National Curriculum Learning Objectives Progression Grid For

National Curriculum Learning Objectives Progression grid for

Art and Design Year 2

Prior Learning

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Pupils should be taught to:

Attainment Targets

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Notes and guidance – Non Statutory

Links with DT, Designing - face on a plate, Christmas cards, Seaside diorama design, Paper quilt design, Aboriginal art,
Links with DT, Collage (face on a plate), junk modeling to create a new species of animal, Seaside diorama,
Self portraits, holiday
painting/ drawing, clay wreath, firework pictures, Northern Lights pictures, Christmas/ Mothers Day/ Easter cards, 3D seaside collage,
Observational drawing, with an emphasis on detail/ attempting some use of tone
Shaping/ marking clay to create a wreath
Learning about/ linking their art work to Matisse (Term 1) and Picasso (Term 3)
Investigating seaside art work
Aboriginal Art – discussing and trying out techniques / Pupils should be taught:
§ To use a range of materials creatively to design and make products.
Ø  I can create a more detailed design to plan a product, stating the materials I will need
Ø  I can choose the medium that I feel will be best for what I am doing, and explain why
Ø  I can use my knowledge of materials to make decisions about the best way to cut, shape and join them when making a product
§ To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
Ø  I can make decisions and independently express my ideas, experiences and imagination through drawing, painting and sculpture
Ø  I can improve and develop my ideas with greater independence as I work
Ø  I can confidently give feedback to others to help them to develop their ideas
NB – The above statements should all be related to drawing, painting or sculpture.
§ To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
Ø  I can recognise and name primary and secondary colours
Ø  I can mix paint to create secondary colours of my choice with a growing level of confidence
Ø  I can independently identify patterns in nature and the world around me
Ø  I can create increasingly complex patterns using a variety of media, including printing and ICT
Ø  I can choose the medium that I feel is most effective for linear work
Ø  I can represent shape and emotions with lines, e.g. wriggly, curvy, swirly, angry
Ø  I can vary the level of tone I use when drawing from observation, depending on where the light is shining on an object
Ø  I can understand the difference between 2D and 3D art forms
Ø  I can understand how to join malleable materials, and can use modeling tools with safety and precision
Ø  I can choose and manipulate materials and media imaginatively to represent texture in my work
Ø  I can attempt to represent visual texture in my work through mark making
§ 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.
For this area, progression will take place through the extension of children’s knowledge of a range of artists, craft makers and designers.
Ø  I can talk about and compare the work of artists, crafts makers and designers
Ø  I can make links between the skills used by artists, crafts makers and designers, and my own work / 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