Progressions

Learning Area: The Arts Strand/AOs: Visual Arts Levels: 2,3,4 Name: Sara Haddon
Students can:

Subject knowledge
development
(context free for
progressions. Add
context for unit
planning)

Literacy required.
Strategies. Ref. literacy
progressions and norm
referenced test results for
student/class specific needs.
Vocabulary, reading,
writing, speaking, listening.
(Add context specific
vocabulary in unit plan)

Key competencies, values, principles.

Refer to the Key Competencies Self
Audit Framework.
www.keycompetencies.tki.org.nz/Key-
competencies-and-effective-
pedagogy/Self-audit-framework

Local Valued Learning Outcomes cultural spiritual etc.

Numeracy
required. Ref
numeracy and
mathematics
progressions. Refer
to norm referenced
test results for
specific
student/class
needs.

Level 2 (Year
3-4)


Share











Investigate





Develop

VISUAL ARTS
Ideas, feelings and
stories communicated
by their own objects
and images.

Ideas, feelings and
stories communicated
by others objects and
images.



Visual ideas in
response to a variety
of motivations,
observation and
imagination.

Ideas in response to a
variety of
motivations,
observation and
imagination.



(New Zealand
Curriculum)

Vocab could include
image, colour, line, texture,
medium, shade, critique,
explain, believe, influenced

Listening Teacher to
model good listening skills
such as watching the
speaker, sitting still, being
genuinely interested in
what they are saying and
asking questions.

Model good speaking-
speak clearly and slowly,
use interesting words and
inflection, look at your
audience.

Be confident and proud of
your product/image.
Watch the teacher model a
short speech/recount.

Complete a series of min 1
min speeches looking at
what makes a good
speech/vocal recount.
What makes this a good
speech i.e. I spoke slowly
and clearly, did not wriggle,

Look for shapes in
the
images/objects-
basic shapes such
as circle, square,
rectangle.

Look at
dimension i.e. is it
in proportion. Is
the person the
same size as the
house is this true
in really life?

Identify different
types of lines -
thickness.

Perspective has
this drawing being
viewed from in
front, birds eye
view, 2D, 3D

Principles

Inclusion ensures students talents
and abilities are recognised.

Learning to learn- all students reflect
on their own learning.

Values

Innovation, inquiry and curiosity
students think critically, creatively and
reflectively.

Integrity being honest and
accountable for your image/objet or
what you state about it.

Key Competencies

Thinking listen to questions and
answer reflectively and respectively.
Reflect on own personally knowledge,
ask questions with confidence and
respect.

Using language and symbols to
communicate ideas, experiences and
information.

Use Te Reo language where possible in your questions, praise and
vocab/particular key words.

Kakano colour

Kaitara texture

Whero - Red
Karaka - Orange
Kowhai - Yellow
Kakariki (a macron above each a) - Green
Mango - Black
Mango - Black
Kikorangi - Blue
Waiporoporo - Purple
Parauri - Brown
Kiwikiwi - Grey

(http://www.maoridictionary.co.nz)
(http://letslearntereomaori.blogspot.co.nz/2011/07/lesson-
17-colours.html)
(Puna Kupu-A Dictionary & Resource for Maori Language
Beginners 2, 2002)

Current refs: NZC, Literacy Learning Progressions, ERO Report Science in the NZ Curriculum: Years 5 to 8, (2012), Numeracy Books 1 and 10

Draft Sept 2012

Progressions Learning Area: The Arts Strand/AOs: Visual Arts Levels: 2,3,4 Name: Sara Haddon
looked at my audience.

Model sentence frames
vocally then write on the
board I feel . about this
picture because.
I found it interesting
that..

Write discuss and model
good sentences show
correct punctuation, capital
letters, beginning, middle
and end. Use descriptive
words and correctly formed
letters.
Use writing frames my
image shows I drew this
in this way because
Use descriptive writing
style.



Drawing- using symbols,
pictures and words to
represent how you see the
world in a creative
individual way.

Think critically about what
you see and hear the artist
say?

Use open & closed
questions.

Ask questions such as what
have you drawn?
Why did you use that
medium?
Why have you .?
Compare to your own
knowledge about the

(New Zealand Curriculum)

Current refs: NZC, Literacy Learning Progressions, ERO Report Science in the NZ Curriculum: Years 5 to 8, (2012), Numeracy Books 1 and 10

Draft Sept 2012

Progressions Learning Area: The Arts Strand/AOs: Visual Arts Levels: 2,3,4 Name: Sara Haddon

subject topic, and your own

experiences in using this
medium.
Reflect what is your first
impression of what you see.
Do you like it? What more
information do you require
to make sense of it?

Take time and sit quietly
and think
Why do you feel like this
about this image and how
will you respond using
paper and medium..?
Try again using another
medium.


Reading take the time to
read any explanation,
comments or feedback
about the image/object.
Look up any new vocab in
the dictionary/reference
books you are unsure of.

Use ICT IPad/chrome
books for reading.

No art is wrong, all art
should be celebrated. There
are no mistakes in art. Sara
Haddon

Level 3
(Year5-6)

Students can:

Science knowledge
development
(context free for
progressions. Add

Literacy required.
Strategies. Ref. literacy
progressions and norm
referenced test results for

Numeracy
required. Ref
numeracy and
mathematics

Key competencies, values, principles.

Refer to the Key Competencies Self
Audit Framework.
www.keycompetencies.tki.org.nz/Key-

Local Valued Learning Outcomes cultural spiritual etc.

Current refs: NZC, Literacy Learning Progressions, ERO Report Science in the NZ Curriculum: Years 5 to 8, (2012), Numeracy Books 1 and 10

Draft Sept 2012

Progressions Learning Area: The Arts Strand/AOs: Visual Arts Levels: 2,3,4 Name: Sara Haddon

Describe







Develop










Revisit

context for unit

planning)

student/class specific needs.

Vocabulary, reading,
writing, speaking, listening.
(Add context specific
vocabulary in unit plan)

VISUAL ARTS
The ideas their own
objects communicate.

The ideas others
objects communicate.



Visual ideas in
response to a variety
of motivations,
observation and
imagination,
supported by a study
of artists works.

Visual ideas in
response to a variety
of motivations,
observation and
imagination,
supported by a study
of artists works.


Visual ideas in
response to a variety
of motivations,
observation and
imagination,
supported by a study
of artists works.

Visual ideas in
response to a variety
of motivations,

Build on previous literacy
knowledge L 2.

Vocab build on what you
already know add more
detail i.e. describe the
colour golden hue yellow,
use Artist Names such as
Raphael, Picasso, Degas or
eras such as Art Deco, and
Surrealism

Subtle, Contrasting,
dramatic, organic, illustrate.

Listening model good
listening skills such as
watching the speaker,
sitting still, being genuinely
interested in what they are
saying and preparing
questions about information
they need clarified, or are
inexperienced in or seek
more info about.

Model good speaking-
speak clearly and slowly,
use interesting words and
inflection, look at your
audience. Be confident and
proud of your
product/image.
Think of your audience
when preparing your
thoughts as to engage and
keep your audience

progressions. Refer
to norm referenced
test results for
specific
student/class
needs.

Build on previous
Numeracy
knowledge L 2

Look for patterns
in the image.

Is there symmetry
meaning equal
images on both
sides.

competencies-and-effective-
pedagogy/Self-audit-framework

Principles

Inclusion ensures students talents
and abilities are recognised.

Learning to learn- all students reflect
on their own learning.

Values

Innovation, inquiry and curiosity
students think critically, creatively and
reflectively.

Integrity being honest and
accountable for your image/objet or
what you state about it.

Diversity found in different cultures,
language and heritages.

Key Competencies

Thinking listen to questions and
answer reflectively and respectively
Reflect on own personally knowledge,
ask questions with confidence and
respect.

Using language and symbols to
communicate ideas, experiences and
information


Relating to others- interacting
effectively with a diverse range of

Use Te Reo language where possible in your questions, praise and
vocab/particular key words build this vocab. Label items in
your class related.

Kkwai Crimson

Whakaako Teach

Tuhi Draw

Peita paint

Raina line

Visit a local Marae and meet carver.

Visit local church or place of worship and see what images are
there?

(http://www.maoridictionary.co.nz)
(Puna Kupu-A Dictionary & Resource for Maori Language
Beginners 2, 2002)

Current refs: NZC, Literacy Learning Progressions, ERO Report Science in the NZ Curriculum: Years 5 to 8, (2012), Numeracy Books 1 and 10

Draft Sept 2012

Progressions Learning Area: The Arts Strand/AOs: Visual Arts Levels: 2,3,4 Name: Sara Haddon
observation and
imagination,
supported by a study
of artists works.



(New Zealand
Curriculum)

interested. Use interesting

phases or key words. Ask
your audience questions as
well that draw on their
experiences. Use more
detail in your explanations
burrow down deeper.
Predict what you may be
asked and speak to that.

Complete a series of min 2
min speeches looking at
what makes a good
speech/vocal recount.
What makes this a good
speech i.e. spoke slowly and
clearly, do not wriggle,
looked at my audience.
What did you learn from
the authors speech?

Model sentence starters that
are more complex such as I
was surprised by .
I compare your work
to..

How would your work
have differed if

Draw an image purely from
your imagination ..
Where did you draw
reference from..
Describe in detail what you
image represents..

Write good sentences
correct punctuation, capital
letters, begins middle and
end. Use descriptive words
and correctly formed
letters. Think about
paragraphs and hooking

people and includes ability to listen

actively, recognise different points of
view and share ideas.



(New Zealand Curriculum)

Current refs: NZC, Literacy Learning Progressions, ERO Report Science in the NZ Curriculum: Years 5 to 8, (2012), Numeracy Books 1 and 10

Draft Sept 2012

Progressions Learning Area: The Arts Strand/AOs: Visual Arts Levels: 2,3,4 Name: Sara Haddon
your reader into you
writing. Make your reader
feel like they can feel the
yellow hue of the sun on
their back.
Use different viewpoint
styles such as write like a
reporter or an art critic.

Drawing- using symbols,
pictures and words to
represent how you see the
world in a creative
individual way.
As your skills develop you
will use more detail in your
drawings, and look at things
like shading and having
background placement such
as building or land features
rathe than an image
popping out on its own.
Now study an artist, and
copy their style dots of
paint, or asymmetrical
shapes. Draw the same
image using a second artist
style.

Think critically about what
they see and hear the artists
say in a deeper way?
Use open & closed
questions.

Teacher can ask - Would
you have drawn this is the
same way? What would you
have done differently?
Could a different medium
make a difference?
Do you want to have more
information in the image?
Compare to your own

Current refs: NZC, Literacy Learning Progressions, ERO Report Science in the NZ Curriculum: Years 5 to 8, (2012), Numeracy Books 1 and 10

Draft Sept 2012

Progressions Learning Area: The Arts Strand/AOs: Visual Arts Levels: 2,3,4 Name: Sara Haddon
knowledge about the
subject topic, and your own
experiences in using this
medium, do some research
on the method or subject so
you have more information.

Reflect what is your first
impression of what you see.
Do you like it? What more
information do you require
to make sense of it? How
has this image/object
affected you? It is something
you would want to view
daily in your house/room?
Does it inspire you? Talk in
a positive way.

Reading take the time to
read any explanation,
comments or feedback
about the image/object.
Look up any new vocab in
the dictionary/reference
books you are unsure of.
Research and read more
about the content, style or
medium used.

Read biographies about
your artists. Read reviews
or critique of their art. Do
you agree with the authors
view. Is yes, why if no why
not.

Use ICT to research
Google.

Creativity takes courage.
Henri Matisse

Current refs: NZC, Literacy Learning Progressions, ERO Report Science in the NZ Curriculum: Years 5 to 8, (2012), Numeracy Books 1 and 10

Draft Sept 2012

Progressions Learning Area: The Arts Strand/AOs: Visual Arts Levels: 2,3,4 Name: Sara Haddon
Level 4 (Year
7-8)

Students can:

Subject knowledge
development
(context free for
progressions. Add
context for unit
planning)

Literacy required.
Strategies. Ref. literacy
progressions and norm
referenced test results for
student/class specific needs.
Vocabulary, reading,
writing, speaking, listening.
(Add context specific
vocabulary in unit plan)

Key competencies, values, principles.

Refer to the Key Competencies Self
Audit Framework.
www.keycompetencies.tki.org.nz/Key-
competencies-and-effective-
pedagogy/Self-audit-framework

Local Valued Learning Outcomes cultural spiritual etc.

Explore

Describe








Develop










Revisit

VISUAL ARTS
Ways in which
meanings can be
communicated and
interpreted in their
own work.


Ways in which
meanings can be
communicated and
interpreted in their
own work.


Visual ideas in
response to a variety
of motivations,
observation and
imagination,
supported by a study
of artists works.

Visual ideas in
response to a variety
of motivations,
observation and
imagination,
supported by a study
of artists works.

Build on previous literacy
knowledge L 2 and 3.

Vocab build on what you
already know add more
detail. Review the way
Artists describe their work
and the language they use.
I.e. interpretation, artist
names such as Picasso,
Matisse , art eras, angular,
naturalistic, vibrant, imitate

Listening model good
listening skills such as
watching the speaker,
sitting still, being genuinely
interested in what they are
saying and preparing
questions about information
they need clarified, or are
inexperienced in or seek
more info about.

Model good speaking-
speak clearly and slowly,
use interesting words and
inflection, look at your
audience. Be confident and
proud of your

Numeracy
required. Ref
numeracy and
mathematics
progressions. Refer
to norm referenced
test results for
specific
student/class
needs.

Build on previous
numeracy
knowledge L 2
and 3.

Use numbers in
your art.

Use patterns in
your art.

3D images using
different medium.

Construction
medium use
mathematical
calculations for
form,
measurement,
space and design.


Asymmetrical
images unequal
proportioned
elements.

Distorted images-
shapes that is

Principles

Inclusion ensures students talents
and abilities are recognised.

Learning to learn- all students reflect
on their own learning.

High Expectations to learn and
achieve personal excellence no matter
what background and individual
circumstances.

Values

Innovation, inquiry and curiosity
students think critically, creatively and
reflectively.

Integrity being honest and
accountable for your image/objet or
what you state about it.

Diversity found in different cultures,
language and heritages.

Community and participation for the
common good.

Key Competencies

Use Te Reo language where possible in your questions, praise and
vocab/particular key words and add to this daily.

Use other languages for key words i.e. Italian because of Italian
student in class.

Investigate Maori Artists such as:
Ralph Hotere, Theresa Reihana

Visit a local Marae and see the artwork there.

Invite local Maori artist in your community that to talk about
their work.

Invite local leaders from different beliefs i.e. Anglican
church/Muslim/Buddhist to discuss types of images they relate
to in art for their beliefs.

toi pukare expressionism

(http://www.maoridictionary.co.nz)
(Puna Kupu-A Dictionary & Resource for Maori Language
Beginners 2, 2002)

Current refs: NZC, Literacy Learning Progressions, ERO Report Science in the NZ Curriculum: Years 5 to 8, (2012), Numeracy Books 1 and 10

Draft Sept 2012

Progressions Learning Area: The Arts Strand/AOs: Visual Arts Levels: 2,3,4 Name: Sara Haddon


Visual ideas in
response to a variety
of motivations,
observation and
imagination,
supported by a study
of artists works.

Visual ideas in
response to a variety
of motivations,
observation and
imagination,
supported by a study
of artists works.



(New Zealand
Curriculum)

product/image. Think of
your audience when
preparing your thoughts as
to engage and keep your
audience interested. Use
interesting phases or key
words. Ask your audience
questions as well. Use more
detail in your explanations
borrow down deeper.
Predict what you may be
asked and speak to that. Use
humour.

Model sentence starters that
are more complex s I was
inspired by .
The message I was trying
to show was..

How would your work
have differed if..?

Share a controversial
statement such as All girls
must marry and give up any
career.! now draw from
this emotional perspective.
Does feeling now affect the
result.

Write More complex
sentence structures with
exaggerated verbs, and
prefixes, complex
punctuation.
Write using a pen and
linked writing.
Use descriptive words and
correctly formed letters.
Think about paragraphs and
hooking your reader into
you writing. Make your
reader feel like they can feel

changed and no
longer look
proportional.

Thinking listen to questions and
answer reflectively and respectively
Reflect on own personally knowledge,
ask questions with confidence and
respect. Explain own thinking in clear
manners

Using language and symbols to
communicate ideas, experiences and
information with appropriate vocab.

Participating and contributing- being
involved in communities for purpose
of learning i.e. having local artist
teaching and sharing.

Relating to others- interacting
effectively with a diverse range of
people and includes ability to listen
actively, recognise different points of
view and share ideas.

(New Zealand Curriculum)

Current refs: NZC, Literacy Learning Progressions, ERO Report Science in the NZ Curriculum: Years 5 to 8, (2012), Numeracy Books 1 and 10

Draft Sept 2012

Progressions Learning Area: The Arts Strand/AOs: Visual Arts Levels: 2,3,4 Name: Sara Haddon
the yellow hue of the sun
on their back.

Use different ICT to display
your writing i.e.
PowerPoint, blog, website.

Use a sentence frame and
write about your image in
response to a controversial
statement or news item or
photograph use emotion,
and draw upon your own
personal beliefs. how did
this image or statement
make you feel, did it change
your viewpoint, do you
want to know more?

Compare your ideas with
your peers/other reviewers.

Drawing- using symbols,
pictures and words to
represent how you see the
world in a creative
individual way. As your
skills develop you will use
more detail in your
drawings, and look at things
like shading and having
background placement such
as building or land features
rather than an image
popping out on its own.

Draw from a different
perspective i.e. birds eye
view or from an ants view.


Think critically about what
they see and hear the artist
say in a deeper way?

Current refs: NZC, Literacy Learning Progressions, ERO Report Science in the NZ Curriculum: Years 5 to 8, (2012), Numeracy Books 1 and 10

Draft Sept 2012

Progressions Learning Area: The Arts Strand/AOs: Visual Arts Levels: 2,3,4 Name: Sara Haddon

Review other artists who
have used same subject
matter, medium style.
What was their meaning
how did they portray it. Was
it easier to see, or were
their hidden or abstract
elements?

Compare to your own
knowledge about the
subject topic, and your own
experiences in using this
medium, do some research
on the method or subject so
you have more information.

Be aware how your words
affect others.

Reflect what meaning did
you see or want to portray?
Did others see the same
meaning as you. Did
different element mean
different things to different
people? Why? Experience ,
age, learned information.

Visit a gallery and gather
your thoughts and feelings
about different images.
What do you think inspired
or motivated them to create
this image?


Reading Review Famous
NZ and International artists-
Read about what they write
about their meaning and
images and what others
have interpreted and seen?

Current refs: NZC, Literacy Learning Progressions, ERO Report Science in the NZ Curriculum: Years 5 to 8, (2012), Numeracy Books 1 and 10

Draft Sept 2012

Progressions Learning Area: The Arts Strand/AOs: Visual Arts Levels: 2,3,4 Name: Sara Haddon
Were they happy to have
different interpretations?
What factors over time
influenced these
interpretations? Were they
influenced by the comments
and did they change their
style, content or medium?
Did events in history or
society affect meaning?

Look at NZ artists
biographies, and reviews.
Consider research about
different medium such as
sculpture or photographer.
How do these images differ
to a message portrayed in a
painting/drawing?

Use ICT various websites.
Ipad, screen in class.

Use PowerPoint/animation
to share ideas for others to
read.

Art is not what you see, but
what you make others see.
Edgar Degas

Current refs: NZC, Literacy Learning Progressions, ERO Report Science in the NZ Curriculum: Years 5 to 8, (2012), Numeracy Books 1 and 10

Draft Sept 2012