Revised Annual Teaching and Assessment Plan: 2023 - 2024

PLANNING of TEACHING and ASSESSMENT Grade 7 Creative Arts: Visual Arts

Term 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10- Week11

Visual literacy Visual literacy Visual literacy

Visual literacy Visual literacy
CAPS topic Create in 2D & 3D Create in 2D Create in 2D Formal Practical Assessment Create in 3D Create in 3D Formal Practical Assessment
(Baseline & Orientation) (2D) (3D)
Do a baseline assessment: Consolidation and Drawing and painting: • Art Elements: description Drawing and painting: • Art Elements: description Creating and constructing • Art elements: use in Creating and constructing • Art Elements: description of
could include, but not introductory activities to exploring a variety of of artworks - shape, line, exploring a variety of of artworks - shape, line, artwork based on local description of artworks - artwork based on local craft: artworks (shape, line, tone,
limited to any of the prepare for creative work in media and techniques tone, texture, colour. media and techniques tone, texture, colour. craft: exploring a variety of shape, line, tone, texture, exploring a variety of media texture, colour)
following activities: Term 1: • Line, tone, texture, mark- • Personal expression and • Art Elements: line, tone, • Design principles: media and construction colour - monochromatic and construction techniques • Design principles
• practical art activities making. interpretation of local texture, mark-making. description of artworks - techniques colour. • Art elements: shape / description of artworks:
(exercises) exploring Visual literacy • Art elements: line, tone, craft. • Design principles: balance, proportion, • Art elements: shape, line, • Design principles: use in form, texture proportion, harmony,
different art elements • Observe and discuss visual texture, shape. • Similarities & differences, balance, contrast, emphasis, and contrast tone, texture, description of artworks – • Design principles: balance, rhythm, emphasis, contrast
and design principles. stimuli like photographs • Observational projects respect and emphasis. • Personal expression and monochromatic colour. balance, proportion, proportion, emphasis, • Personal expression and
• classroom discussion and real objects to identify (small objects and still life understanding of self and • Observational projects interpretation of local • Design principles: emphasis, contrast. contrast interpretation
(verbal question and and name contrast, arrangements). community; the arts as (small objects and still craft. proportion, emphasis, • Good craftsmanship: • Modelling techniques: • Communication: Express,
answer, group balance, and emphasis in • Variation of paper size heritage; crafts life arrangements). • Similarities & differences, contrast. pasting, wrapping, tying, pinching, rolling, joining identify / name, question
discussions) on basic art compositions. and format. • Variation of paper size respect and understanding • Good craftsmanship: constructing, joining. techniques, surface and reflect through looking,
elements and design and format. of self and community; the pasting, wrapping, tying, • Concern for the texture talking, listening, and
principles by referring to Create in 2D & 3D, simple arts as heritage; crafts. constructing, joining. environment: use of writing about the visual
various age appropriate paper construction: Two-week process towards 2D Visual • Concern for the recyclable materials. world: interpret, analyse,
artworks. • Drawing and / or colour Art product. environment: use of • Sharing resources. and recognise symbolic
• a quiz, online media: exploring a variety recyclable materials. • Emphasis on learners’ language with reference to
game/competition. of media and techniques. • Sharing resources. personal expression and groups of figures
• create a 2D / 3D artwork • Art elements: line, tone, Two-week process towards 2D Visual interpretation of local • Create in 3D: Earthenware
focusing on drawing and mark-making, and texture Art product. craft. (or any other 3D-making
Concepts, Skills,
/ or colour media; and used in own lettering • Similarities & differences, materials available): figures,
And Values
design principles – in one and/or patternmaking; respect and e.g. groups of musicians
lesson. drawing, cutting and understanding of self and
• worksheets. sticking shapes in series. community; the arts as
• Design principles: balance, heritage; crafts.
contrast, emphasis.
Two-week process towards 3D Visual Art
Two-week process towards 3D Visual Art
product.
product.

Focus on consolidating & revising the Art Elements & Design Principles, as well as 2D / 3D skills, using short-term practical assessment tasks every fortnight, i.e. every two weeks. The individual assessment tasks could be linked by a
common theme or could form part of 1 larger assessment task.

3D: Craftsmanship – pasting, cutting, wrapping, tying, stitching using a variety of materials. Use of tools – safety, consideration of others, sharing resources.
2D: Emphasis on the interpretation of observational projects – small objects / still life arrangements / masks. Variation of paper size and format: different scale and degrees of detail.

Requisite pre-
Basic understanding and ability to use art elements and principles in 2D and 3D work.
knowledge
Photographs in resource books and / or real examples of local craft (e.g. African masks). Visual stimuli (e.g. African masks), recyclable monochromatic materials.
Visual stimuli for drawing, pencil, charcoal, wax crayons,
Resources (other Self-reflection in workbooks: Journal, self-reflection worksheet. Visual stimuli in resource books. Self-reflection in workbooks.
colour inks. Self-reflection in workbooks.
than textbook) to Classroom discussions.
enhance learning Open, adequate classroom space, running water, flat surfaced tables, art material as required for assessment tasks, CD player, interactive whiteboard / data projector & laptop; pictures, photographs, stories, poems, videos clips, appropriate electronic apps, i.e. EdPuzzle; PowToons; Canva; Book Creator, etc.
Resource materials: https://bit.ly/35xAYBe Lesson Plans: https://bit.ly/37WLphE
Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer or teacher.
Informal Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to
assessment; Workbook: self-reflection incrementally explore art incrementally explore art Workbook: self-reflection incrementally explore art Workbook: self-reflection incrementally explore art Workbook: self-reflection incrementally explore art Workbook: self-reflection
remediation worksheet. elements and design elements and design worksheet. elements and design worksheet. elements and design worksheet. elements and design worksheet.
principles, rough sketches. principles, rough sketches. principles, rough sketches. principles, rough sketches. principles, rough sketches.
Formal Assessment: 2D artwork 25 marks assessed with a rubric
Formal Assessment Task: 3D artwork 25 marks assessed with a rubric
SBA (Formal (The focus of the FAT is to create a 2D experience; therefore, the final product should include Art Elements & Design
(The focus of the FAT is to create a 3D experience; therefore, the final product may include relief elements or small-scale 3D
Assessment) Principles on a small-scale. Enough to serve as revision and consolidation of the skills / concepts / content covered in
elements. Enough to serve as revision and consolidation of the skills / concepts / content covered in class).
class).
DEPENDING ON THE CONTEXT OF THE SCHOOL (AVAILABLE MATERIALS AND SPACE) TEACHERS CAN SELECT TO EITHER TEACH AND FORMALLY ASSESS THE 2D OR 3D WORK).
Revised Annual Teaching and Assessment Plan: 2023 - 2024

Term 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 - Week 11
Visual literacy
CAPS topic Create in 2D Create in 2D Create in 2D Create in 2D Create in 2D Create in 2D Create in 2D Create in 2D Practical and Written Practical and Written
Create in 2D & 3D
Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Tests Tests
(Reflection & Recap)
Do reflection & recap of Create in 2D, e.g. (but Create in 2D, e.g. (but not Create in 2D, e.g. (but Create in 2D, e.g. (but not Create in 2D, e.g. (but not Create in 2D, e.g. (but Create in 2D, e.g. (but not Create in 2D, e.g. (but Create in 2D, e.g. (but not limited to) still life artwork:
previous term’s concepts / not limited to) still life limited to) still life not limited to) still life limited to) still life limited to) still life not limited to) still life limited to) still life not limited to) still life local interpretation
skills: including any of the artwork: local artwork: local artwork: local artwork: local artwork: local artwork: local artwork: local artwork: local • Complete and exhibit artwork for formative
following activities: interpretation interpretation interpretation interpretation interpretation interpretation interpretation interpretation assessment.
• practical art activities • Art elements: shape, • Art elements: shape, • Art elements: shape, • Art elements: shape, • Art elements: shape, • Art elements: shape, • Art elements: • Finalise artwork for
(exercises) exploring line, tone, texture. line, tone, texture. line, tone, texture, line, tone, texture, line, tone, texture, line, tone, texture, consolidate the formal assessment. Practical Test: Individual
different art elements • Design principles: • Design principles: complementary complementary colour complementary colour complementary elements used. 2D artwork: e.g. Still Life
and design principles. contrast, proportion, contrast, proportion, colour. (continue). (continue). colour (continue). • Design principles: unity. 25 marks
• classroom discussion emphasis. emphasis. • Design principles: • Design principles: • Design principles: • Design principles:
(verbal question and contrast, proportion, contrast, proportion, contrast, proportion, contrast, proportion,
answer, group emphasis. emphasis (continue). emphasis (continue). emphasis (continue).
discussions) on basic art Simple etching Simple etching Painting: colour-mixing: Painting: colour-mixing: Painting: colour-mixing: Painting: colour-mixing: Painting: colour-mixing: Written Test:
elements and design techniques: etching, techniques: etching, tonal range, shades, and tonal range, shades, and tonal range, shades, and tonal range, shades, and tonal range, shades, and Terminology
principles by referring drawing, scratching. drawing, scratching tints. tints. tints. tints. tints. Art elements
to various age Design principles
Concepts, Skills,
appropriate artworks. The focus should be The focus should be more The focus should be The focus should be more The focus should be more The focus should be The focus should be more Symbolic language in art
And Values
• a quiz / online quiz, etc. more on drawing and on drawing and not on more on colour-mixing on colour-mixing using on colour-mixing using more on colour-mixing on colour-mixing using Local crafter /artist/artwork/style
• create a 2D / 3D not on etching & etching & scratching as using any media as not any media as not all any media as not all using any media as not any media as not all Reflection
artwork focusing on scratching as not all not all schools have the all schools have paint. schools have paint. schools have paint. all schools have paint. schools have paint. 25 marks
drawing and / or colour schools have the resources.
media; and design resources. Cognitive levels:
principles – in one Lower order: 30%
lesson. Visual literacy Visual literacy Visual literacy Middle order: 40%
• worksheets. • Description of artworks: art elements: line, tone, • Express, identify / name, question and reflect • Identifying art elements and design principles in examples of local craft. Higher order: 30%.
texture, shape, colour; Design principles: use in through looking, talking, listening, and writing about • Research: Investigation of local crafter / artist / artwork / style using various
description of artworks – balance, proportion, the visual world. sources: books, libraries, internet, etc.; formal written response or class
harmony, emphasis, contrast. presentation (could be group work).
• Interpret, analyse, and recognise symbolic language
with reference to still life; express, identify / name,
question, reflect through looking, talking, listening,
and writing, e.g. still life.
Requisite pre- Basic understanding and ability to use art elements and principles in 2D work.
knowledge The examples in this template should be adapted to suit individual school contexts. While the core content is compulsory, the themes relevant to the learners may be selected.
Visual stimuli for drawing,
Photographs in resource books and / or real examples
Resources pencil, charcoal, wax Tempera paint in limited colour range, white and black. Visual stimuli and artefacts, libraries, media sources, internet e.g. local crafters.
of local craft (e.g. African masks); Pencil, charcoal, wax
(other than crayons, colour inks. Self- A2 paper Tempera paint in limited colour range and white and black. A2 paper
crayons, colour inks
textbook) to reflection in workbooks.
enhance Open, adequate classroom space, running water, flat surfaced tables, art material as required for assessment tasks, CD player, interactive whiteboard / data projector & laptop; pictures, photographs, stories, poems, videos clips, appropriate electronic apps, i.e.
learning EdPuzzle; PowToons; Canva; Book Creator, etc.
Lesson Plans: https://bit.ly/39xn2Ka
Informal Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer, or teacher
assessment;
remediation Workbook: terminology Workbook: description of Workbook: research, worksheets on local craft.
Workbook: self-reflection Workbook: rough sketches, exploring art elements and
Informal – worksheet with visual artworks using appropriate Teacher observation and guidance towards completing final artwork.
worksheet. principles.
assessment; images. terminology. Workbook: art terminology and vocabulary.
remediation
Practical Assessment: 2D Artwork 25 marks
SBA (Formal
Written Assessment: Written Test 25 marks
Assessment)
Equal weighting between Practical and Theory test.
Revised Annual Teaching and Assessment Plan: 2023 - 2024

Term 3 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 - Week 11
Visual literacy
CAPS topic Create in 3D Create in 3D Create in 3D Create in 3D Create in 3D Create in 2D Create in 2D Create in 2D Create in 2D
Create in 2D & 3D
Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy
(Reflection & Recap)
Do reflection & recap of Create in 3D: e.g. Create in 3D: e.g. Create in 3D: e.g. Create in 3D: e.g. Create in 3D: e.g. Create in 2D, e.g. Paper cut Create in 2D, e.g. Paper cut Create in 2D, e.g. Paper cut Create in 2D, e.g. Paper cut
previous term’s concepts buildings or craftwork buildings or craftwork (or buildings or craftwork buildings or craftwork (or buildings or craftwork (or collage of buildings as heritage collage of buildings as heritage collage of buildings as heritage collage of buildings as heritage
/ skills: including any of (or similar themes) similar themes) (or similar themes) similar themes) similar themes) or other identifiable real or other identifiable real or other identifiable real or other identifiable real objects
the following activities: • Art elements: shape, • Art elements: shape, • Art elements: shape, • Art elements: shape, • Art elements: shape, objects objects objects • Complete and exhibit artwork
• practical art activities line, tone, texture, line, tone, texture, line, tone, texture, line, tone, texture, line, tone, texture, • Art elements: shape, • Art elements: shape, • Art elements: shape, for formative assessment.
(exercises) exploring shape, colour. shape, colour. shape, colour. shape, colour. shape, colour. geometric and organic, line, geometric and organic, line, geometric and organic, line,
different art elements • Design principles: • Design principles: • Design principles: • Design principles: • Design principles: tone, texture (colour to tone, texture (colour to tone, texture (colour to
and design principles. proportion, proportion, emphasis, proportion, proportion, emphasis, proportion, emphasis, include monochromatic). include monochromatic). include monochromatic).
• classroom discussion emphasis, contrast contrast (construction emphasis, contrast contrast (construction contrast (construction • Design principles: balance, • Design principles: balance, • Design principles: balance,
(verbal question and (construction and and modelling (construction and and modelling and modelling contrast, harmony, contrast, harmony, contrast, harmony,
answer, group modelling techniques). modelling techniques). techniques). proportion. proportion. proportion.
discussions) on basic techniques). • Craftsmanship – techniques). • Craftsmanship – • Craftsmanship – • Patternmaking: in collages, • Patternmaking: in collages, • Patternmaking: in collages,
art elements and • Craftsmanship – pasting, cutting, • Craftsmanship – pasting, cutting, pasting, cutting, designs (exploration of designs (exploration of designs (exploration of
design principles by pasting, cutting, wrapping, tying, pasting, cutting, wrapping, tying, wrapping, tying, various repeat methods). various repeat methods). various repeat methods).
referring to various wrapping, tying, stitching using a variety wrapping, tying, stitching using a variety stitching using a variety
age-appropriate stitching using a of materials. stitching using a of materials. of materials.
artworks. variety of materials. variety of materials. • Patternmaking as • Patternmaking as
Concepts, Skills,
• a quiz, etc. • Patternmaking as surface decoration; surface decoration;
And Values
• create a 2D / 3D surface decoration; repeat pattern. repeat pattern.
artwork focusing on repeat pattern.
drawing and / or colour
media; and design 3D: Craftsmanship – pasting, cutting, wrapping, tying, stitching using a variety of materials 2D: Emphasis on the interpretation of buildings in papercut collage – cutting, layering, pasting, monochromatic colour
principles – in one Use of tools – safety, consideration of others, sharing resources Variation of paper size and format: different scale and degrees of detail
lesson.
• worksheets.

Five-week process towards 3D Visual Art product Five-week process towards 2D Visual Art product

Visual literacy:
The role of the artist in society: role of artist as contributor to society.
Art elements and design principles: use in the description of artworks (e.g. buildings / craftwork); Emphasis on learners’ personal expression and interpretation of architecture / craftwork; Social development: similarities and differences, respect and understanding of self and community;
the arts as heritage.
Values development: respect for the opinions of others; investigate and understand the contribution of the arts to heritage; communication skills: express, identify / name, question and reflect: looking, talking, listening, and writing about buildings / craftwork.
Requisite pre- Basic understanding and ability to use art elements and principles in 2D and 3D work.
knowledge The examples in this template should be adapted to suit individual school contexts. While the core content is compulsory, the themes relevant to the learners may be selected.
Visual stimuli for drawing, Recyclable materials, Recyclable materials, Recyclable materials,
Resources Visual stimuli, artefacts, Visual stimuli, artefacts,
pencil, charcoal, wax fabric off-cuts, beads, fabric off-cuts, beads, fabric off-cuts, beads, Recyclable papers in a limited range of colours from found sources; white paper in unusual format: circle, thin rectangle, etc.; glue, cardboard
(other than e.g. craft: useful e.g. craft: useful
crayons, colour inks. Self- coloured cottons, coloured cottons, coloured cottons, ribbons, strips for applying glue, scissors. Photographs in resource books (e.g. buildings / craftwork).
textbook) to containers. containers.
reflection in workbooks. ribbons, braids, etc. ribbons, braids, etc. braids, etc.
enhance
Open, adequate classroom space, running water, flat surfaced tables, art material as required for assessment tasks, CD player, interactive whiteboard / data projector & laptop; pictures, photographs, stories, poems, videos clips, appropriate electronic apps, i.e. EdPuzzle; PowToons; Canva; Book Creator, etc.
learning
Lesson Plans: https://bit.ly/36nNNPa
Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer, or teacher
Informal Workbook: visual Workbook: express,
Teacher observation, Workbook: worksheet Workbook: worksheet Workbook: exploratory Oral Presentation: Role of the
assessment; Workbook: self-reflection exploration of art identify / name, question Workbook: drawings: art Teacher observation, guidance
guidance in constructing Artist as contributor to Artist as contributor to drawings: art elements, design artist in society: role of artist as
remediation worksheet. elements, design and reflect – buildings / elements, design principles. in creating 2D artwork.
3D artwork. society. society. principles. contributor to society.
principles. craftwork.
Practical Assessment: 3D Artwork 25 marks assessed with a rubric Practical Assessment: 2D Artwork 25 marks assessed with a rubric
SBA (Formal
(The focus of the assessment task is to create in 3D; therefore, the final product may include relief elements or small-scale 3D elements. (The focus of the assessment task is to create in 2D; therefore, the final product should include Art Elements & Design Principles on a
Assessment)
Enough to serve as revision and consolidation of the skills / concepts / content covered in class). small-scale. Enough to serve as revision and consolidation of the skills / concepts / content covered in class).
DEPENDING ON THE CONTEXT OF THE SCHOOL (AVAILABLE MATERIALS AND SPACE) TEACHERS CAN SELECT TO EITHER TEACH AND FORMALLY ASSESS THE 2D OR 3D WORK).
Revised Annual Teaching and Assessment Plan: 2023 - 2024

Term 4 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Visual literacy
CAPS topic Create in 2D Create in 2D Create in 2D Create in 3D Create in 3D Create in 3D Create in 3D
Create in 2D & 3D Practical and Written Tests Practical and Written Tests
Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy
(Reflection & Recap)
Do reflection & recap of Create in 2D Create in 2D Create in 2D Create in 3D: Create in 3D: Create in 3D: Create in 2D, e.g. Paper cut Create in 3D, e.g. still life Written Test:
previous term’s concepts / Drawing: life drawing on Drawing: life drawing on Drawing: life drawing on metamorphosis of a metamorphosis of a metamorphosis of a collage of buildings as artwork: local Terminology
skills: including any of the large scale in line only, e.g. large scale in line only, e.g. large scale in line only, e.g. common recyclable object, common recyclable object, common recyclable object, heritage or other Interpretation (but not Art elements
following activities: model draped in shawl / model draped in shawl / model draped in shawl / e.g. to create a Marquette e.g. to create a Marquette e.g. to create a Marquette identifiable real objects limited to) Design principles
• practical art activities sheet / blanket or a model sheet / blanket or a model sheet / blanket or a model of the figure drawing done of the figure drawing done of the figure drawing done • Continue as in previous • Complete and exhibit Symbolic language in art
(exercises) exploring in motion. in motion. in motion. in previous weeks. previously. previously. weeks and finalise artwork for formative Role of the artist in society
different art elements • Art elements: shape, • Art elements: shape, • Art elements: shape, • Design: experiment with • Design: experiment with • Design: experiment with artwork for formal assessment. Visual literacy
and design principles. line, tone, texture, line, tone, texture, line, tone, texture, Art Elements and Design Art Elements and Design Art Elements and Design assessment Reflection
• classroom discussion shape, colour. shape, colour. shape, colour. Principles. Principles. Principles. • Design: experiment with Practical Test: Individual 25 marks
(verbal question and • Design principles: • Design principles: • Design principles: • Spatial awareness: work • Spatial awareness: work • Spatial awareness: work Art Elements and Design 2D artwork: e.g. Life
answer, group contrast, proportion, contrast, proportion, contrast, proportion, with shapes in the with shapes in the with shapes in the Principles. drawing Cognitive levels:
discussions) on basic art balance, emphasis, balance, emphasis, balance, emphasis, construction process. construction process. construction process. • Spatial awareness: work 3D artwork: e.g. Lower order: 30%;
elements and design direction. direction. direction. • Craft skills: good • Craft skills: good • Craft skills: good with shapes in the metamorphosis of a Middle order: 40%;
principles by referring to craftsmanship, unfamiliar craftsmanship, unfamiliar craftsmanship, unfamiliar construction process. common recyclable object Higher order: 30%.
various age-appropriate and familiar techniques and familiar techniques and familiar techniques • Craft skills: good 25 marks
artworks. (pasting, cutting, (pasting, cutting, (pasting, cutting, craftsmanship, unfamiliar
• a quiz, etc. modelling, wrapping, modelling, wrapping, modelling, wrapping, and familiar techniques
Concepts, Skills, • create a 2D / 3D artwork tying, stitching, joining, tying, stitching, joining, tying, stitching, joining, (pasting, cutting,
And Values focusing on drawing and / scoring and other). scoring and other). scoring and other). modelling, wrapping,
or colour media; and • Concern for the • Concern for the • Concern for the tying, stitching, joining,
design principles – in one environment: use of environment: use of environment: use of scoring and other).
lesson. recyclable materials. recyclable materials. recyclable materials. • Concern for the
• worksheets. environment: use of
recyclable materials.
Three-week process towards 2D Visual Art product
Four-week process towards 3D Visual Art product

2D: Emphasis on the interpretation of observational projects – the human figure stationary / in motion. Variation of paper size and format: different scale and degrees of detail.
3D: Craftsmanship – pasting, cutting, wrapping, tying, stitching using a variety of materials. Use of tools – safety, consideration of others, sharing resources.

Requisite pre- Basic understanding and ability to use art elements and principles in 2D and 3D work.
knowledge The examples in this template should be adapted to suit individual school contexts. While the core content is compulsory, the themes relevant to the learners may be selected.
Visual stimuli for drawing, Materials: Materials:
Resources
pencil, charcoal, wax Charcoal. Common recyclable objects, appropriate recyclable materials.
(other than
crayons, colour inks. Self- Large sheets of paper (A3 -A1). Appropriate adhesive materials.
textbook) to
reflection in workbooks. 2B / 3B pencils, pencil crayons. Mixed media.
enhance
Open, adequate classroom space, running water, flat surfaced tables, art material as required for assessment tasks, CD player, interactive whiteboard / data projector & laptop; pictures, photographs, stories, poems, videos clips, appropriate electronic apps, i.e. EdPuzzle; PowToons; Canva; Book Creator, etc.
learning
Lesson Plans: https://bit.ly/3k7IRS2
Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer, or teacher
Workbook: worksheet to
Informal Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to
incrementally explore
assessment; Workbook: self-reflection incrementally explore art elements Workbook: self-reflection incrementally explore art incrementally explore art incrementally explore art incrementally explore art Workbook: self-reflection Workbook: self-reflection
art elements and design
remediation worksheet. and design principles, rough worksheet. elements and design elements and design elements and design elements and design worksheet. worksheet.
principles, rough
sketches. principles, rough sketches. principles, rough sketches. principles, rough sketches. principles, rough sketches.
sketches.
Practical Assessment: 2D Artwork 25 marks assessed with a rubric Practical Assessment: 3D Artwork 25 marks assessed with a rubric
SBA (Formal
(The focus of the assessment task is to Create in 2D; therefore, the final product should include Art Elements & Design Principles on a small-scale. Enough (The focus of the assessment task is to Create in 3D; therefore, the final product may include relief elements or small-scale
Assessment)
to serve as revision and consolidation of the skills / concepts / content covered in class). 3D elements. Enough to serve as revision and consolidation of the skills / concepts / content covered in class).
DEPENDING ON THE CONTEXT OF THE SCHOOL (AVAILABLE MATERIALS AND SPACE) TEACHERS CAN SELECT TO EITHER TEACH AND FORMALLY ASSESS THE 2D OR 3D WORK).