Learning objective
- To learn how to plan a painting.
Success criteria
- I can use my sketchbook to try
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National curriculum
Art and design
Pupils should be
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Cross-curricular links
None.
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Before the lesson
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Lesson plan
Recap and recall
Show the Presentation: How was it made? with images of painted swatches that use: Bright, clean colours. Muddy, mixed colours. Watery, runny patches of colour. Thick, lumpy paint.
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Adaptive teaching
Pupils needing support:
- Could use a simplified palette of two or three colours to focus on planning colour choices.
- Could begin by choosing one pattern (for example, dabs, dots or stripes) before adding others to their plan.
- Could use printed visuals of brush marks (for example, dabs or drags) to support selecting patterns for their plan.
Pupils working at greater depth:
- Should justify their choices of colours, patterns and mark placement in relation to their planned painting.
- Should explain how a feature from Alma Thomas’s or Yinka Ilori’s work has influenced their own plan.
- Could refine their plan by adapting colours, patterns or marks after reflecting on their first ideas.
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Assessing progress and understanding
Pupils with a secure understanding can:
- Use a sketchbook to explore ideas,
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Vocabulary definitions
-
plan
An idea or drawing that shows what you are going to make.
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In this unit
Lesson 1: Paint and brush control
Lesson 2: Exploring brushes
Lesson 3: Controlling paint
Lesson 4: Planning a painting
Lesson 5: Alma Thomas inspired paintings
Maintained by: Kapow Primary team
Last update: 7th July, 2026
Lesson 5: Final piece
Understanding how artists’ ideas can be used to create a planned painting.
Lesson 2: Exploring brushes
Noticing how different brush sizes and types make different marks.
Lesson 3: Controlling paint
Developing control when using paint and water.
Lesson 1: Paint and brush control
Learning how to hold a paintbrush to make a variety of marks and brushstrokes inspired...
