“The artist's world is limitless.  It can be found anywhere, far from where he lives or a few feet away.  It is always on his doorstep.” – Paul Strand



Milestone 1
(Year 1 & Year 2)

Milestone 2
(Year 3 & Year 4)

Milestone 3
(Year 5 & Year 6)

To develop ideas


• Respond to ideas and starting points.
• Explore ideas and collect visual information.
• Explore different methods and materials as ideas develop.

• Develop ideas from starting points
throughout the curriculum.
• Collect information, sketches and resources.
• Adapt and refine ideas as they progress.
• Explore ideas in a variety of ways.
• Comment on artworks using visual language.

• Develop and imaginatively extend ideas from
starting points throughout the curriculum.
• Collect information, sketches and resources
and present ideas imaginatively in a sketch
• Use the qualities of materials to enhance
• Spot the potential in unexpected results as
work progresses.
• Comment on artworks with a fluent grasp of
visual language.

To master techniques


• Use thick and thin brushes.
• Mix primary colours to make secondary.
• Add white to colours to make tints and black
to colours to make tones.
• Create colour wheels.

• Use a number of brush techniques using thick
and thin brushes to produce shapes, textures,
patterns and lines.
• Mix colours effectively.
• Use watercolour paint to produce washes for
backgrounds then add detail.
• Experiment with creating mood with colour.

• Sketch (lightly) before painting to combine
line and colour.
• Create a colour palette based upon colours
observed in the natural or built world.
• Use the qualities of watercolour and acrylic
paints to create visually interesting pieces.
• Combine colours, tones and tints to enhance
the mood of a piece.
• Use brush techniques and the qualities of
paint to create texture.
• Develop a personal style of painting, drawing
upon ideas from other artists.


• Use a combination of materials that are cut,
torn and glued.
• Sort and arrange materials.
• Mix materials to create texture.

• Select and arrange materials for a striking
• Ensure work is precise.
• Use coiling, overlapping, tessellation, mosaic
and montage.

• Mix textures (rough and smooth, plain and
• Combine visual and tactile qualities.
• Use ceramic mosaic materials and techniques.


• Use a combination of shapes.
• Include lines and texture.
• Use rolled up paper, straws, paper, card and
clay as materials.
• Use techniques such as rolling, cutting,
moulding and carving.

• Create and combine shapes to create
recognisable forms (e.g. shapes made from
nets or solid materials).
• Include texture that conveys feelings,
expression or movement.
• Use clay and other mouldable materials.
• Add materials to provide interesting detail.

• Show life-like qualities and real-life
proportions or, if more abstract, provoke
different interpretations.
• Use tools to carve and add shapes, texture
and pattern.
• Combine visual and tactile qualities.
• Use frameworks (such as wire or moulds) to
provide stability and form.


• Draw lines of different sizes and thickness.

• Colour (own work) neatly following the lines.

• Show pattern and texture by adding dots and lines.

• Show different tones by using coloured pencils.

• Use different hardnesses of pencils to show line, tone and texture.

• Annotate sketches to explain and elaborate ideas.

• Sketch lightly (no need to use a rubber to correct mistakes).

• Use shading to show light and shadow.

• Use hatching and cross hatching to show tone and texture.

• Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight).

• Use a choice of techniques to depict movement, perspective, shadows and reflection.

• Choose a style of drawing suitable for the work (e.g. realistic or impressionistic).

• Use lines to represent movement.


• Use repeating or overlapping shapes.

• Mimic print from the environment (e.g. wallpapers).

• Use objects to create prints (e.g. fruit, vegetables or sponges).

• Press, roll, rub and stamp to make prints.

• Use layers of two or more colours.

• Replicate patterns observed in natural or built environments. 

• Make printing blocks (e.g. from coiled string glued to a block).

• Make precise repeating patterns.

• Build up layers of colours.

• Create an accurate pattern, showing fine detail.

• Use a range of visual elements to reflect the purpose of the work.


• Use weaving to create a pattern.

• Join materials using glue and/or a stitch.

• Use plaiting.

• Use dip dye techniques.

• Shape and stitch materials.

• Use basic cross stitch and back stitch.

• Colour fabric.

• Create weavings.

• Quilt, pad and gather fabric.

• Show precision in techniques.

• Choose from a range of stitching techniques.

• Combine previously learned techniques to create pieces.

Digital media

• Use a wide range of tools to create different textures, lines, tones, colours and shapes.

• Create images, video and sound recordings and explain why they were created.

• Enhance digital media by editing (including sound, video, animation, still images and installations).

To take inspiration from the greats (classic and modern)


• Describe the work of notable artists,
artisans and designers.
• Use some of the ideas of artists studied to
create pieces.

• Replicate some of the techniques used by
notable artists, artisans and designers.
• Create original pieces that are influenced by
studies of others.

• Give details (including own sketches) about
the style of some notable artists, artisans
and designers.
• Show how the work of those studied was
influential in both society and to other
• Create original pieces that show a range of
influences and styles.