, textiles, clay, printing)	repeating patterns

Irregular painting patterns

Simple symmetry

Pattern 
Same 
Shape 
Different 
Marks 
Picture 

	Awareness and discussion of patterns

Repeating patterns
 
Symmetry 

Observation, control, tone, media, light/ dark, pattern, shape, marks,
features, viewfinder, frame, image, plan,	Experiment by arranging, folding, repeating, overlapping, regular and irregular patterning

Natural and manmade patterns

Discuss regular and  irregular

Observation, control, tone, media, light/ dark, pattern, shape, marks,
features, viewfinder, frame, image, plan,

	Pattern in the environment

Design  

Using ICT 

Make patterns on a range of surfaces 

Symmetry

Observation, control, tone, media, light/ dark, pattern, shape, positioning, marks, features,
viewfinder, frame, image, plan, techniques.	Explore environmental and manmade patterns 

Tessellation 

Observation, control, tone, media, light/ dark, pattern, shape, positioning, marks, features,
viewfinder, frame, image, plan, techniques.	Create own abstract pattern to reflect personal experiences and expression

Create pattern for purposes 

Observation, tone, intricate pattern, shape, techniques, perspectives, source material, composition, grades, dexterity, third dimension. Control, media, scale, adapt, sketching, hatching, improve, adapt.	Create own abstract pattern to reflect personal experiences and expression

Create pattern for purposes 

Observation, tone, intricate pattern, shape, techniques, perspectives, source material, composition, grades, dexterity, third dimension. Control, media, scale, adapt, sketching, hatching, improve, adapt.	
Art through Technology (Photography, IT programs, Ipads, Chromebooks)	Begin to develop the skills to take a photograph 

Begin to develop the skills to use a simple computer paint program to create a picture

Computer
iPad laptop
pen	On an iPad take a self-portrait or a photograph

Use a simple computer paint program to create a picture

Visual, digital, tools, crop, size, lines, image, effect	Understand how to use ‘zoom’ to show an object in detail before drawing it

Visual, digital, tools, crop, size, lines, image, effect	Use printed images taken with a digital camera and combine them with other media to produce art work 

Use IT programs to create a piece of artwork 

Take photographs and explain their creative vision

Visual, digital, tools, crop, size, lines, image, effect, record, software, duplicate, repeat, manipulate	Create a piece of art which includes integrating a digital image they have taken. 

Take a photo from an unusual or thought-provoking viewpoint

Visual, digital, tools, crop, size, lines, image, effect, record, software, duplicate, repeat, manipulate	Scan an image or take digital photographs and use software to alter them, adapt them and create work with meaning

Compose a photo with thought for textural qualities, light and shade.

Visual, digital, tools, crop, size, lines, image, effect, record, software, duplicate, repeat, manipulate	Have opportunity to explore modern and traditional artists using ICT and other resources

Combine a selection of images using digital technology considering colour, size and rotation.

Visual, digital, tools, crop, size, lines, image, effect, record, software, duplicate, repeat, manipulate	
Responding to art	Look and talk about what they have produced, describing simple techniques and media used. 

To express their own opinions of the work of a range of artists, craft makers and designers.

Opinion
Artist
Ask
Questions
Piece of art
Describe	Look at and talk about own work and that of other artists and the techniques they had used expressing their likes and dislikes

Explore the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Demonstrate
Ideas
Set out
Annotation
Notes
Changed ideas	Continue to explore the work of a range of artists, craft makers and designers, making comparisons and describing the differences and similarities and making links to their own work

Express thoughts and feelings about a piece of art

Reflect and explain the successes and challenges in a piece of art created

Explain how a piece of art makes them feel – link to emotions. 

Identify changes they might make or how their work could be developed further

Identify
Techniques
Artists 
Compare
Different cultures
Recognise
Historical periods
Understand viewpoints
Feeling
Express
	Discuss own and others work, expressing thoughts and feelings, and using knowledge and understanding of artists and techniques

Respond to art from other cultures and other periods of time

Begin to explore a range of great artists, architects and designers in history.

Identify
Techniques
Artists 
Compare
Different cultures
Recognise
Historical periods
Understand viewpoints
Feeling
Express	Discuss and review own and others work, expressing thoughts and feelings, and identify modifications/ changes and see how they can be developed further

Begin to explore a range of great artists, architects and designers in history.

Artist
Experiment
Styles
Artists
Explain
Features
Historical period
Specific techniques	Recognise the art of key artists and begin to place them in key movements or historical events

Discuss and review own and others work, expressing thoughts and feelings, and identify modifications/ changes and see how they can be developed further

Identify artists who have worked in a similar way to their own work

Explore a range of great artists, architects and designers in history

Compare the style of different styles and approaches.

Artist
Replicate
Style
Learn
Observe/look
Galleries
Sources of information
Research	Recognise the art of key artists and begin to place them in key movements or historical events

Discuss and review own and others work, expressing thoughts and feelings, and identify modifications/ changes and see how they can be developed further

Identify artists who have worked in a similar way to their own work

Explore a range of great artists, architects and designers in history

Compare the style of different styles and approaches.

Style
Influence/d
Artist
Understand
Abstract
Message
Convey
Technical
Architectural design
Record
Qualities