Art & Design

Key stage 1

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[During key stage 1 pupils develop their creativity and imagination by exploring the visual, tactile and sensory qualities of materials and processes. They learn about the role of art, craft and design in their environment. They begin to understand colour, shape and space and pattern and texture and use them to represent their ideas and feelings.]

Knowledge, skills and understanding

Teaching should ensure that investigating and making includes exploring and developing ideas and evaluating and developing work. Knowledge and understanding should inform this process.

Exploring and developing ideas

1. Pupils should be taught to:
a) record from first-hand observation, experience and imagination, and explore ideas
b) ask and answer questions about the starting points for their work, and develop their ideas.

Investigating and making art, craft and design

2. Pupils should be taught to:
a) investigate the possibilities of a range of materials and processes
b) try out tools and techniques and apply these to materials and processes, including drawing
c) represent observations, ideas and feelings, and design and make images and artefacts.

Evaluating and developing work

3. Pupils should be taught to:
a) review what they and others have done and say what they think and feel about it
b) identify what they might change in their current work or develop in their future work.

Knowledge and understanding

4. Pupils should be taught about:
a) visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space
b) materials and processes used in making art, craft and design
c) differences and similarities in the work of artists, craftspeople and designers in different times and cultures [for example, sculptors, photographers, architects, textile designers].

Breadth of study

5. During the key stage, pupils should be taught the Knowledge, skills and understanding through:
a) exploring a range of starting points for practical work [for example, themselves, their experiences, stories, natural and made objects and the local environment]
b) working on their own, and collaborating with others, on projects in two and three dimensions and on different scales
c) using a range of materials and processes [for example, painting, collage, print making, digital media, textiles, sculpture]
d) investigating different kinds of art, craft and design [for example, in the locality, in original and reproduction form, during visits to museums, galleries and sites, on the internet].

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Key stage 2

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[During key stage 2 pupils develop their creativity and imagination through more complex activities. These help to build on their skills and improve their control of materials, tools and techniques. They increase their critical awareness of the roles and purposes of art, craft and design in different times and cultures. They become more confident in using visual and tactile elements and materials and processes to communicate what they see, feel and think.]

Knowledge, skills and understanding

Teaching should ensure that investigating and making includes exploring and developing ideas and evaluating and developing work. Knowledge and understanding should inform this process.

Exploring and developing ideas

1. Pupils should be taught to:
a) record from experience and imagination, to select and record from first-hand observation and to explore ideas for different purposes
b) question and make thoughtful observations about starting points and select ideas to use in their work
c) collect visual and other information [for example, images, materials] to help them develop their ideas, including using a sketchbook.

Investigating and making art, craft and design

2. Pupils should be taught to:
a) investigate and combine visual and tactile qualities of materials and processes and to match these qualities to the purpose of the work
b) apply their experience of materials and processes, including drawing, developing their control of tools and techniques
c) use a variety of methods and approaches to communicate observations, ideas and feelings, and to design and make images and artefacts.

Evaluating and developing work

3. Pupils should be taught to:
a) compare ideas, methods and approaches in their own and others' work and say what they think and feel about them
b) adapt their work according to their views and describe how they might develop it further.

Knowledge and understanding

4. Pupils should be taught about:
a) visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space, and how these elements can be combined and organised for different purposes
b) materials and processes used in art, craft and design and how these can be matched to ideas and intentions
c) the roles and purposes of artists, craftspeople and designers working in different times and cultures [for example, Western Europe and the wider world].

Breadth of study

5. During the key stage, pupils should be taught the Knowledge, skills and understanding through:
a) exploring a range of starting points for practical work [for example, themselves, their experiences, images, stories, drama, music, natural and made objects and environments]
b) working on their own, and collaborating with others, on projects in two and three dimensions and on different scales
c) using a range of materials and processes, including ICT [for example, painting, collage, print making, digital media, textiles, sculpture]
d) investigating art, craft and design in the locality and in a variety of genres, styles and traditions [for example, in original and reproduction form, during visits to museums, galleries and sites, on the internet].

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Key stage 3

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[During key stage 3 pupils develop their creativity and imagination through more sustained activities. These help them to build on and improve their practical and critical skills and to extend their knowledge and experience of materials, processes and practices. They engage confidently with art, craft and design in the contemporary world and from different times and cultures. They become more independent in using the visual language to communicate their own ideas, feelings and meanings.]

Knowledge, skills and understanding

Teaching should ensure that investigating and making includes exploring and developing ideas and evaluating and developing work. Knowledge and understanding should inform this process.

Exploring and developing ideas

1. Pupils should be taught to:
a) record and analyse first-hand observations, to select from experience and imagination and to explore ideas for different purposes and audiences
b) discuss and question critically, and select from a range of visual and other information [for example, exhibitions, interviews with practitioners, CD-ROMs] to help them develop ideas for independent work
c) organise and present this information in different ways, including using a sketchbook.

Investigating and making art, craft and design

2. Pupils should be taught to:
a) investigate, combine and manipulate materials and images, taking account of purpose and audience
b) apply and extend their experience of a range of materials and processes, including drawing, refining their control of tools and techniques
c) experiment with and select methods and approaches, synthesise observations, ideas and feelings, and design and make images and artefacts.

Evaluating and developing work

3. Pupils should be taught to:
a) analyse and evaluate their own and others' work, express opinions and make reasoned judgements
b) adapt and refine their work and plan and develop this further, in the light of their own and others' evaluations.

Knowledge and understanding

4. Pupils should be taught about:
a) the visual and tactile qualities of materials and processes and how these can be manipulated and matched to ideas, purposes and audiences
b) codes and conventions and how these are used to represent ideas, beliefs, and values in works of art, craft and design
c) continuity and change in the purposes and audiences of artists, craftspeople and designers from Western Europe and the wider world [for example, differences in the roles and functions of art in contemporary life, medieval, Renaissance and post-Renaissance periods in Western Europe, and in different cultures such as Aboriginal, African, Islamic and Native American].

Breadth of study

5. During the key stage, pupils should be taught the Knowledge, skills and understanding through:
a) exploring a range of starting points for practical work including themselves, their experiences and natural and made objects and environments
b) working on their own, and collaborating with others, on projects in two and three dimensions and on different scales
c) using a range of materials and processes, including ICT [for example, painting, collage, print making, digital media, textiles, sculpture]
d) investigating art, craft and design in the locality, in a variety of genres, styles and traditions, and from a range of historical, social and cultural contexts [for example, in original and reproduction form, during visits to museums, galleries and sites, on the internet].

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Inclusion: providing effective learning opportunities for all pupils

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[Schools have a responsibility to provide a broad and balanced curriculum for all pupils. The National Curriculum is the starting point for planning a school curriculum that meets the specific needs of individuals and groups of pupils.

This statutory inclusion statement on providing effective learning opportunities for all pupils outlines how teachers can modify, as necessary, the National Curriculum programmes of study to provide all pupils with relevant and appropriately challenging work at each key stage. It sets out three principles that are essential to developing a more inclusive curriculum:
a) Setting suitable learning challenges
b) Responding to pupils' diverse learning needs
c) Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

Applying these principles should keep to a minimum the need for aspects of the National Curriculum to be disapplied for a pupil.

Schools are able to provide other curricular opportunities outside the National Curriculum to meet the needs of individuals or groups of pupils such as speech and language therapy and mobility training.]

Three principles for inclusion

In planning and teaching the National Curriculum, teachers are required to have due regard to the following principles.

A Setting suitable learning challenges

1. Teachers should aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible. The National Curriculum programmes of study set out what most pupils should be taught at each key stage - but teachers should teach the knowledge, skills and understanding in ways that suit their pupils' abilities. This may mean choosing knowledge, skills and understanding from earlier or later key stages so that individual pupils can make progress and show what they can achieve. Where it is appropriate for pupils to make extensive use of content from an earlier key stage, there may not be time to teach all aspects of the age-related programmes of study. A similarly flexible approach will be needed to take account of any gaps in pupils' learning resulting from missed or interrupted schooling [for example, that may be experienced by travellers, refugees, those in care or those with long-term medical conditions, including pupils with neurological problems, such as head injuries, and those with degenerative conditions].

2. For pupils whose attainments fall significantly below the expected levels at a particular key stage, a much greater degree of differentiation will be necessary. In these circumstances, teachers may need to use the content of the programmes of study as a resource or to provide a context, in planning learning appropriate to the age and requirements of their pupils. (Teachers may find QCA's guidance on planning work for pupils with learning difficulties a helpful companion to the programmes of study.)

3. For pupils whose attainments significantly exceed the expected level of attainment within one or more subjects during a particular key stage, teachers will need to plan suitably challenging work. As well as drawing on materials from later key stages or higher levels of study, teachers may plan further differentiation by extending the breadth and depth of study within individual subjects or by planning work which draws on the content of different subjects.(Teachers may find QCA's guidance on meeting the requirements of gifted and talented pupils a helpful companion to the programmes of study.)
B Responding to pupils' diverse learning needs

1. When planning, teachers should set high expectations and provide opportunities for all pupils to achieve, including boys and girls, pupils with special educational needs, pupils with disabilities, pupils from all social and cultural backgrounds, pupils of different ethnic groups including travellers, refugees and asylum seekers, and those from diverse linguistic backgrounds. Teachers need to be aware that pupils bring to school different experiences, interests and strengths which will influence the way in which they learn. Teachers should plan their approaches to teaching and learning so that all pupils can take part in lessons fully and effectively.

2. To ensure that they meet the full range of pupils' needs, teachers should be aware of the requirements of the equal opportunities legislation that covers race, gender and disability (the Sex Discrimination Act 1975, the Race Relations Act 1976, the Disability Discrimination Act 1995).

3. Teachers should take specific action to respond to pupils' diverse needs by:
a) creating effective learning environments
b) securing their motivation and concentration
c) providing equality of opportunity through teaching approaches
d) using appropriate assessment approaches
e) setting targets for learning.

[Examples for B/3a - creating effective learning environments

Teachers create effective learning environments in which:
* the contribution of all pupils is valued
* all pupils can feel secure and are able to contribute appropriately
* stereotypical views are challenged and pupils learn to appreciate and view positively differences in others, whether arising from race, gender, ability or disability
* pupils learn to take responsibility for their actions and behaviours both in school and in the wider community
* all forms of bullying and harassment, including racial harassment, are challenged
* pupils are enabled to participate safely in clothing appropriate to their religious beliefs, particularly in subjects such as science, design and technology and physical education.

Examples for B/3b - securing motivation and concentration

Teachers secure pupils' motivation and concentration by:
* using teaching approaches appropriate to different learning styles
* using, where appropriate, a range of organisational approaches, such as setting, grouping or individual work, to ensure that learning needs are properly addressed
* varying subject content and presentation so that this matches their learning needs
* planning work which builds on their interests and cultural experiences
* planning appropriately challenging work for those whose ability and understanding are in advance of their language skills
* using materials which reflect social and cultural diversity and provide positive images of race, gender and disability
* planning and monitoring the pace of work so that they all have a chance to learn effectively and achieve success
* taking action to maintain interest and continuity of learning for pupils who may be absent for extended periods of time.

Examples for B/3c - providing equality of opportunity

Teaching approaches that provide equality of opportunity include:
* ensuring that boys and girls are able to participate in the same curriculum, particularly in science, design and technology and physical education
* taking account of the interests and concerns of boys and girls by using a range of activities and contexts for work and allowing a variety of interpretations and outcomes, particularly in English, science, design and technology, ICT, art and design, music and physical education
* avoiding gender stereotyping when organising pupils into groups, assigning them to activities or arranging access to equipment, particularly in science, design and technology, ICT, music and physical education
* taking account of pupils' specific religious or cultural beliefs relating to the representation of ideas or experiences or to the use of particular types of equipment, particularly in science, design and technology, ICT and art and design
* enabling the fullest possible participation of pupils with disabilities or particular medical needs in all subjects, offering positive role models and making provision, where necessary, to facilitate access to activities with appropriate support, aids or adaptations. (See Overcoming potential barriers to learning and assessment for individuals and groups of pupils.)

Examples for B/3d - using appropriate assessment approaches

Teachers use appropriate assessment approaches that:
* allow for different learning styles and ensure that pupils are given the chance and encouragement to demonstrate their competence and attainment through appropriate means
* are familiar to the pupils and for which they have been adequately prepared
* use materials which are free from discrimination and stereotyping in any form
* provide clear and unambiguous feedback to pupils to aid further learning.

Examples for B/3e - setting targets for learning

Teachers set targets for learning that:
* build on pupils' knowledge, experiences, interests and strengths to improve areas of weakness and demonstrate progression over time
* are attainable and yet challenging and help pupils to develop their self-esteem and confidence in their ability to learn.]

C Overcoming potential barriers to learning and assessment for individuals and groups of pupils

[A minority of pupils will have particular learning and assessment requirements which go beyond the provisions described in sections A and B and, if not addressed, could create barriers to learning. These requirements are likely to arise as a consequence of a pupil having a special educational need or disability or may be linked to a pupil's progress in learning English as an additional language.]

1. Teachers must take account of these requirements and make provision, where necessary, to support individuals or groups of pupils to enable them to participate effectively in the curriculum and assessment activities. During end of key stage assessments, teachers should bear in mind that special arrangements are available to support individual pupils.

Pupils with special educational needs

2. Curriculum planning and assessment for pupils with special educational needs must take account of the type and extent of the difficulty experienced by the pupil. Teachers will encounter a wide range of pupils with special educational needs, some of whom will also have disabilities (see paragraphs C/4 and C/5). In many cases, the action necessary to respond to an individual's requirements for curriculum access will be met through greater differentiation of tasks and materials, consistent with school-based intervention as set out in the SEN Code of Practice. A smaller number of pupils may need access to specialist equipment and approaches or to alternative or adapted activities, consistent with school-based intervention augmented by advice and support from external specialists as described in the SEN Code of Practice, or, in exceptional circumstances, with a statement of special educational need.

Teachers should, where appropriate, work closely with representatives of other agencies who may be supporting the pupil.

3. Teachers should take specific action to provide access to learning for pupils with special educational needs by:
a) providing for pupils who need help with communication, language and literacy
b) planning, where necessary, to develop pupils' understanding through the use of all available senses and experiences
c) planning for pupils' full participation in learning and in physical and practical activities
d) helping pupils to manage their behaviour, to take part in learning effectively and safely, and, at key stage 4, to prepare for work
e) helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.

[Examples for C/3a - helping with communication, language and literacy

Teachers provide for pupils who need help with communication,
language and literacy through:
* using texts that pupils can read and understand
* using visual and written materials in different formats, including large print, symbol text and Braille
* using ICT, other technological aids and taped materials
* using alternative and augmentative communication, including signs and symbols
* using translators, communicators and amanuenses.

Examples for C/3b - developing understanding

Teachers develop pupils' understanding through the use of all available senses and experiences, by:
* using materials and resources that pupils can access through sight, touch, sound, taste or smell
* using word descriptions and other stimuli to make up for a lack of first-hand experiences
* using ICT, visual and other materials to increase pupils' knowledge of the wider world
* encouraging pupils to take part in everyday activities such as play, drama, class visits and exploring the environment.

Examples for C/3c - planning for full participation

Teachers plan for pupils' full participation in learning and in physical and practical activities through:
* using specialist aids and equipment
* providing support from adults or peers when needed
* adapting tasks or environments
* providing alternative activities, where necessary.

Examples for C/3d - managing behaviour

Teachers help pupils to manage their behaviour, take part in learning effectively and safely, and, at key stage 4, prepare for work by:
* setting realistic demands and stating them explicitly
* using positive behaviour management, including a clear structure of rewards and sanctions
* giving pupils every chance and encouragement to develop the skills they need to work well with a partner or a group
* teaching pupils to value and respect the contribution of others
* encouraging and teaching independent working skills
* teaching essential safety rules.

Examples for C/3e - managing emotions

Teachers help individuals manage their emotions and take part in learning through:
* identifying aspects of learning in which the pupil will engage and plan short-term, easily achievable goals in selected activities
* providing positive feedback to reinforce and encourage learning and build self-esteem
* selecting tasks and materials sensitively to avoid unnecessary stress for the pupil
* creating a supportive learning environment in which the pupil feels safe and is able to engage with learning
* allowing time for the pupil to engage with learning and gradually increasing the range of activities and demands.]

Pupils with disabilities

4. Not all pupils with disabilities will necessarily have special educational needs. Many pupils with disabilities learn alongside their peers with little need for additional resources beyond the aids which they use as part of their daily life, such as a wheelchair, a hearing aid or equipment to aid vision. Teachers must take action, however, in their planning to ensure that these pupils are enabled to participate as fully and effectively as possible within the National Curriculum and the statutory assessment arrangements. Potential areas of difficulty should be identified and addressed at the outset of work, without recourse to the formal provisions for disapplication.

5. Teachers should take specific action to enable the effective participation of pupils with disabilities by:
a) planning appropriate amounts of time to allow for the satisfactory completion of tasks
b) planning opportunities, where necessary, for the development of skills in practical aspects of the curriculum
c) identifying aspects of programmes of study and attainment targets that may present specific difficulties for individuals.

[Examples for C/5a - planning to complete tasks

Teachers plan appropriate amounts of time to allow pupils to complete tasks satisfactorily through:
* taking account of the very slow pace at which some pupils will be able to record work, either manually or with specialist equipment, and of the physical effort required
* being aware of the high levels of concentration necessary for some pupils when following or interpreting text or graphics, particularly when using vision aids or tactile methods, and of the tiredness which may result
* allocating sufficient time, opportunity and access to equipment for pupils to gain information through experimental work and detailed observation, including the use of microscopes
* being aware of the effort required by some pupils to follow oral work, whether through use of residual hearing, lip reading or a signer, and of the tiredness or loss of concentration which may occur.

Examples for C/5b - developing skills in practical aspects

Teachers create opportunities for the development of skills in practical aspects of the curriculum through:
* providing adapted, modified or alternative activities or approaches to learning in physical education and ensuring that these have integrity and equivalence to the National Curriculum and enable pupils to make appropriate progress
* providing alternative or adapted activities in science, art and design and design and technology for pupils who are unable to manipulate tools, equipment or materials or who may be allergic to certain types of materials
* ensuring that all pupils can be included and participate safely in geography fieldwork, local studies and visits to museums, historic buildings and sites.

Examples for C/5c - overcoming specific difficulties

Teachers overcome specific difficulties for individuals presented by aspects of the programmes of study and attainment targets through:
* using approaches to enable hearing impaired pupils to learn about sound in science and music
* helping visually impaired pupils to learn about light in science, to access maps and visual resources in geography and to evaluate different products in design and technology and images in art and design
* providing opportunities for pupils to develop strength in depth where they cannot meet the particular requirements of a subject, such as the visual requirements in art and design and the singing requirements in music
* discounting these aspects in appropriate individual cases when required to make a judgement against level descriptions.]

Pupils who are learning English as an additional language

6. Pupils for whom English is an additional language have diverse needs in terms of support necessary in English language learning. Planning should take account of such factors as the pupil's age, length of time in this country, previous educational experience and skills in other languages. Careful monitoring of each pupil's progress in the acquisition of English language skills and of subject knowledge and understanding will be necessary to confirm that no learning difficulties are present.

7. The ability of pupils for whom English is an additional language to take part in the National Curriculum may be ahead of their communication skills in English. Teachers should plan learning opportunities to help pupils develop their English and should aim to provide the support pupils need to take part in all subject areas.

8. Teachers should take specific action to help pupils who are learning English as an additional language by:
a) developing their spoken and written English
b) ensuring access to the curriculum and to assessment.

[Examples for C/8a - developing spoken and written English

Teachers develop pupils' spoken and written English through:
* ensuring that vocabulary work covers both the technical and everyday meaning of key words, metaphors and idioms
* explaining clearly how speaking and writing in English are structured to achieve different purposes, across a range of subjects
* providing a variety of reading material [for example, pupils' own work, the media, ICT, literature, reference books] that highlight the different ways English is used, especially those that help pupils to understand society and culture
* ensuring that there are effective opportunities for talk and that talk is used to support writing in all subjects
* where appropriate, encouraging pupils to transfer their knowledge, skills and understanding of one language to another, pointing out similarities and differences between languages
* building on pupils' experiences of language at home and in the wider community, so that their developing uses of English and other languages support one another.

Examples for C/8b - ensuring access

Teachers make sure pupils have access to the curriculum and to assessment through:
* using accessible texts and materials that suit pupils' ages and levels of learning
* providing support by using ICT or video or audio materials, dictionaries and translators, readers and amanuenses
* using home or first language, where appropriate.]

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Additional information for art and design

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Teachers may find the following additional information helpful when implementing the statutory inclusion statement: Providing effective learning opportunities for all pupils. Teachers need to consider the full requirements of the inclusion statement when planning for individuals or groups of pupils. There are specific references to art and design in the examples for B/3c, C/5b and C/5c.

To overcome any potential barriers to learning in art and design, some pupils may require:
* alternative tasks to overcome any difficulties arising from specific religious beliefs relating to ideas and experiences they are expected to represent
* access to stimuli, participation in everyday events and explorations, materials, word descriptions and other resources, to compensate for a lack of specific first-hand experiences and to allow pupils to explore an idea or theme
* alternative or adapted activities to overcome difficulties with manipulating tools, equipment or materials
* help to manage particular types of materials to which they may be allergic.

In assessment:
* pupils who are visually impaired may be unable to complete the requirements of the programmes of study or attainment target relating to the visual aspects of art and design. Teachers should provide materials, equipment and resources for pupils to develop strength in depth by making a tactile response in practical and theoretical aspects of the subject. When a judgement against level descriptions is required, teachers should discount those aspects that relate to the visual aspects of art and design and use alternative, appropriate criteria in making judgements.

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Use of language across the curriculum

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1. Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding. Since standard English, spoken and written, is the predominant language in which knowledge and skills are taught and learned, pupils should be taught to recognise and use standard English.

Writing

2. In writing, pupils should be taught to use correct spelling and punctuation and follow grammatical conventions. They should also be taught to organise their writing in logical and coherent forms.

Speaking

3. In speaking, pupils should be taught to use language precisely and cogently.

Listening

4. Pupils should be taught to listen to others, and to respond and build on their ideas and views constructively.

Reading

5. In reading, pupils should be taught strategies to help them read with understanding, to locate and use information, to follow a process or argument and summarise, and to synthesise and adapt what they learn from their reading.

6. Pupils should be taught the technical and specialist vocabulary of subjects and how to use and spell these words. They should also be taught to use the patterns of language vital to understanding and expression in different subjects. These include the construction of sentences, paragraphs and texts that are often used in a subject [for example, language to express causality, chronology, logic, exploration, hypothesis, comparison, and how to ask questions and develop arguments].

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Use of information and communication technology across the curriculum

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1. Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in all subjects (with the exception of physical education at key stages 1 and 2) (at key stage 1, there are no statutory requirements to teach the use of ICT in the programmes of study for the non-core foundation subjects. Teachers should use their judgement to decide where it is appropriate to teach the use of ICT across these subjects at key stage 1. At other key stages, there are statutory requirements to use ICT in all subjects, except physical education).

2. Pupils should be given opportunities to support their work by being taught to:
a) find things out from a variety of sources, selecting and synthesising the information to meet their needs and developing an ability to question its accuracy, bias and plausibility
b) develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy
c) exchange and share information, both directly and through electronic media
d) review, modify and evaluate their work, reflecting critically on its quality, as it progresses.

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Health and safety

1. This statement applies to science, design and technology, information and communication technology, art and design, and physical education.

2. When working with tools, equipment and materials, in practical activities and in different environments, including those that are unfamiliar, pupils should be taught:
a) about hazards, risks and risk control
b) to recognise hazards, assess consequent risks and take steps to control the risks to themselves and others
c) to use information to assess the immediate and cumulative risks
d) to manage their environment to ensure the health and safety of themselves and others
e) to explain the steps they take to control risks.

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Attainment target for art and design

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Level 1
Pupils respond to ideas. They use a variety of materials and processes to communicate their ideas and meanings, and design and make images and artefacts. They describe what they think or feel about their own and others' work.

Level 2
Pupils explore ideas. They investigate and use a variety of materials and processes to communicate their ideas and meanings, and design and make images and artefacts. They comment on differences in others' work, and suggest ways of improving their own.

Level 3
Pupils explore ideas and collect visual and other information for their work. They investigate visual and tactile qualities in materials and processes, communicate their ideas and meanings, and design and make images and artefacts for different purposes. They comment on similarities and differences between their own and others' work, and adapt and improve their own.

Level 4
Pupils explore ideas and collect visual and other information to help them develop their work. They use their knowledge and understanding of materials and processes to communicate ideas and meanings, and make images and artefacts, combining and organising visual and tactile qualities to suit their intentions. They compare and comment on ideas, methods and approaches used in their own and others' work, relating these to the context in which the work was made. They adapt and improve their work to realise their own intentions.

Level 5
Pupils explore ideas and select visual and other information. They use this in developing their work, taking account of the purpose. They manipulate materials and processes to communicate ideas and meanings and make images and artefacts, matching visual and tactile qualities to their intentions. They analyse and comment on ideas, methods and approaches used in their own and others' work, relating these to its context. They adapt and refine their work to reflect their own view of its purpose and meaning.

Level 6
Pupils explore ideas and assess visual and other information, including images and artefacts from different historical, social and cultural contexts. They use this information to develop their ideas, taking account of purpose and audience. They manipulate materials and processes and analyse outcomes. They interpret visual and tactile qualities to communicate ideas and meanings, and realise their intentions. They analyse and comment on how ideas and meanings are conveyed in their own and others' work. They explain how their understanding of the context affects their views and practice.

Level 7
Pupils explore ideas and assess visual and other information, analysing codes and conventions used in different genres, styles and traditions. They select, organise and present information in visual and other ways, taking account of purpose and audience. They extend their understanding of materials and processes and interpret visual and tactile qualities. They show increasing independence in the way in which they develop ideas and meanings and realise their intentions. They analyse and comment on the contexts of their own and others' work. They explain how their own ideas, experiences and values affect their views and practice.

Level 8
Pupils explore ideas and evaluate relevant visual and other information, analysing how codes and conventions are used to represent ideas, beliefs and values in different genres, styles and traditions. They research, document and present information in visual and other ways appropriate to their purpose and audience. They exploit the potential of materials and processes to develop ideas and meanings, realise their intentions and sustain their investigations. They evaluate the contexts of their own and others' work, articulating similarities and differences in their views and practice. They further develop their ideas and their work in the light of insights gained from others.

Exceptional performance
Pupils explore ideas, critically evaluate relevant visual and other information and make connections between representations in different genres, styles and traditions. They initiate research, and document and interpret information in visual and other ways appropriate to their purpose and audience. They exploit the characteristics of materials and processes to develop ideas and meanings and realise their intentions. They extend their ideas and sustain their investigations by responding to new possibilities and meanings. They identify why ideas and meanings in others' work are subject to different interpretations, using their understanding to extend their thinking and practical work. They communicate their own ideas, insights and views.