Upper Key Stage 2

Exploring and developing ideas

  • Develop and extend ideas based on discussion and thoughtful observation, carefully considering process and purpose
  • Make informed choices in paper or media, based on preliminary work
  • Adapt and refine ideas as they progress
  • Confidently use a sketchbook

Evaluating and developing learning

  • Make informed judgements and express opinions about works of art, articulately justifying ideas
  • With confidence, form and share opinions on the ideas, methods and outcomes of both their own and others’ work, justifying points of view
  • Identify and describe ways in which art works might be developed further, making informed adaptations
  • Include annotations and ongoing personal evaluations of art works within the sketchbook

Great artists, architects and designers in history

  • Compare works of art/architecture, artists or style within a given context, showing a fluent grasp of visual language
  • Articulately express thoughts and feelings about a piece of art, justifying points of view
  • With skill, replicate techniques and styles used by artists/architects/ designers studied – referencing these in annotations
  • Create original art works inspired by a range of artists/architects/designers


Year 5

  • Experiment with line, tone, pattern, shape and texture, using a variety of drawing tools
  • Use shading techniques to begin to suggest 3-dimensional tone and form
  • Begin to explore effects of light and texture using a variety of taught drawing techniques
  • Begin to understand and recognise the concept and use of perspective in art works
  • Show an increasing understanding of composition, scale and proportion when drawing
  • Draw for a sustained period of time, producing increasingly accurate art works
  • With support, annotate and develop preliminary sketches in preparation for final piece of work

Year 6

  • Experiment with different grades of pencils and other tools to achieve variation in tone
  • Explore relationships between line, tone, pattern, shape and texture
  • Begin to identify and draw the effect of light using a variety of shading techniques
  • Use techniques such as hatching and cross hatching to suggest texture and tone with increasing accuracy and skill
  • Begin to consider proportion, scale and composition when drawing
  • Begin to draw for a sustained period of time at an appropriate level, including from observation and the figure
  • Create initial/preparatory sketches in preparation for final piece of work

Focus artists: Caravaggio, Johannes Vermeer


  • Show increasing independence and creativity during the painting process to develop own style of painting
  • Purposely control the types of marks made, experimenting with different effects and textures
  • Demonstrate secure knowledge of primary and secondary, warm and cool, complementary and contrasting colours
  • With some support, use preliminary exploration to make informed choices in scale, tools and techniques, effects and textures for final art works
  • Show an awareness of composition and how paintings are created
  • Begin to use increasingly accurate vocabulary when discussing painting, annotating and evaluating art works e.g. tint, tone, shade, hue
  • Use knowledge of paint and its properties to inform decision making for final art works/outcomes

Focus artists: Stanley Spencer, Pablo Picasso, Paolo Uccello


  • Show increasing independence and creativity during the printing process
  • Print using a variety of materials, objects (natural and made) and techniques with increasing accuracy and skill
  • With some support, make informed decisions as to which printing technique/method and media to use when working towards an outcome
  • Continue to explore multi-colour printing and begin overlaying colours in prints
  • Begin to organise work in terms of pattern, repetition or symmetry
  • Work in a sustained and independent way to develop own style of printing
  • Make precise repeating patterns, including fine levels of detail

Focus artists: Augustus Pugin, Voysey, William Morris


  • With support, make informed decisions as to which materials, media, colours and textures to use when creating a collage
  • Overlap and layer materials with skill, exploring tessellation and montage
  • Begin to combine visual and tactile qualities (colour and texture) of different collage materials
  • Begin to select and arrange materials for a particular effect with increasing accuracy and skill
  • Explore and utilise a range of taught collage techniques, overlapping, tessellating and layering materials with skill
  • Combine visual and tactile qualities of different collage materials with purpose, perhaps relating to expression of feeling or mood
  • Work collaboratively on a larger scale with skill


Year 6

  • Show a developed awareness of different fabrics and textiles, making decisions as to their use in a given project
  • With confidence, thread different grades of needles using a variety of threads
  • Creatively use a number of different taught stitches to produce different patterns, designs and textures, following a plan or design
  • Cut and shape fabric, following more complex patterns or designs
  • Gather, pad and quilt fabric and textiles
  • Design, plan and decorate a final art work/outcome, demonstrating experience in combining taught techniques
  • Experiment with applique and embroidery techniques, working directly onto fabric
  • Work collaboratively on a large scale

Focus artists: Henri Matisse

N.B. Textiles appears only once as a unit of learning in art at Thomas Jones, as it is predominately taught within the remit of Design Technology. Each year group will be taught one textiles unit per year, as part of Design Technology.


  • Show increasing independence and creativity during the modelling process to develop own style of modelling
  • Demonstrate secure knowledge in clay through a combination of pinch, slab and coil techniques, creating unique and recognisable forms and following a plan or design
  • Demonstrate experience in finishing works with skill e.g. surface pattern, paint or glaze
  • Join two parts successfully when working with clay, making informed choices as to which techniques to use and why
  • Utilise preliminary drawings / models in preparation for final outcome
  • Work in a safe and systematic way, handling tools appropriately and caring for equipment
  • Draw inspiration from sculptural or natural forms in the environment e.g. furniture, buildings, living things