Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice
Arts Ideas: Students generate arts works that communicate ideas.
Arts Skills and Processes: Students use the skills, techniques, processes, conventions and technologies of The Arts.
The content of Arts Practice and Arts Understanding needs to be addressed concurrently, using contexts for learning appropriate to the students’ phase
of development and their previous experience. Arts Practice in Visual Arts involves the exploration and communication of ideas and feelings through the
development, creation and presentation of visual arts works, using the elements, forms, skills, techniques, processes, conventions and technologies of
visual arts.
Teaching in Visual Arts follows a spiral model in which the same concepts, processes and strategies are dealt with in increasingly complex
ways as students develop. In some cases, progression from one level to the next is facilitated by the teaching of more complex elements and
the use of more complex forms of visual arts as learning contexts. In other cases, the content of the teaching is the same from year to year,
indicated by linked arrows, and progression is achieved through greater proficiency in practice and greater depth of understanding.
The content of the Visual Arts scope and sequence statements is expressed in year levels. Should a student’s readiness not match their current year level
due to lack of experience, teachers can refer to content from an earlier year level or phase of development.
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
1
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Typical sequence of content:
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 in visual arts
practice it is
conventional to
explore the best
way to express an
idea for a visual
arts work
(eg explore
composition
through a series of
thumbnail
sketches and
media tests for a
collage/drawing)
 in visual arts
practice it is
conventional to
explore a range of
ideas to achieve
the final
expression
(eg investigate the
work of other
artists and test
alternative media
and techniques to
develop ideas for
an expressive
portrait)
Arts Ideas: Creating, Interpreting and Exploring
Arts Skills and Processes: Skills, Techniques and Processes
Creating Visual Arts: Visual inquiry
 in visual arts
practice, it is
conventional to
plan an idea for a
visual arts work
(eg select the
subject matter for
a painting and
decide what
media, colours and
techniques to use)
 in visual arts
practice, it is
conventional to
plan an idea for a
visual arts work
(eg create a
design before
beginning a class
mural based on
wild animals after
a trip to the zoo)
 in visual arts
practice, it is
conventional to
explore the best
way to express an
idea for a visual
arts work
(eg organise ideas
for a sculpture,
such as the
dimensions, media
and construction
process, prior to
making it)
 in visual arts
practice, it is
conventional to
explore the best
way to express an
idea for a visual
arts work (eg test
the arrangement of
the composition by
trying portrait and
landscape
formats)
 in visual arts
practice it is
conventional to
explore the best
way to express an
idea for a visual
arts work (eg have
a design page in a
portfolio with
alternative colour
schemes and
compositions for a
print based on the
Fremantle Marina)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
2
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Creating Visual Arts: Visual inquiry (continued)
 ways to explore
ideas for visual
arts works
(eg after looking at
different portraits
on the Internet,
brainstorm what
might be included
in their own
drawing of a family
member, such as
the type of
viewpoint, clothes
background and
colours)
 ways to explore
ideas for visual
arts works (eg look
at how artists have
depicted wild
animals on the
Internet and in art
books to obtain
ideas for a class
mural then
brainstorm and
produce original
drawings)
 ways to explore
ideas for visual
arts works
(eg view different
portraits on the
Internet and then
brainstorm
different ways that
‘personality’ can
be conveyed such
as exaggeration or
expressive use of
colour, pattern or
tone)
 ways to explore
ideas for visual
arts works
(eg after
researching
modes of
transport, have a
discussion about
transport of the
future and design
an imaginary flying
car)
 ways to explore
ideas for visual
arts works
(eg following a
group discussion
about sport,
produce a mind
map that considers
how to portray
movement in a
painting)
 ways to explore
ideas for visual
arts works
(eg explore
different
compositions
through a series of
thumbnail
sketches for an ink
wash drawing of a
still life of bikes
and skateboards)
 ways to investigate
ideas for visual
arts works
(eg research urban
landscapes by
different artists,
then create a mind
map to explore
how a landscape
of an Australian
city may be
portrayed)
 ways to investigate
the natural and
built environment
through
observational
drawing
(eg produce a
detailed contour
drawing of a bike
or a car
considering the
internal edges as
well as the outside
edges)
 ways to investigate
the natural and
built environment
through
observational
drawing (eg draw
a section of the
school grounds
with an emphasis
on all the different
natural and manmade patterns and
textures)
 ways to investigate
the natural and
built environment
through
observational
drawing
(eg produce
drawings from
observation of
‘Mini Beasts’
considering the
relative
proportions of
shapes and tone)
 ways to investigate
the natural and
built environment
through
observational
drawing (eg create
a detailed drawing
of a motorbike
observing the
relative sizes of
one shape to the
next, considering
how to show the
different surface
qualities through
the use of line and
tone)
 ways to investigate
the natural and
built environment
through
observational
drawing (eg draw
sections of the
school and
develop into a
M.C. Escher style
design for a print,
using repeated
shapes and
positive and
negative space)
 ways to investigate
the natural and
built environment
through
observational
drawing
(eg complete a
series of quick
sketches/gesture
drawings of
animals at the zoo)
 ways to investigate
the natural and
built environment
through
observational
drawing
(eg produce a
series of detailed
drawings that
explore aspects of
machines,
choosing suitable
media which help
describe texture,
tone and
interlocking
shapes)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
3
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Creating Visual Arts: Visual inquiry (continued)
 to use techniques
to record observed
detail in a drawing
(eg complete a
contour drawing of
a class mate in
which the edges of
the subject is
carefully recorded)
 to use techniques
to record observed
detail in a drawing
(eg when drawing
complicated detail
of observed
patterns in nature,
start from a small
and interesting
detail then draw
the shapes and
lines around it)
 to use techniques
to record observed
detail in a drawing
(eg practise
recording the
textures of found
objects using
different mark
making, such as
stippling and
hatching and cross
hatching)
 to use techniques
to record observed
detail in a drawing
(eg practise how to
depict the form,
tone and texture of
a group of objects
using different line
quality and
different mark
making)
 to use different
techniques to
record observed
detail in a drawing
(eg use guide lines
to help show the
relative
proportions of
shapes, spaces
and tonal values in
a still life or figure
drawing)
 to use a variety of
techniques to
record observed
detail in a drawing
(eg practise using
a variety of
drawing styles for
making detailed
studies or fluid,
gestural
observations)
 select an
appropriate
technique to
record observed
detail in a drawing
(eg become
competent in
selecting from
gestural, tonal,
textural or contour
drawing
techniques to suit
the purpose,
needs or intention
of the drawing)
 ways to express
personal
responses to real
experiences in
visual arts works
(eg visually record
perceptions of a
visit to the beach
by creating a
colourful drawing
or painting, or by
recording their five
senses)
 ways to express
personal
responses to real
experiences in
visual arts works
(eg after a
discussion about
the symbolism of
colour, create a
visual arts work in
mixed media
which expresses a
mood or emotion)
 ways to express
their personal
responses to real
experiences in
visual arts works
(eg create an
image of ‘friends’
after investigating
a range of ideas
and reviewing
earlier drawings of
figures)
 ways to express
personal
responses to real
experiences in
visual arts works
(eg create a series
of thumbnail
images for a Perth
zoo logo design
based on animal
drawings)
 ways to express
personal
responses to real
experiences in
their visual arts
works (eg create
‘Wish you were
here’ postcards by
investigating
aspects of the
local environment
through drawings
and design)
 ways to express
personal
responses to real
experiences in
their visual arts
works (eg create a
range of
preliminary
charcoal sketches
of different
emotions such as
fear, surprise,
boredom, for an
acrylic self portrait)
 ways to express
personal
responses to real
experiences in
their visual arts
works
(eg investigate the
topic ‘My
Environment’
through a series of
drawings to
express a personal
viewpoint on
pollution or a
delight in nature)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
4
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 ways to use recall,
memory and
imagination as a
source of
inspiration in visual
arts works (eg use
fantasy drawings,
elaborated designs
and expressive
distortion to design
a ‘super car’ for a
future without
petrol)
 ways to use recall,
memory and
imagination as a
source of
inspiration in visual
arts works (eg look
at and explore a
range of
expressive
drawing styles
after viewing a
range of artists
work)
 the themes, styles
and content of
other artists can
be a source of
ideas (eg after
viewing Australian
artists Jeffrey
Smart and Robert
Juniper on the
Internet create an
original
interpretation of
the school
environment or
landscape)
 the themes, styles
and content of
other artists can
be a source of
ideas (eg after
viewing the
surrealist work by
Dali and Magritte
on the Internet
create an abstract
painting by
morphing a
landscape and self
portrait)
Creating Visual Arts: Visual inquiry (continued)
 ways to use recall,
memory and
imagination as a
source of
inspiration in visual
arts works
(eg create a
mythological beast
from drawings of
different birds,
mammals and
reptiles)
 ways to use recall,
memory and
imagination as a
source of
inspiration in visual
arts works
(eg recreate an
image of ‘A day at
the Beach’ using
mixed media and
coloured paper)
 ways to use recall,
memory and
imagination as a
source of
inspiration in visual
arts works (eg list
what machines
can and cannot do
and combine ideas
to invent a strange
and unusual new
machine)
 ways to use recall,
memory and
imagination as a
source of
inspiration in visual
arts works
(eg after listening
to the lyrics of a
song, create a 3D
work of an
imaginary world)
 ways to use recall,
memory and
imagination as a
source of
inspiration in visual
arts works
(eg gather images
from magazines
and newspapers
for a montage or
painting based on
dreams)
Creating Visual Arts: Visual inquiry: Interpreting
 the themes, styles
and ideas of other
artists can be a
source of ideas
(eg after viewing
the work by
Gauguin on the
Internet, use bright
colours enclosed
by lines in a
landscape)
 the themes, styles
and ideas of other
artists can be a
source of ideas
(eg after viewing
the pen and ink
landscapes by
Vincent van Gogh
on the Internet
draw a section of
the school’s
garden in a similar
technique, using
different mark
making to show
textures, patterns
and forms)
 the themes, styles
and ideas of other
artists can be a
source of ideas
(eg after viewing a
Picasso portrait on
the Internet,
develop an
expressive semiabstract portrait by
combining full view
and profiles of
faces)
 the themes, styles
and ideas of other
artists can be a
source of ideas
(eg after viewing
the mobiles and
stabiles of
Alexander Calder
on the Internet
create a class
mobile using
organic shapes or
personal symbols)
 the themes, styles
and content of
other artists can
be a source of
ideas (eg explore
on the Internet the
Pop Art of the
1960s and look at
Andy Warhol’s
silkscreen images
of actors and
singers to apply
these ideas to a
modern ‘star’)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
5
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Creating Visual Arts: Visual inquiry: Interpreting (continued)
 the visual arts of
other cultures and
times can be a
source of ideas
and influence their
art work (eg after
investigating
animal masks of
Asia develop an
original mask
using drawings of
Australian
animals)
 the visual arts of
other cultures and
times can be a
source of ideas
and influence their
art work (eg after
looking at the
shapes and
patterns of
Oceanic designs,
create a design
based on beach
forms for a
ceramic ocarina)
 the visual arts of
other cultures and
times can be a
source of ideas
and influence their
art work (eg after
viewing carnival or
fantasy masks
from Medieval
Italy, create a
fantasy or
Halloween mask
using distorted
portrait drawings)
 the visual arts of
other cultures and
times can be a
source of ideas
and influence their
art work (eg create
an original family
crest, banner or
kite after viewing
Asian art work)
 the visual arts of
other cultures and
times can be a
source of ideas
and influence their
art work (eg look
at European
headwear to
create an original
Australian hat from
wire, fabric and
found materials)
 the visual arts of
other cultures and
times can be a
source of ideas
and influence their
art work (eg after
viewing masks
from Africa, design
a stylised face
mask to represent
a heroic character)
 the visual arts of
other cultures and
times can be a
source of ideas
and influence their
art work (eg after
researching Asian
and European
armour through
the ages on the
Internet, produce a
variety of designs
for futuristic body
armour)
 that visual arts
ideas can be
represented in
different styles
(eg consider how
Picasso distorted
the face and used
the Elements of
line, shape and
colour
expressively to
show a woman’s
grief in ‘Weeping
Woman’ and apply
these elements in
a work titled
‘Laughing
Woman’)
 that visual arts
ideas can be
represented in
different styles
(eg consider how
the Expressionists
convey mood in a
work by distorting
shapes, using bold
colours and rich
textures, such as
‘Starry Night’ by
Vincent van Gogh,
and apply these
elements in a
landscape)
 that visual arts
ideas can be
represented in
different styles
(eg look at the
abstract work by
Paul Klee and how
he used line,
shape and colour
in images of
buildings, and
apply these
elements in a
drawing of the
school
environment)
 that visual arts
ideas can be
represented in
different styles
(eg examine how
the Futurists
showed power and
dynamism in a
painting through
bold shapes,
directional lines
and bold colours
and apply these
elements in a
painting tilted
‘Speed’)
 that visual arts
ideas can be
represented in
different styles
(eg adapt a
realistic drawing of
a favourite ice
cream to create a
soft sculpture of an
item of food, in the
style of Claes
Oldenberg the Pop
artist)
 that visual arts
ideas can be
represented in
different styles
(eg look at Jeff
Koon’s
monumental
sculpture of a dog
made from flowers
to create ideas for
a sculpture of a
man or woman
from non
traditional
materials)
 that visual arts
ideas can be
represented in
different styles
(eg explore the
ready-mades by
Dada artist Marcel
Duchamp and
create a
conceptual work
from found
objects)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
6
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Creating Visual Arts: Elements of art: Line
 there are an
infinite variety of
lines that you see
in the environment
which can be used
in visual arts works
(eg look at the
thick lines of
branches and
draw with a thick
pen and look at
the thin wiggly
lines of twigs and
draw with a thin
pen)
 there are an
infinite variety of
lines that you see
in the environment
which can be used
in visual arts works
(eg draw an urban
landscape
emphasising the
repetition of
vertical lines such
as in a row of
telegraph poles)
 there are an
infinite variety of
lines that you see
in the environment
which can be used
in visual arts works
(eg make a ‘line
poster’ by
collecting images
of natural and man
made lines)
 there are an
infinite variety of
lines that you see
in the environment
which can be used
in visual arts works
(eg make a
drawing of the
school yard that
shows organic
lines in nature and
geometric lines
made by man)
 there are an
infinite variety of
lines that can be
used in visual arts
works (eg look at
the variety of lines
in a drawing by
Van Gogh and use
similar lines in a
drawing of a
garden)
 there are an
infinite variety of
lines that can be
used in visual arts
works (eg look at
Jimmy Pike’s
‘Sandhills in the
Simpson Desert’
and develop a
design for a lino
print using thick,
thin, tapering and
undulating lines)
 there are an
infinite variety of
lines that can be
used in visual arts
works and variety
of line creates
visual interest
(eg look at the
brush and ink work
by Henri Matisse
or Rembrandt, and
experiment with
one of these
techniques in a
figure drawing)
 a line can be used
to show an edge
(eg draw the
observed profile of
a friend’s face)
 a line can be used
to show an edge
(eg contour draw
all edges of a bird
or an aeroplane
from a
photograph)
 lines can be used
to define edges
(eg draw all the
edges of the
shapes and forms
in a still life of
musical
instruments)
 lines can be used
to define edges
(eg draw the
detailed internal
and external
edges of a car in a
contour drawing)
 lines can be used
to define edges
(eg draw outlined
shapes of
Australian
suburban houses
as seen in Howard
Arkley’s paintings)
 lines can be used
to define edges
(eg compare the
strong linear style
in the paintings by
Rouault, with the
delicate linear
painting style of
Botticelli and use
one of these styles
in a painting)
 lines can be used
with different
pressures to
describe the edges
of a 3D form in a
2D drawing
(eg look at the
calligraphic quality
of line in Brett
Whiteley’s
drawings and use
similar lines in a
waterscape
drawing)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
7
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Creating Visual Arts: Elements of art: Line (continued)
 line can be
expressive
(eg experiment
with using angry,
jagged, heavy and
dark lines gentle
and curving, light
and flowing lines in
a drawing)
 line can be
expressive (eg in a
landscape
drawing, use the
pressure of the
pencil to record
gentle curvy lines
for clouds, strong,
dark lines for
buildings)
 line has
expressive
qualities (eg look
at the calligraphic
lines in Islamic
designs and use a
similar style for a
design based on
letters of your
name, using brush
and ink)
 line has
expressive
qualities (eg use
thick and thin lines
to describe form,
emphasis and
space in a still life
drawing of sport
equipment, using
chalk pastels)
 lines vary in
weight, width and
emphasis and
have expressive
qualities (eg use a
thick, heavy line in
a charcoal figure
drawing to show
the weight of the
pose and thin, light
lines to show
structure)
 lines vary in
weight, width and
emphasis and
have expressive
qualities (eg use
curved, organic
lines in pen and
ink to develop a
design of flowers
and leaves as
seen in Art
Nouveau drawings
and designs)
 drawn lines vary in
weight, width and
emphasis and
have expressive
qualities (eg for a
figure drawing use
lively, rapid,
gestural lines
using pen and ink
as in the style of
Honore Daumier,
or heavy, thick,
scored lines using
oil pastel as in
style of William de
Kooning)
 a series of lines in
a visual arts work
can create
patterns or
textures (eg use
repeated short
lines to imply the
texture of fur as
used in Albrecht
Durer’s drawing of
a hare)
 a series of lines in
a visual arts work
can create
patterns or
textures (eg use a
repetition of
horizontal, flowing,
rhythmic lines in
brush and ink to
describe a
seascape)
 a series of lines in
a visual arts work
can create
patterns or
textures (eg use
variety and
repetition of lines
in chalk pastel to
describe the
forms, patterns
and textures of a
scene from a
window)
 a series of lines in
a visual arts work
can create
patterns or
textures (eg when
creating a design
consider that
horizontal lines
seem calm,
vertical lines
create strength
and diagonal lines
create movement)
 a series of lines in
a visual arts work
can create
patterns, textures,
or mood (eg select
a variety of
contour and cross
contour lines,
using oil pastel
and coloured ink,
to describe forms,
textures and tones
in a still life
drawing)
 a series of lines in
a visual arts work
can create
patterns, textures,
or mood
(eg examine how
the swirling,
expressive lines in
the paintings by
Edvard Munch
help convey a
disquieting mood,
and use
expressive lines in
an imaginative
acrylic painting)
 a series of lines in
a visual arts work
can create
patterns, textures,
or mood (eg look
at the linear
patterns in ‘Blue
Poles’ by Jackson
Pollock and the
powerful,
expressive lines in
the work,
‘Mahoning’, by
Franz Klein and
use bold lines in
an abstract work)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
8
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 line has direction
and can create
movement through
a visual arts work
(eg look at how
movement is
created through
line in the Op Art
works by Richard
Allen and Bridgit
Riley and apply in
a drawing titled
‘Water’)
 line (real or
implied) has
direction and can
create movement
through a visual
arts work (eg look
at how implied line
is created when
edges of two
shapes meet or
there is a contrast
in tone, in the
work, ‘Guernica’,
by Pablo Picasso)
 complementary
colours have
special
characteristics
(eg in a painting
use the
complementary
colour for an
object’s cast
shadow such as
using blues in the
shadow area of a
bowl of oranges)
 primary colours
can have both
warm or cool
characteristics
(eg try using ‘cool
red’ in a cool
colour scheme
with blues, purples
and greens and
warm red, with a
warm colour
scheme with
oranges, browns
and yellows)
Creating Visual Arts: Elements of art: Line (continued)
 line has direction
and can create
movement through
a visual arts work
(eg a straight
unbroken horizon
line leads the eye
quickly through a
landscape and a
meandering line
leads the eye
slowly, when
composing a
drawing)
 line has direction
and can create
movement through
a visual arts work
(eg consider
arranging the parts
of the picture so
that the edges
lead to the subject,
such as a path
leading to a
house)
 line has direction
and can create
movement through
a visual arts work
(eg look at the
dynamic use of
diagonal lines in
‘Nude descending
a Staircase’ by
Duchamp and use
diagonal lines in a
painting of a
moving figure)
Creating Visual Arts: Elements of art: Colour
 primary colours
and their mixtures
green, orange and
purple (secondary
colours) can be
arranged in
sequence in a
colour wheel
(eg use different
amounts of two
primary colours to
mix an assortment
of secondary
colours such as a
reddish orange
and a yellowish
orange)
 primary colours
and their mixtures
green, orange and
purple (secondary
colours) can be
arranged in
sequence in a
colour wheel
(eg use a range of
analogous colours
to achieve a
harmonious colour
scheme in a
painting design)
 colours can be
formed by mixing a
primary and a
secondary colour
together (eg create
a range of tertiary
hues such as redorange, bluegreen, yellowgreen by mixing a
primary and
secondary colour
to achieve
interesting colour
schemes)
 primary,
secondary and
tertiary colours can
be a arranged in
sequence on a
colour wheel
(eg create a
collage design
using primary and
tertiary colours
such as red, redorange and yelloworange)
 opposite colours
on a colour wheel
are called
complementary
colours (eg create
a repeat design for
a lino print using a
colour scheme of
two
complementary
hues)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
9
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Creating Visual Arts: Elements of art: Colour (continued)
 colours affect each
other in a visual
arts work
(eg colours are
harmonious and
attractive when
they are grouped
in families such as
a variety of blues
for water in a
gouache painting)
 colours affect each
other in a visual
arts work (eg apply
dark colours next
to light colours and
pure colours next
to muted colours
to create interest
and contrast in a
chalk pastel
drawing)
 colours affect each
other in a visual
arts work (eg use
complementary
colours to create
contrast and
interest in a
drawing of a
garden, as used in
Wolf Kahn’s pastel
drawings)
 colours affect each
other in a visual
arts work (eg use
splitcomplementary
colours such as
red, blue-green
and yellow-green
to add strong
visual interest in a
border design for a
ceramic pot)
 that colours affect
each other in a
visual arts work
(eg experiment
with colour mixing;
a cool red mixed
with a warm blue
will create a purer
purple than if a
warm red is mixed
with a cool blue)
 that colours affect
each other in a
visual arts work
(eg use strong,
bright, warm
colours to add
focal interest in a
painting and add
half tones to
create areas of
visual rest)
 that colours affect
each other in a
visual arts work
(eg to unify the
colour scheme in a
painting use
variations of a hue
throughout a
composition such
as a variety of
reds)
 colours can evoke
different feelings
(eg use bold,
bright colours in a
drawing to suggest
happiness, such
as in the work by
Ken Done and
Rebecca Cool)
 colours can evoke
different feelings
(eg sadness can
be suggested by
using cool colours
and dark tones,
such as in the
‘Blue Period’ work
by Pablo Picasso)
 a colour scheme
can convey a
feeling or mood in
a visual arts work
(eg use analogous
colours to create
harmony in a
visual arts work,
such as in the
‘Water lilies’ series
by Claude Monet)
 a colour scheme
can convey a
feeling or mood in
a visual arts work
(eg use a neutral
colour scheme to
evoke a feeling of
coldness, such as
in the work by
Yves Tanguy)
 that a colour
scheme can
convey a mood in
a visual arts work
(eg use a colour to
convey a mood in
a drawing, such as
Van Gogh’s use of
yellow in his
‘Sunflowers’ to
symbolise
friendship and
happiness)
 that a colour
scheme can
convey a mood in
a visual arts work
(eg use strongly
contrasting colours
to create tension
and excitement in
a visual arts work)
 that a colour or a
colour scheme can
convey a mood or
can be used
symbolically
(eg consider using
a high key or low
key colour scheme
in a painting to
convey mood; high
key conveys a
happy and
carefree mood, the
low key tends to
be more solemn
and serious)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
10
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 colours can
appear to recede
or advance
(eg using similar
soft tones of
muted, cool
colours in the
background and
vibrant, pure warm
colours in the
foreground in a 2D
work can imply 3D
space)
 colours can
appear to recede
or advance
(eg look at the
later work by
William Mallord
Turner, the
Romantic artist, to
see how the artist
showed depth and
atmosphere by
using warm and
cool colours)
 colours can
appear to recede
or advance (eg in
the colour field
work of Mark
Rothko and the
Post Impressionist
work by Paul
Cezanne, colour is
manipulated to
show depth; apply
this in a drawing or
painting)
 that each pure
colour is known as
a hue, each hue
has three
characteristics:
(1) value which is
the degree of
darkness or
lightness
(2) chroma which
is the dullness
or brightness,
and
(3) unlimited
possibilities for
mixing
 that each pure
colour is known as
a hue, each hue
has three
characteristics:
(1) value which is
the degree of
darkness or
lightness
(2) chroma which
is the dullness
or brightness,
and
(3) unlimited
possibilities for
mixing
 that each pure
colour is known as
a hue, each hue
has three
characteristics:
(1) value which is
the degree of
darkness or
lightness
(2) chroma which
is the dullness
or brightness,
and
(3) unlimited
possibilities for
mixing
Creating Visual Arts: Elements of art: Colour (continued)
 colours can
appear to recede
or advance
(eg bright, pure
colours make
shapes and forms
stand out and
seem to come
forward, such as
the red mark on a
redback spider)
 colours can
appear to recede
or advance
(eg apply bright,
warm colours in a
still life drawing to
attract the eye,
create visual
interest and create
a focal point)
 colours can
appear to recede
or advance
(eg use soft cool
colours in the
background of a
painting to show
depth)
 colours can
appear to recede
or advance
(eg use a range of
tones of a colour
to make shapes
appear 3D)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
11
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Creating Visual Arts: Elements of art: Texture
 texture can be real
or simulated
(eg use different
marks with
charcoal to imitate
different textures
such as the rough
surface of the tree
trunk)
 texture can be real
or simulated
(eg create a range
of textures on a
ceramic pot by
carving into the
clay surface using
a variety of
ceramic tools)
 textures can be
real or simulated
(eg use frottage
and different
textured papers to
build up a
landscape or
seascape collage)
 textures can be
real or simulated
(eg simulate
textures in a
garden drawing
such as smooth
glossy leaves,
rough bark of a
tree, coarse
texture of a wall by
using a
combination of
different media
and different mark
making)
 textures can be
real or simulated
(eg hatch one
pastel colour over
another to build up
texture in a
drawing of a bowl
of fruit)
 textures can be
real or simulated
(eg use impasto
paint or gesso to
build up textural
interest in a
painting based on
architecture)
 textures can be
real or simulated
(eg use a
combination of
collage and gesso
to build up textural
interest in a
painting)
 textures can be
expressive
(eg experiment
with using different
mark making in a
drawing; short,
sharp strokes can
appear
aggressive,
smooth flowing
marks can appear
gentle)
 textures can be
expressive
(eg look at how the
cubist and dada
artists used
collage in their
work and use
similar materials to
create interest and
variety in a collage
self portrait)
 textures can be
expressive (eg use
a variety of mark
making such as
stippling and
hatching and cross
hatching to
represent the lively
quality of the
subject)
 textures can be
expressive
(eg combine wet
and dry drawing
media to create
smooth, calm or
dreamy effects in
an imaginative
drawing of an
aquarium)
 texture can be
used expressively
(eg use
scratchboard
techniques such
as hatching and
cross hatching to
build up textures of
a cat’s fur in a
drawing)
 texture can be
used expressively
(eg create textural
interest in a lino
print or a dry card
etching of a boat
scene by carving
different lines and
marks)
 texture can be
used expressively
(eg look at the
textural quality of
the sculptures by
Rodin and
Giocometti and
create interesting
textures in a
figurative work)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
12
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Creating Visual Arts: Elements of art: Shape
 shapes can be
geometric or
organic (eg create
a ‘shape’ poster by
collecting images
of man made
geometric shapes
and free form,
organic, natural
shapes)
 shapes can be
geometric or
organic (eg create
a still life drawing
of geometric
mechanical, manmade objects, or a
drawing of freeform organic
shapes found in
nature)
 shapes can be
geometric or
organic and imply
mood (eg after
looking at Maori
designs, build up a
pattern of
geometric shapes
which are precise,
regular and strong,
and organic
shapes which are
irregular, curved
and soft)
 shapes can be
geometric or
organic and imply
mood (eg in a
painting use
horizontal,
rectangular
shapes to imply a
peaceful
landscape or use
strong diagonal
shapes to imply
power and
movement)
 that geometric and
organic shapes
can be expressive
(eg create a 3D
figure study after
looking at the
organic work by
Henri Moore, and
the geometric work
by Umberto
Boccioni)
 that geometric and
organic shapes
can be expressive
(eg create two
designs – one
organic and one
geometric, based
on a floral drawing
by adapting and
using different
lines and shapes)
 that the
manipulation of
geometric and
organic shapes
can enhance
mood (eg look at
the lonely quality
of Jeffery Smart’s
angular shapes of
deserted urban
streetscapes and
recreate them to
make the image
natural and
inviting)
 shapes can be
symbolic
(eg record and
draw all the
symbols you know;
a skull and cross
bones to represent
a pirate, a light
bulb to represent a
bright idea, a red
rose or a heart to
represent love, a
white dove to
represent peace)
 shapes can be
symbolic
(eg discuss
symbols used in
sports wear and
surf wear and
create your own
symbol for a logo
for a school sport
faction/house)
 shapes can be
symbolic
(eg research the
symbolic shapes in
Japanese family
crests which
symbolise strength
of character and
create your own
personal logo)
 shapes can be
symbolic (eg look
at symbolic
shapes in
Indigenous art
works for people,
activities and
landforms on the
Internet and create
your own original
symbols for a
painting)
 shapes can be
symbolic
(eg create a
design based on
two related
concepts such as
war and peace,
male and female
energy, love and
hate)
 shapes can be
symbolic
(eg create a work
which represents a
movement or
action after looking
at the sculpture
‘Bird in Space’,
1928 by
Constantin
Brancusi, in which
abstract shapes
represent flight)
 shapes can be
symbolic (eg apply
personal symbols
in a visual arts
work based on an
Australian story
after viewing
Sydney Nolan’s
‘Ned Kelly’ series)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
13
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 a shape creates
space around it
and this is an
active component
in the composition
(eg when creating
a kinetic sculpture,
view the mobiles
and stabiles of
Alexander Calder
to see the ways
that shapes can
relate to each
other in 3D and 4D
space)
 a shape creates
space around it
and this is an
active component
in the composition
(eg consider the
negative space in
a composition and
‘balance’ these
areas with the
positive areas –the
subject matter)
 3D form has
depth, length and
width (eg when
constructing a
sculpture consider
ways to lead the
viewer’s eye
around the form)
 3D form has
substance and
occupies space
(eg constructing a
form means
considering ways
to use the spaces
in between the
shapes as in
‘Growing Together’
by Ron Gomboc)
Creating Visual Arts: Elements of art: Shape (continued)
 when a shape is
created in a
picture, it is called
positive while the
shape around it is
called negative
(eg consider the
background to be
as important as
the subject in a
drawing; if you
draw a shape of a
figure, what will
you do with the left
over space?)
 when a shape is
created in a
picture, it is called
positive while the
shape around it is
called negative
(eg draw a bicycle
and colour in all
the negative
shapes in the
composition)
 a shape creates
space around it
and this is an
active component
in the composition
(eg drawing the
negative space
can help to
correctly draw the
positive, such as
drawing the ‘air’ in
between the
branches of a tree)
 a shape creates
space around it
and this is an
active component
in the composition
(eg look at the
positive shapes
and the negative
spaces when
composing a
drawing of a group
of objects)
 a shape creates
space around it
and this is an
active component
in the composition
(eg when
designing and
constructing a 3D
work, consider the
space around, in
and within the
form)
Creating Visual Arts: Elements of art: Form
 3D form has
depth, length and
width (eg when
constructing a
ceramic sculpture,
it is important to
consider the back
as well as the front
and sides)
 3D form has
depth, length and
width (eg when
constructing a
papier maché
mask consider the
length and width –
the proportions of
the face)
 3D form has
depth, length and
width (eg when
constructing a
mobile, consider
the size and
weight of the
individual pieces
as well as the
length of the
supporting
structures)
 3D form has
depth, length and
width (eg look at
modern sculptures
and see how the
artist has
considered the
structure and form
of the work as well
as the viewpoints)
 3D form has
depth, length and
width (eg compose
a figurative
sculpture,
considering the
height and
proportion of the
figure)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
14
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 3D form can be
implied on a 2D
surface (eg form
can be implied
using the quality of
line and tonal
techniques such
as hatching, cross
hatching and
stippling)
 3D form can be
implied on a 2D
surface (eg apply
perspective, use
warm and cool
colours to show
aerial perspective
and model with
tonal values to
imply depth and
form in a drawing)
 that space is the
area in which the
Elements are
organised in a
composition to
express an idea
(eg using a variety
of viewpoints, such
as bird’s eye and
ant’s eye view to
achieve interesting
arrangement in a
composition as
part of the design
process)
 that space is the
area in which the
Elements are
organised in a
composition to
express an idea
(eg to explore and
draw alternative
arrangements
when composing
the most suitable
composition for a
2D or 3D visual
arts work)
Creating Visual Arts: Elements of art: Form (continued)
 3D form can be
implied on a 2D
surface (eg in a
drawing, a shape
can appear to
have form through
the use of
shading)
 3D form can be
implied on a 2D
surface (eg by
using quality of
line and variations
of tone in a
charcoal drawing,
form can be
established)
 3D form can be
implied on a 2D
surface (eg in
painting, a shape
can appear to
have form through
the use of
monochromatic
tones and cast
shadow)
 3D form can be
implied on a 2D
surface (eg by
using variations in
colour and tone in
a painting, form
and depth can be
implied)
 3D form can be
implied on a 2D
surface (eg in 2D
work a form’s
mass or substance
can be suggested
with shading and
cast shadows, and
directional lines to
suggest depth of
field)
Creating Visual Arts: Elements of art: Space
 space is the area
in which visual art
is composed and
the Elements
arranged (eg when
composing a
picture consider
the following
questions; ‘What is
the subject? Is it
the largest thing in
the art work? Is it
long or wide?
Should the page
be landscape or
portrait format?’)
 space is the area
in which visual art
is composed and
the Elements
arranged
(eg consider
alternative
placement of
shapes on a page
when planning
interesting
arrangements)
 space is the area
where the student
composes the
Elements to
express an idea
(eg consider the
deliberate
placement of
contrasting colours
to make the
subject stand out)
 space is the area
where the student
composes the
Elements to
express an idea
(eg consider
planning the
arrangement with
alternative designs
before starting the
poster)
 that space is the
area in which the
Elements are
organised in a
composition to
express an idea
(eg finding the
best arrangement
to achieve an
informal balance of
shapes in a 2D
composition may
be achieved
through thumbnail
sketches)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
15
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Creating Visual Arts: Elements of art: Space (continued)
 space can be used
to represent depth
on a 2D surface
(eg establishing a
horizon line,
foreground, middle
ground and
background for a
landscape can
help establish
depth in a
painting)
 space can be used
to represent depth
on a 2D surface
(eg using different
base lines,
changing scale or
placing objects
behind a subject
can create interest
and depth in a
drawing, design or
painting)
 space can be used
to represent depth
on a 2D surface
(eg using two and
three point
perspective can
imply depth in a
visual arts work)
 space can be used
to represent depth
on a 2D surface
(eg through the
placement of a
horizon line and
changing the scale
of objects in
foreground, middle
ground and
background depth
can be implied on
a 2D surface)
 space can be used
to represent depth
in a 2D visual arts
work (eg use the
rules of
perspective to
establish the
feeling of depth in
a picture of a city
street)
 space can be used
to represent depth
in a 2D visual arts
work (eg use the
Internet view
‘Christina’s World’
1948 by Andrew
Wyeth, ‘New City’
1992 by Gene
Bodio to see how
space can be
implied in a 2D
format and use the
rules of
perspective in a
rural or urban
composition)
 space can be used
to represent depth
in a 2D visual arts
work (eg apply the
conventions of
perspective and
shading to suggest
form, or use a high
horizon line to
suggest shallow
depth and a low
horizon line to
suggest deep
space in a 2D
visual arts work)
 space can be used
expressively
(eg consider that a
space with few
small shapes can
seem vast and
lonely, while a
space that is filled
with shapes can
seem crowded and
busy when
composing a
drawing)
 space can be used
expressively
(eg for interesting
compositions the
placement of the
key image needs
to be considered;
draw alternative
arrangements on a
design page)
 space can be used
expressively
(eg look at the
kinetic mobiles
and stabiles of
Alexander Calder
to see how space
is used as an
expressive
element in his
sculptures)
 space can be used
expressively
(eg look at how
space is
represented in
Asian and
Indigenous visual
arts works to
consider
alternative
approaches in
depicting space in
a visual arts work)
 space can be used
expressively
(eg cropped
shapes can make
a picture space
seem dynamic,
such as Kathleen
O’Connor’s ‘Tea
Table’; apply this
in a still life
drawing)
 space can be used
expressively
(eg view Visual
Artistic and
expressive use of
perspective and
space in the
‘Mannerist’ works
by Jacopo
Tintoretto, and
apply in an
imaginative
composition)
 space can be used
expressively
(eg look at the
expressive use of
positive shapes
and negative
space in
sculptures by the
constructionist
Naum Gabo when
creating an original
sculpture)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
16
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 that space can
contrast with form
in a sculpture
(eg look at voids in
abstract sculptures
to see how the
artist uses the
contrasting
Elements of space
and form to
achieve harmony
and apply in a
ceramic sculpture)
 that space can
contrast with form
in a sculpture
(eg look at and
comment on the
interplay between
form and space in
the environmental
sculptures by
Christo)
 that the lightness
or darkness of a
visual arts work
can create mood
(eg discuss the
use of tones in a
think/pair/share
activity referring to
the work by the
artists George
Haynes and
Charles Blackman)
 that the lightness
or darkness of a
visual arts work
can create mood
(eg emulate the
Visual Artistic use
of tenebrism or
strong contrast of
light and dark in a
painting such as in
the work by
Caravaggio, to
evoke a Visual
Artistic mood)
Creating Visual Arts: Elements of art: Space (continued)
 that space can
contrast with form
in a sculpture
(eg the voids or
negative spaces
left in the abstract
sculptures by
Henry Moore are
important
components of his
design; apply in a
3D figurative
study)
Creating Visual Arts: Elements of art: Value
 lightness and
darkness of an
image can evoke
mood (eg look at
the bright,
colourful work by
Rebecca Cool and
the happy mood
her work conveys
and apply in an
original self portrait
painting)
 lightness and
darkness of an
image can evoke
mood (eg light
tones seem lighthearted, dark
tones can create
mystery or
secrecy; apply this
in a fantasy
drawing)
 lightness or
darkness of a
visual arts work
can create mood
(eg look at and
emulate the work
by the
Metaphysical artist
Giorgio de Chirico
to create an air of
mystery by using a
variety of tones in
a multi media
drawing of a street
scene)
 lightness or
darkness of a
visual arts work
can create mood
(eg the high key
work of the
Impressionists and
Fauves conveys a
light-hearted mood
in many of their
works; apply this in
a painting titled
‘My Holiday’)
 that the lightness
or darkness of a
visual arts work
can create mood
(eg a bright, light
composition
implies hope or
optimism whereas
a dark composition
conveys mystery
or gloom; use high
or low key tones in
a visual arts work
to convey a mood
such as joy or
despair)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
17
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 value can be used
to create the
illusion of 3D form
(eg apply the
illusion of form
through modelled
shading or cast
shadows in a
drawing)
 value can be used
to create the
illusion of 3D form
(eg Visual Artistic
contrast of light
and shade in a
work is called
chiaroscuro; apply
this in a still life
study)
 value can be used
to create the
illusion of 3D form
(eg look how the
illusion of form is
achieved in the
surrealist work by
Salvador Dali
through tonal
contrast and
modelling of
colour)
 light areas have
high value, dark
areas have low
value, the general
effect of value in a
composition is
called its key
(eg when creating
a design contrast
between light and
dark creates
interest and the
balance between
tonal values
creates harmony)
 light areas have
high value, dark
areas have low
value, the general
effect of value in a
composition is
called its key
(eg examine a
light, bright high
key composition,
such as ‘Mentone’
by Charles Conder
from the
Heidelberg School,
and use similar
colours in a
painting of the
beach)
 light areas have
high value, dark
areas have low
value, the general
effect of value in a
composition is
called its key
(eg examine a
fairly dark low key
composition such
as ‘The Night
Watch’ by
Rembrandt and
use these tones in
a visual arts work)
Creating Visual Arts: Elements of art: Value (continued)
 value can be used
to create the
illusion of 3D form
(eg in a painting,
mix colours to give
the illusion of form,
such as changing
value on the side
of a tree)
 value can be used
to create the
illusion of 3D form
(eg using a range
of tones from
black, dark grey,
mid grey, light grey
to white can show
form on geometric
shapes)
 value can be used
to create the
illusion of 3D form
(eg the different
tonal values of a
pencil can be used
in a drawing to
make a shape
appear 2D on a
flat surface)
 value can be used
to create the
illusion of 3D form
(eg using a
monochromatic
colour scheme can
be used to show
the 3D form)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
18
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 pattern is the
regular or random
arrangement of a
repeated motif
(eg look at the
repeated motifs of
soup cans by Pop
artist Andy Warhol
and create a
similar pattern
based on an
everyday item)
 pattern is the
regular or random
arrangement of a
repeated motif
(eg examine how
areas of pattern
can be used to
slow the eye’s
progress through
an art work such
as in Kathleen
O’Connor’s ‘Tea
Table’ and apply in
a composition)
 contrast is the use
of boldly different
Elements to make
one thing stand
out from others
(eg the use of pure
colours next to half
tones, the contrast
of textures
between rough
and smooth, the
contrast of tonal
values, creates
variety and interest
in a collage)
 contrast is the use
of boldly different
Elements
(eg examine the
visual interest
created through
variety, such as
the contrasting
shapes, spaces,
colours and tones
in ‘Allegro con
Brio’ by Tom
Roberts)
Creating Visual Arts: Principles of design: Pattern
 pattern is the
arrangement of a
repetition of marks
(eg use a
repetition of
squares to create
a chequered
pattern)
 pattern is the
arrangement of a
repetition of marks
(eg look at the use
of geometric and
organic shapes
repeated in an art
work, such as in
the work by Sally
Morgan, and
construct your own
pattern using
shapes)
 pattern is the
arrangement of a
repetition of marks
or shapes
(eg pattern can be
created by the
repetition of
shapes across the
space, such as
Robert Campbell’s
‘The Hands of
Time’)
 pattern is the
arrangement of a
repetition of marks
or shapes (eg look
at the use of
pattern through the
repetition of
shapes and lines
in the art works by
the Fauves Henri
Matisse and Raoul
Dufy and compose
a painting using
similar patterns)
 pattern is the
regular or random
arrangement of a
repeated motif
(eg look at a
design by William
Morris of the Arts
and Crafts
movement and the
repetition of lines,
shapes, colours;
apply in an original
repeat design
based on birds
and fruit)
Creating Visual Arts: Principles of design: Contrast
 contrast is the use
of boldly different
Elements to make
one thing stand
out from others
(eg create an
image that uses
contrast, such as
painting of a red
apple amongst
green)
 contrast is the use
of boldly different
Elements to make
one thing stand
out from others
(eg use contrast in
a still life drawing,
such as showing
the rough textured
surface next to the
smooth or the
large shape next
to the small)
 contrast is the use
of boldly different
Elements to make
one thing stand
out from others
(eg create an
angular shape
amongst free-form
shapes to create
contrast in a
border design)
 contrast is the use
of boldly different
Elements to make
one thing stand
out from others
(eg use soft tints
next to strong
shades, bright
colours next to dull
colours, soft lines
next to bold lines,
in a painting of
fruit)
 contrast is the use
of boldly different
Elements to make
one thing stand
out from others
(eg use contrast
between positive
and negative
space, actual and
implied lines, to
create interest and
variety in a lino
print)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
19
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 balance refers to
arranging
Elements in a
visual arts work to
produce stability
(eg in a
think/pair/share
activity compare
the work
‘American Gothic’
by Grant Wood,
1930, a
symmetrical
composition, with
Winslow Homer’s
‘Breezing Up’, an
asymmetrical
composition)
 balance refers to
organising the
different Elements
in a visual arts
work to achieve
stability
(eg discuss the
informal balance
where the
separate parts
achieve an
equilibrium, such
as in ‘Down on His
Luck’ by Frederick
McCubbin, with
the formal balance
seen in Christo
Redentor by
Richard Nowitz)
 emphasis gives
importance to
selected areas in a
visual arts work
(eg discuss how
an area of light in
a dark painting will
give emphasis to
that area, such as
in the work of
George de La Tour
and Joseph
Wright)
 emphasis gives
importance to
selected areas in a
visual arts work
(eg examine how
the use of real or
implied lines can
lead the viewer’s
eye to the subject,
such as in the
work ‘Persistence
of Memory’ by
Salvador Dali)
Creating Visual Arts: Principles of design: Balance
 balance refers to
arranging
Elements in a
visual arts work to
produce stability
(eg look at the
balanced
symmetry in
butterfly’s wings
and apply
symmetry in a
design of a bird)
 balance refers to
arranging
Elements in a
visual arts work to
produce stability
(eg look at the
image ‘The Flower
Seller’ by Diego
Rivera to see an
image which is
similar on either
side of a central
axis, has
symmetrical
balance and
appears ordered
and calm)
 balance refers to
arranging
Elements in a
visual arts work to
produce stability
(eg asymmetrical
balance appears
informal and less
structured, as in
‘The Flower
Carrier’ by Diego
Rivera)
 balance refers to
arranging
Elements in a
visual arts work to
produce stability
(eg an
asymmetrical
composition such
as ‘The Wave’ by
Hokusai has
positive and
negative space
providing the
balance and unity)
Creating Visual Arts: Principles of design: Emphasis
 emphasis gives
importance to
selected areas in a
visual arts work
(eg discuss how
using the contrast
of a large shape
amongst small
shapes creates
emphasis, such as
in Miro’s painting,
‘Catalan
Landscape’)
 emphasis gives
importance to
selected areas in a
visual arts work
(eg apply
emphasis in a
visual arts work
after viewing the
use of contrast of
shape, size,
colour, pattern and
detail in Picasso’s
‘Three Musicians’)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
20
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 movement refers
to the arrangement
of the parts of the
work that lead the
eye through the
work (eg look at
the directional
lines and shapes
that imply
movement in
‘Guernica’ by
Pablo Picasso and
in ‘The Musician’
by Tamara de
Lempicka)
 movement usually
refers to the
arrangement of the
parts of the work
that lead the eye
through the work
(eg look at how
vertical lines and
shapes convey
strength by leading
the eye in a
contrary direction
to the normal
reading from left to
right, as in the
work ‘The
Nostalgia of the
Infinite’ by Giorgio
de Chirico)
Creating Visual Arts: Principles of design: Movement
 movement refers
to the arrangement
of the parts of the
work that lead the
eye through the
work (eg look at
how the use of
implied lines and
shapes create a
visual path through
an art work such
as the work by
Paul Gauguin)
 movement refers
to the arrangement
of the parts of the
work that lead the
eye through the
work (eg discuss
the repetition of
smooth, flowing
shapes and lines
in a horizontal
direction to create
a gentle or
peaceful
movement, in an
art work such as
Jimmy Pike’s
‘Sandhills in the
Simpson Desert’)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
21
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 rhythm is the
visual repetition of
visual arts
Elements (eg look
at the repeated
shapes in
‘Zapatistas’ by
Jose Orozco and
‘Monsoon’ by Ian
Fairweather, by
researching on the
Internet)
 rhythm is the
visual repetition of
visual arts
Elements
(eg examine how
repeated
undulating lines
can be used to
create an optical
vibration or rhythm
in an art work such
as Bridget Riley’s
works of the 60s)
Creating Visual Arts: Principles of design: Rhythm
 rhythm is the
visual repetition of
visual arts
Elements
(eg discuss how to
create a lively
movement in a
pattern by
repeating the motif
frequently, such as
the lines and
shapes in Vincent
van Gogh’s ‘Irises’,
and apply in a
repeat design
based on flowers)
 rhythm is the
visual repetition of
visual arts
Elements
(eg examine how
repeated lines,
shapes and
colours can be
used to create an
energetic rhythm
in visual arts works
such as in
Kandinsky’s
abstract works)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
22
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 unity is created
when the
Elements work
together in a visual
arts work to create
one whole (eg look
at the work by
Seurat, ‘Sunday
Afternoon on the
Island of La
Grande Jatte’, the
work ‘Witchetty
Grub Dreaming at
Koontaria’ by Mary
Dixon Nungurrayi,
and discuss how
unity is achieved)
 unity is created
when the
Elements work
together in a visual
arts work to create
one whole
(eg discuss how
the relationship is
achieved between
similar and
dissimilar parts,
such as ‘Les
Demoiselles
d’Avignon’ by
Pablo Picasso)
Creating Visual Arts: Principles of design: Unity
 unity is created
when the
Elements work
together in a visual
arts work to create
one whole
(eg linking
Elements such as
using real or
implied lines
leading from one
part of the
composition to the
next, or letting
shapes touch at
some point)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
23
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Arts Ideas: Creating, Exploring and Developing
Arts Skills and Processes: Skills, Techniques, Processes, Conventions and Technologies
Creating Visual Arts: Design development
 ways to plan the
arrangement of
their visual arts
work (eg before
gluing down
shapes for a
collage arrange
first on the picture
plane)
 ways to plan the
arrangement of
their visual arts
work (eg in
planning art work
use focus
questions such as
‘What is the
subject?’, ‘Is it the
largest thing in the
art work?’, ‘Is it
long or wide?’,
‘Should the page
be a landscape or
portrait format?’)
 ways to plan the
arrangement of
their visual arts
work (eg test
alternative colour
schemes and
composition
arrangement for a
personal logo by
using thumbnails)
 ways to plan the
arrangement of
their visual arts
work (eg to draw a
series of designs
for a poster to
visually test the
decorative
arrangement of
forms, colours and
shapes)
 ways to plan the
arrangement of
visual arts works
(eg produce a
small maquette for
a large ceramic
sculpture so that
all viewpoints can
be considered and
design
adjustments can
be made)
 ways to refine the
arrangement of
visual arts works
to achieve better
solutions
(eg experiment
with different
colour printing inks
and printing paper
for a mono print)
 ways to refine the
arrangement of
visual arts works
to achieve better
solutions (eg alter
the composition by
cropping the
subject to create
impact, or
adapting parts to
create movement
through the work
by using repetition)
 different
techniques to
develop a design
based on an initial
drawing
(eg develop a
repeated motif of a
flower for a
wrapping paper
design)
 different
techniques to
develop a design
based on an initial
drawing (eg trace
a section of a
contour drawing of
shells and fish and
repeat it by
rotating the
design)
 different
techniques to
develop a design
based on an initial
drawing
(eg develop a
motif or
tessellations from
drawings of
insects and
butterflies and use
the negative
shapes as an
active part of the
pattern)
 different
techniques to
develop a design
based on an initial
drawing (eg using
an original drawing
of bikes and cars
trace, cut out and
rearrange shapes
to create a new
composition for an
abstract painting)
 different
techniques to
develop a design
based on an initial
drawing (eg stylise
a previous drawing
of shoes and
sneakers by
simplifying the
lines and shapes,
and letting them
flow into each
other)
 different
techniques to
develop a design
based on an initial
drawing (eg use a
viewfinder to
select a section of
a drawing of
musical
instruments, then
use an irregular
grid to distort the
image)
 different
techniques to
develop a design
based on an initial
drawing
(eg stylise,
simplify, repeat,
combine, overlap,
or distort sections
of a drawing based
on figures in a
variety of formats
to create a range
of designs for a
studio piece)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
24
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Creating Visual Arts: Design development
 ways to explore
and experiment
with media to find
new possibilities
(eg mixing a range
of colours on a
palette by adding
the darker colour
to the lighter and
trying to find a
range of unusual
colours)
 ways to explore
and experiment
with media to find
new possibilities
(eg explore a
range of different
textures and mark
making with
ceramic tools to
create a patterned
surface for a clay
form)
 ways to explore
and experiment
with media to find
new possibilities
(eg use a
combination of
media such as
chalk pastel and
coloured pencil
and different
textured papers to
create a
landscape)
 ways to explore
and experiment
with media to find
new possibilities
(eg use digital
media to modify
and adapt an
original drawing or
design in terms of
composition and
colour)
 ways to explore
and experiment
with media to find
new possibilities
(eg test the effect
of overlapping
opaque or
transparent
colours when
planning the colour
scheme for a
screen print)
 ways to explore
and experiment
with media to find
new possibilities
(eg use
combinations of
wet and dry media
such as brush and
ink and conte
crayon in a figure
drawing)
 ways to extend
and refine ideas by
experimenting with
media (eg apply
impasto textures in
a painting, or use
different
combinations of
mixed media in a
drawing)
 to use selfreflection in the
process of creating
visual arts works
(eg ask a series of
generic questions
while viewing their
work, such as
‘Which is more
important: your
subject or the
space around it?’,
‘Do any spaces
look empty?’, ‘Do
any of your shapes
overlap?’, ‘Is it
interesting to look
at?’, ‘Does it need
contrast to make it
more interesting?’)
 to use selfreflection in the
process of creating
visual arts works
(eg check the
chosen colour
scheme in the
painting to make
sure that it has
enough tonal
variety by looking
at the work from a
distance)
 to use selfreflection in the
process of creating
visual arts works
(eg look at the
sculpture from all
angles and make
sure all viewpoints
are interesting and
make adjustments
where necessary)
 to use selfreflection in the
process of creating
visual arts works
(eg before painting
the papier maché
puppet, reflect on
and plan the
colour scheme and
test the colours
consistency)
 to use selfreflection in the
process of creating
visual arts works
(eg with teacher
guidance make
annotations on a
self portrait
drawing reflecting
on the use of line
and tone)
 to use selfreflection in the
process of creating
visual arts works
(eg test and reflect
on the suitability of
printing inks,
colour schemes
and printing paper
for a lino print
design prior to
producing the
studio edition)
 to use selfreflection in the
process of creating
art works
(eg discuss a
design for a
sculpture with a
peer or teacher in
order to gain
feedback about
the composition,
suitability of
construction
materials and then
make changes
where necessary)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
25
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 to document the
design
development
process (eg keep
a portfolio or visual
diary that
describes the
process of
achieving a final
design and the
evaluation of the
final piece)
 to document the
design
development
process (eg design
and construct
maquettes, test
and document
textures and
patinas for a
sculpture)
 to document the
design
development
process (eg keep
a visual diary that
shows the process
of development
and resolution of
arts ideas,
aesthetic choices
taken, their art
influences and
evaluating the
achievement of the
final piece)
 to invent or use
conventional
symbols and
codes to create
implied meanings
and messages in
visual arts works
(eg use a pattern
of fish and wavelike lines in a selfportrait to show
their star sign is
Pisces and they
love the beach)
 to invent or use
conventional
symbols and
codes to create
implied meanings
and messages in
visual arts works
(eg create a new
logo for an
Australian boat
company, based
on designs of
shapes and
colours of the
beach
environment)
 to express more
abstract concepts
through the use of
symbols
(eg explore how
symbols such as
the olive branch
and a white dove
represent the idea
of ‘peace’ and then
explore original
ideas to create
symbols to
represent ‘war’)
Creating Visual Arts: Design development (continued)
 to use a portfolio
(eg choose a
selection work
including
drawings, designs
and studio pieces
to show the
development of
ideas, skills and
processes)
 to use a portfolio
(eg to use a
portfolio to collate
all experimental
and resolved ideas
for visual arts
works)
 to use a visual
diary or planning
page/s to
document the
process of the
development of
ideas (eg draw a
plan of the model
for a mini beast
sculpture)
 to use a visual
diary or planning
page/s to
document the
process of the
development of an
idea (eg use a
portfolio to collate
all stages of a
work’s
development)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
26
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Creating Visual Arts: Design development (continued)
 ways to
experiment with
and use a variety
of tools, materials
and media in the
creation of visual
arts
(eg experiment
with different paint
media, with
drawing media for
special effects)
 ways to
experiment with
and use a variety
of tools, materials,
techniques and
media in the
creation of visual
arts (eg use colour
over colour to build
up texture and
interest in a
drawing)
 ways to
experiment with
and use a variety
of tools, materials,
techniques and
media in the
creation of visual
arts (eg use found
objects such as
leaves and bark to
impress an
interesting texture
for a ceramic pot)
 ways to
experiment with
and use a variety
of tools, materials,
techniques and
media in the
creation of visual
arts (eg use
collage as a
surface decoration
for a sculpture
piece)
 ways to
experiment with
and use a variety
of tools, materials,
techniques and
media in the
creation of visual
arts (eg use ‘junk’
to create a
mythological beast
or robot)
 ways to
experiment with
and use a variety
of tools, materials
techniques, and
media in the
creation of visual
arts (eg use
plaster and gesso
to build up the
surface quality in a
painting)
 ways to
experiment with
and use a variety
of tools, materials
techniques, and
media in the
creation of visual
arts
(eg incorporate
video or sound
recordings in an
installation piece)
 how to make
visual arts works
for different
purposes and
audiences (eg a
school mural will
involve working
collaboratively on
a specific theme)
 how to make
visual arts works
for different
purposes and
audiences
(eg designing a
soft toy for a preschool child would
involve suitability
of subject,
materials and size)
 the intended
audience or
purpose will
influence the
expression
(eg designing
posters for a
school event will
involve selecting
suitable colour and
font designs to
attract attention
and communicate
information)
 the intended
audience or
purpose will
influence the
expression
(eg creating a
banner for
reconciliation will
involve suitable
subject matter,
style of painting,
composition and
colours)
 to recognise that
the purpose and
context will
influence the
expression and
presentation of
visual arts works
work (eg designing
a mural for the
community will
involve
collaborative group
work and often
specific guidelines
of theme, colour
scheme, media or
space)
 to recognise that
the purpose and
context will
influence the
expression and
presentation of
visual arts works
(eg designing a
child’s alphabet
book will involve
suitable graphics,
bright colours and
bold text)
 to recognise that
the purpose and
context will
influence the
expression and
presentation of
visual arts works
(eg look at
functional ceramic
works to help
design a modern
ceramic tea set)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
27
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 there are
conventions, or
ways things should
be done, in any
chosen visual arts
technique or
process (eg that a
series of prints are
usually identified
with an edition
number)
 there are
conventions, or
ways things should
be done, in any
chosen visual arts
technique or
process (eg the
techniques of
joining clay pieces,
storing green
ware, decorating
ceramics with
underglazes)
 there are
conventions, or
ways things should
be done, in any
chosen visual arts
technique or
process (eg water
colour painting is
usually painted in
layers of
transparent colour
and often needs to
dry in between
layers)
 it is possible to
adapt conventions
creatively
(eg painting the
next layer of colour
in a water colour
painting while the
last is still wet to
achieve deliberate
colour ‘runs’ which
will be exploited in
the design)
 it is possible to
adapt conventions
creatively
(eg using two
forms of visual arts
such as painting or
collage on a
sculpture to add
interest)
 it is possible to
adapt conventions
creatively
(eg consider
performance art,
an installation or
interpreting an
idea in a digital
medium using 4D,
rather than a still
piece to hang on a
wall or stand on a
plinth)
Creating Visual Arts: Conventions
 there are
conventions or
ways things should
be done in any
chosen visual arts
technique or
process (eg relief
printmaking
involves building
or cutting a
‘bumpy’ surface
from which to
print)
 there are
conventions or
ways things should
be done in any
chosen visual arts
technique or
process
(eg storage of
ceramic work in
progress so that it
cannot dry out)
 there are
conventions or
ways things should
be done in any
chosen visual arts
technique or
process (eg colour
mixing involves
adding the darker
colour to the
lighter)
 there are
conventions or
ways things should
be done in any
chosen visual arts
technique or
process (eg in
graphic design it is
usual to make the
most important
information the
largest)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
28
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Creating Visual Arts: Studio practice
 how to organise
and care for
materials in a
visual arts session
(eg set up the
classroom so that
the equipment is
organised and
ready to use)
 how to organise
and care for
materials in a
visual arts session
(eg put lids on
paint and glue
bottles, store away
sharpened pencils
in containers, store
brushes bristles
up)
 how to organise
and care for
materials in a
visual arts session
(eg prepare the
work surface,
organise the paint,
brushes and water
bowls and ensure
that all equipment
is prepared for the
session)
 how to organise
and care for
materials in a
visual arts session
(eg share the art
room space
thoughtfully with
other students so
that other
students’ art works
are safe)
 how to organise
and care for
materials in a
visual arts session
(eg clean and
reuse paint
palettes, stack
away unused
paper, store wet
work on a drying
rack)
 how to organise
and care for
materials in a
visual arts session
(eg share and look
after the room
space and
materials and
others’ work)
 to organise and
care for materials
in a visual arts
session
(eg organise a
clean work space
in which to print,
place the
completed print in
a safe space and
clean the screen
thoroughly to
ensure that the
mesh does not
become blocked)
 that conservation
and sensible
disposal of
materials is
important (eg to be
thoughtful before
throwing paper
away if a mistake
is made, check
that both sides
have been used,
or whether it can
be erased)
 that conservation
and sensible
disposal of
materials is
important (eg don’t
pour out too much
paint, share
drawing media)
 that conservation
and sensible
disposal of
materials is
important (eg to
avoid waste, some
materials such as
paper and clay can
be reused or
recycled)
 that conservation
and sensible
disposal of
materials is
important (eg store
paint that can be
reused by covering
in gladwrap, store
greenware by
covering with a
damp cloth and
plastic)
 conservation and
sensible disposal
of materials is
important
(eg enamel paints
should not be
washed down a
sink)
 conservation and
sensible disposal
of materials is
important
(eg recycle paper
and plastics and
use in a creative
exercise)
 that conservation
and sensible
disposal of
materials is
important
(eg chemicals
used in the visual
arts should be
disposed of
appropriately by
following the
safety guidelines
provided in the art
room)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
29
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Creating Visual Arts: Studio practice (continued)
 how to manage
resources and
time to complete
the work in the
time provided, with
teacher assistance
 how to manage
resources and
time to complete
the work in the
time provided, with
teacher assistance
 how to manage
resources and
time to complete
the work in the
time provided, with
teacher assistance
 how to manage
resources and
time to complete
the work in the
time provided, with
teacher assistance
 how to manage
resources and
time to complete
the work in the
time provided, with
teacher assistance
 how to manage
resources and
time to complete
the work in the
time provided
 how to manage
resources and
time to complete
the work in the
time provided
 to use art media
and equipment
safely (eg use the
equipment
carefully as
demonstrated by
the teacher)
 to use art media
and equipment
safely (eg follow
the teacher’s
instructions, such
as staying seated
while art
equipment is being
handed out or
cleared away in
the art lesson)
 to use art media
and equipment
safely (eg wash
and store clay
equipment, use
brushes properly,
pack away media)
 to use art media
and equipment
safely (eg hold
scissors and
cutting blades
properly, use
cutting mats on the
desk)
 how to use art
media and
equipment safely
(eg follow
classroom rules
with cutting
equipment, wear
safety glasses
when appropriate)
 how to use art
media and
equipment safely
(eg spray fixative
outside, keep work
rooms ventilated)
 to use art media
and equipment
safely (eg follow
the safety
guidelines with
electrical or cutting
equipment)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
30
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Creating Visual Arts: Visual Arts forms
It is expected that in this phase of development students should be given opportunities to create 2D and 3D, and some 4D (time-based) forms from a range
of available media.
Creating Visual Arts: Visual Arts forms: Drawing
 to use a variety of
media and effects
in drawing
(eg draw with felt
pen and then wet
the surface,
allowing the
colours to run, and
work back into the
drawing with a
coloured medium)
 to use a variety of
media and effects
in drawing (eg use
and experiment
with a variety of
drawing media and
tools such as
bamboo and ink,
brush and ink,
water soluble
crayon)
 to use techniques
of drawing in
different media
and explore their
different effects
(eg create tonal
drawing with the
selected media
such as pencil,
chalk and
charcoal,
graduating the
tones from the
darkest to the
lightest)
 to use techniques
of drawing in
different media
and explore their
different effects
(eg use a variety
of colour media
such as chalk
pastel, aquarelle
pencils and
coloured pencils in
an art work to build
up layers of colour
and tone)
 to use techniques
of drawing in
different media
and explore their
different effects to
create mood
(eg media
techniques such
as articulating
shadows and
textures, using pen
and ink or
coloured pastels)
 to use techniques
of drawing in
different media
and explore their
different effects to
create mood
(eg use
combinations of
wet and dry media
such as conte
crayon and ink
washes for
landscape studies,
using bamboo and
ink for plant
drawings)
 to experiment with
drawing
techniques in a
variety of media
using their
different effects to
establish mood
(eg use
experimental
combinations such
as drawing with an
eraser over a
charcoal drawing)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
31
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 how to use
selected
techniques to
develop a design
based on a
previously drawn
observation or
image (eg create
alternative designs
of a still life
drawing by using
different colour
combinations or
different textural
patterns)
 to select from
techniques to
develop a design
based on a
previously drawn
observation or
image (eg stylise,
simplify, repeat,
combine, overlap,
or distort in a
variety of formats)
 selected painting
techniques with
different tools to
achieve a planned
effect (eg use
different textural
effects, such as
wet-on-dry brush
marks, sgraffito or
sponging)
 to select the
appropriate
painting
techniques and
tools to achieve
the planned effect
(eg use bituminous
paint on a
prepared gesso
board and draw
back/scrape into
the paint for
textural effects)
Creating Visual Arts: Visual Arts forms: Design
 how to develop a
design based on a
previously drawn
observation or
image (eg arrange
a motif in a
radiating pattern
so that the
separate parts
relate to each
other)
 how to develop a
design based on a
previously drawn
observation or
image (eg repeat
sections of a still
life drawing to
create an abstract
arrangement)
 how to develop a
design based on a
previously drawn
observation or
image (eg stylise
by simplifying the
shapes and
allowing the lines
to flow from one
shape to the next)
 how to develop a
design based on a
previously drawn
observation or
image (eg focus
on and zoom in to
enlarge a section
of a drawing and
reproduce in
various colour
schemes)
 how to use
selected
techniques to
develop a design
based on a
previously drawn
observation or
image (eg use a
grid to enlarge or
distort a previous
drawing, or reduce
the tones of a
drawing to a black
and white design)
Creating Visual Arts: Visual Arts forms: Painting
 selected painting
techniques to use
paints of different
consistency
(eg paint the large
areas of a design
in the early stages
and paint the detail
with finer
brushwork at a
later stage)
 selected painting
techniques to use
paints of different
consistency
(eg use
transparent and
opaque washes of
colour in a
painting)
 selected painting
techniques
(eg brush paint
with a range of
transparent or
opaque waterbased colours
using a range of
different brushes,
both soft and hard)
 selected painting
techniques
(eg blend colours
on the painting
surface using the
wet-on-wet, weton-dry, sponge
and brush
techniques)
 selected painting
techniques with
different tools to
achieve a planned
effect (eg use
thick, impasto
paint and gesso to
build up interesting
textures in a work)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
32
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 how to mix a wide
range of colours of
increasing
complexity (eg to
mix half tones and
pure colours for
visual interest)
 how to mix a wide
range of colours of
increasing
complexity (eg use
colours such as
red, yellow and
blue to block in the
tonal areas of a
painting before
building
subsequent layers
of stronger more
opaque colours
that relate tonally)
 to select
techniques for
using coloured
media (eg hatch
colour over colour
in the style of
Edgar Degas
when using chalk
pastels, painting)
 to select and
manipulate
appropriate
coloured mediums
(eg pastels, oil
crayons, coloured
pencils, waterbased colour
pencils, felt pens,
chalk and
charcoal)
Creating Visual Arts: Visual Arts forms: Painting (continued)
 how to mix colours
(eg add small
amounts of the
darker colour to a
lighter colour on a
palette/plate/ice
cream lid)
 how to mix colours
(eg mix pure
colours by only
mixing up to three
related colours
together)
 how to mix a wide
range of colours of
increasing
complexity (eg use
complementary
colours to achieve
a subtle range of
half tones)
 how to mix a wide
range of colours of
increasing
complexity (eg mix
tints and shades of
a colour to get
tonal ranges)
 how to mix a wide
range of colours of
increasing
complexity (eg mix
a range of colours
that relate to the
expression of the
work, or use a
limited colour
scheme for
decorative
purposes)
Creating Visual Arts: Visual Arts forms: Other colour media
 techniques for
using coloured
media (eg mix
colours by building
layers of coloured
pencils, or blend
pastels with
increased
dexterity)
 techniques for
using coloured
media (eg mix a
range of bright
colours in oil
crayon as a base,
paint over them in
black and scratch
a design into the
dark surface to
allow the
contrasting bright
colours to show
through)
 techniques for
using coloured
media (eg blend
pastels or oil
crayons to
modulate colour or
tonal changes)
 techniques for
using coloured
media (eg draw on
dark paper using
white pencils and
chalk, draw on buff
coloured paper in
earth coloured
conte crayons)
 to select
techniques for
using coloured
media (eg paint a
wash of colour
over a wax
drawing, or use
water soluble oil
pastels over an
acrylic painting, to
add textural
interest)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
33
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 to incorporate
collage to enhance
a 2D or 3D work
(eg create a
landscape using
natural objects and
textured fabrics
and paper)
 to use or
incorporate collage
techniques to
produce an image
or represent an
idea in a 2D or 3D
work (eg use
photographic
images to create a
photomontage, or
use rubbings to
create a frottage)
 to combine
different painting
and drawing media
experimentally to
interpret an idea or
subject
imaginatively
(eg rework a
monochromatic
acrylic painting
with oil pastels in
complementary
hues for visual
interest)
 to select, combine
and experiment
with different
painting and
drawing media to
interpret an idea or
subject (eg in a
mixed media
drawing start with
broad mark
making, becoming
successively
refined in
subsequent layers)
Creating Visual Arts: Visual arts forms: Collage
 how to use collage
to produce an
image or represent
an idea (eg collect
scraps from
magazines from a
colour family and
employ them in a
picture or pattern)
 how to use collage
to produce an
image or represent
an idea (eg use
found objects,
fabric and papers
to create a fantasy
creature)
 to use collage to
produce an image
or represent an
idea (eg collect
photographs of
textured surfaces
from magazines to
create a surreal or
fantasy creature
by rearranging and
combining
selected parts)
 to use collage to
produce an image
or represent an
idea (eg use
drawings,
photographs and
alfoil to make a
collage of an
android or flying
machine)
 to incorporate
collage to enhance
a 2D or 3D work
(eg use newsprint
to create a tonal or
patterned
composition)
Creating Visual Arts: Visual Arts forms: Mixed media
 to use a
combination of
media (eg work
back into a tissue
collage with
coloured felt pens)
 to use a
combination of
media (eg use
coloured pencil
and ecoline ink in
a fantasy drawing
to build texture)
 to use a
combination of
media (eg create a
batik painting with
chalk, oil pastels
and Indian ink to
give a stained
glass effect)
 to use a
combination of
media (eg use
conte crayon and
charcoal in a still
life drawing to
create form and
depth)
 to combine
different painting
and drawing media
experimentally to
interpret an idea or
subject
imaginatively
(eg work back into
a tonal collage
with black and
white inks to
create Visual
Artistic contrast)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
34
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 that digital media
and software
programs can be
used as a tool in
visual arts making
in combination
with traditional
techniques*
(eg look at the
work at PICA, view
mixed media
installations)
 that digital media
and software
programs can be
used as a tool in
visual arts making
in combination
with traditional
techniques*
(eg use the
Elements of light,
and sound and the
principle of time in
a 4D art work)
 how to use
selected
techniques to
transfer an image
to another surface
(eg produce an
edition of prints
where each print is
printed in the
same numbered
sequence and
each colour
registers with the
last)
 to select from a
variety of
techniques to
transfer an image
to another surface
(eg look at the
work by Western
Australian
printmakers,
including Amanda
Furlong, on the
Artsource website,
to view
contemporary
prints)
Creating Visual Arts: Visual Arts forms: Digital media
 that digital media
and software
programs can be
used as a tool in
visual arts making*
(eg use available
software programs
to develop a visual
presentation to the
class)
 that digital media
and software
programs can be
used as a tool in
visual arts making*
(eg use different
software to modify
an original work’s
colour and texture
in the image)
 that digital media
and software
programs can be
used as a tool in
visual arts making*
(eg incorporate
sound effects with
digital images to
emphasise mood)
 that digital media
and software
programs can be
used as a tool in
visual arts making*
(eg photograph
works and display
on a blog on the
Internet)
 that digital media
and software
programs can be
used as a tool in
visual arts making
in combination
with traditional
techniques*
(eg use digital
media to
manipulate an
image in the
design process)
Creating Visual Arts: Visual Arts forms: Printmaking
 to use the
techniques of
simple relief
printmaking with
found objects
(eg build onto a
surface such as
strawboard to
create a relief
print, known as a
collograph)
 to use the
techniques of
simple printmaking
(eg create a
monoprint print by
drawing onto an
inked Perspex
sheet and then
pressing sugar
paper onto the
inked surface)
 how to use
selected
techniques to
transfer an image
to another surface
(eg make a ‘block’,
rolling ink evenly
over the surface
and print onto
another surface
such as paper or
fabric)
 how to use
selected
techniques to
transfer an image
to another surface
(eg use litho
paper, permaset
inks and
silkscreens to
create a
serigraphy print in
different colours)
 how to use
selected
techniques to
transfer an image
to another surface
(eg draw into a
surface like foam,
cut into a surface
such as lino or
build onto a
surface such as
strawboard to
create a relief
print, or cut
stencils with
‘bridges’ for a
screen print)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
35
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 selected skills and
techniques to
manipulate fibres
and fabrics in
textiles (eg use
appliqué, weaving,
braiding or
macramé, when
constructing textile
works)
 to select from skills
and techniques
using fibres and
fabrics in textiles
(eg consider
colour to fabric
such as batik, fibre
to fabric such as
creative or
machine stitching,
fabric to fabric
such as appliqué,
or fibre to fibre
such as knitting,
weaving or felting)
 to communicate
information
visually
considering layout,
imagery, lettering
and audience
(eg design a
poster for a school
play, considering
the context of the
play and audience)
 to communicate
information
visually
considering layout,
imagery, lettering
and audience
(eg design a CD
cover, considering
image, lettering
and the effect of
different colour
schemes)
Creating Visual Arts: Visual Arts forms: Textiles
 selected sewing
skills (eg thread a
needle and sew to
create a simple
decorative stitch or
stitches to join
pieces of fabric for
a cushion)
 selected sewing
skills (eg glue and
stitch different
fabrics and beads
onto felt to create
a design)
 selected skills and
techniques to
manipulate fabrics
and thread
(eg create a
design interpreted
in coloured dye
and elaborated
with simple
stitches to make
puppet people)
 selected skills and
techniques to
manipulate fabrics
and thread
(eg create a tiedye apron using
elastic bands,
calico material and
coloured dyes)
 selected skills and
techniques to
manipulate fibres
and fabrics in
textiles (eg use
different folding
techniques to
achieve different
patterns on fabric,
such as tie-dye or
shibori techniques)
Creating Visual Arts: Visual Arts forms: Graphic design
 to visually
communicate
information
considering layout,
imagery, lettering
and audience
(eg work on a
class project of a
shopping mall
banner)
 to visually
communicate
information
considering layout,
imagery, lettering
and audience
(eg create a poster
for a school
display for parents
night)
 to visually
communicate
information
considering layout,
imagery, lettering
and audience
(eg designing a
flyer for an
exhibition,
considering the
importance of the
information and
relating it to type
size)
 to visually
communicate
information
considering layout,
imagery, lettering
and audience
(eg create a
festival pamphlet
for a community
event)
 to communicate
information
visually
considering layout,
imagery, lettering
and audience
(eg design a
personal web page
using images, text
and colour
thoughtfully)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
36
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 selected
techniques for
hand building clay
forms (eg use coil,
slab, moulds and
modelling
techniques when
constructing
ceramic
sculptures)
 to use clay
techniques to
make either
functional or
decorative forms
(eg pinch, coil or
slab methods hand
building
techniques, or
forming shapes
through moulds or
using a wheel)
 selected
techniques and
processes for
building 3D forms
(eg join found
materials together
to create an
assemblage, carve
in soft stone or
cast using plaster)
 select from
techniques to build
Sculpture and 3D
forms (eg join
found materials
together to create
an assemblage,
carve or cast)
Creating Visual Arts: Visual Arts forms: Ceramics
 to manipulate clay
with hands and
tools to make
forms (eg make
thumb pots and
join them to create
hollow models of
animals)
 to manipulate clay
with hands and
tools to make
forms (eg join
together sections
of clay to create a
sculpture by
roughening the
joined surface,
adding slip and
then ‘knitting’ the
join)
 selected
techniques for
hand building clay
forms (eg wrap
clay around a
cylinder, joining it
effectively and
adding detail to
create a face for a
face mug)
 selected
techniques for
hand building clay
forms (eg using
coil and slab
techniques when
constructing a pot)
 selected
techniques for
hand building clay
forms (eg use
pinch or slab
methods, attach
clay surfaces,
ensure that the
clay remains
malleable and that
the final form is
suitable for firing)
Creating Visual Arts: Visual Arts forms: Sculpture and 3D construction
 different
techniques to
create 3D objects
from a variety of
available materials
(eg fold and glue
paper shapes to
create an image)
 different
techniques to
create 3D objects
from a variety of
available materials
(eg create a
diorama on a
theme, or cut, fold,
tear, curl or
weave, to create a
work such as a
kite)
 different
techniques to
create 3D objects
from a variety of
available materials
(eg use crushed
silver foil to
construct the basic
forms of a
sculpture, cover it
with glued tissued
paper and paint)
 different
techniques to
create 3D objects
from a variety of
available materials
(eg use wire and
fabric to create a
mythological plant
or animal)
 selected
techniques and
processes for
building 3D forms
(eg construct large
sculptures by
creating a basic
form with taped
cane, and add
layers of glued
tissue paper to
create a surface
across the cane
which can be
painted)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
37
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Creating Visual Arts: Technologies
 to use the selected
technology and
tools effectively to
express the visual
arts idea in the
chosen media
(eg pencil may be
the best tool for
exploring an idea
but the dark tones
of charcoal may be
more expressive in
a drawing)
 to use the selected
technology and
tools effectively to
express the visual
arts idea in the
chosen media
(eg rolling out the
correct amount of
ink evenly for a
successful print)
 to use the selected
technology and
tools effectively to
express the visual
arts idea in the
chosen media
(eg when using
clay, make sure
the parts are
joined effectively
so that when they
dry, the model
does not fall apart)
 to use the selected
technology and
tools effectively to
express the visual
arts idea in the
chosen media
(eg use the correct
tools when using
ceramics, use the
correct glue when
constructing
sculpture)
 to use the selected
technology and
tools effectively to
express the visual
arts idea in the
chosen media
(eg experiment
with a range of
applications when
using chalk
pastels)
 to use the selected
technology and
tools effectively to
express the visual
arts idea in the
chosen media
(eg select from a
range of wet and
dry media,
including collage,
to achieve
interesting textural
effects in a mixed
media drawing)
 to use the selected
technology and
tools effectively to
express the visual
arts idea in the
chosen media
(eg consider the
Elements of light
and sound and the
principle of time in
a digital animation)
 appropriate and
protective
behaviours when
using the Internet,
in accord with
system/sector
policies*
 appropriate and
protective
behaviours when
using the Internet,
in accord with
system/sector
policies*
 appropriate and
protective
behaviours when
using the Internet,
in accord with
system/sector
policies*
 appropriate and
protective
behaviours when
using the Internet,
in accord with
system/sector
policies*
 appropriate and
protective
behaviours when
using the Internet,
in accord with
system/sector
policies*
 appropriate and
protective
behaviours when
using the Internet,
in accord with
system/sector
policies*
 appropriate and
protective
behaviours when
using the Internet,
in accord with
system/sector
policies*
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
38
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 to use selected
traditional or
available new
technologies to
make visual arts
works* (eg use
appropriate
software programs
to explore the
distortion and
further
development of an
image)
 to select from
traditional and new
technologies and
combine them in
different ways to
make visual arts
works* (eg employ
photocopiers,
digital cameras,
scanners or
appropriate
software programs
for image
manipulation or
animation)
Creating Visual Arts: Technologies (continued)
 to use selected
traditional or
available new
technologies to
make visual arts
works* (eg to use
photocopies of a
motif to test
alternative
arrangements, or
an enlargement of
a drawing to
develop it in
colour)
 to use selected
traditional or
available new
technologies to
make visual arts
works* (eg record
work using a
digital camera and
display on a
school website)
 to use selected
traditional or
available new
technologies to
make visual arts
works* (eg use
digital
photography,
scanning and
manipulating
images in creating
ideas)
 to use selected
traditional or
available new
technologies to
make visual arts
works* (eg create
an environmental
sculpture and
record the process
with a digital
camera)
 to use selected
traditional or
available new
technologies to
make visual arts
works* (eg scan
an art work and
use the available
software to
manipulate and
explore the
potential of the
image further)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
39
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students’ prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning – ICT
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Presenting and exhibiting Visual Arts
 each visual arts
form has a way of
being presented
(eg in graphic
design it is usual
to make the most
important
information the
largest)
 each visual arts
form has a way of
being presented
(eg there is a
difference in the
presentation of 3D
objects and 2D
objects)
 each visual arts
form has a way of
being presented
(eg prints have a
space between the
edges and the
frame to show the
registration edition
number, title and
signature in pencil
below the print)
 each visual arts
form has a way of
being presented
(eg the
presentation of
drawings and
prints with a
window mount
under glass)
 each visual arts
form has a way of
being presented
(eg when
organising an
exhibition of art
work, whether in
the classroom or a
virtual gallery on
the website, it is
necessary to
identify the artists
and titles and
provide a brief
description that
explains the
intention)
 each visual arts
form has a way of
being presented
(eg consideration
of the appropriate
presentation of 2D
art works including
drawings, prints
and paintings, and
the presentation of
3D art works such
as sculptures,
installations and
ceramics and the
presentation of 4D
art works or time
based works)
 each visual arts
form has a way of
being presented
(eg consideration
of identification,
contextual
statements,
framing and
placement of
works in an
exhibition in order
to encourage and
assist the viewer
to notice and
respond to all
works)
 to present visual
arts works to a
familiar audience
such as the school
or local community
(eg present art
works informally to
parents and peer
groups through
‘gallery walks’ in
the classroom)
 to present visual
arts works to a
familiar audience
such as the school
or local community
(eg hold a visual
arts display in the
library and invite
other classes to
view the works)
 to present visual
arts works to a
particular audience
such as the school
or local community
(eg present visual
arts works to peer
groups)
 to present visual
arts works to a
particular audience
such as the school
or local community
(eg create an Arts
Festival at school
incorporating
dance, music and
visual arts and
invite parents and
friends)
 to present art work
to a particular
audience such as
the school or local
community
(eg create a
mosaic for the
Town Council or
posters for a
school’s Visual
Arts production)
 to present art work
to a particular
audience such as
the school or local
community
(eg hold a visual
arts exhibition at a
community venue,
such as the library,
and invite the local
community)
 to plan and
present art work
for a variety of
audiences that
have been
identified
(eg organise visual
arts works for an
exhibition, showing
initiative about
frames and
hanging space, or
collaborate to
organise a virtual
gallery on the
school website)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Practice: Arts Ideas, Arts Skills and
Processes scope and sequence, December 2007
40