Art and Design · Year 2

Active learning ideas

Creating Simple Block Prints

Active learning works because pupils experience relief printing firsthand, seeing how carving and ink create patterns. Physical trials let children test ideas, correct mistakes, and grasp the link between design and print outcome faster than watching or listening alone.

• National Curriculum Attainment Targets
• KS1: Art and Design - Printing and Pattern

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 30 min · Individual

Demo and Guided Carve: First Block Prints

Model carving a simple shape into a foam block, inking it, and printing. Pupils then select a basic shape from a template, carve their own block following numbered steps, ink, and print twice to compare. Circulate to check tool safety.

Can you explain the steps to make a print using a block?

Facilitation Tip

During the Demo and Guided Carve, model holding the carving tool safely and moving away from the body to prevent slips.

What to look for

Provide students with a small card. Ask them to draw a simple shape they could carve and write one sentence explaining why it would make a good printing block shape. Collect as they leave the art area.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 35 min · Pairs

Pairs Swap: Design and Print Exchange

Pairs draw interlocking patterns on paper first. Each carves their half into a block, prints it, then swaps blocks to print the partner's design. Discuss how carved lines appear reversed on paper.

What do you think the lines you carve into your block will look like when you print it on paper?

Facilitation Tip

While pairs Swap Designs and Prints, give them one minute to study each other’s block and print before discussing observations.

What to look for

Observe students as they carve their blocks. Ask questions like: 'What part of your block will make the print?' and 'Show me the part you are carving away.' Note which students can identify positive and negative spaces.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 45 min · Small Groups

Small Groups: Pattern Chain Prints

Groups create a chain of prints: first pupil carves and prints a motif, passes block to next for addition, inks and prints again. Continue around group, then mount as a class frieze.

Can you draw a simple shape that you could carve and then print?

Facilitation Tip

In Small Groups Pattern Chain Prints, demonstrate how to align prints evenly to build a continuous pattern.

What to look for

After printing, ask students to hold up their best print. Facilitate a brief class discussion: 'What did you learn about how carving affects the final print?' 'What would you do differently next time?'

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 20 min · Whole Class

Whole Class: Print Critique Circle

Pupils display prints around room. Class walks gallery-style, noting successful patterns and predictions versus outcomes. Vote on favourites and suggest one tweak per print.

Can you explain the steps to make a print using a block?

Facilitation Tip

During the Print Critique Circle, hold up two prints side by side to highlight differences in line quality and ink coverage.

What to look for

Provide students with a small card. Ask them to draw a simple shape they could carve and write one sentence explaining why it would make a good printing block shape. Collect as they leave the art area.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Start with a clear, big demonstration of the entire process so pupils see the sequence from carving to printing. Avoid giving students multiple tools or surfaces at once, as this can overwhelm. Research shows that focused practice on one material at a time builds confidence and skill. Use frequent, quick print tests to help pupils see the effect of their carving immediately.

Successful learning looks like pupils confidently carving bold shapes, predicting print reversal, and discussing how raised and carved areas behave. They should explain their process and adjust based on quick print tests, showing growing control over the medium.

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Watch Out for These Misconceptions

• During the Demo and Guided Carve, watch for pupils who expect carved lines to print as dark marks on paper.

  Pause after the first print and ask pupils to trace with their finger the raised surface that printed. Have them compare what they carved away with the blank space on the paper to clarify that only raised areas print.

• During Small Groups Pattern Chain Prints, watch for pupils who believe deeper cuts will make their prints darker.

  Provide each group with two test erasers, one carved lightly and one carved deeply. After inking and pressing both, guide pupils to observe which print shows clearer edges and even ink coverage.

• During Pairs Swap Design and Print Exchange, watch for pupils who think any scribble will create a nice pattern.

  After printing, ask partners to circle the boldest, clearest shapes on each print. Discuss why simple, uncluttered designs transfer best and how messy cuts can fill in with ink incorrectly.

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Methods used in this brief

• Experiential Learning