1. ‘Identity’
National Curriculum Levels
Level 3
I explore ideas and collect visual and other information to help me develop my work.
I am beginning to develop my practical skills.
I can identify what is different and what is similar between my work and the work of others.

2. ‘Identity’
National Curriculum Levels
“The monkeys tell us that she
may be very clever and
humorous.”
Level 4
I explore and develop my ideas through drawing from real life. I can apply rules of proportion when drawing a
portrait and adapt measurements to suit individual features.
I create a range of tone when working with charcoal, ink and other monochrome media and I am sensitive to
colour mixing and tone when using coloured chalk pastels and paint. I use these materials appropriately.
I have developed a range of practical skills when using clay and decorating clay.
I understand how symbolism is used within portraiture to tell us more about an individual.
I evaluate my work and the work of others and make suggestions about how to make improvements.

3. ‘Identity’
National Curriculum Levels
Level 5
I use the rules of proportion as a guide when drawing a portrait and experiment with using different marks to
create tone and more realistic textures.
I can mix coloured chalk pastels to make realistic skin tones.
I experiment with and explore the potentials of materials to plan future developments in my work.
I experiment with ideas and information in my sketchbook to develop my clay tile design. My ideas are ambitious.
I use my understanding of clay techniques when designing, making and decorating my tile.
I have researched the work of a specific artist and can identify how and why they use symbolism in their work.
I refine my work so that it expresses my ideas.

4. ‘Identity’
National Curriculum Levels
Level 6
I experiment with looking at the face from different angles. I consider how my measurements and drawings need
to adapt from different viewpoints.
I use drawing media (chalks, inks and pastels) appropriately and experiment with using colour and mark
making to express more personality in my drawings of portraits..
I collect useful images and materials (without being asked by my teacher) to develop my clay tile design.
I apply my practical skills and technical knowledge to achieve an effective clay tile portrait..
I interpret and explain the work of the artists discussed and apply my understanding to the work of others.
I evaluate my work and use my critical understanding to develop my own views and practical work.

5. ‘Identity’
National Curriculum Levels
Level 7
I experiment with looking at the face from different angles. I can effectively apply the rules of proportion when
drawing the face from other viewpoints.
I use drawing media (chalks, inks and pastels) confidently and am able to use colour and mark making to
express more personality in my drawings of portraits.
I can combine different techniques to decorate the surface of my clay tile.
I understand the meanings and messages in the artwork shown to me by my teacher and can interpret the use
of symbolism.
I can explain how my ideas, experiences and research influence the development of my work.

6. ‘Identity’
National Curriculum Levels
Level 7
I experiment with looking at the face from different angles. I can effectively apply the rules of proportion when
drawing the face from other viewpoints.
I use drawing media (chalks, inks and pastels) confidently and am able to use colour and mark making to
express more personality in my drawings of portraits.
I can combine different techniques to decorate the surface of my clay tile.
I understand the meanings and messages in the artwork shown to me by my teacher and can interpret the use
of symbolism.
I can explain how my ideas, experiences and research influence the development of my work.