Art & Design Report Comments for Cambridge Stages 1-3

Art & Design covers experiencing art, craft and design from different times, places and cultures, making with a range of media and processes, reflecting on their own and others' work, and thinking and working artistically: recording ideas in a sketchbook, experimenting and taking creative risks.

Below are 13 sample sentences for Stages 1-3: two strengths and one next step for each of the 4 comment levels (Extending / Secure / Developing / Beginning), plus a tip for families. They are a small selection from the 440 art & design sentences in the full pack. Copy one, then add a detail only you know about the student.

Jump to: Extending · Secure · Developing · Beginning · Writing tips

Student name Pronouns

Fills in the name and pronouns on this page. Nothing is sent anywhere.

Extending E

Strengths

[Name] looks carefully at patterns in fabrics, buildings and nature and uses these patterns independently in [his/her/their] own printing and drawing.
[Name] links ideas from an artist we studied to [his/her/their] own work and explains clearly which features inspired [his/her/their] choices.

Next step

To build on this, [he/she/they] could make a clay model with added details, such as textures pressed in with tools or small joined parts.

Secure S

Strengths

Sharing work with the class, [Name] comments on one visible feature in a classmate's picture and gives a reason for [his/her/their] response.
When looking at classmates' art, [Name] gives kind and useful comments and takes note of feedback on [his/her/their] own work.

Next step

[Name] could look closely at an artwork we studied and name the colours, shapes and lines the artist chose.

Developing D

Strengths

Shown patterns on fabrics and pots from different places, [Name] sometimes notices a shape that repeats and can name its colour.
With some support, [Name] looks at objects and pictures from different cultures and names a colour, shape or material in each one.

Next step

[Name] will practise rolling, pinching and joining clay or dough, copying each step after the teacher shows it.

Beginning B

Strengths

With small-group support, [Name] is starting to point out one colour or shape in a classmate's artwork.
As classmates show their art, [Name] is beginning to point out one visible feature in a classmate's work, with adult support.

Next step

Using a magnifying glass with an adult to look at a leaf or shell will help [Name] notice shapes to draw.

Support at home

On a walk, you could collect leaves, twigs or stones together and use them to make a picture or pattern on the ground.

How to write art & design comments for Stages 1-3

Describe what the student explores and makes: mixing colours, drawing from observation, printing or modelling with clay. Naming the process tells families more than 'loves art'.
Young students can talk about a favourite artwork and say what they like about it. If the student did this, mention it as a reflecting skill.
Comment on choosing materials and trying ideas, not only on the finished piece. A next step such as trying two ways before choosing one is clear.

Watch out: Avoid judging talent or describing the student as artistic or not artistic. Describe the process, choices and reflection that you saw, and the next step to try.

The four levels describe how independently and securely the student shows what has been taught, never a grade or a test result. Extending suits accurate, independent work applied to unfamiliar tasks, with reasons explained; Secure suits accurate work in familiar tasks with occasional support; Developing suits learning shown sometimes, or with a model, word bank or worked example; Beginning names what is starting to show and the support that helps. Show the level through the work rather than writing the level word.

What Art & Design covers

Strands and skills covered for art & design:

Experiencing: exploring the visual world and art, craft and design from different times, places and cultures
Making: exploring and selecting media, materials, tools and processes, developing ideas and creating outcomes
Reflecting: describing and evaluating their own and others' work, and using feedback
Thinking and Working Artistically: recording observations and ideas in a sketchbook, experimenting and taking creative risks

More Cambridge Primary and Lower Secondary comments

How these sentences were made, and what has been checked: About these comments.

Not affiliated with or endorsed by Cambridge University Press & Assessment or Cambridge International Education. "Cambridge" is used only to describe the curricula these comments are written for.