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Pre-EYP STAGE 1 STAGE 2 STAGE 3
Overall Expectations:
Use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
Overall Expectations:
Show an understanding that the different forms of arts are forms of expression to be enjoyed. They know that dance, drama, music and visual arts use symbols and representations to convey meaning. They have a concept of being an audience of different art forms and display awareness of sharing art with others. They are able to interpret and respond to different art forms, including their own work and that of others.
Overall Expectations:
Show an understanding that the different forms of arts are forms of expression to be enjoyed. They know that dance, drama, music and visual arts use symbols and representations to convey meaning. They have a concept of being an audience of different art forms and display awareness of sharing art with others. They are able to interpret and respond to different art forms, including their own work and that of others.
Overall Expectations:
Show an understanding that the different forms of arts are forms of expression to be enjoyed. They know that dance, drama, music and visual arts use symbols and representations to convey meaning. They have a concept of being an audience of different art forms and display awareness of sharing art with others. They are able to interpret and respond to different art forms, including their own work and that of others.
Conceptual understandings:
Understanding arts in daily life We enjoy and experience different forms of arts.
The art is a means of
communication and expression.
Enjoy and explore different types of music from all over the world.
Conceptual understandings:
We enjoy and experience different forms of arts.
The art is a means of
communication and expression.
People make meaning through the use of symbols.
People share art with others.
We express our responses to artwork in a variety of ways.
We reflect on our artwork and the work of others.
Conceptual understandings:
We enjoy and experience different forms of arts.
The art is a means of
communication and expression.
People make meaning through the use of symbols.
People share art with others.
We express our responses to artwork in a variety of ways.
We reflect on our artwork and the work of others.
Learning Outcomes Learning outcomes Learning outcomes Learning outcomes
The beginnings of understanding
technology by exploring and making sense of objects and how they behave. (8-20 months)
Identify and describe the way the painting/artwork is made
Show curiosity and ask questions about
artworks
Show curiosity and ask questions about
artworks
Experiences a range of media through sensory activity (8-20 months)
Identify materials used in the creation of artwork
Describe what they notice about an art work
Describe what they notice about an art work
RESPONDING
Page | 2 Responds to stimuli such
as vibrations, sound activated, light up toys (8- 20 months)
Identify the kind of technique used (collage, painting, etc.)
Show curiosity about live and recorded dance performances
Show curiosity about live and recorded dance performances Shows an emerging
awareness of music, rhymes, songs or beats e.g. resonance board (8- 20 months)
Identify materials used in the creation of artwork
Respond to live performances, stories and plays from other times and/or places
Respond to live performances, stories and plays from other times and/or places Explores media and
materials with
appropriate adult support
(16-36 months)
Bring music from home and share
View and describe a painting
Identify the 5 senses presented in artworks
Explore different sounds of instruments Explores and
experiments with a range of media through
sensory exploration e.g scrunching, stroking, pulling and using whole body or parts of body (16- 36 months)
Describe how music makes you feel
Describe textures in the artwork
Build a repertoire of songs and dances
Moves their whole bodies or parts of body to sounds/vibrations they enjoy, such as music or a regular beat (16-36 months)
Use vocal sounds, rhythms and
instruments to express feelings and ideas
Identify Features in Artwork: Line, Shape, Meaning
(Can recognize the different stages of the creative process)
Describe what they notice about an artwork
Attempts to imitate actions or part of an action they have
observed or experienced
(16-36 months)
Enjoys joining in with dancing and ring games
Begins to build a repertoire of songs and dances
Identify the materials and processes used in the creation of an artwork
Imitates and improvises actions or they have observed e.g. clapping or waving (16-36 months)
Sings a few familiar songs
Explores the different sounds of instruments
Analyse the
relationships within an artwork and construct meanings
Begins to move to music, listen to or join in rhymes or songs (16-36 months)
Beginning to move rhythmically
Explores what happens when they mix colours
Communicate their initial responses to an artwork in visual, oral or physical modes
Purposefully moves parts of body to create effect such as using the sound beam or pressing piano keys (16-36 months)
Imitates movement in response to music
Experiments to create different textures
Make personal
connections to artworks
Shows consistent response to certain songs, music or vibration
(16-36 months)
Taps out simple repeated rhythms
Understands that different media can be combined to create new effects
Express opinions about an artwork
Page | 3 Notices and is interested
in the effects of making movements which leave marks (16-36 months)
Explores and learns how sounds can be changed
Manipulates materials to achieve a planned effect
Art as a cultural tool:
Begin to become aware that different art styles were produced at different times in history Shows a preference for
colours or textures as part of creative activities
(16-36 months)
Explores colour and how colours can be changed
Constructs with a purpose in mind, using a variety of resources
Be aware that
individuals and cultural groups work with a variety of styles and purpose in dance, drama, art, music Understands that they
can use lines to enclose a space, and then begin to use these shapes to represent objects
Uses simple tools and techniques competently and appropriately
Identify people who make art as “artists”
Beginning to be interested in and describe the texture of things
Selects appropriate resources and adapts work where necessary
Identify purposes for creating works of art
Uses various
construction materials
Selects tools and techniques needed to shape, assemble and join materials they are using
Describe the concept that people in all
cultures create works of art
Beginning to construct, stacking blocks
vertically and horizontally, making enclosures and creating spaces
Recognize that objects occupy space
Describe and respond to works of art
Joins construction pieces together to build and balance
Identify spatial
relationships—left, right, top, bottom, side,
center, front, back, over, and under
Classify objects in the environment by their visual qualities (e.g., color, texture, line, shape, pattern) Realises tools can be
used for a purpose Use scissors
Select a preferred work of art and explain why it was chosen
Glue, demonstrating artisanship
(craftsmanship)
Describe ideas, experiences, and feelings expressed in personal works of art Use drawing materials
to make a variety of marks
Describe ideas, experiences, and feelings expressed in works of art by others Stamp random patterns.
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Pre-EYP STAGE 1 STAGE 2 STAGE 3
Overall Expectations:
Use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
Overall Expectations:
Show an understanding that they can express themselves by creating artworks in dance, drama, music and visual arts. They know that creating in arts can be done on their own or with others.
They are aware that inspiration to create in arts comes from their own experiences and
imagination. They recognize that they use symbols and representations to convey meaning in their work.
Overall Expectations:
Show an understanding that they can express themselves by creating artworks in dance, drama, music and visual arts. They know that creating in arts can be done on their own or with others.
They are aware that inspiration to create in arts comes from their own experiences and imagination.
They recognize that they use symbols and representations to convey meaning in their work.
Overall Expectations:
Show an understanding that they can express themselves by creating artworks in dance, drama, music and visual arts.
They know that creating in arts can be done on their own or with others. They are aware that inspiration to create in arts comes from their own
experiences and imagination.
They recognize that they use symbols and representations to convey meaning in their work.
Conceptual understandings:
Enjoy and explore different types of art such as music, drawing, collage, painting, jewellery, building etc.
Select materials, tools and processes for specific purposes.
Conceptual understandings:
Arts have the power to influence thinking and behaviour.
We make connections between our artwork and that of others to extend our thinking.
We can explore our personal interests, beliefs and values through arts.
Conceptual understandings:
We can explore our personal interests, beliefs and values through arts.
We make connections between our artwork and that of others to extend our thinking.
We explore a range of possibilities and perspectives to communicate in broader ways through our creative work.
Arts provide opportunities to explore our creative potential and engage in a personal artistic journey.
We act on the responses to our artwork to inform and challenge our artistic development.
Learning outcomes Learning outcomes Learning outcomes Learning outcomes
Explore the world and develop a range of ways to communicate before they can express their own ideas through arts and design (8-20 months)
Create artwork
Select tools, materials and processes for specific purposes
Use different art media for self-expression
Experiences
imaginative/role play with appropriate support
(8-20 months)
Identify materials used in the creation of artwork
Combine different formal elements to create a specific effect
Produce 2D and 3D works of art
CREATING
Page | 5 Imitates an action
during imaginative/role play (16-26 months)
Identify the kind of technique used
(collage, painting, etc.)
Respond to word, rhythm and/or music through movements
Uses/experiments with different art materials to create and explore ideas
Expresses self through physical action and sound (16-26 months)
Identify materials used in the creation of artwork
Develop the ability to cooperate and communicate with others in creating drama
Select tools, materials and processes for specific purposes Pretends that one object
represents another, especially when objects have characteristics in common (16-26 months)
Use voice to imitate sounds and learn songs
Use various materials for building
Combine different formal elements to create a specific effect Beginning to use
representation to communicate, e.g.
drawing a line and saying ‘That’s me’ (22-36 months)
Use vocal sounds, rhythms and
instruments to express feelings and ideas
Understand that tools can be used for a purpose
Respond to word, rhythm and/or music through movements
Joins in imaginative/role play with an adult or peer and may continue play independently for a short time (22-36 months)
Developing preferences for forms of expression
Explore different sounds of instruments
Develop the ability to cooperate and
communicate with others in creating drama
Beginning to make- believe by pretending
(22-36 months)
Uses movement to express feelings
Build a repertoire of songs and dances
Create artwork in response to a variety of stimuli.
Displays emotions linked to make believe situations or characters
(22-36 months)
Creates movement in response to music
To select tools and techniques needed to shape, assemble and join materials they are using
Sharpen the powers of observation: How do I represent on paper, what I see?
Begins to give a narrative to play, e.g.
pig puppet says hello or make noise of car going or stopping using preferred mode of communication (22-36 months)
Sings to self and makes up simple songs
Use a variety of points for artwork including the immediate environment and their own
experience (memories)
Create works of art that represent personal responses to art-making problems
Makes up rhythms
Create simple representations of events, people and objects
Create works of art that express feelings.
Notices what adults do, imitating what is
observed and then doing it spontaneously
Initiates new combinations of
movement and gesture in order to express and
Create works of art that express ideas.
Page | 6 Engages in imaginative
role-play based on own first-hand experiences
Chooses particular colours to use for a purpose
Follow a sequence of steps used in creating works of art.
Builds stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’
Introduces a storyline or narrative into their play
Create works of art that commemorate personal or community events.
Uses available resources to create props to support role- play
Plays alongside other children who are engaged in the same theme
Create works of art that connect to everyday life.
Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words
Plays cooperatively as part of a group to develop and act out a narrative
Create works of art that include the human figure as subject matter.
Follow a sequence of steps used in creating works of art.
Identify and use color (red, blue, yellow, green, orange, violet, brown, black, white) in works of art.
Create works of art that commemorate personal or community events.
Identify and use line (straight/curved, thick/thin, long/short, up/down/across) in works of art.
Create works of art that connect to everyday life.
Identify and use shape (circle, square, triangle, rectangle, oval) in works of art.
Create works of art that include the human figure as subject matter.
Identify and use texture (visual, tactile) in works of art.
Use lines to make shapes.
Identify and use pattern (occurring naturally, made by people) in works of art.
Create texture on clay surfaces.
Use motor skills (e.g., twisting, rolling, folding, cutting, stamping) to create two-dimensional works of art.
Page | 7 Create drawings from
observation.
Demonstrate skill in the use of painting
procedures.
Use motor skills (e.g., pinching, pulling, squeezing, twisting, pounding, rolling, folding, cutting, modeling,
stamping) to create three-dimensional works of art.
