Art & Design Report Comments for Cambridge Stages 4-6
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 4-6: 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
Fills in the name and pronouns on this page. Nothing is sent anywhere.
Extending E
Strengths
- In printmaking, [Name] plans a design, cuts or presses it into a printing block and makes clean repeated prints with even ink.
- In class discussions about art, [Name] gives classmates kind, specific feedback and justifies each suggestion with a reason linked to the work.
Next step
- Sculpting a clay figure around a simple wire or card support would teach [Name] how artists build taller three-dimensional forms.
Secure S
Strengths
- When working digitally, [Name] uses drawing tools, layers or photo editing confidently to try out different versions of an idea.
- Looking at the work of an artist we studied, [Name] usually picks out the main colours, shapes and subjects and says how they make [him/her/them] feel.
Next step
- Writing a short gallery label that names the material, process and intended effect will help [Name] explain a finished piece clearly.
Developing D
Strengths
- When painting, [Name] is learning to mix lighter and darker colours and sometimes blends colours smoothly with a model to follow.
- With a word bank beside [him/her/them], [Name] is learning to use art words such as line, shape, colour and texture when describing a model or print.
Next step
- Copying a small section of an artist's work as a study will help [Name] understand how the marks and colours were made.
Beginning B
Strengths
- On a device, [Name] is taking first steps with digital drawing tools, with an adult showing how to change colour and brush size.
- With an adult's questions, [Name] is beginning to describe what appears in an artwork by an artist studied in class.
Next step
- Mixing two new shades from one colour, with a picture guide showing when to add white or black, will help [Name] explore lighter and darker paint.
Support at home
- Spotting patterns together on fabrics, tiles, buildings or plants helps your child notice the shapes and colours that artists use.
How to write art & design comments for Stages 4-6
- Sketchbooks matter more in Stages 4-6. Describe how the student records and develops ideas, such as testing colours or adding notes to a drawing.
- Name a technique the student controls, such as tone and shading or simple perspective, and one to practise next.
- When the class studies an artist, note whether the student can describe the artist's style and use one feature of it in their own work.
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
- English, Stages 4-6
- English as a Second Language, Stages 4-6
- Mathematics, Stages 4-6
- Science, Stages 4-6
- Global Perspectives, Stages 4-6
- Computing, Stages 4-6
- Art & Design, Stages 1-3
- Art & Design, Stages 7-9
- Music, Stages 4-6
- Physical Education, Stages 4-6
- Opening and closing sentences
- All Cambridge Primary and Lower Secondary skills and grade bands
- For the same report: EAL / ESL Report Comments, Ages 5-18, ATL Skills Report Card Comments, Grades K-5 and ATL Skills and Learner Profile Report Comments, Ages 11-16
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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.