Spark
BeforeAfterSlider
Routine: See, Think, Wonder
Look at a paper drawing and a digital painting of the same idea. What do you notice, what do you think is different, and what do you wonder about making art with a device?
Student strand
Images
This strand helps students learn how digital images can be created, edited, layered, improved, and remixed. Across the years, students move from simple painting tools and photographs to more advanced design choices using layers, vectors, and original media combinations.
Year 1
To paint art.
Content
InteractiveDiagram
Method: Guided explanation
Model how to open a digital painting tool, choose colours, adjust brush size, and apply a simple filter or effect. Encourage students to experiment while still making deliberate artistic choices.
Plenary
InstantFeedbackQuiz
Task type: Quick check
Students identify which tools change colour, brush size, and image effects, and explain one difference between paper art and digital art.
Overview
In Year 1, students begin by exploring digital painting tools. They learn that colour, brush size, and simple effects can be used to make images, and they start comparing digital art with art made on paper.
Achievement pathway
- Level 1: Use a digital painting tool.
- Level 2: Select brush size and colour.
- Level 3: Change art with a filter.
- Level 4: Compare paper and digital art.
Independent task
Create a simple digital picture using colour, line, and one chosen effect.
Year 2
To edit photos.
Spark
ClickToReveal
Routine: Zoom In
Zoom in on different photos and resized images in a document. What makes one image more useful than another for a given task?
Content
ExpandingAccordion
Method: Guided explanation
Teach students how to take a digital photo, place it into a document, and resize it appropriately. Begin discussing purpose, so they can choose images that support meaning rather than simply decorate a page.
Plenary
InstantFeedbackQuiz
Task type: Quick check
Students choose the most suitable image for a task and explain how resizing changes how a picture fits within a document.
Overview
In Year 2, students begin to work with photographs as well as drawings. They learn to capture images, resize them for documents, and think about whether an image fits its purpose.
Achievement pathway
- Level 1: Take a digital photo.
- Level 2: Resize an image in a document.
- Level 3: Create content for a purpose.
- Level 4: Evaluate image suitability.
Independent task
Take or choose an image, place it in a document, and explain why it fits the task.
Year 3
To use layers.
Spark
BeforeAfterSlider
Routine: Think, Puzzle, Explore
How can one picture sit on top of another, and why might a designer choose to layer text over an image? What puzzles you about how layers work?
Content
InteractiveDiagram
Method: Guided explanation
Show students how to create a simple drawing, place text over an image, and organise elements in layers so that the design remains clear. Help them understand that each layer can be moved, edited, or hidden to change the overall effect.
Plenary
InstantFeedbackQuiz
Task type: Quick check
Students identify which layer is on top, explain what a layer does, and choose the best arrangement for a simple visual composition.
Overview
In Year 3, students begin to see digital images as built from separate parts. They explore layering text and pictures, building simple compositions, and understanding how each layer changes the final result.
Achievement pathway
- Level 1: Create a simple drawing.
- Level 2: Place text over an image.
- Level 3: Create a conceptual meme.
- Level 4: Describe layer usage.
Independent task
Design a layered image with text and explain how the layers improve communication.
Year 4
To edit media.
Spark
ClickToReveal
Routine: See, Think, Wonder
Look at original and edited versions of the same image. What has changed, why might a designer make those changes, and what do you wonder about using images legally?
Content
ExpandingAccordion
Method: Guided explanation
Teach students how to crop an image, apply simple photo filters carefully, and refine work after review. Introduce the idea that not every useful image is free to use, so choosing copyright-free pictures is part of responsible digital creation.
Plenary
InstantFeedbackQuiz
Task type: Quick check
Students identify effective edits, select a sensible crop, and explain why copyright-free images matter.
Overview
In Year 4, students become more deliberate editors. They crop images, apply filters with purpose, improve work after feedback, and begin to make responsible choices about copyright-free media.
Achievement pathway
- Level 1: Crop an image.
- Level 2: Apply simple photo filters.
- Level 3: Edit work based on feedback.
- Level 4: Use copyright-free pictures.
Independent task
Edit an image for a clear purpose and explain how your changes improved it.
Year 5
To design vector graphics.
Spark
BeforeAfterSlider
Routine: Zoom In
Zoom in on icons, shapes, and grouped objects in a digital design. How do simple graphic elements work together to communicate an idea?
Content
InteractiveDiagram
Method: Guided explanation
Show students how to use tools such as AutoDraw icons, build designs from multiple objects, and group items to keep layouts controlled. Support them in thinking about audience, clarity, and impact when making a vector-style graphic.
Plenary
InstantFeedbackQuiz
Task type: Quick check
Students identify grouped objects, choose useful icons, and explain which design choices make the strongest impact for an audience.
Overview
In Year 5, students shift from photo editing towards graphic design. They learn to use icons and shapes, group objects together, and create more intentional compositions for an audience.
Achievement pathway
- Level 1: Use AutoDraw icons.
- Level 2: Group multiple objects.
- Level 3: Create a layered vector graphic.
- Level 4: Evaluate audience impact.
Independent task
Create a graphic using icons and shapes, then explain how it is designed for a specific audience.
Year 6
To remix media.
Spark
BeforeAfterSlider
Routine: See, Think, Wonder
Look at an original photo and a remixed final design. What has changed, what do you think the creator was trying to achieve, and what do you wonder about originality in digital media?
Content
InteractiveDiagram
Method: Guided explanation
Teach students to remove photo backgrounds, use more advanced Canva-style tools, and combine media in ways that feel purposeful and original. Encourage reflection on why a design choice was made, not just how it was created.
Plenary
InstantFeedbackQuiz
Task type: Quick check
Students identify advanced editing choices, explain how remixing changes meaning, and justify design decisions with reference to audience and purpose.
Overview
In Year 6, students use advanced image tools and make more original design decisions. They remove backgrounds, remix media, and justify their creative choices as thoughtful digital designers.
Achievement pathway
- Level 1: Remove a photo background.
- Level 2: Use advanced Canva tools.
- Level 3: Remix media for original art.
- Level 4: Justify design choices.
Independent task
Create a remixed image design and explain how your choices make it original and effective.