Subject Key Objective Progression & Development by Year Groups Art – Drawing Subject Key Objective Progression & Development by Year Groups The following is a guide to help you understand your child’s progression through school. All lessons are differentiated. This means teachers plan activities that enable the objective to be learned by all children including those who will find the objective challenging, those children who with hard work will secure good progress and those children who can tackle extra stretch and challenge in this subject.

Access to varied drawing materials from the outset Access to varied drawing materials from the outset. There is no reason why children should not be introduced to a varied range of drawing materials from Year One. The more experience children have of using a wide range of material the more they will feel able to make independent, confident, drawing decisions. Traditional drawing skills, including drawing from observation, should be balanced alongside more experimental drawing skills. Drawing comes in many forms and each form should be equally valued. Children should be given the opportunity to work on a variety of scales. Drawing can be physical as well as studious. Drawing should be an adventure.

Use of Sketchbooks as a Creative Tool Use of Sketchbooks as a Creative Tool. The sketchbooks should be owned by the pupils, and should be at the centre of the pupils’ creativity. Sketchbooks can be used to gather, collect, experiment and reflect. Teachers should not be afraid if sketchbooks seem chaotic – adult sketchbooks are often chaotic – they are a place to put unresolved ideas into the world, which can be assimiliated later. Sketchbooks are rarely linear. Explore all our sketchbook resources here. Teachers should not be afraid to approach drawing as a “journey”, in which the process is as important (sometimes more) than the outcome. Working from a “display-backwards” mentality (where a teacher has an idea of an end result in mind) often jeopardises the true creative journey. “Starting points” (in terms of materials, exercises and subject matter) should not be seen as something to progress away from. Creative adults return to fundamentals time and time again. Pupils should be encouraged to revisit key exercises time after time to build knowledge and experience. There is no linear progression in drawing, only a gathering of experience and intention.

http://gomersalprimaryschoolart. blogspot http://gomersalprimaryschoolart.blogspot.com/2015/11/example-sketchbook-pages.html Excellent examples of sketchbooks evidence.

EYFS Drawing: Mark making representing things in the real world.

Year 1 Drawing: Draw things in the real world whilst observing.

Year 2 Drawing/Painting: Draw recognizably from observation with some rendering. Detail should start to be more evident, like eyebrows, eye lashes and pupils in the eyes for example.

Year 3 Drawing: Draw with majority scaling accuracy from observation with rendering.

Year 4 Drawing: Produce rendered drawings from observation with scaling.

Year 5 Drawing: Observational drawings are accurate using perspective and or shading for depth texture and realism

Year 6 Drawing: Observational drawing evidences convincing scale, depth, texture, and tone through the majority of a piece.

Mastery Drawing: Observational drawing evidences consistently convincing scale, depth, texture and tone throughout a piece.

https://www. accessart. org https://www.accessart.org.uk/national-curriculum-planning-art-drawing/ An introduction to resources and warm up activities to get started with.