Art and design
- Evaluate and analyse creative works.
- Know about great artists and understand the historical and cultural development of their art forms.
- Learn about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day.

Engish
Spoken English – pupils should be taught speak confidently and effectively, including through:
- using Standard English confidently in a range of formal and informal contexts, including classroom discussion
- giving short speeches and presentations, expressing their own ideas and keeping to the point
- participating in formal debates and structured discussions, summarising and/or building on what has been said.

Art and design
- Developing students' own personal and creative responses
- Developing creative thinking skills through designing and making

English
Pupils should have opportunities to become critical, creative and effective communicators by
- expressing meaning, feelings and viewpoints
- talking to include debate, role-play, interviews, presentations and group discussions
- reading and viewing for key ideas and engagement
- interpreting visual stimuli including the moving image
- developing an understanding of different forms, genres and methods of communication and an understanding of how meaning is created
- using a range of techniques, forms and media to convey information creatively and appropriately

In Talking and Listening, pupils should be enabled to:
- listen to and take part in discussions, explanations, role-plays and presentations
- contribute comments, ask questions and respond to others’ points of view
- communicate information, ideas, opinions, feelings and imaginings, using an expanding vocabulary
- structure talk so that ideas can be understood by others
- speak clearly and adapt ways of speaking to audience and situation.

Art and design
– I have experimented with a range of media and technologies to create images and objects, using my understanding of their properties (EXA 3-02a)
– Through observing and recording, I can create material that shows accuracy of representation (EXA 3-04a)
– I can respond to the work of artists and designers by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others' work (EXA 3-07a)
- I can analyse art and design techniques, processes and concepts, make informed judgements and express considered opinions on my own and others' work (EXA 4-07a)

Literacy and English: Listening and talking
- When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion. I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking (LIT 3-02a)
- Having explored and analysed the features of spoken language, I can use these, adopting an appropriate register to suit my purpose and audience. (ENG 3-03a)
- I can independently select ideas and relevant information for different purposes, organise essential information or ideas and any supporting detail in a logical order, and use suitable vocabulary to communicate effectively with my audience (LIT 3-06a / LIT 4-06a)
- To help me develop an informed view, I am learning about the techniques used to influence opinion and how to assess the value of my sources, and I can recognise persuasion (LIT 3-08a)
- When listening and talking with others for different purposes, I can: communicate information, ideas or opinions; explain processes, concepts or ideas; identify issues raised, summarise findings or draw conclusions (LIT 3-09a)

- When I engage with others I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of others' points of view or alternative solutions. - I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking (LIT 4-02a)
Having explored and analysed the features of spoken language, I can use these independently, adopting and sustaining an appropriate register to suit my purpose and audience (ENG 4-03a)
- I can independently select ideas and relevant information for different purposes, organise essential information or ideas and any supporting detail in a logical order, and use suitable vocabulary to communicate effectively with my audience (LIT 3-06a / LIT 4-06a)
- I can show my understanding of what I listen to or watch by giving detailed, evaluative comments, with evidence, about the content and form of short and extended texts (LIT 4-07a)
- To help me develop an informed view, I can identify some of the techniques used to influence or persuade and can assess the value of my sources (LIT 4-08a)
- When listening and talking with others for different purposes, I can: communicate detailed information, ideas or opinions; explain processes, concepts or ideas with some relevant supporting detail; sum up ideas, issues, findings or conclusions (LIT 4-09a)

Art and design – understanding
Learners should be given the opportunities to:
- explore the diverse working practices of artists, craftworkers and designers from different: periods; places; cultures considering their purpose and intentions
They should, where appropriate, develop their understanding through: books, videos, digital-based resources, the internet, galleries, practising artists, craftworkers and designers, other resources.
- explore and organise a: range of reference materials, range of resources to establish and develop ideas or themes
Students use their knowledge about the work of other artists to enrich and inform their work through analysis and evaluation
- Students use a variety of processes
- Students evaluate their work through discussion
- Students explore, experiment with and apply the visual, tactile and sensory language of art

English – oracy
KS 3
Learners should be given the opportunities to:
- respond orally to continuous and non-continuous texts
- increase their confidence in language use by drawing on their knowledge of English (including standard English), Welsh and other languages
- respond orally to a variety of stimuli and ideas, including written and dynamic texts, e.g. paintings, music, film, still and moving images
- communicate for a range of purposes, e.g. recount and present information, instruct, argue and explain a point of view, discuss an issue, persuade, question and explore interpretations, convey feelings
- speak and listen individually, in pairs, in groups and as members of a class
- use a variety of methods to present ideas, including ICT, dramatic approaches, discussion and debate
- present, talk and perform in formal and informal contexts and for a variety of audiences including teachers, peers, younger/older learners, familiar and unfamiliar adults
- use appropriate vocabulary suitable for the situation or purpose
- use appropriate vocabulary and terminology to discuss, consider and evaluate their own work and that of others, e.g. authors, peers.

KS 4
Learners should be given the opportunities to:
- orally rehearse for writing
- respond orally to continuous and non-continuous texts
- increase their confidence in language use by drawing on their knowledge of English (including standard English), Welsh and other languages
- respond orally to a variety of stimuli and ideas, including written and dynamic texts, e.g. paintings, music, film, still and moving images
- communicate for a range of purposes, e.g. recount and present information, instruct, argue and explain a point of view, discuss an issue, persuade, question and explore interpretations, convey feelings
- speak and listen individually, in pairs, in groups and as members of a class
- use a variety of methods to present ideas, including ICT, dramatic approaches, discussion and debate
- present, talk and perform in formal and informal contexts and for a variety of audiences including teachers, peers, younger/older learners, familiar and unfamiliar adults
- speak clearly, using intonation and emphasis appropriately, e.g. recitation, oral storytelling
- use appropriate vocabulary suitable for the situation or purpose
- use appropriate vocabulary and terminology to discuss, consider and evaluate their own work and that of others, e.g. authors, peers. Learners should experience a language-rich environment across the key stage where oracy, reading and writing experiences are connected.

Expressive Arts

Exploring the expressive arts is essential to developing artistic skills and knowledge and it enables learners to become curious and creative individuals.

Progression step 4:

I can explore creative work, understanding the personal, social, cultural and historical context, including the conventions of the period in which it was created.

I can investigate and understand how meaning is communicated through the ideas of other artists and performers. 

Progression step 5:

I can investigate and analyse how creative work is used to represent and celebrate personal, social and cultural identities.

I can independently research the purpose and meaning of a wide range of creative work and consider how they can impact on different audiences.

Responding and reflecting, both as artist and audience, is a fundamental part of learning in the expressive arts. 

Progression step 4:

I can effectively evaluate my own creative work and that of others showing increasing confidence to recognise and articulate strengths, and to demonstrate resilience and determination to improve.

I can evaluate the effectiveness of a wide range of artistic techniques in producing meaning.

Progression Step 5:

I can critically and thoughtfully respond to and analyse the opinion and creative influences of others in order to independently shape and develop my own creative work.

I can critically evaluate the way artists use discipline-specific skills and techniques to create and communicate ideas. 

Languages

Understanding languages is key to understanding the world around us

Progression step 4

I can understand and analyse general meaning and implied ideas.

I can listen empathetically to different people’s viewpoints on various subjects, using them to arrive at my own conclusions.

I can read a range of texts, choosing strategies to understand them, and to improve my own expression and communication.

I can employ a range of strategies to summarise, synthesise and analyse information to gain in-depth understanding of texts.

I can use inference and deduction to understand more complex texts and can consider the reliability and impact of what I read.

I can use inference and deduction to understand more complex texts and can consider the reliability and impact of what I read.

Progression step 5:

I can understand and evaluate what I hear and read in different contexts across a wide range of language.

I can listen empathetically, respecting different people’s perspectives and can critically evaluate them to arrive at my own considered conclusions.

I can employ a range of strategies to recognise and predict the meaning across a wide range of texts and from this enhance my own expression and communication.

I can use inference and deduction to gain in-depth understanding of complex texts, and can evaluate the reliability, validity and impact of what I read.

I can use my knowledge of word construction, grammar, including syntax, and text organisation to support my understanding of what I hear and read.

I can read empathetically to respect and critically evaluate different people’s perspectives, using them to arrive at my own considered conclusions.

I can listen and read to build an extensive range of general and specific vocabulary, and I can use them with precision in different contexts.

Expressing ourselves through languages is key to communication

Progression step 4:

I can select and adapt the appropriate language for a range of audiences and purposes, conveying meaning effectively to the audience.

I can make informed choices about vocabulary, idiomatic language and syntax in order to express myself with fluency, clarity and accuracy.

I can reflect on my use of strategies to improve the quality, accuracy and effects of my spoken, written and visual communication.

I can respond to others’ points of view, summarising and evaluating what I have heard, read or seen, structuring arguments and challenging what others say with confidence and sensitivity.

I can share my thoughts, feelings and opinions with others using a range of techniques for different effect and showing empathy and respect.

I can choose idiomatic language and appropriate register in my communication to enrich my expression. 

Progression step 5:

I can convey meaning convincingly in a range of contexts so that the audience is fully engaged.

I can make informed choices about vocabulary and grammar to enhance my communication skills. 

I can reflect critically on my use of language and can consider the effects of my spoken, written and visual communication objectively.

I can evaluate and respond critically to what I have heard, read or seen.

I can communicate my thoughts, feelings and opinions in challenging and contentious contexts showing empathy and respect. 

I can use sophisticated idiomatic language and appropriate register in a range of contexts.