General activities: developing an understanding of the visual elements

Developing knowledge and understanding of the visual elements is progressive and therefore work in this area of art and design can afford the opportunity for the introduction of differentiation by task. Some talented pupils can be asked to explore more complex aspects of the visual elements as a development or extension of a basic activity. For instance, when introducing pupils to an understanding of the visual element of colour, it is likely that a progressive programme will deal with the identification of primary colours with young pupils, progressing to mixing to produce secondary colours, and then continuing with the complexities of mixing a broad range of tertiary colours leading eventually to an understanding of complementary colours.

In primary school, young pupils are likely to be at different stages in the progressive 'ladder' and the talented pupil will be encouraged by the teacher to explore more complex colour activities than the average pupil. Similarly, at secondary stage, though some pupils may have an intuitive understanding of the tonal values of colour, it may be necessary to draw many pupils' attention to this phenomenon. The majority of pupils in a class are unlikely to be offered this challenge, as it would be more appropriate to differentiate by task for the talented pupil by introducing this complex concept.