KS 2

Art and design
- Improve mastery of art and design techniques
- Learn about artists and designers

English

Spoken language
- Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- Participate in discussions, presentations, performances, role play, improvisations and debates

Reading
Pupils should be taught to:
- Develop pleasure in reading, motivation to read, vocabulary and understanding by listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
- Maintain positive attitudes to reading and understanding of what they read by:
 . continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
 . reading books that are structured in different ways and reading for a range of purposes
 . increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

Writing
Pupils should be taught to plan their writing by:
- Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
- Noting and developing initial ideas, drawing on reading and research where necessary

KS 3

Art and design
- Produce creative work, explore ideas
- Become proficient in sculpture and design techniques
- Evaluate and analyse creative works
- Know about great artists and understand the historical and cultural development of their art forms

English

Spoken English
- 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

Reading
- Understand increasingly challenging texts through knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension

Writing
- Write accurately, fluently, effectively stories, scripts, poetry and other imaginative writing

KS 2

Art and design
- Visualise experiences of the real world
- Talk about artists' work
- Use a range of processes

Language and literacy

Talking and listening
- Listen and respond to a range of fiction, poetry, drama and media texts through the use of traditional and digital resources,
- Participate in group and class discussions for a variety of curricular purpose
- Formulate, give and respond to guidance, directions and instructions;

Reading
- Read, explore, understand and make use of a wide range of traditional and digital texts
- Represent their understanding of texts in a range of ways, including visual, oral, dramatic and digital
- Consider, interpret and discuss texts, exploring the ways in which language can be manipulated in order to affect the reader or engage attention

 Writing
- Discuss various features of layout in texts and apply these, as appropriate, within their own writing
- Experiment with rhymes, rhythms, verse structure and all kinds of word play and dialect
- Write for a variety of purposes and audiences, selecting, planning and using appropriate style and form
- Create, organise, refine and present ideas using traditional and digital means, combining text, sound or graphics

KS 3

Art and design
- Researching, gathering and interpreting information from digital sources
- Developing creative thinking skills and personal creative outcomes through investigating, realising, designing and making

Language and literacy
Through engagement with a range of stimuli including peers, poetry, prose, drama, non-fiction, media and multimedia which enhance creativity and stimulate curiosity and imagination, pupils should have opportunities to become critical, creative and effective communicators by:
- Expressing meaning, feelings and viewpoints
- Talking to include debate and group discussions
- Listening actively and reporting back
- Reading and viewing for key ideas, enjoyment, engagement and empathy
- Writing and presenting in different media and for different audiences and purposes

Level 2

Expressive arts
- I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks (EXA 2-02a)
- I can create and present work that shows developing skill in using the visual elements and concepts (EXA 2-03a)
- Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design (EXA 2-05a)
- 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 2-07a)

English and literacy

Listening and talking
- As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes (LIT 2-04a)

Reading
- I can:
 . discuss structure, characterisation and/or setting
 . recognise the relevance of the writer's theme and how this relates to my own and others' experiences
 . discuss the writer's style and other features appropriate to genre (ENG 2-19a)

Writing
- I consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader (LIT 2-24a)
- As I write for different purposes and readers, I can describe and share my experiences, expressing what they made me think about and how they made me feel (ENG 2-30a)
- Having explored the elements which writers use in different genres, I can use what I learn to create stories, poems and plays with an interesting and appropriate structure, interesting characters and/or settings that come to life (ENG 2-31a)

Level 3

Expressive arts
- I have experimented with a range of media and technologies to create images and objects, using my understanding of their properties (EXA 3-02a)
- While working through a design process in response to a design brief, I can develop and communicate imaginative design solutions (EXA 3-06a)
- I can respond to the work of artists and designers by discussing my thoughts and feelings. I can give and accept constructive comments on my own and others' work (EXA 3-07a)
- By working through a design process in response to a design brief, I can develop and communicate imaginative and original design solutions (EXA 4-06a)

Literacy and English
- 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)
- I enjoy creating texts of my choice and I am developing my own style. I can regularly select subject, purpose, format and resources to suit the needs of my audience (LIT 3-20a)
- I can consider the impact that layout and presentation will have on my reader, selecting and using a variety of features appropriate to purpose and audience (LIT 3-24a)
- I can engage and/or influence readers through my use of language, style and tone as appropriate to the genre (ENG 3-27a)
- I can recreate a convincing impression of a personal experience for my reader, sharing my feelings and reactions to the changing circumstances with some attempt at reflection (ENG 3-30a)

KS 2

Art and design
- Be stimulated and inspired by other artists
- Design and make three-dimensional objects for a variety of purposes
- Apply the elements of the visual, tactile and sensory language of art

English

Oracy
- Express opinions clearly about topics and written texts and include supporting reasons

Reading
- Confidently recognise and understand the characteristics of a range of different texts (continuous and non-continuous) in terms of language, theme, structure and presentation

Writing
- Use the characteristic features of a range of continuous and non-continuous texts creatively in their writing, adapting their style to engage the reader, using imagination where appropriate

KS 3

Art and design
- Students use their knowledge about the work of other artists to enrich and inform their work
- Students explore, experiment with and apply the visual, tactile and sensory language of art

English
Oracy
- Respond orally to continuous and non-continuous texts
- Respond orally to a variety of stimuli and ideas, including written and dynamic texts, e.g. paintings, music, film, still and moving image
- 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

Reading
Learners should be given opportunities to read a wide range of continuous and non-continuous texts, in printed and dynamic format, as a basis for oral and written responses. These should include:
- Traditional and contemporary poetry and prose–classic children’s fiction and poetry
- Texts with a variety of structures, forms, purposes, intended audiences and presentational devices
- Texts that present challenge
- Develop appropriate vocabulary and terminology to discuss, consider and evaluate their own work and that of others, e.g. authors, poets, peers, in written and dynamic texts

Writing
- Produce poetic writing, using imagery and poetic devices, e.g. rhyme and form
- Use a wide range of written and dynamic stimuli, e.g. stories, picture books, images, poems, experiences, film, paintings, music

Languages, literacy and communication

Understanding languages is key to understanding the world around us:

Progression step 3:

- I can listen to and understand information about a variety of topics, summarising the main points.

- I can listen to, identify and use cues to understand the general meaning and implied ideas.

- I can listen empathetically to different people’s viewpoints on various subjects.

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

- I can listen and read to gain an understanding of how grammar and punctuation affect meaning.

- I can listen and read to build my vocabulary, develop my pronunciation and sentence structures and use these in my own communication.

Progression step 4:

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 listen and read to build on my understanding of how grammar and punctuation shape sentences and whole texts.

Expressing ourselves through languages is key to communication

Progression step 3:

- I can adapt and manipulate language and make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity.

- I can reflect on the quality of my expression and use a range of strategies to ensure greater clarity in my spoken, written and visual communication.

I can respond to others’ points of view, seeking clarity, structuring arguments, summarising and explaining what I have heard, read or seen. 

I can write legibly and fluently.

I can interact with others, talking and writing about my thoughts, feelings and opinions showing empathy and respect.

Progression step 4:

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

Literature fires imagination and inspires creativity

Progression step 3:

- I can comment on literature and make connections between what I hear, read and view.

- I can use my knowledge of writing styles and the features of different literary genres to create my own work.

- I can use my imagination and experiment with language to create my own literature.

Progression step 4:

- I can explore a wide range of genres, experimenting with language choices and techniques for my own creative purposes.

- I can use my imagination and experiment with different creative forms and techniques to create my own literature.

- I can explore, analyse and compare key ideas using relevant terminology, supporting my views with relevant textual detail.

- I can appreciate literature, showing empathy and understanding that literature can be interpreted differently.

Expessive 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 3:

- I can explore and experiment independently and demonstrate technical control with a range of creative materials, processes, resources, tools and technologies showing innovation and resilience.

- I can explore the effects that a range of creative techniques, materials, processes, resources, tools and technologies have on my own and others’ creative work.

- I can explore and describe how artists and creative work communicate mood, feelings and ideas and the impact they have on an audience.

Progression step 4:

- I can explore and experiment with my own and others’ creative ideas, demonstrating increasingly complex technical control, innovation, independent thinking and originality to develop my work with confidence, being able to explain my reasons behind choices made and evaluate their effectiveness on my creative work.

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

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

Progression step 3:

- I can reflect upon how artists have achieved effects or communicated moods, emotions and ideas in their work.

Progression step 4:

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

Creating combines skills and knowledge, drawing on the senses, inspiration and imagination

Progression step 3:

- I can combine my knowledge, experience and understanding to plan and communicate my creative work for a range of different audiences, purposes and outcomes.

- I can draw upon my design knowledge and make connections with greater independence to modify and develop my creative designs.

- I can identify and respond creatively to challenges with resilience and flexibility.

Progression step 4:

- I can use my experimentation and investigation to manipulate creative work with purpose and intent when communicating my ideas.

- I can purposefully use my design skills and apply a range of solutions to clarify and refine final creative ideas.

- I can draw upon my experiences and knowledge to inform and develop strategies to overcome creative challenges with imagination and resilience.