Pupils needing extra support:

• Could use simple call-and-response prompts (for example, “Show me a big mark”) to explore different brushstrokes.
• Could use visual examples of thick and thin marks to support the description of their brushstrokes.
• Could use sentence stems (for example, ‘This brush makes…’ or ‘This mark is…’) to describe brushstrokes to a partner.
• Could watch an adult model how to make thick and thin marks before exploring independently.

Pupils working at greater depth:

• Should compare marks made with different brushes using descriptive or comparative vocabulary (for example, “This brush made a thicker line than the small brush.” or “The wide brush made bolder marks.”).
• Could create a section of the painting using only one type of brush mark and explain the effect it creates.