Art Intent Overview

Art Curriculum Map

Art Progression

  EYFS (reception) Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Drawing Explore mark making using a variety of drawing tools

Use drawings to tell a story

Investigate lines

Start to produce patterns and textures from observation, imagination and illustration

Extend the variety of drawing tools

Explore different textures

Begin to control marks made with a range of tools and different surfaces

Observe real objects, places and people – beginning to create an increasingly accurate representation

Experiment with tools and surfaces

Represent things observed, remembered or imagined using colour/ tools

Experiment with tone to create light and dark

Develop simple ideas or record observations through sketching

Experiment making different tones using graded pencils

Begin to show an awareness of objects having a third dimension and perspective

Close observation to create increasingly accurate drawings

Initial sketches as a preparation for painting

Introduce techniques (eg use of grids) to enable production of appropriately proportioned drawings

Work with increasing precision and attention to deliberate detail

Effect of light on objects and people from different directions

Use different techniques to replicate texture of a surface

Draw familiar objects with correct proportions

Develop shadows using a range of drawing materials

Use simple perspective in work using a single focal point and horizon

Begin to develop an awareness of composition, proportion and scale in their work (and that of others

Computer generated drawings (IT links)


(painting, ink, dye, textiles, pencils, crayon, pastels)

Experimenting with and name primary colours

Exploring mixing colour

Use a range of tools to make coloured marks

Make choices about colour for a purpose

·Explore a range of media eg different surfaces, coloured paper using different tools

Name all colours

Mix colour to create secondary colours

Find collections of colours

Apply colour with a range of tools

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

Darken colours (without using black)

Explore what happens to colour when more water is added

Colour mixing to make colour wheels

Introduce different types of brushes

Apply colour using different techniques eg dotting, splashing, scratching

Explore complimentary and opposing colours

Work on a large scale

Suitable equipment for the task

Use colour to reflect mood/feeling – warm and cool colours

Explore way artists apply paint for different effects and recreate in own work

Mix colours to express mood, divide colour for foreground and back ground or demonstrate tones

Use techniques colours, tones and effects in an appropriate way to represent things seen – brushstrokes following the direction of the grass, stippling to paint sand, watercolour bleeds to create clouds

Apply previous paint and colour learning to making deliberate decisions to create a chosen effect

(textiles, clay, sand, plaster, stone)

Handling, manipulating and enjoying use of materials

Describe the feeling of different textures – sensory experience

Simple collage

Simple weaving


Sort according to specific qualities

How textiles create things

Collage- Different media can be combined to create new effects.

Collage-  Overlapping and overlaying to create effects

Join textiles by sewing using large eyed needles + running stitch (DT link)


Join fabrics by sewing using smaller eyed needles and finer threads (DT link)

Weaving to create different effects

Use a wider variety of stitches to join fabric

Study the design of textural art

Chose materials for the effect they create, experimenting with mood, feeling, movement

Observe how artists use inks on fabric, noting how inks bleed

Investigate and explore  ways of changing fabrics eg sewing, cutting, tearing, creasing, knotting and embellishing

Experiment using layers and overlays to create new colours and textures

Explore mixed media to convey a message (on a large scale)



(3D work, clay, dough, boxes, wire, paper sculpture, mod roc)

Handling, feeling, enjoying and manipulating a range of materials


Build, shape, model and re-model

Use materials to make objects for a purpose

Work with clay/ dough to create thumb pots

Make choices about most suitable materials to make objects

Shape and model materials for a purpose.

Awareness of natural and man-made forms

Shape form or create 3D structures from experience or direct observation

Use decorative techniques, patterns and textures in 3D

Produce larger clay ware using pinch, slab, coil techniques

Explore carving as a form of 3D art

Plan and develop ideas (see sketch books)

Make simple sculptures adding  surface patterns /textures

Plan and develop ideas (sketch books)

Exploration of paper sculpture eg folding, curling, coiling, tearing including different scales

Recognise the work of other artists, explore those techniques.

Produces intricate patterns and textures in a malleable media



(found materials, fruit/veg, wood blocks, press print, lino, string)


Print with a variety of objects

Print with block colours

Develop simple patterns using objects

Enjoy using stencils to create pictures

Create patterns

Develop impressed images eg string on card, potatoes

Relief printing

Use a variety of different printing techniques and objects with purpose eg easy print Printing and pattern not explicitly within KS2 curriculum but integrated within drawing, painting and sculpture.

Use of Sketch books across KS2

Year 3 – Use a sketch book to record media exploration and experimentation as well as planning and collecting source material for future works

Year 4 – Use sketches to collect and record visual information from different sources as well as planning and collecting source material for future work (drawing, painting, fabrics)

Year 5 – Collect mixed media materials which have inspired or raised questions. Sketch and record visual information from different sources as well as planning and collecting source material for future work

Year 6 – Use collected materials and sketches to plan and reflect on their work, evaluating their choices and decisions. Refine learnt techniques


(paint, pencil, textiles, clay, printing)

Create repeating pattern

Irregular painting patterns

Simple symmetry

(link to maths)

Identify and discuss pattern

Create repeating pattern


Experiment by arranging, folding, repeating, overlapping to create regular, irregular and symmetrical pattern

Discuss regular and irregular pattern

Natural and man-made

Tier 2 vocabulary Names of primary colours, tool, mix, fabric, marks, lines Gallery, museum, shade, shadow, repeating pattern, purpose, accurate Techniques, observe, decorative, folding Dimension, thread, stitch Proportion, mood, computer generated, analyse, interpret, construct, compare, architect, designer
Tier 3 vocabulary Pinch, roll, scratch, fabric, roller, brush, pattern, illustrations, light, dark, heavy, thin, thick, bumpy, flat, weave, rough, smooth, rub, print, natural collage, effect, impress, relief, images, printing, symmetry, artist, coil, press, texture, clay Charcoal, chalk, pastel, crayon, tone, brush stroke, wash, overlapping, overlaying, running stitch, man-made, 3D, form, watercolour, experiment, sketch, regular and irregular pattern Perspective,  blend, tint, smudge, canvas, carve, shading, observational drawing, slab, model, mould, landscape, portrait, stippling Abstract, bleed Tie dye, batik. Silk screen, foreground, background, hue, embellish, applique, origami Malleable, intricate, horizon, realistic, composition, focal point, inanimate, ceramics



End points / assessments


Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Drawing/ colour/ painting Experiment with mark making (using a variety of tools) and colour choice.

David Hosking

Observe, draw and use paint to represent a landscape eg coastline, Carne Brea etc – local artists

Joanne Short, Ted Dyer, John Dyer, John Miller, Joan Gillchrest

Experimentation with colour and paints to create different effects.

Kandinsky, Jackson Pollock Seurat – pointillism

Develop skill using tone to represent 3D in drawing and sketches.


Da Vinci, John Tremaine

Study the work of different portrait artists with attention to use of proportion. Use knowledge gained to produce a portrait (or part of one).

Portraits – Rembrandt, Klimt, Picasso, Luke Caddy

Study the work of different still life artists with attention to use of light and shadow. Use knowledge gained to produce a still life painting (or part of one).

Still life – Cezanne, Van Gogh, Ingrid Sofrin

Study artists that have used art to convey messages and convey the impact that this has on you.

Create own art work to convey a message.

Propaganda / pop art  – Andy Warhol, Roy Lichtenstein, Picasso

Street art – Banksy

Texture / printing / pattern Experiment with rubbing, printing to create texture and pattern (using natural and man-made objects) Create pattern using drawing and painting techniques Hundertwasser Create collage using overlapping and overlaying techniques including sewing to attach fabric.

Laurie McCall

Ben Nicholson, Sir Terry Frost, Matisse

Paper weave an exploration of colour and different techniques with paint.


(could join to make one large piece) see image bank

Use a variety of media to create a landscape scene possible link rivers


Textural art – Debbie Smyth, Beach art – John Dahlsen

Use sketch books to capture investigations into how inks behave on fabric and how they can change and embellish fabric

Fabric – embellishment, Bethan Ash, Louise Boldwin

Ways of changing Fabrics – Nicky Perriman, Sophie Standing

Create a painting or drawing around a single focal point and horizon which demonstrates a developing awareness of composition, proportion, and perspective
Form – 3D work Representations  – create 3D work modelling and remodelling


Make clay or dough candle holder – use repeating pattern impressed images link to history or Diwali Explore art from another culture to create a 3D structure decorated using regular and irregular pattern. Link to geography study of African village or RE

Peter Minshall

Further develop modelling techniques

Carving – Henry Moore, Barbara Hepworth link to geography eg tree stumps carved from clay and detail added using a range of techniques

Coil pots and clay ware – Lucie Rie, Rubert Spira Link to Stone Age

Make simple sculptures adding surface patterns and textures eg Sculpt Roman amphora, Egyptian death masks Create paper sculpture using a variety of techniques eg head wear.

Paper sculpture – Asya Kozina

Create a collaborative 3D artwork which conveys an environmental message.

(geography environment link)