Pupils needing extra support:

• Could use the Knowledge organiser to support identifying which primary colours make each secondary colour.
• Could refer to a visual reminder of the brush-cleaning routine to support keeping colours bright and clear.

Pupils working at greater depth:

• Should explain how they mixed colours to achieve a chosen effect in their painting (for example, ‘I added more yellow to make the green look brighter’).
• Should describe and compare the colours they create using precise colour vocabulary (for example, ‘This orange is lighter than that one because it has more yellow mixed in’).
• Should make thoughtful choices about shapes, sizes, positioning and brushstrokes and explain their decisions (for example, ‘I painted the flower larger so it stands out’; ‘I used small dots around the edge to make the garden look busy’).
• Could compare their painting with another child’s and explain how different artistic choices create different effects.