Pupils needing extra support:

• Could use colourful counters to demonstrate which primary colours combine to make each secondary colour.
• Could use the Knowledge organiser to support naming and annotating primary and secondary colours.
• Could match colour labels to their painted colour mixtures before writing them independently.

Pupils working at greater depth:

• Should explain the changes they observe when colours mix using precise colour vocabulary (for example, ‘I have mixed two primary colours, red and yellow, together to make the secondary colour orange’).
• Should compare different colour mixtures and describe the differences they notice.
• Could compare two different versions of the same secondary colour and describe the differences they notice (for example, ‘This orange looks different to this one because it has more of the yellow mixed in’).