2020 ART DT LONG TERM PLAN - FINAL - editing (2).docx

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Subject: TERM PLAN ART AND DESIGN/DESIGN TECHNOLOGY UPDATED SEPTEMBER 2019
AUTUMN TERM
ONE
AUTUMN TERM
TWO
SPRING TERM
ONE
SPRING TERM
TWO
SUMMER TERM
ONE
SUMMER TERM
TWO
KS1
Cycle
A
ART DRAW
PICTURE BOOK
DRAWING
In the style of
AXEL SCHEFFER
Series of sketches based &
shading in various media
D&T 3D
MODELLING
Make a class mini
model of a Victorian
townfrom a varietyof
materials- linked to
History
ART COLLAGE
OUR OCEANS
Use collage materials &
techniques to create the
ocean seas linked to
Geography
D&T MATERIALS
EXPERIMENTING WITH
MATERIALS
Find the best material
to make a waterproof
jacket/ umbrella -linked
to science
ART PAINT
Inspirational artists
KANDINSKY
Using the artists style
and influence create own
paintings
D&TTEXTILES
BUNTING
Create a fabric bunting
for traditional tales
KS1
Cycle
B
ART DRAW
EXPRESSIONALISM
In the style of
VINCENT VAN GOUGH
Observation & imagination
D&T MATERIALS
FELT WORK
Cut & stitch a mini
stocking ( for
Christmas) tree with
basic running stitch &
decorate exterior
ART PAINT
IMMAGINATION &
COLOUR
In the style of
Henri Rousseau
Mixing paint & brush
experimenting
D&T MECHANICS
MOVING PICTURES
Make a moving picture
that includes sliders and
levers for traditional
tales
ART COLLAGE
AFRICAN COLLAGE with
ABORIGINAL influences
Create collage of African
savannah linked to
Geography
& look at
Aboriginal Art
D&T FOOD
HYGIENE & CHOPPING
SKILLS
To understand food
hygiene choppingsafely
fruit kebabs with
melted

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chocolate/design
perfect sandwich
LKS2
Cycle
A
ART3D
CLAY WORK
CLAS OLDENBURG
Create healthy andun
healthy models fromclay
linkedtoscience
D&T FOOD
HEALTHY FOOD
CHOICES
Investigate
alternative healthy
snacks from
vegetables &design&
create healthy
homemade yogurt
ART DRAW
WHO IS BANKSY?
to investigate the impact
the artist has had on
society
ART PAINT
ABSTRACT EXPRESSION
In the style of
GEORGIA O’KEEFE
ART COLLAGE
LAYERING
In the style of
PICASSO
linked to Geography
topic on Spain
D&T MECHANICS
MOVING PARTS
Design and make a
moving snapping
crocodile

4
LKS2
Cycle
B
ART 3D
WIRE WORK
In the style of
ALBERTO GIOCAMETTI
Design & create a wire
figure with movement
D&T TEXTILES
TIE DYING
Tie dyed scarf & block
print wall hanging
ART DRAW
In the style of
WILLIAM MORRIS
Study of his work &
intricate design
D&T FOOD
BAKING
Afternoon tea bake for
parents following a
variety of different
recipes
D&T MATERIALS
AIDA & STITCHING
Cross stitch and bead
Egyptian headband
linked to history
ART PAINT
IMPRESSIONALISM
In the style of
CLAUDE MONET
Using tints, tones and
paint layering
UKS2
Cycle
A
D&T TEXTILES
TEXTILES FOR A PURPOSE
Design & make phone
case/pencil case selecting
appropriate textiles for
(felt/foam)
ART DRAW
WHAT HAS L.S.
LOWRY LEFT US?
To investigate the
historical references
the artist has left on
the world
D&T MECHANICS
AUNTOMATA
Design and make a
selection of auntomata
animalswithmovingcams
D&T MECHANICS
AUNTOMATA
Design and make a
selection of auntomata
animals with moving
cams
D&T MATERIALS
KITE MAKING
Make a kite – linked to
materials/ forces-wind
resistance in science
ART PAINT
GRAFFITI ART
In the style of
KEITH HARING
Debate Graffiti in society
and create own Graffiti
art

5
UKS2
Cycle
B
ART DRAW
Taking influences from
artists EVELYN DUNBAR
Draw scenes form WWII
linked to History
D&T FOOD
BREAD
Make bread soda
bread and bread with
yeast linked to
Science
reversible/non
reversible changes
&microorganisms
ART 3D
CLAY DESIGN
Make Greek vases linked
to history topic using
different techniques &
tools
ART PAINT
PERSPECTIVES
Taking influences from
EDWARD HOPPER
Create a painting with
perspective
ART COLLAGE
RAINFORREST INSPIRED
COLLAGE
In the style of
KURT SCHWITTERS
Linked to Geography
D&T TEXTILES
DESIGN & MAKE
Design a bag with
appliqué taking
inspiration from
Mexican influences -
linked to Geography

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Years: 2018-2019 Cycle A 2019-2020 Cycle B 2020-2021 Cycle A 2021-2022 Cycle B 2022-2023 Cycle A
2023-2024 Cycle B 2024-2025 Cycle A 2025-2026 Cycle B 2026-2027 Cycle A 2027-2028 Cycle B
NATIONALCURRICULUM FOR ART AND DESIGN
Art, craft and design embodysome ofthe highestforms ofhuman creativity. A high-qualityart 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 ofart and design.They should also know how artand design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
NATIONALCURRICULUM FOR ART AND DESIGN
Art, craft and design embodysome ofthe highestforms ofhuman creativity. A high-qualityart
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,theyshould be able to think critically and develop a more rigorous
understanding ofart and design.They should also know how artand design both reflect and
shape our history, and contribute to the culture,creativity and wealth of our nation.
ART AND DESIGN: Aims
The national curriculum for art and design aims to ensure thatall pupils:
 produce creative work, exploring their ideas and recording their experiences
 become proficientin drawing,painting, sculpture and other art, craft and design
techniques
 evaluate and analyse creative works using the language ofart, craft and design
 know about greatartists,craft makers and designers,and understand the historical and
cultural development oftheir art forms
ART AND DESIGN National Curriculum KS1
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,experiences and
imagination
 to develop a wide range of art and design techniques in using colour,pattern,texture, line,
shape,form and space
 aboutthe work of a range of artists,craft makers and designers,describing the
differences and similarities between differentpractices and disciplines,and making links
to their own work
ART AND DESIGN National CurriculumLKS2
Pupils should be taughtto develop their techniques, including their control and their use of
materials, with creativity, experimentation and an increasing awareness ofdifferentkinds 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 masteryof art and design techniques, including drawing,painting and
sculpture with a range of materials [for example,pencil,charcoal,paint, clay]
 aboutgreat artists,architects and designers in history
NATIONALCURRICULUM FOR DEISGN AND TECHNOLOGY
Design and technologyis an inspiring, rigorous and practical subject.Using creativity and
imagination, pupils design and make products thatsolve real and relevant problems within a
variety of contexts, considering their own and others’ needs,wants and values.They acquire a
broad range of subjectknowledge and draw on disciplines such as mathematics, science,
engineering,computing and art.Pupils learn how to take risks,becoming resourceful,
innovative, enterprising and capable citizens.Through the evaluation of pastand present
design and technology, they develop a critical understanding ofits impacton daily life and the
wider world.High-qualitydesign and technologyeducation makes an essential contribution to
the creativity, culture, wealth and well-being ofthe nation.
DEISGN AND TECHNOLOGY Aims
The national curriculum for design and technologyaims to ensure thatall pupils:
 develop the creative, technical and practical expertise needed to perform everyday
tasks confidentlyand to participate successfullyin an increasinglytechnological world
 build and apply a repertoire of knowledge, understanding and skills in order to
design and make high-qualityprototypes and products for a wide range of users
 critique, evaluate and test their ideas and products and the work of others
 understand and applythe principles ofnutrition and learn how to cook.

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DESIGN AND TECHNOLOGY. National Curriculum KS1
Through a variety of creative and practical activities, pupils should be taughtthe knowledge,
understanding and skills needed to engage in an iterative process ofdesigning and making.
They should work in a range of relevant contexts [for example,the home and school, gardens
and playgrounds, the local community,industry and the wider environment].
When designing and making,pupils should be taughtto:
Design
 design purposeful, functional,appealing products for themselves and other users
based on design criteria
 generate,develop, model and communicate their ideas through talking,drawing,
templates,mock-ups and,where appropriate, information and communication
technology
Make
 Select from and use a range of tools and equipmentto perform practical tasks [for
example,cutting, shaping, joining and finishing]
 selectfrom and use a wide range of materials and components, including
construction materials,textiles and ingredients, according to their characteristics
Evaluate
 explore and evaluate a range of existing product
 evaluate their ideas and products againstdesign criteria
Technical knowledge
 build structures,exploring how they can be made stronger,stiffer and more stable
 explore and use mechanisms [for example,levers, sliders,wheels and axles],in their
products.
Cooking and nutrition
As part of their work with food, pupils should be taughthow to cook and apply the principles of
nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of
the great expressions ofhuman creativity. Learning how to cook is a crucial life skill that
enables pupils to feed themselves and others affordablyand well,now and in later life.
Pupils should be taughtto:
 use the basic principles ofa healthy and varied diet to prepare dishes
 understand where food comes from.
DESIGN AND TECHNOLOGY. National CurriculumLKS2
Through a variety of creative and practical activities, pupils should be taughtthe
knowledge, understanding and skills needed to engage in an iterative process of
designing and making.They should work in a range of relevant contexts [for example,
the home,school,leisure,culture,enterprise, industryand the wider environment].
When designing and making,pupils should be taughtto:
Design
 use research and develop design criteria to inform the design ofinnovative,
functional, appealing products thatare fit for purpose,aimed atparticular
individuals or groups
 generate, develop, model and communicate their ideas through discussion,
annotated sketches,cross-sectional and exploded diagrams, prototypes,
pattern pieces and computer-aided design
Make
 selectfrom and use a wider range of tools and equipment to perform practical
tasks [for example,cutting, shaping, joining and finishing], accurately
 selectfrom and use a wider range of materials and components, including
construction materials, textiles and ingredients, according to their functional
properties and aesthetic qualities
Evaluate
 investigate and analyse a range of existing products
 evaluate their ideas and products againsttheir own design criteria and consider
the
 views of others to improve their work
 understand how key events and individuals in design and technologyhave
helped shape the world
Technical knowledge
 apply their understanding ofhow to strengthen, stiffen and reinforce more
complexstructures
 understand and use mechanical systems in their products [for example,gears,
pulleys, cams,levers and linkages]
 understand and use electrical systems in their products [for example,series
circuits incorporating switches,bulbs,buzzers and motors]
 apply their understanding ofcomputing to program,monitor and control their
products.
Cooking and nutrition
As part of their work with food, pupils should be taughthow to cook and apply the
principles ofnutrition and healthy eating.
Instilling a love of cooking in pupils will also open a door to one of the great expressions
of human creativity. Learning how to cook is a crucial life skill thatenables pupils to feed
themselves and others affordablyand well,now and in later life.
Pupils should be taughtto:
 understand and applythe principles ofa healthy and varied diet

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 prepare and cook a variety of predominantlysavoury dishes using a range of
cooking techniques
 understand seasonality, and know where and how a variety of ingredients are
grown,reared, caughtand processed.

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ART PROGRESSION IN
FOUNDATION
ART PROGRESSION IN KS1 ART PROGRESSION IN LKS2 ART PROGRESSION IN UKS2
I-DEVELOPING IDEAS
D-DRAWING
P-PAINTING
C-COLLAGE
3D-3 DIMENSIONAL
RA-RESPONDING TO ART
I-DEVELOPING IDEAS
D-DRAWING
P-PAINTING
C-COLLAGE
3D-3 DIMENSIONAL
I-DEVELOPING IDEAS
D-DRAWING
P-PAINTING
C-COLLAGE
3D-3 DIMENSIONAL
I-DEVELOPING IDEAS
D-DRAWING
P-PAINTING
C-COLLAGE
3D-3 DIMENSIONAL
DEVELOPING IDEAS
 Talk abouttheir ideas
DRAWING
 Begin to use drawing tools
 Use drawings to tell a story
 Investigate different lines
 Explore different textures
 Encourage accurate drawings ofpeople
PAINTING
 Experimenting with and using
primarycolours
 Mixing (not formal)
 Learn the names ofdifferent tools
that bring colour
 Use a range of tools to make
coloured marks on paper
 Irregular painting patetrns
COLLAGE
 Handling,manipulating and enjoying
using materials
 Sensoryexperience
 Creating simple collages from every
day materials
3D-3 DIMENSIONAL
 Constructing
 Building and destroying
 Shape and model from a selection
of materials
INVESTIGATE
 repeating patterns
 Simple symmetry
RESPONDING TO ART
 Talk aboutpictures and art objects
DEVELOPING IDEAS
 Use a sketchbook to plan and
develop simple ideas.
 Build information on colour mixing,
the colour wheel and colour
spectrums.
 Collecttextures and patterns to
inform other work.
DRAWING
 Investigate tone by drawing
light/dark lines,light/dark patterns,
light/dark shapes using a range of
media such as crayons,pastels,felt
tips,charcoal,pen, chalk
 Can use a range of drawing media
in differentways: hatching,scribble,
stippling,blending,etc.
 Can work from direct observation
and imagination.
 Can solidlyinfill shapes using colour
pencils,pastels,etc.
 Can use soft pastels competently
and begin to experimentwith oil
pastels.
 Can use appropriate language.
Artist inspiration AlexScheffer/Vincent Van
Gough
PAINTING
 Can create texture using colour and
different thicknesses ofpaint.
DEVELOPING IDEAS
 Use sketchbooks to collectand
record visual information from
different sources as well as
planning,trying out ideas,plan
colours and collectsource material
for future works
 Express likes and dislikes through
annotations
 Use a sketch book to adapt and
improve original ideas
 Keep notes to indicate their
intentions/purpose ofa piece of
work
DRAWING
 Can control a pencil with increasing
confidence.
 Can draw whole sketches (including
background)
 Can experimentwith differenttypes
of line to create a composition e.g.
thick and thin, wavy, curved etc
(looking closelyat the type of line to
fit the form).
 Can create texture through rubbings
and creating surface patterns with
pencils (focus on differenttextures).
 Can confidently work from
observation.
imagination.
 Can solidifyinfill shapes with
coloured pencils and can produce a
DEVELOPING IDEAS
 Use sketchbooks to plan a sculpture
through drawing and complete
other preparatorywork.
 Use the sketch book to plan how to
join parts of the sculpture.
 When working,keep notes which
consider how a piece of art may be
developed further
 Use sketchbooks to collectand
record visual information from
different sources as well as
planning,trying out ideas,plan
colours and collectsource material
for future works.
 Adapt work as and when necessary
and explain why.
DRAWING
 Can use a range of pencil (including
different grades ofpencil,HB, 2B,
4B charcoal and pastels).
 Can begin to create depth in a
composition through the use of
simple perspective and have
opportunities to develop further
simple perspective in their work
using a single focal pointand
horizon.
 Can draw the layout of the face and
figure.
 Can experimentwith shading
techniques (light/dark – pencil)
 Can use language appropriate to

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Artist inspiration:
Elmer Elephant
Piet Mondrian
Matisse
Pointillism
 Can begin to work using different
coloured,sized,shaped papers.
and imagination. .
 Can mix a range of colours both
primaryand secondary.
 Can begin to explore the
relationship between colour and
moods /feelings – red - angry fire ,
blue calm - seaside
 Can colour matching,replicating
patterns and textures around them.
 Can independentlychoose the
correct brush to create a wide range
of marks that are being used in their
work (e.g. thick/thin).
Artist inspiration:HenryRousseau/Kandinsky
COLLAGE
 Can use glue and paste carefully.
 Can cut shapes using scissors.
 Can cut a variety of shapes to
complete a composition.
 Can investigate texture with paper
e.g. scrunching and screwing paper
up to create a composition.
3D
 Can shape and model from
observation and imagination.
 Can use techniques such as
pinching and rolling when working
with mouldable materials (e.g.clay,
plasticine and doughs etc.).
 Can build a construction/sculpture
from a variety of objects and
materials.
 Can carve into media using different
tools.
 Can use a range of decorative
techniques: impression,paint,etc.
range of tones with a variety of
media such as pastels,felttips,
charcoal,pen, chalk
Artist inspiration:Banksy/William Morris
PAINTING
 Can use paintand equipment
correctly.
 Can predict colour mixing results
with increasing accuracy– colour
wheel
 Can use colour washes to build up
thicker layers and paint detail.
 Can use a brush to produce marks
appropriate for work e.g., teaching
how to use dots and dashes
 Can understand how to use tints
and tones - to lighten and darken
with the use of black and white.
 Competentlyworks with different
consistencies ofpaint.
Artist inspiration:Georgia O’Keefe/Claude
Monet
COLLAGE
 Can use ripping as a technique for
collage
 Can use the technique of overlaying
- building up layers on the
surface/colour mixes
Artist inspiration:Picasso
3D
 Can shape,form,model and
constructfrom observation.
 Can shape,form,model and
constructfrom imagination
 Can use surface patterns and
textures.
 Use at leasttwo differentmaterials
e.g. clay/wire
 Work in a safe,organised way,
caring for equipment.
skill and techniques.
 Can draw the layout of the figure in
motion.
 Can selectdifferent techniques for
different purposes:shading,
smudging etc.
Artist inspiration LS/LowryEvelyn Dunbar
PAINTING
 Can begin to use tints in their work,
confidently mixing colour shades
using previous knowledge.
 Can use complementarycolours.
 Can confidently apply paintto large
flat areas of colour and use
appropriate brushwork to the
method of painting.
 control the types of marks made
and experimentwith different
effects and textures inc. blocking in
colour,washes,thickened paint
creating textural effects.
 Can replicate patterns,colours and
textures in their work.
 Can confidently work from direct
observation.
imagination.
 Can begin to use different kinds of
paints (acrylics,watercolour etc.
 Can use language appropriate to
skill and technique.
Artist inspiration;Kieth Haring/Edward
Hopper
COLLAGE
 Can use the techniques offolding,
repeating and overlapping with a
variety of different collage mediums
 Can arrange and rearrange colours,
shapes and texture for effect before
completion ofthe collage
Artsist Inspiration:KurtSchwitters
3D

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 Can use simple tools for shaping,
mark making,etc.
RESPONDING TO ART
 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
abouta 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 mightmake or how
their work could be developed
further.
 Stabilise work to continue at a later
date.
 Make a clay slip to join two pieces
of clay.
 Adapt work as and when necessary
and explain why.
 Use language appropriate to skill
and technique.
 Demonstrate awareness of
sculpture in the environmentaround
us.
Artists: Alberto Giocometti/Claes Oldenburg
RESPONDING TO ART
 Continue to 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
 Discuss own and others work,
expressing thoughts and feelings,
and using knowledge and
understanding ofartists and
techniques.
 Identify ways in which their work
can be improved.
 Begin to explore a range of great
artists,architects and designers in
history.
 Can work directly from observation with
confidence.
 Be able to design and create intricate
patterns and textures.
 Work in a safe,organised way,caring for
equipment.Secure work to continue at a
later date.
 Model and develop work through a
combination ofpinch,slab,and coil.
 Demonstrate experience in the
understanding ofdifferentways of
finishing work:glaze, paint,polish.
 Demonstrate experience in freestanding
work using a range of media.
 Create a small slip to create layers in a
clay structure.
 Recognise sculptural forms in the
environment:Furniture,buildings.
 Confidentlycarve a simple form.
 Solve problems as theyoccur and
improve work where necessary.
 Use language appropriate to the skills
and techniques being used.
RESPONDING TO ART
 Recognise the artof 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 wayto their own work.
 Explore a range of great artists,architects
and designers in history.
 Compare the style of different styles and
approaches.
 Explore a range of great Artists, architects
and designers in history.

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DESIGN TECHNOLOGY PROGRESSION IN
FOUNDATION STAGE
KS1
LKS2
UKS2
F-FOOD AND NUTRICIAN
M-MATERIALS
T-TEXTILES
EV-EVALUATING
M-MATERIALS
T-TEXTILES
MC-MECHANICS
EV-EVALUATING
M-MATERIALS
T-TEXTILES
MC-MECHANICS
EV-EVALUATING
M-MATERIALS
T-TEXTILES
MXCMECHANICS
EV-EVALUATING
 Discuss where food comes from
 Know the difference between fruit &
vegetables
 Sample foods from a range of
cultures
MATERIALS
 Handling,feeling,enjoying and
manipulating materials
 Simple weaving
TEXTILES
 Rubbings
 Print with variety of objects
 Print with block colours
EVALUATING
 Explain whatthey like
 Describe whatthey would change
and why
FOOD
 Cut, peel or grate ingredients safely
and hygienically
 Measure or weigh using measuring
cups or electronic scales.
 Assemble or cook healthy
ingredients
 Understand where food comes
from.
MATERIALS
 Cut materials safelyusing tools
provided
 Measure and mark out to the
nearest centimetre.
 Demonstrate a range ofcutting and
shaping techniques (such as
tearing,cutting, folding and curling).
 Demonstrate a range ofjoining
techniques (such as gluing,hinges
or combining materials to
strengthen).
(link with forrest school activities)
TEXTILES
 Shape textiles using templates.
 Join textiles using simple stich
(e.g.)running stitch.
 Colour and decorate textiles using a
number oftechniques (such as
dyeing, adding sequins or printing).
MECHANICS
 Create products using levers,
wheels and winding mechanisms.
FOOD
 Prepare ingredients hygienically
using appropriate utensils.
 Measure ingredients to the nearest
gram accurately.
 Follow a recipe.
 Assemble or cook healthy
ingredients (controlling the
temperature ofthe oven or hob, if
cooking).
MATERIALS
 Cut materials accuratelyand safely
by selecting appropriate tools.
 Measure and mark out to the
nearestmillimetre.
 Apply appropriate cutting and
shaping techniques thatinclude cuts
within the perimeter ofthe material
(such as slots or cut outs).
 Select and use appropriate joining
techniques,with the correct
resources, accurately.
(link with forrest school activities)
TEXTILES
 Join textiles with appropriate
stitching.
 Select the mostappropriate
techniques to decorate textiles
(such as tie-dying, fabric paints
 Use materials to create own design
to block print
FOOD
 Measure accurately and calculate
ratios of ingredients to scale up or
down from a recipe.
 Demonstrate a range ofbaking and
cooking techniques.
 Create and refine recipes,including
healthy seasonal ingredients,
methods,cooking times and
temperatures.
 Understand how a variety of
ingredients are grown,reared,
caughtand processed. •
 Understand and applyprinciples of
a healthy and varied diet.
MATERIALS
 Cut materials with precision and
refine the finish with appropriate
tools (such as sanding wood after
cutting or a more precise scissor
cut after roughlycutting out a
shape).
 Show an understanding ofthe
qualities ofmaterials to choose
appropriate tools to cut and shape
(the nature of fabric may require
sharper scissors than would be
used to cut paper).
(link with forest school activities)
TEXTILES
 Create objects (such as a cushion)
that employa seam allowance.•

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EVALUATING
 Make products,refining the design
as work progresses
 Begin to evaluate their ideas and
products againstdesign criteria.
MECHANICS
 Use scientific knowledge ofthe
transference offorces to choose
appropriate mechanisms for a
product(such as levers, winding
mechanisms,pulleys and gears.)
(cross curricular links with science)
EVALUATING
• Make products by working efficiently (such
as by carefully selecting materials).
• Refine work and techniques as work
progresses,continuallyevaluating the
productdesign.
 Join textiles with a combination of
stitching techniques (such as back
stitch for seams and running stitch
to attach decoration). •
 Use the qualities ofmaterials to
create suitable visual and tactile
effects in the decoration of textiles,
possible applique (such as a soft
decoration for comforton a
cushion).
MECHANICS
 Convert rotary motion using cams.
 Use innovative combinations of
electronics (or computing) and
mechanics in productdesigns.
EVALUATING
• Make products through stages of
prototypes, making continual refinements.
• Ensure products have a high quality finish,
using artskills where appropriate.
• Use prototypes,diagrams and computer
aided designs to representdesigns.

15
KEY STAGE
ONE
KS1 Progression of skills in ART AND
DESIGN TECHNOLOGY
A child who is working at ARE will be able to do the
following:
Additional Notes
KS1- Autumn
Term One
CYCLE A
ART DRAW
PICTURE BOOK
DRAWING
In the style of
AXEL SCHEFFER
Series of sketches
based & shading in
various media
DRAWING
 Investigate tone by drawing light/dark
lines, light/dark patterns, light/dark
shapes using a range of media such as
crayons, pastels, felt tips, charcoal, pen,
chalk
 Can use a range of drawing media in
different ways: hatching, scribble,
stippling, blending, etc.
 Can work from direct observation and
imagination.
 Can solidly infill shapes using colour
pencils, pastels, etc.
 Can use soft pastels competently and
begin to experiment with oil pastels.
DEVELOPING IDEAS
 Use a sketchbook to plan and develop
simple ideas.
 Build information on colour mixing, the
colour wheel and colour spectrums.
 Collect textures and patterns to inform
other work.
RESPONDING TO ART
 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
 I can investigate tone (D)
 I can draw light and dark lines, shapes and patterns
using crayons, pastels, felt tips, charcoal, pen and
chalk.(D)
 I can use drawing media in different ways: hatching,
scribble, stippling, blending (D)
 I can observe the work of others and use my own
imagination to draw images with different patterns
(RA)(D)
 I can solidly colour shapes using different drawing
media, for example: pencils and pastels (D)
 I can use appropriate language to describe and talk
about the work of Axel Scheffer. (RA)
 I can use appropriate language to describe and talk
about my own work and that of others. For example:
hatching, sketching, shading, light, dark, blending,
mediums etc (RA) (DI)
Vocabulary
Light
Dark
Shading
Picture Book
Drawing media
Hatching
Sketching
Blending
Colour mixing
Pattern
Texture
Axel Scheffer

16
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.

17
KS1- Autumn
Term Two
CYCLE A
D&T 3D
MODELLING
Make a class mini
model of a Victorian
town from a variety of
materials- linked to
History
3D
 Can shape and model from observation
and imagination.
 Can use techniques such as pinching
and rolling when working with
mouldable materials (e.g. clay,
plasticine and doughs etc.).
 Can build a construction/sculpture from
a variety of objects and materials.
 Can carve into media using different
tools.
 Can use a range of decorative
techniques: impression, paint, etc.
 Can use simple tools for shaping, mark
making, etc.
DEVELOPING IDEAS
simple ideas.
other work.
RESPONDING TO ART
 Explore the work of a range of artists, craft
makers and designers, making
piece of art.
 I can shape and model from observation and imagination
(3-D) (RA)
 I can use different techniques with moldable materials
(clay, plasticine and doughs), such as: pinching and
rolling. (DI)
 I can build a construction/sculpture from different materials
and objects. (3-D)
 I can use a range of decorative techniques, for example:
impression and paint. ( P) (DI)
 I can carve into media using different tools. (3-D)
 I can use different tools for mark making. (DI)
Vocabulary
Model
Sculpture
Shaping
Rolling
Clay
Moldable
Techniques
Construct
Carve
Clay
Tools
Marking

18
they might make or how their work could

19
KS1-Spring
Term One
CYCLE A
ART COLLAGE
OUR OCEANS
Use collage materials
& techniques to create
the ocean seas linked
to Geography
COLLAGE
 Can cut a variety of shapes to complete
a composition.
 Can investigate texture with paper e.g.
scrunching and screwing paper up to
create a composition.
DEVELOPING IDEAS
simple ideas.
other work.
RESPONDING TO ART
piece of art.
they might make or how their work
could be developed further.
 I can glue and paste carefully (C)
 I can use scissors to cut shapes (C)
 I can cut a variety of shapes to complete a composition
(C)
 I can investigate texture using paper eg: scrunching and
screwing paper up to create a composition (C) (DI)
Vocabulary
Glue
Paste
Collage
Texture
Scrunching
Shape
Colour

20
KS1-Spring
Term Two
CYCLE A
D&T MATERIALS
EXPERIMENTING
WITH MATERIALS
Find the best material
to make a waterproof
jacket/ umbrella -linked
to science
MATERIALS
 Cut materials safely using tools
provided
 Measure and mark out to the nearest
centimetre.
 Demonstrate a range of cutting and
shaping techniques (such as tearing,
cutting, folding and curling).
 Demonstrate a range of joining
techniques (such as gluing, hinges or
combining materials to strengthen).
EVALUATING
 Make products, refining the design as
work progresses
products against design criteria.
 I can cut materials safely using tools. (M)
 I can accurately measure and mark out the nearest
centimetre. (M)
 I can demonstrate a range of cutting and shaping
techniques to create effect, for example: tearing,
cutting, folding and curling. (M)
 I can explore different materials for a specific purpose.
(E) (M)
 I can demonstrate a range of joining techniques such
as: gluing, hinges or combining materials to strengthen
a composition. (M) (E)
Vocabulary
Material
Waterproof
Cut
Measure
Mark
Shape
Gluing
Strengthen
Product

21
KS1- Summer Term
One
CYCLE A
ART PAINT
Inspirational artists
KANDINSKY
Using the artists style
and influence create
own paintings
PAINTING
different thicknesses of paint.
coloured, sized, shaped papers.
imagination. .
 Can mix a range of colours both primary
and secondary.
 Can begin to explore the relationship
between colour and moods / feelings
– red - angry fire , blue calm - seaside
 Can colour matching, replicating
 Can independently choose the
DEVELOPING IDEAS
simple ideas.
other work.
RESPONDING TO ART
piece of art.
 I can use different textures and thicknesses of different
paints. (P)
 I can begin to work using different coloured, sized,
shaped papers.
 I can use my sketchbook to plan and develop ideas
based on Kandinsky (collecting textures and patterns).
(DI)
 I can independently use the correct tool (brush) to
create a wide range of marks. (P)
 I can replicate the textures and patterns from
observation and imagination, using Kandinsky’s work to
influence my own. (RA)
 I can explore the colours in Kandinsky’s work and
explain how it effect my mood and feelings. (RA) (DI)
Vocabulary
Kadinsky
Texture
Pattern
Paint
Size, shape and
thickness
Abstract
Relationship
Mark
Express

22

23
KS1-Summer
Term Two
CYCLE A
D&TTEXTILES
BUNTING
Create a fabric
bunting for traditional
tales
TEXTILES
 Shape textiles using templates.
 Join textiles using simple stich
(e.g.)running stitch.
 Colour and decorate textiles using a
number of techniques (such as dyeing,
adding sequins or printing).
EVALUATING
work progresses
I can use a template to shape textiles. (T)
I can join textiles with an appropriate method. (T)
I can use different techniques to decorate my textiles. For
example: dyeing, sequins or printing) (T)
I can design a bunting based on a traditional tale. (T) (E)
I can make bunting using fabric. (E) (T)
I can evaluate my ideas and product against the design criteria
set. (E)
Vocabulary
Textiles
Fabric
Design
Bunting
Shaping
Join
Method
Decorate
Evaluate

24
KS1-Autumn
Term One
CYCLE B
ART DRAW
EXPRESSIONALISM
In the style of
VINCENT VAN
GOUGH
Observation &
imagination
DRAWING
 Investigate tone by drawing light/dark
lines, light/dark patterns, light/dark
shapes using a range of media such as
crayons, pastels, felt tips, charcoal, pen,
chalk
 Can use a range of drawing media in
different ways: hatching, scribble,
stippling, blending, etc.
imagination.
 Can solidly infill shapes using colour
pencils, pastels, etc.
 Can use soft pastels competently and
begin to experiment with oil pastels.
DEVELOPING IDEAS
simple ideas.
other work.
RESPONDING TO ART
piece of art.
 Reflect and explain the successes
and challenges in a piece of art
created.
 I can explore the art of Vincent Van Gogh and
respond, talking about how his art makes them
feel. (D) (RA)
 I can investigate tone (light/dark lines) using
crayons and soft pastels. (D) (DI)
 I can use different drawing media in different
ways. (D)
 I can take inspiration from observing Vincent
Van Gogh’s work and use my imagination to
create my own unique piece of art. (D) (DI)
challenges in a piece of art created. (RA) (DI)
Vocabulary
Light
Dark
Response
Shading
Tone
Lines
Hatching
Sketching
Blending
Imagination
Pattern
Texture
Vincent Van Gogh

25

26
KS1- Autumn
Term Two
CYCLE B
D&T MATERIALS
FELT WORK
Cut & stitch a mini
stocking ( for
Christmas) tree with
basic running stitch &
decorate exterior
MATERIALS
 Cut materialssafely using tools
provided
centimetre.
 Demonstrate a range of cutting and
shaping techniques (such as tearing,
cutting, folding and curling).
 Demonstrate a range of joining
techniques (such as gluing, hinges or
combining materials to strengthen).
EVALUATING
 Make products, refining the design
as work progresses
 I can design a Christmas stocking and refine my work
as it progresses. (EV)
 I can cut and prepare a template for a Christmas
stocking. (M)
 I can use my template to safely cut out a piece of felt.
(M)
 I can join my felt pieces with a simple running stitch. (M)
 I can refine my product design as it progresses. (EV)
Vocabulary
Felt work
Stitch
Decorate
Template
Refine
Join
Stocking
Theme

27
KS1- Spring
Term One
CYCLE B
ART PAINT
IMMAGINATION &
COLOUR
In the style of
Henri Rousseau
Mixing paint & brush
experimenting
PAINTING
different thicknesses of paint.
coloured, sized, shaped papers.
and imagination. .
 Can mix a range of colours both
primary and secondary.
 Can begin to explore the relationship
between colour and moods / feelings
– red - angry fire , blue calm - seaside
 Can colour matching, replicating
 Can independently choose the
DEVELOPING IDEAS
other work.
RESPONDING TO ART
artists, craft makers and designers,
 Express thoughts and feelings about
a piece of art.
 I can use a colour wheel and colour spectrums for
colour mixing – sketch books. (P) (DI)
 I can explore the work of Rousseau and record my
thoughts and feelings about his art. (RA)
 I can create a piece of art based on Rousseau.
 I can use and select different thicknesses of paintbrush
to create different marks.(P)
 I can use primary and secondary colour mixes to
explore the relationship between mood and colour (P)
 Reflect on and assess the successes and challenges of
your work. (EV)
Vocabulary
Henri Rousseau
Imagination
Colour
Mixing
Experiment
Mood and Colour
Relationship
Primary
Secondary
Paint

28

29
KS1- Spring
Term Two
CYCLE B
D&T MECHANICS
MOVING PICTURES
Make a moving picture
that includes sliders
and levers for
traditional tales
MECHANICS
 Create products using levers, wheels
and winding mechanisms.
EVALUATING
work progresses
 I can explore and investigate existing mechanisms.
(MX)
 I can design my own moving mechanism, using
inspiration from investigating existing designs. (MX)
 I can create a moving picture using levers, wheels and
winding mechanisms. (MX)
 I can evaluate and review my own design as my work
progresses and at the end of the process. (MX) (EV)
Vocabulary
Mechanism
Moving mechanism
Existing design
Levers, wheels, sliders
Winding
Process
Evaluate
Review

30
KS1- Summer
Term One
CYCLE B
ART COLLAGE
AFRICAN COLLAGE
with ABORIGINAL
influences
Create collage of
African savannah
linked to Geography
& look at
Aboriginal Art
COLLAGE
 Can cut a variety of shapes to
complete a composition.
 Can investigate texture with paper
e.g. scrunching and screwing paper
up to create a composition.
DEVELOPING IDEAS
 Collect textures and patterns to
inform other work.
RESPONDING TO ART
piece of art.
 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.
 I can explore the work of aboriginal artists and express
my thoughts and feelings about it. (RA)
 I can use original aboriginal pieces of work to inspire my
own collage. (RA) (DI)
 I can collect and explore textures and patterns. (DI)
 I can glue and paste to create an African collage,
influenced by aboriginal art. (C)
 I can use scissors to cut accurate shapes and use them
to compose a collage. (C)
 I can investigate texture with paper using scrunching
and other techniques to create a collage. (C)
Vocabulary
Aboriginal
Collage
African Savannah
Texture
Pattern
Influenced
Techniques
Investigate
Glue and paste
Colour
Cutting
Shape

31
KS1- Summer
Term Two
CYCLE B
D&T FOOD
HYGIENE &
CHOPPING SKILLS
To understand food
hygiene chopping
safely fruit kebabs with
melted
chocolate/design
perfect sandwich
FOOD
 Cut, peel or grate ingredients safely and
hygienically
 Measure or weigh using measuring
cups or electronic scales.
 Assemble or cook healthy ingredients
 Understand where food comes from.
EVALUATING
work progresses
 I can cut, peel and grate ingredients safely and
hygienically. (F)
 I can weigh and measure chopped fruit to share equally
between groups. (F)
 I can assemble the ingredients to create a fruit kebab.
(F)
 I can say where at least 3 of the fruits I have used,
come from in the world. (F)
 I can evaluate my own design and food creation
throughout and at the end of the task. (EV)
Vocabulary
Design and Technology
Food
Hygiene
Cut
Peel
Grate
Cutting
Slicing
Dicing
Chopping
Healthy
Assemble
Ingredients
Safe cutting
Weigh and measure
Origin

32
LOWER KEY
STAGE 2
LKS2 Progression of skills in ART AND DESIGN
TECHNOLOGY
following:
Additional Notes

33
LKS2- Autumn
Term One
CYCLE A
ART3D
CLAY WORK
CLAS
OLDENBURG
Create healthy and
un healthy models
from clay linked to
science
3D
 Can shape, form, model and construct
from observation.
from imagination
 Can use surface patterns and textures.
 Use at least two different materials e.g.
clay/wire
 Work in a safe, organised way, caring for
equipment.
 Stabilise work to continue at a later date.
 Make a clay slip to join two pieces of clay.
 Adapt work as and when necessary and
explain why.
and technique.
 Demonstrate awareness of sculpture in the
environment around us.
DEVELOPING IDEAS
 Use sketchbooks to collect and record
visual information from different sources
as well asplanning, trying out ideas, plan
colours and collect source material for
future works
 Express likes and dislikes through
annotations
 Use a sketch book to adapt and improve
original ideas
intentions/purpose of a piece of work
RESPONDING TO ART
 Continue to explore the work of a range of
describing the differences and similarities
between different practices and
disciplines, and making links to their own
work
 I can sketch food images D(I)
 I can shape, model and construct a 3-D food model from
clay (3D)
 I can use clay slip to join pieces of clay (3D)
 I can add surface patterns and textures to my design (3D)
 I can identify ways in which my work can be improved (RA)
(DI)
 I can give my response to the work of others (RA) (DI)
 I can use pictures and photos of Oldenburg’s work and
compare the artists’ similarities and differences (I) (RA)
 I can record my thoughts to show how I feel about the work
of Oldenburg. (DI) (RA)
Vocabulary
Clas Oldenburg
Healthy and unhealthy
Model
Clay
Model
Shape
Construct
Observation
Clay slip
Joining
Compare
Surface
Pattern
Texture

34
 Discuss own and others work, expressing
thoughts and feelings, and using
knowledge and understanding of artists
and techniques.
 Identify ways in which their work can be
improved.
 Begin to explore a range of great artists,
architects and designers in history.

35
LKS2- Autumn
Term Two
CYCLE A
D&T FOOD
HEALTHY FOOD
CHOICES
Investigate
alternative healthy
snacks from
vegetables &
design & create
healthy homemade
yoghurt
.FOOD
 Prepare ingredients hygienically using
appropriate utensils.
 Measure ingredients to the nearest gram
accurately.
(controlling the temperature of the oven or
hob, if cooking).
EVALUATING
 Make products by working efficiently
(such as by carefully selecting materials).
 Refine work and techniques as work
progresses, continually evaluating the
product design.
 I can select and prepare healthy ingredients to make a
vegetable baked snack. (F)
 I can create my own recipe and follow it accurately. (F)
 I can assemble and cook my chosen ingredients.
 I can evaluate my product in a taste test using
appropriate vocabulary. (F)
 I can suggest improvements to improve my product
following a taste test. (EV)
Vocabulary
Food
Healthy choices
Temperature
Fresh
Ingredients
Vegetables
Baked
Recipe
Taste test
Texture
Product
Improvements

36
LKS2- Spring
Term One
CYCLE A
ART DRAW
WHO IS BANKSY?
to investigate the
impact the artist has
had on society
DRAWING
confidence.
background)
 Can experiment with different types of line to
create a composition e.g. thick and thin, wavy,
curved etc (looking closely at the type of line
to fit the form).
 Can create texture through rubbings and
creating surface patterns with pencils (focus
on different textures).
 Can confidently work from observation.
 Can confidently work from imagination.
 Can solidify infill shapes with coloured pencils
and can produce a range of tones with a
variety of media such as pastels, felt tips,
charcoal, pen, chalk
DEVELOPING IDEAS
 Use sketchbooks to collect and record visual
information from different sources as well as
planning, trying out ideas, plan colours and
collect source material for future works
 Express likes and dislikes through annotations
original ideas
RESPONDING TO ART
artists, craft makers and designers, describing
the differences and similarities between
different practices and disciplines, and making
links to their own work
thoughts and feelings, and using knowledge
and understanding of artists and techniques.
• I can discuss contrasting points of view about Banksy’s
art. (DA) (RA)
• I can look at images of Banksy’s art and give my
thoughts about the meaning behind his art DA RA
(e.g Teacher notes: Some people do not think Banksy’s
graffiti is “art” but think it is vandalism and shouldn’t be
encouraged or praised. After all, he is painting these murals
on public walls without permission.
Then there are other people who say that Banksy is
making everyone aware of problems in the world and
that he should be allowed to ‘voice his opinion
through art’.)
• I can create my own Graffiti artwork that conveys a
message (D)
 I can control a pencil with increasing confidence. (D)
 I can create sketches of whole scenes, including the back
ground. (D)
 I can experiment with different types of line to create a
composition and select appropriate styles for example:
thick and thin, wavy and curved. (D)
 I can create different textures through rubbings and
creating surface patterns with pencils. (D)
 I can work from observation and imagination. (DI) (RA)
Vocabulary
Banksy
Sketching
Background
Composition
Contrasting
Graffiti
Experiment
Textures
Observation
Imagination
Infill
Tone

37
improved.

38
LKS2- Spring
Term Two
CYCLE A
ART PAINT
ABSTRACT
EXPRESSION
In the style of
GEORGIA
O’KEEFE
PAINTING
 Can use paint and equipment correctly.
 Can predict colour mixing results with
increasing accuracy – colour wheel
 Can use colour washes to build up thicker
layers and paint detail.
appropriate for work e.g., teaching how to use
dots and dashes
 Can understand how to use tints and tones -
to lighten and darken with the use of black
and white.
 Competently works with different
consistencies of paint.
DEVELOPING IDEAS
original ideas
RESPONDING TO ART
improved.
 I can discuss my thoughts about Georgia O’Keefe’s use
of colours in her landscape art. RA
 I can write my thoughts about how Georgia O’Keefe uses
form and shape in her landscape art RA
 I can compare and contrast how two Georgia O’Keefe
landscape paintings differ (to those using shades of one
colour) and explain my preferences RA
• I can discuss what I might you include if I was to create
my own Georgia O’Keeffe inspired landscape? RA DA
• I can compare the similarities and differences between
Georgia O’Keefe’s landscape and floral paintings.DA RA
• I can begin to experiment with painting close up views of
flowers, using paints in vibrant, bold colours.(in the style
of Georgia O’Keefe) P
• I can create my own landscape painting in the style of
Georgia O’Keefe P
• I can critique my work as it progresses (EV)
Vocabulary
Georgia O’Keefe
Abstract Expression
Inspired
Intricate
Close-up
Vibrant
Style
Landscape
Contrast
Critique
Style

39
LKS2- Summer
Term One
CYCLE A
ART COLLAGE
LAYERING
In the style of
PICASSO
linked to Geography
topic on Spain
COLLAGE
 Can use ripping as a technique for collage
 Can use the technique of overlaying - building
up layers on the surface/colour mixes
DEVELOPING IDEAS
original ideas
RESPONDING TO ART
improved.
I can explore and collect ideas to inspire me for my final collage.
(DI)
I can use annotations to express what I like and don’t like about
existing Picasso art. (DI) (RA)
I can plan and design my collage based on Picasso’s style of
collage. (DI)
I can use ripping and tearing as a technique for creating a collage
in the style of Picasso. C
I can use overlaying to build up layers on a surface and a mixture
of colours. C
I can create a collage based on Picasso’s work C
I can review my work and suggest changes to improve it. (RA)
Vocabulary
Picasso
Collage
Ripping
Tearing
Technique
Overlaying
Layering
Annotations

40
LKS2- Summer
Term Two
CYCLE A
D&T MECHANICS
MOVING PARTS
Design and make a
moving snapping
crocodile
MECHANICS
 Use scientific knowledge of the transference
of forces to choose appropriate mechanisms
for a product (such as levers, winding
mechanisms, pulleys and gears.)
EVALUATING
• Make products by working efficiently (such as by
carefully selecting materials).
• Refine work and techniques as work progresses,
continually evaluating the product design.
 I can investigate how to manipulate paper strips to create
a moving mechanism (M)
 I can explore the transference of forces to investigate
ideas for a mechanism. (M)
 I can use levers to make a moving animal (snapping
crocodile) (M)
 I can select materials for a specific purpose. (EV)
 I can evaluate and refine my work by selecting key ideas
to improve it (EV)
Vocabulary
Mechanism
Movement
Forces
Levers
Linkages
Pulleys
Gears

41
LKS2- Autumn
Term One
CYCLE B
ART 3D
WIRE WORK
In the style of
ALBERTO
GIOCAMETTI
Design & create a
wire figure with
movement
3D
from observation.
 Can shape, form, model and construct from
imagination
 Can use surface patterns and textures.
 Use at least two different materialse.g.
clay/wire
equipment.
 Stabilise work to continue at a later date.
 Make a clay slip to join two pieces of clay.
explain why.
and technique.
 Demonstrate awareness of sculpture in the
environment around us.
DEVELOPING IDEAS
visual information from different sources as
well as planning, trying out ideas, plan colours
and collect source material for future works
original ideas
RESPONDING TO ART
between different practices and disciplines,
and making links to their own work
 I can sketch ideas based on movement of people in the
style of stick drawings in pencil and charcoal. (D)
 I can observe an artist’s work to influence my designs.
(D)
 I can study the style of Alberto Giacometti and express
my opinions on his style of art. (RA)
 I can evaluate my work and identify where my work can
be improved. (RA)
 I can share and form a model using wire from observing
movement in people. (3D)
 I can adapt the shape of my work. (3D) (RA)
 I can comment on similar sculptures in our environment.
(3D)
Vocabulary
Alberto Giocametti
Sculpture
Solitary figures
Floristry wire
Sculpture
Model
Observation
Movement
Action
Charcoal

42
improved.

43
LKS2- Autumn
Term Two
CYCLE B
D&T TEXTILES
TIE DYING
Tie dyed scarf &
block print wall
hanging
TEXTILES
 Join textiles with appropriate stitching.
 Select the most appropriate techniques to
decorate textiles (such as tie-dying, fabric
paints
 Use materials to create own design to block
print
EVALUATING
 Make products by working efficiently (such as
by carefully selecting materials).
 Refine work and techniques as work
progresses, continually evaluating the product
design.
Tie Dye
 I can select a technique for tie dying to create an
effect (stripes, polka dot or spiral) on white
material (T)
 I can use tie-dying techniques
(string/bands/paints/ink) to create my chosen
design (T)
 I can evaluate my design and refine my tie-dying
techniques to change the effect. (E)
Block print (linked to William Morris Art
 I can sketch a design for a simple block print and
transfer it to a foam square for printing. (T)
 I can use block printing ink to transfer my design
onto fabric (T)
 I can evaluate my product designs. (E)
Vocabulary
Textiles
Tie dying
Techniques
Stripes/polka dots/spiral
Patterns
Fabric
Material
Ties
William Morris
Foam
Block printing
Squares

44
LKS2- Spring
Term One
CYCLE B
ART DRAW
In the style of
WILLIAM MORRIS
Study of his work &
intricate design
DRAWING
confidence.
background)
 Can experiment with different types of line to
create a composition e.g. thick and thin, wavy,
curved etc (looking closely at the type of line
to fit the form).
 Can create texture through rubbings and
creating surface patterns with pencils (focus
on different textures).
 Can confidently work from observation.
 Can solidify infill shapes with coloured pencils
and can produce a range of tones with a
variety of media such as pastels, felt tips,
charcoal, pen,chalk
DEVELOPING IDEAS
original ideas
RESPONDING TO ART
 I can study the work of William Morris and create my own
sketches. (I) (D)
 I can create texture through rubbings and different
surface patterns with pencils in the style of William
Morris. (D)
 I can experiment with different types of line to create a
composition e.g. thick and thin, wavy, curved etc (looking
closely at the type of line to fit the form). (D)
 I can solidify infill shapes with coloured pencils and can
produce a range of tones with a variety of media such as
pastels, felt tips and pen. (D)
 I can use pencil skills to develop my own intricate
designs. Inspired by William Morris. (RA)
 I can confidently use my imagination to create drawings
inspired by William Morris. (RA) (D)
 I can explore a range of William Morris designs and give
my personal critique of his work.
Vocabulary
William Morris
Texture
Line
Composition
Surface Patterns
Intricate
Floral
In fill
Techniques
Experiment
Inspired
Design

45
improved.

46
LKS2- Spring
Term Two
CYCLE B
D&T FOOD
BAKING
Afternoon tea bake
for parents following
a variety of different
recipes
FOOD
 Prepare ingredients hygienically using
appropriate utensils.
 Measure ingredients to the nearest gram
accurately.
(controlling the temperature of the oven or
hob, if cooking).
EVALUATING
 I can use appropriate tools and utensils for baking. (F)
 I can measure ingredients accurately. (F)
 I can follow a selection of recipes (F)
 I can assemble and cook my ingredients to create a
selection of edible products to serve as an afternoon tea.
(F)
 I can analyse evaluations from a third party. (EV)
 I can suggest improvements for the future of my products
based on third party evaluations. (EV)
Vocabulary
Afternoon Tea
British
Preparation
Ingredients
Prototypes
Edible
Presentation
Courses
Baking
Purpose
LKS2- Summer
Term One
CYCLE B
D&T MATERIALS
AIDA &
STITCHING
Cross stitch and
bead Egyptian
headband linked to
history
MATERIALS
 Cut materials accurately and safely by
selecting appropriate tools.
millimetre.
 Apply appropriate cutting and shaping
techniques that include cuts within the
perimeter of the material (such as slots or cut
outs).
 Select and use appropriate joining techniques,
with the correct resources, accurately.
EVALUATING
 I can measure and mark Aida and cut accurately using
appropriate tools. (M)
 I can measure and mark out material to the nearest
milimetre. (M)
 I can join pieces together with cross stitch to create an
Egyptian design. (M)
 I can carefully select materials for my product (EV)
 I can refine my stitching techniques as my work
progresses. (EV)
Vocabulary
Aida
Cross-stitching
Measure
Marking/cutting/shaping
Perimeter
Stitching
Joins
Design
Egyptian
Tools
Materials
Headwear

47
LKS2- Summer
Term Two
CYCLE B
ART PAINT
IMPRESSIONALIS
M
In the style of
CLAUDE MONET
Using tints, tones
and paint layering
PAINTING
 Can use paint and equipment correctly.
 Can predict colour mixing results with
increasing accuracy – colour wheel
 Can use colour washes to build up thicker
layers and paint detail.
appropriate for work e.g., teaching how to
use dots and dashes
 Can understand how to use tints and tones
- to lighten and darken with the use of
black and white.
 Competently works with different
consistencies of paint.
DEVELOPING IDEAS
future works
original ideas
RESPONDING TO ART
between different practices and
disciplines, and making links to their own
work
improved.
 I can use a colour wheel to create my own tones and
tints. (P) (DI)
 I can use colour washes to build up thicker layers and
paint detail. (P)
 I can use brushes to produce thick and thin layers of
detail. (P)
 I can use different paints (water
colours/acrylics/oil/pastels). (P) (DI)
 I can compare the similarities and differences between
William Morris and Claude Monet. (RA)
Vocabulary
Claude Monet
William Morris
Impressionism
Tints, tones and layering
Acrylic paint
Colour washes
Detail
Skyline
Reflection
Nature
Dash
Texture
3-D Effect
Compare

48

49
UPPER KEY
STAGE TWO
UKS2 Progression of skills in ART AND DESIGN
TECHNOLOGY
following:
Additional Notes
UKS2- Autumn
Term One
CYCLE A
D&T TEXTILES
TEXTILES FOR A
PURPOSE
Design & make
phone case/pencil
case selecting
appropriate textiles
for (felt/foam)
MATERIALS
 Cut materials with precision and refine the
finish with appropriate tools (such as sanding
wood after cutting or a more precise scissor
cut after roughly cutting out a shape).
 Show an understanding of the qualities of
materials to choose appropriate tools to cut
and shape (the nature of fabric may require
sharper scissors than would be used to cut
paper).
TEXTILES
 Create objects (such as a cushion) that
employ a seam allowance. •
 Join textiles with a combination of stitching
techniques (such as back stitch for seams and
running stitch to attach decoration). •
 Use the qualities of materials to create suitable
visual and tactile effects in the decoration of
textiles, possible applique (such as a soft
decoration for comfort on a cushion).
EVALUATING
 Make products through stages of prototypes,
making continual refinements.
 Ensure products have a high quality finish,
using art skills where appropriate.
 Use prototypes, diagrams and computer aided
designs to represent designs.
I can precisely cut materials to create a purposeful creation.(M)
I can refine and finish my product using sanding, cutting or
precise scissor work. (M)
I can select appropriate tools to create a particular effect on my
product. (M)
I can join materials using stitching, for example: back stitch for
seams or a running stitch) (T)
I can use different materials to create a visual effect with
decoration. (T)
I can make design and make prototypes for my product. (E)
I can make continuous refinements until I am happy with my
product.(E)
Vocabulary
Textiles
Design
Stitching
Purpose
Foam
Felt
Zips
Joins
Material
Prototypes
Visual
Cutting
Precision
Refinements

50
UKS2- Autumn
Term Two
CYCLE A
ART DRAW
WHAT HAS L.S.
LOWRY LEFT US?
To investigate the
historical references
the artist has left on
the world
DEVELOPING IDEAS
 Use sketchbooks to plan a sculpture through
drawing and complete other preparatory work.
 Use the sketch book to plan how to join parts
of the sculpture.
 When working, keep notes which consider
how a piece of art may be developed further
collect source material for future works.
explain why.
DRAWING
 Can use a range of pencil (including different
grades of pencil, HB, 2B, 4B charcoal and
pastels).
 Can begin to create depth in a composition
through the use of simple perspective and
have opportunities to develop further simple
perspective in their work using a single focal
point and horizon.
 Can draw the layout of the face and figure.
 Can experiment with shading techniques
(light/dark – pencil)
 Can use language appropriate to skill and
techniques.
 Can draw the layout of the figure in motion.
 Can select different techniques for different
purposes: shading,
PAINTING
confidently mixing colour shades using
previous knowledge.
 Can use complementary colours.
 I can re-create a sketch based on the
work of L.S Lowry using depth to show
perspective. (D) (DI) (RA)
 I can create my own sketch based on the
work of L.S Lowry using simple
perspective with a single focal point and
horizon. (D)
 I can select and use shading techniques
to create effect (light and dark) (D)
 I can draw the outline of a face and figure
and draw subsequent images to show the
figure in motion. (D)
 I can use previous knowledge to mix paint
colours and create different paints and
tints. P
 I can control the types of marks I make
using different brushes to create texture
and replicate patterns and colours. P
Vocabulary
L.S. Lowry
Perspective
Depth
Focal point
Horizon
Outline
Figure
Motion
Texture
Replicate

51
 Can confidently apply paint to large flat areas
of colour and use appropriate brushwork to
the method of painting.
 control the types of marks made and
experiment with different effects and textures
inc. blocking in colour, washes, thickened
paint creating textural effects.
 Can replicate patterns, colours and textures in
their work.
 Can confidently work from direct observation.
 Can begin to use different kinds of paints
(acrylics, watercolour etc.
technique.
RESPONDING TO ART
 Recognise the art of key artists and begin to place
them in key movements or historical events.
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.
approaches.
 Explore a range of great Artists, architects and

52
UKS2- Spring
Term One
CYCLE A
D&T MECHANICS
AUNTOMATA
Design and make a
selection of
auntomata animals
with moving cams
MECHANICS
Use innovative combinations of electronics (or
computing) and mechanics in product design
MATERIALS
paper).
EVALUATING
Ensure products have a high quality finish,
I can use rotary motion cams to create an animal. (M)
I can gather ideas and research ideas for my project. (DI)
I can cut materials precisely and use appropriate tools to refine
their finish. (M)
I can choose quality materials and choose appropriate materials
to cut and shape accurately.(M)
I can design my product and refine it as I progress with its
process. (E)
I can use products to ensure a high quality finish, using different
art skills where appropriate. (E)
Vocabulary
Automata
Mechanism
Refine
Moving cams
Materials
High quality
Finish
Precise
Movement
Forces
Levers
Linkages
Pulleys
Gears
UKS2- Spring
Term Two
CYCLE A
D&T MECHANICS
AUNTOMATA
Design and make a
selection of
auntomata animals
with moving cams
MECHANICS
Use innovative combinations of electronics (or
computing) and mechanics in product design
MATERIALS
paper).
EVALUATING

53
Use prototypes, diagrams and computer aided designs
to represent designs.
UKS2- Summer
Term One
CYCLE A
D&T MATERIALS
KITE MAKING
Make a kite – linked
to materials/ forces-
wind resistance in
science
MATERIALS
paper).
EVALUATING
I can explore and research different kite designs.
I can use diagrams to design my kite. (E)
I can cut materials with appropriate tools depending on the
toughness of the material being used. (M)
I can sand wood and cut it precisely to avoid rough edges. (M)
I can cut materials to create an appropriate product that is strong
enough for the design summary. (M)
I can make a kite and review the process as it progresses;
making changes where appropriate. (M) (EV)
Vocabulary
Materials
Kites
Structure
Tools
Design
Prototypes
Force
Strength
Toughness
Resistance
Cutting
Sanding

54
UKS2- Summer
Term Two
CYCLE A
ART PAINT
GRAFFITI ART
In the style of
KEITH HARING
Debate Graffiti in
society and create
own Graffiti art
DEVELOPING IDEAS
of the sculpture.
explain why.
PAINTING
previous knowledge.
 Control the types of marks made and
their work.
technique.
RESPONDING TO ART
I can explore the ideas of Keith Haring and recognise the
meaning behind his art. (RA)
I can discuss and understand the work of Keith Haring. (RA)
I can review my own and other’s work; giving suggestions for
improvements. (RA)
I can use my sketch book to collect and record ideas for a piece
of graffiti art. (DI)
I can try out ideas, plan colours and collect source materials for
my project. (DI)
I can work from observation and imagination to plan my own
piece of art based on Keith Haring’s style of using graffiti. (DI) (P)
I can create my own piece of art based on Keith Haring’s graffiti
art. P
I can use different types of paint brush strokes to replicate
patterns, colours and textures in my work. P
I can use different strokes and mix colours confidently to create
an effect. P
Vocabulary
Keith Haring
Graffiti
Society
Debate
Observation
Imagination
Replicate
Pop art
Meaning
Source
Potential
Critique

55
developed further.
their own work.
approaches.

56
UKS2- Autumn
Term One
CYCLE B
ART DRAW
Taking influences
from artists
EVELYN DUNBAR
Draw scenes form
WWII linked to
History
DRAWING
 Can use a range of pencil (including
different grades of pencil, HB, 2B, 4B
charcoal and pastels).
 Can begin to create depth in a composition
through the use of simple perspective and
have opportunities to develop further simple
perspective in their work using a single focal
point and horizon.
 Can draw the layout of the face and figure.
 Can experiment with shading techniques
(light/dark – pencil)
techniques.
 Can draw the layout of the figure in motion.
 Can select different techniques for different
purposes: shading, smudging etc.
DEVELOPING IDEAS
 Use sketchbooks to plan a sculpture
through drawing and complete other
preparatory work.
how a piece of art may be developed
further
future works.
explain why
RESPONDING TO ART
 Recognise the art of key artists and begin to
place them in key movements or historical
events.
modifications/ changes and see how they can
 I can use my sketch book to collect and record Evelyn’s work
and annotate it with my thoughts. (RA) (I)
 I can draw the layout of a face and figure linked to WWII
using a range of pencil grades and charcoal. (D)
 I can use shading techniques to bring my drawings to life
(shading, smudging, light and dark). (D)
 I can annotate my art in my sketch book to communicate how
I can develop my work further. (RA) (I)
Vocabulary
Evelyn Dunbar
Artist
Illustrator
Gallery
Scene
Realistic
Figure
Pencil grade
Shading
Smudging
Annotate
WWII
Sources
Modifications

57
their own work.
approaches.

58
UKS2- Autumn
Term Two
CYCLE B
D&T FOOD
BREAD
Make bread soda
bread and bread
with yeast linked to
Science
reversible/non
reversible changes
& micro organisms
FOOD
 Measure accurately and calculate ratios of
ingredients to scale up or down from a recipe.
 Demonstrate a range of baking and cooking
techniques.
 Create and refine recipes, including healthy
seasonal ingredients, methods, cooking times
and temperatures.
 Understand how a variety of ingredients are
grown, reared, caught and processed. •
 Understand and apply principles of a healthy
and varied diet.
EVALUATING
• Make products through stages of prototypes, making
continual refinements.
• Ensure products have a high quality finish, using art
skills where appropriate.
• Use prototypes, diagrams and computer aided
 I can plan my work based on research that I have done
and use prototypes to decide on a final design. (EV)
 I can measure accurately and calculate ratios of
ingredients. (F)
 I can demonstrate a range of baking and cooking
techniques. (F)
 I can create and refine recipes, including healthy
seasonal ingredients, methods, cooking times and
temperatures. (F)
 I can understand how a variety of ingredients are grown,
reared, caught and processed. (F)
 I can understand and apply principles of a healthy and
varied diet. (F)
 I can compare the similarities and differences in the two
types of bread. (EV)
Vocabulary
Baking
Bread
Yeast
Reversible/Non-
reversible
Prototypes
Recipe
Ingredients
Method
Seasonal

59
UKS2- Spring
Term One
CYCLE B
ART 3D
CLAY DESIGN
Make Greek vases
linked to history
topic using different
techniques & tools
DEVELOPING IDEAS
of the sculpture.
explain why.
3D
 Can work directly from observation with
confidence.
 Be able to design and create intricate patterns and
textures.
equipment. Secure work to continue at a later
date.
 Model and develop work through a combination of
pinch, slab, and coil.
 Demonstrate experience in the understanding of
different ways of finishing work: glaze, paint,
polish.
 Demonstrate experience in freestanding work
using a range of media.
 Create a small slip to create layers in a clay
structure.
 Recognise sculptural forms in the environment:
Furniture, buildings.
 Confidently carve a simple form.
 Solve problems as they occur and improve work
where necessary.
 I can explore designs pf Greek vases and create preliminary
sketches based on these. (3D)
 I can explore and recognise different structures in the
environment, taking notes and gathering ideas as inspiration
for my own work. For example: furniture and buildings (3D)
(DI)
 I can design and create intricate patterns and texture using a
combination of pinch, slab and coil and selecting the correct
tools to make my design. (3D)
 I can create slip to add layers to my clay design. (3D)
 I can solve problems and improve faults in my design.
(collapsing, not sticking, drying out) (3D)
 I can finish my work with paint glaze/polish. (3D) (P)
Vocabulary
Greek vases
Traditional
Clay
3D
Sculpture
Slip
Pinch/slab/coil
Collapsing
Structure
Inspiration
Purpose
Artwork

60
 Use language appropriate to the skills and
techniques being used.

61
UKS2- Spring
Term Two
CYCLE B
ART PAINT
PERSPECTIVES
Taking influences
from EDWARD
HOPPER
Create a painting
with perspective
DEVELOPING IDEAS
of the sculpture.
explain why.
PAINTING
previous knowledge.
 control the types of marks made and
their work.
technique.
RESPONDING TO ART
 I can explore the work of Edward Hopper and develop my
one likes and dislikes about his art. (RA)
 I can compare the work of Edward Hopper and L.S Lowry
in terms of how they both use perspective. (RA)
 I can recognise where in history the artist Edward Hopper
worked as an artist. (RA)
 I can gather ideas and take notes about existing pieces of
art (DI)
 I can develop my own ideas for a perspective painting and
plan using a sketch pad. (DI)
 I can use paint to create a painting with perspective. ℗
 I can use tints and colour mixing to paint my image. ℗
 I can replicate patterns and colour to create a perspective
image. ℗
 I can use different painting techniques to create an effect. ℗
 I can use appropriate language to describe the skills and
techniques I am using. ℗
Vocabulary
Edward Hopper
L.S. Lowry
Perspective
Opinion
Annotate
Replicate
Techniques
Comparison
Investigate
Brushwork
Method
Influences

62
developed further.
their own work.
approaches.


63
UKS2- Summer
Term One
CYCLE B
ART COLLAGE
RAINFORREST
INSPIRED
COLLAGE
In the style of
KURT
SCHWITTERS
Linked to
Geography
DEVELOPING IDEAS
of the sculpture.
explain why.
COLLAGE
 Can use the techniques of folding, repeating
and overlapping with a variety of different
collage mediums
 Can arrange and rearrange colours, shapes
and texture for effect before completion of the
collage
RESPONDING TO ART
developed further.
their own work.
approaches.
 I can investigate and explore the work of Kurt Schwitters.
(RA)
 I can discuss my likes and dislikes about the work of Kurt
Schwitters.(RA)
 I can gather ideas in my sketch book to contribute towards
the creation of my own collage.
 I can keep notes to plan for my own collage based on that
of an artist (Kurt Schwitters)
 I can plan the creation of my own collage using ideas I
have gathered and the work of Kurt Shwitters.
 I can use folding, repeating and overlapping with a variety
of collage materials. (C)
 I can create a collage based on the work of Kurt Schwitters.
(C)
 I can create effect by re-arranging colours, shapes and
texture for effect of my collage. ©
Vocabulary
Collage
Kurt Schwitters
Folding
Repeating
Overlapping
Texture
Depth
Building
Layers
Graphic design
Typography
Installation art
Colour

64
UKS2- Summer
Term Two
CYCLE B
D&T TEXTILES
DESIGN & MAKE
Design a bag with
appliqué taking
inspiration from
Mexican influences
-linked to
Geography
MATERIALS
paper).
TEXTILES
 Create objects (such as a cushion) that
employ a seam allowance. •
 Join textiles with a combination of stitching
techniques (such as back stitch for seams and
running stitch to attach decoration). •
 Use the qualities of materials to create suitable
visual and tactile effects in the decoration of
textiles, possible applique (such as a soft
decoration for comfort on a cushion).
EVALUATING
 Ensure products have a high quality finish,
 I can explore appliqué and find existing pieces of art that I
like and dislike; giving reasons with evidence for your
ideas. (DI)
 I can create a bag that employs seam allowance in the
structure by selecting and using: appropriate tools to cut
with precision and ensuring the finished product is neat and
aesthetically pleasing. (T) (M)
 I can join textiles together using a combination of stitches,
such as: back stitch for seams and a running stitch to
attach decoration. (T)
 I can create suitable visual effects with the decoration of my
textile. (T)
 I can assess and evaluate my product through different
stages and suggest improvements to upscale the quality of
it. (E)
 I can ensure products are finished to a high quality (E)
Vocabulary
Textiles
Applique
Joining
Stitches
Visual
Influences
Tools
Structure
Precision
Seam
Seam allowance

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