Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "pers" returned 15 result(s)
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Years 3 and 4 Visual Arts

In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers. As they experience The Arts, students draw …

Years 3 and 4 | Visual Arts | The Arts | F-10 curriculum

Years 9 and 10 Visual Arts

In Visual Arts, students: build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes and viewpoints refine their personal aesthetic through working …

Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum

Rationale Visual Arts

This rationale complements and extends the rationale for The Arts learning area. Visual arts includes the fields of art, craft and design. Learning in and through these fields, students create visual representations that communicate, challenge and express …

Rationale | Visual Arts | The Arts | F-10 curriculum

Aims Visual Arts

In addition to the overarching aims of the Australian Curriculum: The Arts, visual arts knowledge, understanding and skills ensure that, individually and collaboratively, students develop: conceptual and perceptual ideas and representations through design …

Aims | Visual Arts | The Arts | F-10 curriculum

Structure Visual Arts

Learning in Visual Arts Learning in Visual Arts involves students making and responding to artworks, drawing on the world as a source of ideas. Students engage with the knowledge of visual arts, develop skills, techniques and processes, and use materials …

Structure | Visual Arts | The Arts | F-10 curriculum

Example of knowledge and skills Visual Arts

In this band students are introduced to the ways that ideas and intentions are communicated in and through visual arts. They develop knowledge, understanding and skills through visual arts practices focusing on: Representation Subject matter personal …

Example of knowledge and skills | Visual Arts | The Arts | F-10 curriculum

Achievement Standard Visual Arts Years 5 and 6

By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art making. Students use visual conventions and …

Achievement Standard | Achievement Standards | Years 5 and 6 | Visual Arts | The Arts | F-10 curriculum

ACAVAM125

Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists

critical-creative ethical-understanding personal-social intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACAVAM125 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum

Elaboration (3) ACAVAM106

practising drawing images and making objects related to self, others and personal environments in different forms, for example, painting, sculpture, photography

numeracy personal-social information-communication

Elaboration (3) | ACAVAM106 | Content Descriptions | Foundation to Year 2 | Visual Arts | The Arts | F-10 curriculum

Elaboration (3) ACAVAR117

Considering viewpoints – meanings and interpretations: For example – What is this artwork about? What visual conventions have been used to convey meaning? How did the artist represent their subject matter? How does the artwork reflect the artist’s perspective …

Elaboration (3) | ACAVAR117 | Content Descriptions | Years 5 and 6 | Visual Arts | The Arts | F-10 curriculum

Elaboration (2) ACAVAM126

using selected techniques, technologies and processes to explore personal representation of a theme, concept or subject matter

critical-creative personal-social information-communication

Elaboration (2) | ACAVAM126 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum

Elaboration (4) ACAVAM128

being imaginative when applying a personal aesthetic, for example, when planning to manipulate and/or appropriate images, objects and spaces into new contexts and meanings

personal-social critical-creative

Elaboration (4) | ACAVAM128 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum

Elaboration (2) ACAVAR130

working individually and/or collaboratively with others to test and document audience reactions to selected artworks, for example, a selection of artworks that represent different aspects of persuasion

literacy critical-creative personal-social

Elaboration (2) | ACAVAR130 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum

Elaboration (3) ACAVAR130

Considering viewpoints – meanings and interpretations: For example – Has the artist used visual metaphors to express meaning and persuasion? What metaphor/s could you use to express your ideas about persuasion?

critical-creative

Elaboration (3) | ACAVAR130 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum

Elaboration (4) ACAVAR130

investigating the practices, techniques and viewpoints of artists from different cultural groups and their use of persuasive, communicative or expressive representation

intercultural-understanding critical-creative ethical-understanding literacy

Elaboration (4) | ACAVAR130 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum

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