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 – Civics & Citizenship
Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding
Arts Responses: Students use their aesthetic understanding to respond to, reflect on and evaluate The Arts.
Arts in Society: Students understand the role of The Arts in society.
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 Understanding in Visual Arts involves the development of strategies and concepts which will enable a
critical engagement with visual arts on a personal, social and cultural level. Visual Arts-specific terminology should be taught through Arts Practice in
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 Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Typical sequence of content:
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 strategies and
frameworks for
using reflection,
analysis and selfevaluation in all
stages of the
creative process
(eg using a
portfolio make
annotated
drawings and
samples of the
design process in
creating a textile
piece based on the
theme ‘Earth,
Wind and Fire’)
 strategies and
frameworks for
using reflection,
analysis and selfevaluation in all
stages of the
creative process
(eg discuss the
purpose of a work,
the intended
audience, the
design
development,
artistic influence
and evaluate the
resolved art work)
Arts Responses: Responding, Reflecting and Evaluating
Visual Arts responses: Reflecting on own visual arts
 strategies using
reflection, analysis
and self-evaluation
as part of the
creative process
(eg focus
questions such as
‘What worked?’,
‘What will I do
again?’, ‘What
didn’t work?’,
‘What will I do next
time?’; Plus,
Minus, Interesting’
[PMI]; ‘Stop, Stay,
Start’)
 strategies using
reflection, analysis
and self-evaluation
as part of the
creative process
(eg make short
answer statements
about the art
making experience
in terms of the
process of the
creation and the
level of satisfaction
of the end product)
 strategies using
reflection, analysis
and self-evaluation
in all stages of the
creative process
(eg focus
questions such as
‘What materials
were effective?’,
‘How did the
image develop?’,
‘What would I
change if I did it
again?’)
 strategies using
reflection, analysis
and self-evaluation
in all stages of the
creative process
(eg write an ‘Artist
Statement’ that
gives details about
title of work, initial
inspiration/artistic
influence,
materials and
processes used
and where it will
be displayed)
 strategies and
frameworks for
using reflection,
analysis and selfevaluation in all
stages of the
creative process
(eg use annotated
thumbnails in a
journal to describe
and record the
creative process)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 strategies for
maintaining visual
arts journals as
part of the
reflection and
evaluation of the
creative process
including the
content, purpose,
aesthetic qualities
and alternative
approaches
(eg take
photographs and
make annotated
drawings of the
stages,
approaches in
producing a kite or
a mobile using
natural and manmade found
objects)
 strategies for
maintaining visual
arts journals as
part of the
reflection and
evaluation of the
creative process
including the
content, purpose,
aesthetic qualities
and alternative
approaches
(eg using a blog to
display and
explain all work
from initial
inception, design
development,
through to the final
art work)
Visual Arts responses: Reflecting on own visual arts (continued)
 ways of recording
the creative
process and visual
arts experiences
using a range of
frameworks and
visual arts journals
(eg PMI charts,
‘Six Thinking
Hats®’, interviews,
discussion, goal
setting)
 ways of recording
the creative
process and visual
arts experiences
using a range of
frameworks and
visual arts journals
(eg document
media tests and
choices of colours
used when
decorating ceramic
pots)
 ways to
consolidate, record
and reflect on
visual arts work
processes and
choices (eg set out
a design
development page
in a portfolio
indicating the
choices made in
the creative
process of a
repeat pattern
print)
 ways to
consolidate, record
and reflect on
visual arts work
processes and
choices
(eg photograph
and document the
stages in the
process of creating
a junk sculpture)
 strategies for
maintaining visual
arts journals as
part of the
reflection and
evaluation of the
creative process
including the
content, purpose,
aesthetic qualities
and alternative
approaches
(eg use reflections
including
brainstorming,
diagrams,
annotations and
photographic
records in an art
journal)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 strategies for
receiving and
benefiting from
constructive
criticism
(eg accept
direction from
others in working
on a group project
such as a school
mosaic or banner)
 strategies for
receiving and
benefiting from
constructive
criticism in all
stages of the
creative process
(eg peer
evaluation using
directed questions
such as ‘What is
successful in the
art work?’, ‘What
needs to
improve?’, PMI to
indicate strengths
and weaknesses
of the work)
Visual Arts responses: Reflecting on own visual arts (continued)
 strategies for
receiving and
benefiting from
constructive
criticism (eg use
‘Six Thinking
Hats®’, PMI
sheets, Two Stars
and a Wish)
 strategies for
receiving and
benefiting from
constructive
criticism
(eg complete a
series of questions
with a peer in the
evaluation process
including ‘What I
like about the art
work is …’ ‘What I
think could be
improved is ...’)
 strategies for
receiving and
benefiting from
constructive
criticism
(eg review the
design
development stage
of the project with
a peer to explore
alternate plans for
the final product)
 strategies for
receiving and
benefiting from
constructive
criticism
(eg teacher
directed class
discussion about a
child’s art works)
 strategies for
receiving and
benefiting from
constructive
criticism
(eg discuss the
constructive
criticism from a
peer group and
consider the
reasons for it)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 ways to structure
responses to the
visual arts works
of others by using
framework and art
terminology to
describe the key
features and the
elements and
principles of
design
(eg describe the
similarities and
differences in two
art works by Leger
and Braque in
terms of subject
matter, style, use
of elements and
principles and
artist’s intention)
 ways to structure
responses to
visual arts works
of others by using
framework and art
terminology to
analyse the key
features,
elements,
principles (eg use
a ‘graffiti chart’
exploring the key
features of the
work by the
Surrealists Dali,
Klee and Miro in
terms of subject
matter, media
used, artist
intention and
artistic style)
Visual Arts responses: Responding to the visual arts works of others
 ways to structure
responses to
visual arts works
of others by
describing the key
features and
elements of design
(eg teacher-led
discussion on the
key features,
symbols and signs
in a print by Sally
Morgan)
 ways to structure
responses to
visual arts works
of others by
describing the key
features and
elements of design
(eg complete a
‘Think-Pair-Share’
activity on
‘Weeping Woman’
by Pablo Picasso
looking at the use
of line, colour and
shape in creating
mood)
 ways to structure
responses to
visual arts works
of others by
describing the key
features and
elements of design
using art
terminology (eg a
sequenced set of
questions on the
sculpture ‘Adam’
by Rodin in the Art
Gallery of Western
Australia)
 ways to structure
responses to
visual arts works
of others by
describing the key
features and
elements of design
using art
terminology
(eg teacher
directed
discussion on
‘Golconda’ 1953,
by Rene Magritte
in terms of
composition and
imagery)
 ways to structure
responses to the
visual arts works
of others by using
framework and art
terminology to
describe the key
features and the
elements and
principles of
design (eg analyse
the art work of the
Expressionists
Munch, Nolde and
Muller by using a
framework such as
Taylor’s looking at
the use of the
elements and
principles to create
mood)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 ways to describe
and analyse the
relationships
between the
elements and
principles in a
visual arts work
(eg identify the use
of line, contrast,
pattern and
movement in an
art work by
Wassily Kandinsky
and Jackson
Pollock)
 ways to describe,
analyse, evaluate
and judge the
relationships
between the
elements and
principles in a
visual arts work
(eg complete a
‘Think-Pair-Share’
activity comparing
a sculpture by
Jean Arp with a
sculpture by Henry
Moore looking at
the form, space,
mass, texture)
Visual Arts responses: Responding to the visual arts works of others (continued)
 ways to discuss
the elements and
principles of a
visual arts work
(eg with teacher
direction, look at
the key features of
a print of
Fremantle by Leon
Pericles in terms
of line, form,
texture, pattern
and contrast in a
‘Think-Pair-Share’
activity)
 ways to discuss
the elements and
principles of a
visual arts work
(eg in a ‘ThinkPair-Share’ activity
on the use of
colour, line,
pattern and
contrast in
Giacomo Balla’s
‘Dynamism of a
Dog on a Leash’)
 ways to discuss
and describe the
relationships
between the
elements and
principles in a
visual arts work
(eg look at the use
of line, shape,
colour, pattern and
balance in
traditional
Japanese art work
and Australian
Indigenous art
work)
 ways to discuss
and describe the
relationships
between the
elements and
principles in a
visual arts work
(eg sequenced set
of questions on the
composition of the
work ‘Down on His
Luck’ by Frederick
McCubbin in terms
of colour, tone,
texture, balance,
and emphasis)
 ways to describe
and analyse the
relationships
between the
elements and
principles in a
visual arts work
(eg use an
explosion chart to
examine the
painting style of
the Fauve Henri
Matisse in terms of
line, shape, colour,
pattern, emphasis,
contrast and unity)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 ways to make
comparisons
between different
art works in terms
of form, media,
processes, era
and style (eg in a
‘Think-Pair-Share’
discussion look at,
and analyse the
differences
between the
sculpture ‘Women
and Dog’, 1964 by
Marisol and
‘Couple in Open
Doorway’ 1977, by
George Segal)
 ways to make
comparisons
between different
art works in terms
of form, media,
process, era, style,
and contexts
(eg use a two
circle Venn
diagram to
structure a
comparison
between Cubism
and Futurism in
terms of subject
matter, media and
artists’ intent)
Visual Arts responses: Responding to the visual arts works of others (continued)
 ways to make
comparisons
between different
art works in terms
of form, media and
processes (eg in a
round robin
discussion make a
comparison
between functional
and decorative
ceramic forms)
 ways to make
comparisons
between different
art works in terms
of form, media and
processes
(eg produce a
PowerPoint®
presentation
showing the
differences
between
representational
and abstract
portraits)
 ways to make
comparisons
between different
art works in terms
of form, media and
processes (eg look
at the similarities
and differences
between Guy
Grey-Smiths’ oil
painting ‘Skulls
Springs Country’
and Albert
Namatjira’s
watercolours in a
‘Think-Pair-Share’
activity)
 ways to make
comparisons
between different
art works in terms
of form, media and
processes (eg in a
PowerPoint®
presentation
compare the
differences in
materials and
processes
between the
carved marble
sculptures of the
past and the
assembled
sculptures of
modern times)
 ways to make
comparisons
between different
art works in terms
of form, media,
processes, era
and style (eg using
an explosion chart,
identify and
compare key
features of Street
art and fashion
prints)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Visual Arts responses: Responding to the visual arts works of others (continued)
 ways to
understand and
make meaning of
visual arts work
through
recognising
symbols and signs
(eg through a
‘Think-Pair-Share’
activity recognise
and discuss the
symbolism of
different colours;
such as red
represents danger,
anger, passion)
 ways to
understand and
make meaning of
visual arts work
through
recognising
symbols and signs
(eg through a
teacher-led
explosion chart
explore how colour
is used by artists
to convey mood
such as Pablo
Picasso’s ‘Blue
Period’ or Paul
Gauguin’s images
of Tahiti)
 ways to
understand and
make meaning of
visual arts work
through
recognising
symbols and signs
(eg through
teacher directed
questions, explore
an art work by
Marc Chagall in
terms of symbols
used to convey
emotional stories)
 ways to
understand and
make meaning of
visual arts work
through
recognising
symbols and signs
(eg through
teacher directed
questions, identify
Vincent Van
Gogh’s choice of
subject matter and
expressive use of
colour and brush
marks)
 ways to describe
and analyse visual
arts work in terms
of mood, message
and meaning
through the use of
symbolism (eg in
groups of three
look at Charles
Blackman’s series
on ‘Alice’ and
complete
questions on the
artist’s
interpretation of
Australian culture
and identity)
 ways to describe
and analyse visual
arts work in terms
of mood, message
and meaning
through the use of
symbolism (eg in
pairs using a Venn
diagram analyse
how symbols are
used and mood
created in the ‘Ned
Kelly’ works by
Sydney Nolan)
 ways to describe
and analyse visual
arts work in terms
of mood, message
and meaning
through the use of
symbolism (eg in
small groups
complete a
Placemat activity
analysing the
surrealist work
‘Persistence of
Memory’ by
Salvador Dali
identifying the
symbols used)
 appropriate
viewing behaviour
 appropriate
viewing behaviour
 appropriate
viewing behaviour
 appropriate
viewing behaviour
 appropriate
viewing behaviour
in formal and
informal situations
 appropriate
viewing behaviour
in formal and
informal situations
 appropriate
viewing behaviour
in formal and
informal situations
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Visual Arts responses: Responding through creating
 to create visual
arts work in
response to their
own senses,
feelings,
experiences and
observations
(eg create a work
based on a
favourite story or
experience)
 to create visual
arts work in
response to their
own senses,
feelings,
experiences and
observations
(eg create an
image of a rural or
urban landscape
using different
textured papers
and fabrics)
 to create visual
arts work in
response to their
own senses,
feelings,
experiences and
observations
(eg complete a
mixed media
painting titled
‘Inside and
Outside’ of a view
from a door or
window)
 to create visual
arts work in
response to their
own senses,
feelings,
experiences and
observations
(eg create a series
of expressive
drawings after
visiting the local
park or zoo using
bold colours, lines
and shapes in oil
pastels, ink and
paint)
 to create visual
arts work in
response to their
own senses,
feelings,
experiences and
observations
(eg after viewing
Ken Done’s
images of Sydney,
design and print a
image of the Swan
River in Perth,
Western Australia)
 to create visual
arts work in
response to their
own senses,
feelings,
experiences and
observations
(eg create a junk
sculpture based on
the theme
‘Pollution and the
Environment’
using man-made
objects)
 to create visual
arts work in
response to their
own senses,
feelings, moods,
experiences and
observations
(eg create a
collage based on a
social or
environmental
issue such as
poverty, war,
global warming)
 to create their own
art work in
response to the
visual arts work of
others (eg to
create a poster in
the style of
Margaret Preston
based on the
theme ‘Our Land’,
or create a figure
from clay after
looking at
sculptures by
Henry Moore)
 to create their own
art work in
response to the
visual arts work of
others (eg produce
a ceramic
sculpture of
futuristic machines
or cars after
viewing the work
by Margaret Dodd)
 to create their own
art work in
response to the
visual arts work of
others (eg use
Celtic designs and
patterns for the
decorations on
ceramic pots,
construct papier
mâché masks in
the style of African
and Oceanic
designs)
 to create their own
art work in
response to the
visual arts work of
others (eg create a
painting using
similar colours,
lines and shapes
used in John
Olsen’s ‘Up and
Down the
Seaport’)
 to create original
visual arts work by
responding to,
interpreting and
linking their work
to the visual arts
work of others
(eg after viewing
Frederick
McCubbin’s ‘Lost’
compose an image
of being lost and
alone in the 21st
century)
 to create original
visual arts work by
responding to,
interpreting and
linking their work
to the visual arts
work of others
(eg after viewing
the work by Keith
Looby create a
design for a school
mural)
 to create original
visual arts work by
viewing,
responding to,
interpreting and
adapting styles
and techniques of
the visual arts
work of others
(eg study the
drawing style of
Joy Hester or John
Percival and
create a series of
expressive self
portraits in a
variety of media)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 studying the visual
arts can help us to
express and
communicate
personal
messages,
experiences and
beliefs in a variety
of different styles
(eg look at the art
work of the Post
Impressionists
Vincent van Gogh
and Paul Gauguin
and examine how
their art reflected
their lives and
personal beliefs)
 studying the visual
arts can help us to
communicate
personal and
social messages
and can be used
to connect with
others (eg after
viewing works by
George Gittoes,
visually express
ideas on a social
issue such as
world poverty or
pollution)
Visual Arts responses: Responding through creating (continued)
 different ways we
can use the visual
arts to express
thoughts, feelings,
imagination,
observations and
experiences
through art making
and art
interpretation
(eg create a
sculpture of a
robot after
listening to a
science fiction
story)
 different ways we
can use the visual
arts to express
thoughts, feelings,
imagination,
observations and
experiences
through art making
and art
interpretation
(eg create a
painting based on
visiting The Royal
Show, theme park
or circus)
 different ways we
can use visual arts
to express
thoughts, feelings,
imagination,
observations and
experiences
through art making
and art
interpretation
(eg create a textile
piece based on the
Australian
landscape using
found objects and
materials)
 different ways we
can use the visual
arts to express
thoughts, feelings,
imagination,
observations and
experiences
through art making
and art
interpretation
(eg create a
ceramic pot with a
geometric design
based on
Australian colours)
 studying the visual
arts can help us to
express and
communicate
personal
messages,
experiences and
beliefs in a variety
of different styles
(eg developing a
series of art works
that express an
emotion such as
anger, fear or
happiness after
exploring and
interpreting the
works by the
Expressionists)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 ways to evaluate
the visual arts
work using art
terms and
strategies to
provide
constructive
feedback (eg use
critical selfassessment made
during the creative
process ‘I chose
this colour
combination
because …’, ‘The
effect I wanted to
achieve was …’)
 ways for selfevaluating visual
arts work using
framework and art
language
(eg identify the
successful and
unsuccessful use
of elements and
principles in an
arts work and offer
alternative
approaches for
improvement)
Visual Arts responses: Evaluating visual arts works
 ways to make
evaluations of their
own visual arts
work (eg sentence
starters such as
‘The ceramic pot
was made with …’,
‘For the pattern I
used …’, ‘The
design is based on
…’)
 ways to make
evaluations of their
own visual arts
work (eg answer a
short checklist on
the art work’s
design)
 ways for selfevaluation of
visual arts work
using art
terminology
(eg teacher
directed
statements such
as ‘The art work is
of …’, ‘I used the
following colours
…’, ‘The
techniques I used
included …’, ‘What
I like about the
work is …’)
 ways for selfevaluation of
visual arts work
using art
terminology
(eg with a peer go
through a series of
teacher prepared
questions to
evaluate the art
work)
 ways to evaluate
the visual arts
work using art
terms and
strategies to
provide
constructive
feedback (eg use
peer evaluation
sheets to provide
constructive
criticism on the art
work such as the
composition,
construction,
process and
materials used)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 ways for selfevaluating visual
arts work using
frameworks and
art language
(eg how effective
was the use of
colour, shape,
balance, direction
and unity in a
poster? How
effective was the
use of space, form
and texture in a
sculpture?)
 ways for selfevaluating visual
arts work using
frameworks and
art language
(eg with teacher
guidance evaluate
their visual arts
experience,
identify the key
features of the arts
work and identify
the strengths and
weaknesses of the
work)
 ways to evaluate
visual arts work
using art terms
and strategies to
provide
constructive
feedback (eg use
balanced,
reasoned,
informed and
objective
responses in the
evaluation process
of others’ art work)
 ways to construct
a critique on visual
arts displays or
exhibitions (eg use
a Y chart to record
students’ thoughts
and opinions on a
class display or
use a series of
questions and
short answers to
record views on a
public arts display)
 ways to construct
a critique on visual
arts displays or
exhibitions
(eg working in
pairs write a
critique on the
school’s arts
display using a
PMI format)
 ways to construct
a critique on visual
arts displays or
exhibitions (eg use
a questionnaire to
assess a collection
of art work at a
gallery, use
Feldman’s
framework to
analyse two art
works)
Visual Arts responses: Evaluating visual arts works (continued)
 ways to evaluate
the visual arts
work of others and
provide
constructive
feedback
(eg directed
questions on the
art work: ‘The
subject matter is
…’, ‘The materials
used include …’,
‘The focal point is
…’, ‘What I like
about the art work
is …’, ‘What I
would change
would be…’)
 ways to evaluate
the visual arts
work of others and
provide
constructive
feedback (eg use
a PMI sheet to
evaluate the
composition of the
art work and
discuss the points
with a peer)
 ways to evaluate
the visual arts
work of others and
provide
constructive
feedback (eg a
series of questions
about the art
experience
answered in short
paragraphs)
 ways to evaluate
the visual arts
work of others and
provide
constructive
feedback (eg class
vote on the most
exciting art work
and discussion on
the reason’s why)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Arts in Society: Valuing the Arts, Australian Arts, Contexts and Economic Considerations
Visual Arts in society: Valuing the arts
 that visual arts is
an enjoyable
activity, a positive
way of
communicating
with others and a
source of
enjoyment
(eg create an art
work for an art
display for the
school’s open day)
 that visual arts is
an enjoyable
activity, a positive
way of
communicating
with others and a
source of
enjoyment (eg visit
a local gallery and
look at the
paintings and
sculptures)
 that visual arts is
an enjoyable
activity, a positive
way of
communicating
with others and a
source of
enjoyment
(eg create a
painting for the
local seniors’
centre)
 that visual arts is
an enjoyable
activity, a positive
way of
communicating
with others and a
source of
enjoyment
(eg attend a local
high school’s
visual arts display)
 that visual arts is
an enjoyable
activity, a positive
way of
communicating
with others and a
source of
enjoyment
(eg create a soft
toy or alphabet
book for the local
child care centre)
 that visual arts is
an enjoyable
activity, a positive
way of
communicating
with others and a
source of
enjoyment
(eg participate in a
community festival
by creating a
banner)
 that visual arts is
an enjoyable
activity and a
source of
enjoyment (eg visit
a wide range of
galleries and
displays)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Contexts of Visual Arts: Australian visual arts
 the visual arts is
present in the
Australian
community and
has distinctive
features* (eg view
and talk about the
distinctive features
of Australian
landmarks such as
the Sydney Opera
House, the Swan
Bell Tower)
 the visual arts is
present in the
Australian
community and
has distinctive
features* (eg look
at and list the
subject matter,
and colours of
modern Australian
art)
 the visual arts is
present in the
Australian
community and
has distinctive
features*
(eg identify the
symbols, signs,
colours and
designs which are
distinctly
Australian in
different art forms
such as painting,
graphic design,
architecture,
fashion)
 the visual arts is
present in the
Australian
community and
has distinctive
features*
(eg create a new
flag or stamp
design based on
the flora and fauna
of Australia)
 visual arts is part
of Australian
culture, has
distinct features
and reflects
Australian society*
(eg identify the
signs, symbols
and imagery used
in paintings by
Sydney Nolan,
Albert Tucker,
Helen Norton and
other Australian
artists)
 visual arts is part
of Australian
culture, has
distinct features
and reflects
Australian society*
(eg visit the Art
Gallery of Western
Australia and
examine past and
present Australian
art works or look at
the work entered
in the Archibald
prize to look at
work which
represents
Australian
identities)
 visual arts is part
of Australian
culture, has
distinct features
and reflects
Australian society
as it evolves* (eg
view and discuss
the art work by the
‘The Angry
Penguins’ in terms
of social context)
 the visual arts is
part of Australian
society and
reflects diversity
within the culture*
(eg hold a display
of visual arts from
the different
cultures
represented in
your school
community)
 the visual arts is
part of Australian
society and
reflects diversity
within the culture*
(eg look at
Indigenous
paintings in a book
on The
Dreamtime, or
contemporary
sculptures in the
local community)
 visual arts can
represent a range
of cultures within
the Australian
society* (eg visit
the Art Gallery of
Western Australia
and look at
Australian art work
of pioneer times
and the gold rush)
 visual arts can
represent a range
of cultures within
the Australian
society*
(eg research the
art of different
cultural groups of
the community and
have a local
display at the
shopping centre)
 Australian visual
arts reflects the
contribution of
many cultures*
(eg look at how
American fashion
designers
influence
Australian sport
and street fashion)
 Australian visual
arts reflects the
contribution of
many cultures*
(eg look at textiles
with Oceanic and
Celtic patterns or
comic books
based on
Japanese Manga
characters)
 Australian visual
arts is influenced
by contribution of
many cultures*
(eg Australian
Heidelberg School
of art influenced by
the French
Realists and
Impressionists,
Asian design
influences
contemporary
interior design)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 Indigenous visual
arts works vary
group to group in
their community in
the material, form,
style and
techniques used*
(eg research an
Indigenous artist’s
work from the
state of Western
Australia such as
the art work by
Colin Isaacs and
compare with
another artist from
another
community)
 contemporary
Indigenous visual
arts assists in the
continuity and
cohesion of their
culture and may
reflect Indigenous,
Asian and Western
art influences*
(eg research
contemporary
paintings, prints,
sculpture, digital
work and
installations by
Indigenous artists)
Contexts of Visual Arts: Australian visual arts (continued)
 Indigenous cultural
groups preserve
their traditional
stories,
knowledge, history
and beliefs
through their visual
arts* (eg look at
Indigenous
paintings which tell
stories about their
culture by doing a
research activity
on the Internet)
 Indigenous cultural
groups preserve
their traditional
stories,
knowledge, history
and beliefs
through their visual
arts* (eg look at
the aspects of
Indigenous life and
culture through
contemporary
textiles)
 Indigenous artists
use their work as a
form of
communication
and may
incorporate story
telling, song,
music and dance*
(eg find out about
key features of
Indigenous art
work through
talking with an
Indigenous elder
or research on the
Internet)
 Indigenous artists
use their work as a
form of
communication
and may
incorporate story
telling, song,
music and dance*
(eg organise a
display of
Indigenous
dancing at
NAIDOC day and
look at how body
art is incorporated)
 Indigenous visual
arts works vary
group to group in
their community in
the material, form,
style and
techniques used*
(eg compare a
variety of
Indigenous art
forms produced
from different
regions)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Contexts of Visual Arts: Historical and cultural contexts
 visual arts is
present in our lives
and is created for
different reasons
(eg look at cartoon
characters on
different book
covers in the
school library)
 visual arts is
present in our lives
and is created for
different reasons
(eg look at and
discuss a display
window at a local
shopping centre)
 visual arts is
present in our lives
and is created for
different reasons
in a variety of
forms and styles
(eg in a class
discussion list the
ways art is used in
daily life; textiles
and design in
fashion)
 visual arts is
present in our lives
and is created for
different reasons
in a variety of
forms and styles
(eg design a
school logo after
considering the
local environment,
flora and fauna)
 visual arts
enriches peoples’
lives and is
created for a range
of different
situations and
contexts (eg make
a list on the
different reasons
visual arts is
created based on
careers)
 visual arts
enriches peoples’
lives and is
created for a range
of different
situations and
contexts
(eg explore in a
graffiti chart the
use of printing in
the fashion
industry and
record the different
types of corporate
branding)
 visual arts
enriches peoples’
lives, is created for
a range of different
purposes and is a
valued means of
personal and
community
expression (eg in
an explosion chart
record how
spiritual beliefs are
represented
through the
different art forms
in an Oceanic
culture)
 skills learnt in the
visual arts can
support learning
and understanding
in other areas of
our lives
(eg design a
poster for ‘Keep
Australia Beautiful’
or develop and
design a school
mural about the
Australian
environment)
 skills learnt in the
visual arts can
support learning
and understanding
in other areas of
our lives (eg use
skills of drawing in
Science to record
different bird and
reptiles species)
 skills learnt in
visual arts can
support learning
and understanding
in other parts of
our lives (eg use
design skills for a
Society and
Environment
project or
brainstorm ideas
for a poster on
preventing bullying
in schools)
 skills learnt in
visual arts can
support learning
and understanding
in other parts of
our lives (eg use
painting skills to
design a school
logo, create a
community
banner)
 skills learnt
through visual arts
can be applied in
other personal and
social situations
(eg use design
skills in producing
a model for a
science project or
use arts
understanding to
develop alternative
colour schemes to
decorate a room)
 skills learnt
through visual arts
can be applied in
other personal and
social situations
(eg apply IT skills
in developing a
poster for the
school dance, or a
blog to display art
work for the
school)
 skills learnt
through the visual
arts can be applied
in other personal,
social and
community
situations (eg help
plan and develop
an eye-catching
school display in
the local shopping
centre or
participate in the
development of a
set design for a
school play)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 to recognise that
new technologies
can adapt and
modify traditional
visual arts
practices (eg look
at how Post
Modern artists
such as Julie
Brown-Rrap and
Michael Parr use,
modify and
reinterpret art of
the past to create
new meaning
through
intermedia,
installations,
multimedia and
conceptual art
expressions)
 to recognise that
new visual arts
forms are evolving
from a
combination of
different arts and
technologies
(eg identify how
contemporary
artists use visual
arts processes,
musical sounds
and film media to
create installations
and performance
art works and
animations)
Contexts of Visual Arts: Historical and cultural contexts (continued)
 to recognise the
different art forms
in the visual arts
and the different
materials from
which they are
made (eg identify
that sculpture can
be cast from
bronze, modelled
in clay, carved
from wood or
marble or
assembled from
found objects)
 to recognise the
different art forms
in the visual arts
and the different
materials from
which they are
made
(eg recognise that
drawings can be
made from wet
and dry media
such as pen and
ink, charcoal,
pencil)
 to recognise that
visual arts can
incorporate other
art forms and
technologies
(eg discuss how a
performance piece
for a school
assembly can
incorporate dance,
music and visual
arts)
 to recognise that
visual arts can
incorporate other
art forms and
technologies
(eg use digital
cameras and
computers to
record and display
student’s original
art works in a
virtual gallery)
 to recognise that
new technologies
can adapt and
modify traditional
visual arts
practices (eg use
digital media to
photograph, scan,
copy adapt and
modify an original
design, motif or
drawing in the
style of the
Surrealist artists)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Visual Arts in Society: Economic considerations
 resources used to
create art are
limited and need to
be conserved
(eg looking after
class sets of
equipment so that
the whole set is
available later)
 resources used to
create art are
limited and need to
be conserved
(eg conserving art
equipment such as
paint and drawing
media and looking
after tools and
equipment)
 resources used to
produce visual art
need to be utilised
effectively and
conserved (eg an
artist might make
their own paints
using traditional
methods, dig up
their clay for
pottery or use
natural materials
for drawing such
as charcoal)
 resources used to
produce visual art
need to be utilised
effectively and
conserved (eg be
responsible for
recycling paper,
reconstituting clay,
reusing plastic
containers)
 resources in the
visual arts in
schools are bought
with a budget, are
expensive, need to
be utilised
effectively and
conserved
(eg consider the
cost of their art
experience, cost of
materials, time and
effort)
 resources in the
visual arts in
schools are bought
with a budget, are
expensive, need to
be utilised
effectively and
conserved
(eg demonstrate
responsible
behaviour by
looking after
equipment,
cleaning up and
storing their work
in progress)
 resources in the
visual arts in
schools are bought
with a budget, are
expensive, need to
be utilised
effectively and
conserved
(eg putting on a
school art display
involves
considerations
such as venue,
lighting, framing,
advertising and
how much these
cost)
 particular jobs are
linked to particular
art forms and
some people work
in the local
community
creating visual art
or crafts (eg list
the vocations such
as cartoonist,
graphic designer,
silk-screen printer)
 particular jobs are
linked to particular
art forms and
some people work
in the local
community
creating visual art
or crafts
(eg identify what
kinds of art are
made in jobs such
as fashion
designer, interior
decorator, painters
and sculptors)
 some people work
in the Australian
community
creating visual art
or crafts (eg what
a fashion designer
for the surf
clothing industry,
local soccer and
football clothing
does)
 some people work
in the Australian
community
creating visual art
or crafts (eg visit
community fairs
and art displays
and view the range
of art work)
 visual arts careers
can include a wide
range of creative,
technical and
managerial
vocations in the
local community
(eg list vocations
such as sign
writer, florist, cake
decorator, Visual
Arts teacher,
interior designer)
 visual arts careers
can include a wide
range of creative,
technical and
managerial
vocations in the
local community
(eg in small groups
discuss and record
all the possible
vocations in the
Visual Arts)
 visual arts
provides a range
of transferable
skills that can
inform a multitude
of alternative
career pathways
and employment
opportunities in the
wider community
(eg artist,
cartoonist, book
illustrator, graphic
designer)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society 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 – Civics & Citizenship
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
 issues of copyright
(eg it is necessary
to get permission
to reproduce an
artist’s art work)
 issues of copyright
(eg the use of
someone else’s
artistic ideas
without permission
and
acknowledgement
is plagiarism)
Visual Arts in Society: Economic considerations (continued)
© Department of Education and Training Western Australia, Middle childhood/Early adolescence: The Arts/Visual Arts/Arts Understanding: Arts Responses,
Arts in Society scope and sequence, December 2007
19