Handwriting behaviours are not described in the year level achievement standard or the writing assessment pointers. Instead, the Authority has developed the Handwriting Continuum to support Western Australian teachers in the teaching and monitoring of student handwriting for Pre-primary through to Year 10. The Handwriting Continuum can be found under the Teaching menu in the K-10 section of this website. Teachers will need to log in to the Extranet to access this resource.
Reading and Viewing
At Standard, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features work to create meaning. They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from texts to analyse and explain how language choices and conventions are used to influence an audience.
Writing and Creating
Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts. Students create texts that respond to issues, interpreting and integrating ideas from other texts. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.
Speaking and Listening
Students listen for ways texts position an audience. They understand how to use a variety of language features to create different levels of meaning. Students understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, they demonstrate how manipulating language features and images can create innovative texts. Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues.
Health Education
At Standard, students identify and apply relevant criteria to determine reliability of online health information and whether it is suitable for use in a particular context.
Students evaluate a range of characteristics of respectful relationships, such as showing respect for self and others, and personal differences and opinions. They describe and apply appropriate skills and strategies to resolve and manage conflict within different environments.
Physical Education
At Standard, students select and use individual movement skills and sequences that increase in complexity and perform them with increased speed, control and improved accuracy. They implement tactics and adapt them in response to previous performances.
Students describe projectile motion; summation of forces; and ways to measure a number of the body’s responses to physical activity. In competitive contexts, students participate ethically and demonstrate ways to build motivation and encourage teamwork.
At Standard, students construct a range of questions and hypotheses involving cause and effect, patterns and trends, and different perspectives. They use a range of methods to select, record and organise relevant information and/or data from multiple sources. When interpreting sources, students identify their origin and purpose, and draw conclusions about their usefulness. They examine sources to compare different points of view/perspectives and describe different interpretations. Students analyse information and/or data to identify simple patterns, trends, relationships and/or change over time. They draw evidence-based conclusions, using information and/or data to consider multiple perspectives and/or to propose action in response to contemporary challenges. Students develop a range of texts appropriate to the type of discussion and/or explanation required. They use subject-specific terminology and concepts, and provide evidence from a range of sources to support conclusions, and acknowledge these sources.
Students describe some ways individuals and political parties participate within the electoral system in Australia’s democracy. They describe Australia’s court system and how the courts resolve disputes. Students identify the principles of justice and the threats to these principles.
Students explain the interdependence between Australia and other economies by identifying Australia’s trading partners, and describe how specialisation results in the exchange of goods and services between countries. They describe the risks and rewards that result from making consumer and financial choices. Students describe innovations and changes in business, and the implications for the current and future work environment.
Students explain the spatial variation and characteristics of natural environments and the interconnections between people, places and environments. They identify the cause and effect of these interconnections, and predict possible implications for people, places and natural environments, now and in the future. Students make inferences about the spatial outcomes of the interconnections between people, places and environments.
Students explain the causes and effects of the Industrial Revolution and World War I over both the short and long term, and the significance of each. Students use evidence to explain patterns of change and continuity over time, and identify the motives and actions of the individuals and groups at that time.
Number and Algebra
At Standard, students solve problems involving simple interest. They apply the index laws to numbers and express numbers in scientific notation. Students expand binomial expressions. They find the distance between two points on the Cartesian plane and the gradient and midpoint of a line segment. Students sketch linear and non-linear relations.
Measurement and Geometry
Students interpret ratio and scale factors in similar figures. They explain similarity of triangles. Students recognise the connections between similarity and the trigonometric ratios. They calculate areas of shapes and the volume and surface area of right prisms and cylinders. Students use Pythagoras’ Theorem and trigonometry to find unknown sides of right-angled triangles.
Statistics and Probability
Students calculate relative frequencies to estimate probabilities, list outcomes for two-step experiments and assign probabilities for those outcomes. They compare techniques for collecting data from primary and secondary sources. Students construct histograms and back-to-back stem-and-leaf plots. They make sense of the position of the mean and median in skewed, symmetric and bi-modal displays to describe and interpret data.
Science Understanding
At Standard, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe wave and particle models of energy transfer and apply these to explain phenomena. Students explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes and describe ecosystems with reference to interdependencies, energy transfers and flows of matter.
Science as a Human Endeavour
Students describe social and technological factors that have influenced scientific developments.
Science Inquiry Skills
Students design questions that can be investigated. They design methods that include the control and measurement of variables and systematic collection of data and describe how they considered ethics and safety. Students analyse trends in data, identify relationships between variables and inconsistencies in results. They analyse their methods and the quality of their data, and suggest actions to improve the quality of their evidence. Students evaluate others’ methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas.
At standard, students initiate, in part, and participate in spoken interactions in Chinese with others through collaborative tasks, activities and transactions to exchange information on aspects of childhood, teenage life and relationships. They use familiar descriptive and expressive language to share and compare personal opinions, such as 中国学生的作业比澳大利亚学生的多 and 我喜欢上网交朋友，你呢？ They engage in written interactions and activities, in simple characters, Pinyin and some English, about aspects of childhood, teenage life and relationships, referring to information stated, or requesting or providing further details. Students analyse key ideas and information from a range of spoken texts related to aspects of their personal and social worlds, and identify the different ways in which emotions, intentions and ideas are expressed. They collate and present, in written form, some different perspectives related to aspects of their personal and social worlds and identify context, purpose and intended audience. Students engage with imaginative performance-based texts, sharing opinions on characters and plot, comparing themes and content with English language texts created for similar audiences, and utilise these to create and perform their own texts. They create simple imaginative written texts that describe aspects of Chinese culture for different audiences. Students translate and interpret, with some accuracy, a range of texts, and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts. They monitor their language choices when using Chinese, and consider their own and others’ responses and reactions in intercultural communication. Students question some assumptions and values and, occasionally, modify their language and behaviours in relation to different cultural perspectives. They also investigate and share family and cultural traditions and experiences, considering how these have shaped, and continue to shape, personal and cultural identity.
Students better understand the systems of the Chinese language, exploring the role of emphasis, stress and rhythm to express subtle meaning in interactions. They apply basic knowledge of character form and function to infer information about the sound and meaning of unfamiliar characters. Students discuss how the Chinese language works, using metalanguage to describe the distinctive spoken and written language system of Chinese. They use familiar vocabulary and apply elements of grammar, with a satisfactory level of accuracy. Students compare the use of words that rely on interpretation of context to convey the intended meaning, such as 让、给, comparing extracts from a range of spoken and written texts which use the same word in a different way. They express conditions, for example, 如果…就; expressing cause and effect, for example, 为了… and expressing the condition, quality or result of an action, for example, 坐得下、说得对、做完、买到. Students experiment with the use of 成语 (Chinese set expressions) and famous sayings to substantiate ideas in Chinese. Students experiment with 的 as a subject modifier to express ideas that would contain relative clauses in English. They explain the purpose, structures and some language features of contemporary texts in Chinese. Students explore how the Chinese language continues to adapt over time and is influenced by local and global contexts and cultures. They explain, with some examples, the influence of language on people’s actions, values and beliefs, and seek to appreciate the scale and importance of linguistic diversity in groups and cultures. Students explore how language choices reflect cultural practices and values that can be difficult for speakers of other languages to interpret.
At standard, students initiate, in part, and participate in sustained spoken and written interactions in Japanese with others through collaborative tasks, activities and transactions to exchange information on aspects of childhood, teenage life and relationships. They use familiar descriptive and some expressive language to share, compare and justify personal opinions, such as 九年生のキャンプでゲームをしたり、おいしい食べものを食べたりします。Students engage in shared activities, such as the planning and managing of activities, events or experiences, exchanging resources and information. Students analyse ideas and most information and, in part, identify context, purpose and intended audience, from a range of texts related to aspects of their personal and social worlds. They convey information and ideas and offer their views on texts, using some appropriate formats and styles of presentation. Students provide examples of how imaginative texts reflect Japanese cultural values or experiences through structure, language and mood, to build action, develop character and position the reader or audience. They create and present simple imaginative texts with moods and effects, in order to engage different audiences. Students translate and/or interpret, with some accuracy, a range of texts, and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts. Students monitor their language choices when using Japanese and, at times, consider their own and others’ responses and reactions in intercultural communication. They question some assumptions and values and occasionally modify language and behaviours in relation to different cultural perspectives. Students reflect on cultural differences between Japanese-language and English-language communication styles and discuss how these affect intercultural interactions.
Students better understand the system of the Japanese language, identifying the basic intonation and phrasing patterns of spoken Japanese, taking the form of a downward curve, and applying it when speaking, with a satisfactory level of accuracy. They identify and sometimes use rising intonation when asking questions in casual speech or ましょう form. Students convey meaning by appropriately selecting and combining hiragana, katakana and kanji characters and use understanding of familiar kanji to predict meaning of unknown words, with a satisfactory level of accuracy. They use familiar vocabulary and apply elements of grammar, with a satisfactory level of accuracy. Students understand and apply the rules of the plain form and know that the basic form of all Japanese verbs ends in -u, -eru or -iru, the forms they are listed under in dictionaries. They understand that verbs can be divided into three groups according to the way they are conjugated, 五だん verb (five-step verbs), 一だん verb (one-step verbs) and irregular verbs. Students use character charts as a systematic framework for recognising patterns for verb conjugation and applying the formation rules of each verb group. They use verb て form to connect events and understand and use the different functions of verb て form. Students use present continuous tense using verb ています, and use verb stems with grammatical features, such as ～に行きます。They express number of actions, for example, たり～たりします, use adverbs as formulaic expressions and increase cohesion within paragraphs by using conjunctions. Students describe grammatical concepts and language elements, using relevant metalanguage to organise resources. They compare textual features and conventions used in Japanese and English media texts, and identify how the choice of language and structure work to achieve each text’s purpose. Students analyse some variations in language use that reflect different social and cultural contexts, purposes and relationships. They explore changes to both Japanese and Australian English, and identify reasons for these changes. Students explore how the Japanese language carries embedded cultural information and assumptions that can be difficult for speakers of other languages to interpret.
At standard, students initiate, in part, and participate in sustained spoken and written interactions in German with others through collaborative tasks, activities and transactions to exchange information on aspects of childhood, teenage life and relationships. They use familiar descriptive and expressive language to share, compare and justify personal opinions, such as In der Zukunft möchte ich Architekt werden. Students engage in shared activities, such as the planning and managing of activities, events or experiences, exchanging resources and information. They analyse ideas and most information and, in part, identify context, purpose and intended audience from a range of texts related to aspects of their personal and social worlds. Students use some appropriate formats and styles of presentation to convey information and ideas, and offer their views on texts related to aspects of their personal and social worlds. Students provide examples of how imaginative texts reflect German cultural values or experiences, through structure, language and mood, to build action, develop character and position the reader or audience. They also create and present simple imaginative texts with moods and effects, in order to engage different audiences. Students translate and interpret, with some accuracy, a range of texts, and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts. They monitor their language choices when using German and consider, at times, their own and others’ responses and reactions in intercultural communication. Students question some assumptions and values, and occasionally, modify their language and behaviours in relation to different cultural perspectives. They also investigate and share family and cultural traditions and experiences, considering how these have shaped, and continue to shape, personal and cultural identity.
Students identify the ways in which written language is different from spoken language and mostly respond to challenges associated with clarity and pace in audio texts, and variations or differences in pronunciation, to ensure clarity, such as zwei/zwo. They use familiar vocabulary and apply elements of grammar in spoken and written texts, with a satisfactory level of accuracy. Students use the appropriate tense with a range of regular and irregular verbs, and a variety of conjunctions and cohesive devices to link, sequence and contrast ideas, events and actions, for example, Um Geld zu haben, muss man einen Job finden. They experiment with compound forms, such as da- and wo(r)-, for example, Woran erinnerst du dich? They understand and use the dative, accusative and two-way prepositions with some accuracy, for example, Sie denken oft an ihre Kindheit. They use adverbs and adverbial phrases to modify meaning, for example, Das haben sie schon gemacht. Students use metalanguage to explain grammatical forms and functions. They examine the interrelationship between different text types, language choices, audience, context and purpose. Students analyse how and why language is used differently in different contexts and with different speakers, and explore the influence of language on people’s actions, values and beliefs, and appreciate the scale and importance of linguistic diversity. Students explore how language reflects and shapes cultural distinctions, such as community, social class, gender and generation.
At standard, students participate in, and sometimes initiate sustained spoken and written interactions in Italian with others through collaborative tasks, activities and transactions to exchange information on aspects of childhood, teenage life and relationships. They use familiar descriptive and expressive language to share, justify some personal opinions with examples, such as Mi piace essere adolescente perché posso essere indipendente. Students participate in shared activities, such as the planning and managing of activities, events or experiences, exchanging familiar resources and information. They analyse most ideas and information, and sometimes identify context, purpose and audience in texts related to aspects of their personal and social worlds. They convey some information and ideas and offer their views on texts, selecting some appropriate formats and styles of presentation. Students provide examples of how the structure, language and mood of imaginative texts reflect Italian cultural values or experiences and build action, develop character and position the reader/audience. They also create and present simple imaginative texts with moods and effects, in order to engage different audiences. Students translate and interpret texts, with some accuracy, providing examples of how to convey concepts that do not translate easily across different linguistic and cultural contexts. They select mostly relevant language, showing some consideration of their own and others’ responses and reactions in intercultural communication. Students question some assumptions and values, and at times modify language and behaviours in relation to different cultural perspectives. They also investigate and share family and cultural traditions and experiences, considering how these have shaped, and continue to shape, personal and cultural identity.
Students use mostly comprehensible Italian pronunciation, including consonant and vowel combinations, double consonants and accents, including in some unfamiliar words, and they often vary stress and intonation in sentences. They generate written and spoken texts by applying knowledge of familiar vocabulary and grammatical elements and some less familiar elements, with a satisfactory level of accuracy. Students begin to use personal, direct object and reflective pronouns to refer to the person carrying out an action or to refer to somebody or something, such as La mia amica del cuore si chiama Stella. Parlo con lei ogni giorno e la vedo ogni sabato sera. They show understanding that adverbs and adverbial phrases of manner, place and time modify the meaning of verbs and adjectives, describe events across present and past, such as Quando avevo dieci anni spesso giocavo a calcio. Students begin to use the conditional mood in formulaic expressions, such as Nel futuro vorrei essere architetto. They discuss and explain some grammatical forms and functions using metalanguage, and they describe how and why language is used differently in different contexts and relationships. Students investigate and describe how language varies according to context and speakers and they provide some examples of changes to both Italian and Australian English, identifying some reasons for these changes. They describe how language both reflects and shapes cultural distinctions, such as community, social class, gender and generation.
At standard, students initiate, in part, and participate in sustained spoken and written interactions in Indonesian with others through collaborative tasks, activities and transactions to exchange information on aspects of childhood, teenage life and relationships. They use familiar descriptive and expressive language to share, compare and justify personal opinions, such as Kaum remaja masa kini tidak bisa hidup tanpa HP. Students engage in shared activities, such as the planning and managing of activities, events or experiences, exchanging resources and information. They analyse ideas and most information and, in part, identify context, purpose and intended audience, from a range of texts related to aspects of their personal and social worlds. Students convey information and ideas and offer their views on texts, using some appropriate formats and styles of presentation. They provide examples of how imaginative texts reflect Indonesian cultural values or experiences through structure, language and mood, to build action, develop character and position the reader or audience. Students create and present simple imaginative texts with moods and effects, in order to engage different audiences. They translate and interpret, with some inaccuracies, a range of texts, and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts. Students monitor their language choices when using Indonesian and, at times, consider their own and others’ responses and reactions in intercultural communication. They question some assumptions and values, and occasionally modify language and behaviours in relation to different cultural perspectives. Students also investigate and share family and cultural traditions and experiences, considering how these have shaped, and continue to shape, personal and cultural identity.
Students apply pronunciation and intonation conventions when creating emphasis or conveying emotion, with a satisfactory level of accuracy. They use familiar vocabulary and apply elements of grammar to generate spoken and written texts, with a satisfactory level of accuracy. Students describe people and things using compound nouns, acronyms, indicators of groups or plurals, terms of address, particles and classifiers. They describe the qualities of people and things using adjectives, for example, using me-/me-kan, adjectives, using the prefix pe- to describe enduring attributes of behaviour or character, comparatives and superlatives. Students refer to the past, present and future, and relate events in time using adverbs. They offer well-wishes and express imagination by using imagery, metaphor and simile. Students express emphasis and maintain interaction using rhetorical devices and verbal fillers. They use metalanguage to discuss and explain grammatical forms and functions. They examine the interrelationship between different text types, language choices, audience, context and purpose. Students analyse some of the ways in which Indonesian varies according to spoken and written forms, cultural context and subcultures. They explore the influence of language on people’s actions, values and beliefs, and appreciate the scale and importance of linguistic diversity. Students discuss how the Indonesian language may reflect cultural perspectives, norms and values.
At standard, students initiate, in part, and participate in sustained spoken and written interactions in French with others through collaborative tasks, activities and transactions to exchange information on aspects of childhood, teenage life and relationships. They use familiar descriptive and expressive language to share, compare and justify personal opinions, such as À l’avenir… and C’est bien/dûr d’être ado car…Students engage in shared activities, such as the planning and managing of activities, events or experiences, exchanging resources and information. They analyse ideas and most information and, in part, identify context, purpose and intended audience from a range of texts related to aspects of their personal and social worlds. Students use some appropriate formats and styles of presentation to convey information and ideas, and offer their views on texts related to aspects of their personal and social worlds. Students provide examples of how imaginative texts reflect French cultural values or experiences, through structure, language and mood, to build action, develop character and position the reader or audience. They also create and present simple imaginative texts with moods and effects, in order to engage different audiences. Students translate and interpret, with some accuracy, a range of texts, and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts. They monitor their language choices when using French and consider, at times, their own and others’ responses and reactions in intercultural communication. Students question some assumptions and values, and occasionally, modify their language and behaviours in relation to different cultural perspectives. They also investigate and share family and cultural traditions and experiences, considering how these have shaped, and continue to shape, personal and cultural identity.
Students better understand the systems of the French language, applying regular and irregular elements of spoken and written French, such as pitch, pace and gestures to maintain momentum, liaisons and accents. They use familiar vocabulary and apply elements of grammar in spoken and written texts, with a satisfactory level of accuracy. Students show increased control when using le présent, le passé composé, l’imparfait and le futur proche, as well as identifying tenses to use when situating events in time, for example, Je suis allée en France quand j’avais six ans, and to express intention or desire, for example, Je voudrais bien aller à Tunis avec toi l’année prochaine ! They identify variations in conjugation for verbs, such as envoyer, appeler and manger. Students describe the function of the reflexive pronoun and practise using the reflexive verb structure, for example, Je me suis levée à sept heures. They identify the function and use of relative pronouns, such as qui, que and dont. Students use metalanguage to discuss and to explain some grammatical forms and functions. They examine the interrelationship between different text types, language choices, audience, context and purpose. Students analyse how and why language is used differently in different contexts and with different speakers, and explore changes to both French and Australian English, identifying some reasons for these changes. Students explore how language reflects and shapes cultural distinctions, such as community, social class, gender and generation.
At Standard, students identify social, ethical and sustainability factors and consider economic, environmental and social sustainability in the development of designed solutions for products, services and environments. In Engineering principles and systems, students create solutions through identifying characteristics and properties of materials and the influencing factors of force, motion and energy. In Food and fibre production, students consider the effect of food and fibre production and/or marketing influences, and considers the generation of sustainable solutions. In Food specialisations, students describe the principles of food safety, nutrition, preparation, presentation, preservation, physical and sensory properties and perceptions. In Materials and technologies specialisations, students identify characteristics and properties of materials, systems, components, tools and equipment and outline how technologies can be combined and used to create designed solutions.
With all Design and Technology contexts, students identify and define the needs of a stakeholder to create a design brief for a solution. They investigate a selection of components/resources to develop ideas, identifying and considering constraints. Students apply design thinking, creativity and enterprise skills. They provide design solutions assessing alternative designs against given criteria, using appropriate technical terms and technology. Students select, test and safely implement appropriate technologies and processes to make solutions. They evaluate design processes and solutions against student-developed criteria. Students work independently and collaboratively to manage projects, using digital technology and an iterative and collaborative approach. They consider time, cost, risk and safety.
At Standard, students identify the role of hardware and software have in managing, controlling and securing the movement of data in digital systems. They identify different methods used for manipulation, storage and transmission of data. Students explore techniques for acquiring, storing and validating quantitative and qualitative data. They analyse and visualise data to create information and address complex problems. Students create a design for the user experience of a digital system supported by drafts with annotations. They design algorithms, represented diagrammatically and in structured English, and validate plans and programs through tracing. Students implement and apply data storage and organisation techniques. They create and use interactive solutions for sharing ideas and information online, taking into account social contexts.
In Digital Technologies, students identify and define the needs of a stakeholder to create a brief for a solution. They investigate a selection of components/resources to develop ideas, identifying and considering constraints. Students apply design thinking, creativity and enterprise skills. They provide design solutions assessing alternative designs against given criteria, using appropriate technical terms and technology. Students select, test and safely implement appropriate technologies and processes to make solutions. They evaluate design processes against student-developed criteria. Students work independently and collaboratively to manage projects, using digital technology and an iterative and collaborative approach. They consider time, cost, risk and safety.
At Standard, students apply some media terminology specific to the task and chosen context. They use codes and narrative conventions appropriate to genre and purpose, construct meaning and create point of view to engage an audience. Students construct representations of ideas, issues and people that reflect values. They demonstrate social and cultural sensitivity in media work by observing controls and audience values. Students complete most required planning, and select and safely use technology to create and edit planned media work, with mostly effective results. Students apply some problem-solving processes and fulfil most personal and team timeline responsibilities.
Students describe, in their own work and the work of others, aspects, and some impact, of media work in relation to audience, purpose and context. They identify the impact of current trends on how audiences use media.
At Standard, students select processes, including improvisation and rehearsal, to shape appropriate elements of drama for devised and scripted drama. They demonstrate awareness, in performance, of a selected drama performance style, spaces of performance and specified design and technologies appropriate to dramatic meaning and to engage with an audience.
Students use reflective and analytical processes to describe choices made in performance and their effect on dramatic meaning. They accurately use generalised drama terminology in responses.
At Standard, students use improvisation skills to sometimes explore new movement possibilities. They select and combine the elements of dance (BEST), use specified choreographic devices and structure, with some purpose, to choreograph dance that communicates choreographic intent. Students execute technical dance skills safely in a particular genre/style, demonstrating coordination, some control of body placement and alignment appropriate to the choreography. They perform dance to an audience demonstrating, on occasion, accuracy in retention and clarity of movement, projection, focus, musicality and appropriate expression, reflecting the choreographic intent throughout the performance.
Students use reflective writing to describe the effectiveness of the choices made in the use of BEST and design concepts, and how they contribute to the meaning in their own and others’ dance. They use some relevant dance terminology. Students outline the evolution of particular dance genres/styles.
At Standard, students identify, sing, play, notate and apply rhythmic and melodic phrases and simple chord progressions in major and minor keys, with some partial or inconsistent responses. They improvise and demonstrate some evidence of structured and developed musical ideas, using generally accurate notation and incorporating some stylistically appropriate expressive devices. Students perform with generally sound technique and some appropriate expression. With some guidance, they consider blend and balance when playing with an ensemble and endeavour to adjust tone and volume.
Students identify, analyse and describe the use and purpose of the elements of music, using some appropriate music terminology and making occasional references to stylistic application. They identify and describe some musical characteristics, considering stylistic features and contributions made by key composers, performers and/or artists, and make some connections with social, historical and cultural contexts.
At Standard, students generate ideas related to a given theme and art style. They experiment with media, materials and technologies, and document results. Students select and apply elements and principles and artistic conventions to arrive at visual solutions. They consider design alternatives and use visual art language in annotations. Students use equipment and materials in a safe manner. They provide reflective comments and opinions about the creative process. Students maintain a plan in the development of an idea for a final design and apply techniques, processes and an art style in artwork. They produce an artwork with reference to a chosen design. With guidance, students apply presentation conventions to display artwork for exhibition purposes. They comment on their own artwork, with some consideration of audience and purpose.
Students analyse artwork and provide an interpretation, personal opinion and judgement. They use visual art language to describe artwork and offer opinions about how the artwork was created. Students identify visual conventions and offer a personal opinion about artists’ viewpoints and/or art styles. Students complete research about artists and comment on techniques used by artists to convey cultural viewpoints. They provide a reflection of their own artwork, using evidence to support judgements.