Making Colour Patterns

Overview

This 10-minute KS1-style introduction for Reception focuses on using colour and simple marks to make a repeating pattern, supporting pupils to share ideas. Pupils will practise fine-motor control with short, manageable actions and use multiple communication methods to show choices.

Learning intentions

• Students will make a simple repeating colour pattern using marks or shapes.
• Students will use a range of tools/materials to develop control in making marks.
• Students will share their ideas and choices with an adult or peer (verbally, by pointing, or with a picture).
• Students will take turns to use resources safely.

Success criteria

• I can add at least 3 matching colours in a repeating order.
• I can hold a tool and make clear marks or dots.
• I can point to my favourite part and tell (or show) one idea.
• I can wait for my turn with support.

Curriculum links

• Art and design: to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
• Art and design: to develop a wide range of techniques in using colour, pattern, texture, line, shape, form and space.
• Art and design (materials): to use a range of materials creatively to design and make products.

Lesson structure (10 minutes)

1. 0–2 min · Welcome and look. Teacher shows a prepared sample: a repeating colour strip (e.g., red–blue–red–blue) and holds up two choices of colour dots/paint pots. Students point to “next colour” with help (gesture, карточka/picture cue), while teacher models “My turn / Your turn”.

2. 2–5 min · Mini teach: how to repeat. Teacher demonstrates on a large sheet using a thick marker or paint pad: “We repeat. Again and again.” Teacher makes one full repeat cycle slowly, then stops and asks a single-turn question. Students join by placing their selected colour dot/mark onto the teacher’s paper (or into a shared strip) for one mark only.

3. 5–8 min · Guided making (stations within one activity). Teacher sets up 2–3 small work areas (e.g., on tables with clear seating). Each pupil has a pre-drawn strip with 6–8 circles, plus a simple visual pattern card showing the intended order. Pupils repeat the colour choice circle-by-circle. For fine-motor support, teacher provides:

• thicker crayons/pastels or child-size tweezers with foam “dots” to place, and/or
• a sponge stamp/dauber for quicker, easier control. Students complete their strip with maximum 1–2 minutes of uninterrupted making, then pause to check: teacher asks, “Is it the same again?” Pupils respond by pointing to the pattern card or saying the colour.

4. 8–10 min · Share and calm reflection. Teacher asks each pupil to show their work. Students choose one communication route:

• say one word/phrase (e.g., “red, blue”),
• point to a part (first repeat / last repeat), or
• use a choice card: “I like ____” (with coloured square matching their final colour). Teacher praises effort and repetition (“You made the pattern again.”) and supports turn-taking to tidy (one helper role at a time).

Resources

• Pre-drawn paper strips with 6–8 large circles (one per pupil)
• Visual pattern cards (e.g., red–blue repeating) matched to pupils’ colour choices
• Thick crayons/pastels or chunky markers (one per pupil)
• Sponge daubers or paint pads with 2 colours max
• Wipes, aprons, and a small tidy basket with picture labels
• Choice cards for communication (colours and “my turn / your turn”)
• Timer (visual) for short making phases
• Foam/Velcro “dot” pieces or stamp shapes for pupils needing extra motor support

Assessment

• Observation checklist during making: tool control (marks/dots placed), repetition (matches pattern card), and communication (responds to “next colour” prompt).
• “Pattern check” quick moment: teacher holds up the pattern card and asks pupils to point to the next colour.
• Exit evidence: each pupil’s strip showing at least one complete repeat cycle (or 3 correct placements when support is needed).

Differentiation

• Fine motor difficulties: offer daubers/stamps or pre-cut foam dots instead of only pencils/crayons; reduce circle size if marks are too hard, or increase size if needed.
• Communication and interaction difficulties: provide choice cards and reduce open-ended questions to yes/no or pointing; allow responses using gesture, pointing, or a single word prompt.
• Challenging behaviour support: use a clear “first–then” routine (first make 2 circles, then share); use a visual timer and predictable pauses; give a “sensory job” (wipe brush, place cap) to reduce escalation.
• Support for all pupils: model with hand-under-hand or partial guidance only when needed; keep materials to two colours to reduce overwhelm.
• Extension (only if calm and ready within 10 minutes): add a second repeat cycle on the remaining circles or encourage trying a third colour card with adult support.