What learning looks like
Keep early sketches as well as finished work. Ask what changed between versions and which mark, colour or shape helps the intended effect.
Teaching is followed by examples, practice and a chance to save written or described practical work. Parents use the separate guide to review submissions.
Year 1: learning in Art and Design
| Week | Topic and learning goal |
|---|---|
| Week 1 | Explore lines and marks Artists use lines and marks to show ideas. |
| Week 2 | Colour and repeating patterns A repeating pattern uses a unit again and again. |
| Week 3 | Build a paper sculpture A sculpture has three dimensions: it takes up space. |
| Week 4 | Choose, describe and improve Artists look back at their work and make choices. |
Year 2: learning in Art and Design
| Week | Topic and learning goal |
|---|---|
| Week 1 | Marks and visual research for a storybook garden Explore marks and visual research for a storybook garden and explain your thinking. |
| Week 2 | Tone and contrast for a storybook garden Explore tone and contrast for a storybook garden and explain your thinking. |
| Week 3 | Composition and alternatives for a storybook garden Explore composition and alternatives for a storybook garden and explain your thinking. |
| Week 4 | Review and refine for a storybook garden Explore review and refine for a storybook garden and explain your thinking. |
Year 3: learning in Art and Design
| Week | Topic and learning goal |
|---|---|
| Week 1 | Marks and visual research for a local-place picture Explore marks and visual research for a local-place picture and explain your thinking. |
| Week 2 | Tone and contrast for a local-place picture Explore tone and contrast for a local-place picture and explain your thinking. |
| Week 3 | Composition and alternatives for a local-place picture Explore composition and alternatives for a local-place picture and explain your thinking. |
| Week 4 | Review and refine for a local-place picture Explore review and refine for a local-place picture and explain your thinking. |
Year 4: learning in Art and Design
| Week | Topic and learning goal |
|---|---|
| Week 1 | Observe shape before detail Observational drawing starts with looking carefully at large shapes and their relationships. |
| Week 2 | Build a light-to-dark tonal scale Tone means lightness or darkness. |
| Week 3 | Make texture studies and a collage Texture may be felt or suggested visually. |
| Week 4 | Select and refine a sketchbook idea Artists evaluate work by considering intentions and visible choices. |
Year 5: learning in Art and Design
| Week | Topic and learning goal |
|---|---|
| Week 1 | Marks and visual research for a habitat illustration Explore marks and visual research for a habitat illustration and explain your thinking. |
| Week 2 | Tone and contrast for a habitat illustration Explore tone and contrast for a habitat illustration and explain your thinking. |
| Week 3 | Composition and alternatives for a habitat illustration Explore composition and alternatives for a habitat illustration and explain your thinking. |
| Week 4 | Review and refine for a habitat illustration Explore review and refine for a habitat illustration and explain your thinking. |
Year 6: learning in Art and Design
| Week | Topic and learning goal |
|---|---|
| Week 1 | Marks and visual research for a narrative scene Explore marks and visual research for a narrative scene and explain your thinking. |
| Week 2 | Tone and contrast for a narrative scene Explore tone and contrast for a narrative scene and explain your thinking. |
| Week 3 | Composition and alternatives for a narrative scene Explore composition and alternatives for a narrative scene and explain your thinking. |
| Week 4 | Review and refine for a narrative scene Explore review and refine for a narrative scene and explain your thinking. |
Year 7: learning in Art and Design
| Week | Topic and learning goal |
|---|---|
| Week 1 | Use contour and negative space Contour records boundaries; negative space is the area around or between forms. |
| Week 2 | Test mark-making for tone and atmosphere Mark density, direction and layering influence tone and atmosphere. |
| Week 3 | Compare two original compositions Composition organises elements to guide attention. |
| Week 4 | Develop a response through revision A personal response develops through experiments and selection. |
Year 8: learning in Art and Design
| Week | Topic and learning goal |
|---|---|
| Week 1 | Marks and visual research for a visual identity for a fictional exhibition Explore marks and visual research for a visual identity for a fictional exhibition and explain your thinking. |
| Week 2 | Tone and contrast for a visual identity for a fictional exhibition Explore tone and contrast for a visual identity for a fictional exhibition and explain your thinking. |
| Week 3 | Composition and alternatives for a visual identity for a fictional exhibition Explore composition and alternatives for a visual identity for a fictional exhibition and explain your thinking. |
| Week 4 | Review and refine for a visual identity for a fictional exhibition Explore review and refine for a visual identity for a fictional exhibition and explain your thinking. |
Year 9: learning in Art and Design
| Week | Topic and learning goal |
|---|---|
| Week 1 | Marks and visual research for an editorial illustration about change Explore marks and visual research for an editorial illustration about change and explain your thinking. |
| Week 2 | Tone and contrast for an editorial illustration about change Explore tone and contrast for an editorial illustration about change and explain your thinking. |
| Week 3 | Composition and alternatives for an editorial illustration about change Explore composition and alternatives for an editorial illustration about change and explain your thinking. |
| Week 4 | Review and refine for an editorial illustration about change Explore review and refine for an editorial illustration about change and explain your thinking. |
A real activity to discuss
Draw the two-object arrangement, show one corrected outline, and annotate two observations that informed your choices. Note any example, hint or adult help used.
This Year 4 task shows how an activity connects to its learning goal. Each year group uses its own tasks and level of support.
Check understanding and plan the next step
Ask the learner to explain a choice or apply an idea again with less help. Review saved work alongside practice feedback. Completion ticks are not grades, and the first month is not the whole annual subject programme.
Updated 28 October 2026 · Asta Online School
See learning at Asta for details about learning with Asta.