ATL MAPPING (ARTS)

Year 0 Music (Music surrounds you)

ATL skill category ATL Skill Cluster ATL Specific skills Learning experiences
Thinking Creative thinking  Use brainstorming and  Students will analyse videos about musical
mind mapping to generate instruments through note taking.
new ideas and inquiries  Students will create their own musical instruments
using different materials such as: glass Coca Cola
 Use visible thinking
bottles.
strategies and techniques
 Students will practice drawing notes through different
exercises to understand the names of the notes and
 Design new machines, the placement of the fingers on the piano.
media and technologies  Evaluate evidence and argument about role of
dynamics in music how it shows the expressions of
the composer or the performer.
 Students will brainstorm and watch a video to
generate new ideas and inquiries (How to make your
own pan flute https://youtu.be/BaymX3qJRbQ).
Self-management reflection skills  Identify strengths and  Students will identify strengths and weaknesses of
weaknesses of personal their while learning how to play the song (ode to joy).
learning strategies (self-  Students will reflect on their learning process, after
assessment) each lesson.(mentioning the difficulties they face
during the lesson and how to improve their skills)
 Keep a journal to record
reflections
Research Information Literacy Collect, record and verify data Students will gather and organize relevant information about
musical history to formulate an argument.
Make connections between
various sources of information Students will watch different videos about Beethoven
 And the music elements, then they add their understanding
about the videos on their journal, taking information from a
2nd resource
Communication Communication Give and receive meaningful Students will receive meaningful feedback about their
feedback learning process about dynamic in music, to improve their
musical skills.
Negotiate ideas and knowledge
with peers and teachers Students will share ideas about the revolution of the piano on
their the journal, and discuss them with peers and the
teacher

Year 0 visual arts(Urban art)

ATL skill category ATL Skill Cluster ATL Specific skills Learning experiences
Communication Communication  acquired knowledge to Student will draw out lines of rounded objects, and will
inform their artwork, learn how to draw a circle.
interpret and use
Student will Draw from a still life composition focusing only
effectively modes of non-
on the contour of the shapes.
verbal communication to
facilitate products or Students will be introduced to Calder’s wire art portrait.
processes Students will use soft wires and trace contour shapes of
portraits or still life, creating interesting wire art.
Students will reflect on Calders’s art and on their wire
artworks
Self-management Organization skills  Bring necessary Students to be prepared to class with all materials.
equipment and supplies to
All work should be documented in the Visual Arts Process
class
Journals.
  Keep an organized and Students will develop their skill, by learning a new element
logical system of of art, starting from the element line, where the students
information will create shapes out of lines, and develop their
files/notebooks understanding of the color theory trying to mix colors to
come up with new different colors.
 Develop new skills,
techniques and strategies
for effective learning

Reflection  Identify strengths and Students will use the guiding responding questions to
weaknesses of personal identify the process of work , learning experience , stage of
learning strategies improvement and communicating skills with peers (this will
all be documented in the student Process Journal)
 (self-assessment)
 Keep a journal to record
reflections
Thinking creative-thinking  Create original works and The teacher will show the students how to create two styles
skills ideas of graffiti art
 Apply existing knowledge Students will learn how to create a balanced composition.
to generate new ideas,
products or processes
Transfer  Apply skills and Students will transfer their understanding of the element of
knowledge in unfamiliar art value from dark to light by creating an abstract artwork
situations. practicing on the value element technique, using tape and
pencil or colored pencils
 Combine knowledge,
understanding and skills to Students will be able to develop the following skills:
create products or shading and blending techniques.
solutions.
Students will use soft wires and trace contour shapes of
portraits or still life, creating interesting wire art.
Students will reflect on Calders’s art and on their wire
 artworks

Year 0 visual arts(Identity)

ATL skill category ATL Skill Cluster ATL Specific skills Learning experiences
Communication skills   Communication  Use a variety of media to Write about the definition of identity and 5 things the
communicate with a range of students see in themselves and 5 things they in
audiences  their peers. And then share it with the class to know more
about each other’s identities  
 Remedial plan –students will have a quiz that hep them
to communicate their understanding about van Gogh art style and
his life  
Thinking  Creative thinking  Apply existing knowledge to Students will apply sketches using foil to understand the
    generate new ideas, products or meaning of texture. 
processes   Students will practice different techniques in creating the
features of the face with clay during lessons  
 Remedial plan - students will draw a sunflower applying different
skills like shading-value-) 

Year 1 (Drama) Mime

ATL skill category ATL Skill Cluster ATL Specific skills Learning experiences
Communication: Communication: Interpret non-verbal communication ● Students will interpret ideas
techniques and use them and emotions through facial
purposefully expressions.
Give and receive appropriate ● Students will outline their
feedback emotions through body
expressions.
● Students will explore the
features of mime.
 ● Students will communicate
ideas and feelings through
mime.
Social Collaboration skills: Give and receive meaningful  Students will give constructive
feedback feedback to their peers and
Listen actively to other perspectives reflect on their performance.
and ideas  Students will use peer and self
assessment strategies.
 Students will wait and listen
attentively to feedback by peers
and teachers after each
performance to develop their
skills and knowledge.
Affective Skills Mindfulness and Awareness:
 Students will practice
Practice being aware of body–mind mindful breathing and
connections
thinking at the beginning of
Practice focus and concentration each listen, by switching off
the lights and guide them to
the proper way of breathing
which will lead to more
relaxed minds and souls
during our lessons.
Research: Information literacy: Collect and record information ● Accessing information –
about mime and its techniques. including researching from
Searching about a famous mime a variety of sources using a
artists and their techniques. range of websites.
● Researching about mime
Recognizing and analysing an and how the artists of mime
example of a mime performance. apply their techniques in
their work..
Year 1 Visual Arts (Unsung Hero)
ATL skill category ATL Skill Cluster ATL Specific skills Learning experiences
Research Media literacy  Collect, record and verify Students will be introduced to
data Olafur Elisson artwork, and watch a
 locate, organize, analyse, video about his interactive artwork,
evaluate, synthesize and the students will use that data and
ethically use information answer worksheet regarding his
from a variety of sources and artwork, analysing from different
media [including digital resources was given to them
social media and online
networks]
Thinking Critical thinking  critical thinking demonstrate Introducing the students to Aida
the exploration of ideas muluneh and her process in creating
through the developmental the artworks, (the use of color,
process to a point of lighting, composition) and on her use
realization of symbolism in her artworks.
 outline a clear and feasible The students will experiment with
artistic intention, students the artist Andy Warhol style by
must gather and organize creating a pop art portrait of
relevant information to themselves.
formulate an argument Each student will add a transparent
sheet on his printed portrait, then
they have to trace the outlines with a
marker, after that Students are going
to trace their portrait pictures that
were taken previously using a
transparent slide, then they will
experiment with complimentary
colours between the background
and. the portrait.
creative thinking  demonstrate the application Students are going to learn how to
of skills and techniques to use the PIXLR online designing app,
create, perform and/or which will allow them to design and
 present art and critical play with photos and makes changes
thinking outline alternatives, on them, this will help them with
perspectives, and their unsung hero character digitally.
imaginative solutions, As they will be using this app after
Reflection student to the photo shooting session.
evaluate the artwork of self
and others
Communication Communication  create an artistic response Student will respond to the
inspired by the world around presented artworks of different
them artists by experimenting with various
 Give and receive meaningful techniques trying to understand the
feedback. meaning behind the artworks and
the use of medium.
Such as the artist Andy Warhol,
where students will use their own
portrait pictures and trace the
outlines the add pop colours,
understanding the poop art style
Self-management Organization skills  Managing time and tasks The students will be divided into 4
effectively groups, each group will have a true
 Select and use technology unsung hero story,
effectively and productively The groups will discuss their stories
and how their unsung hero character
should be created and developed,
and what elements they need to add
The Group will divide the roles
between each other, and study
briefly the following aspects (the
model pose, the custom, hair and
makeup, the photo angel, the
lighting set)

The students will be introduced to

the photo editing application Pixlr.
 And about two rules they need to
consider in taking a picture.
The students will be guided by a
presentation step by step on how to
edit a photo digitally

Year 1 Visual Arts (Fantasy)

ATLskill ATL Skill Cluster ATL Specific skills Learning experiences
category
Thinking  Creative thinking Generating novel ideas and in order for the students to understand how fantasy characters are
skills  considering new perspectives  created, they will do an activity related to the DADA art movement style,
the activity based on how to create an unpredictable character,(the
students will work in groups of four each students will draw a part of the
character, and combine them together.) 
The students will learn how to create a fantasy character and how to
create a totem pole. 
Thinking  Transfer  Utilizing skills and knowledge in Students will explore understandings from the elements of fantasy art
multiple contexts  according to Salvador Dali and use skills learned such as using random
  selected objects to create a fantasy character 
The students will create a totem drawing related to their spiritual animal 
 
Self- Organization skills  Managing time and tasks in order to produce the final product on time, students will have to submit
Management    effectively  their work on notebook assignments sheets that are sent to the teacher. 
  These assignments have deadline, that cannot be passed over. And that
will help the students to submit their work on time. 
 

Year 2 music (Jazz is everywhere)

ATL skill category ATL Skill Cluster ATL Specific skills Learning experiences
Self-management Organization  Managing time and tasks Students will learn to keep track on
effectively. time while printing the notes on the
Sibelius music program, as the teacher
  Select and use technology will be controlling the time using a stop
effectively and productively watch.
 Keep an organized and logical
system of information Students will add their notes on their
files/notebooks process journal during the lesson
regarding blues and Jazz music.
social Collaboration  Working effectively with Students will work in groups to
others. perform. Piano, Guitar and Bass Guitar
 Manage and resolve conflict chords within each other as each
and work collaboratively in students will take a role in the group to
teams ensure to have harmony, rhythm and
 Build consensus melody.

Students will work in groups learning

about the seven music elements, then
performing a harmonized musical
composition.

Communication Communication  Exchanging thoughts, Students will learn how to make

messages and information connections between knowledge and
effectively through interaction: understanding in Music theory, e.g.:
 Interpret and use effectively tones and semi-tones across the fret
modes of non-verbal board and Mathematics
communication Students will learn about halves and
 Use intercultural wholes, counting up and down keys
understanding to interpret that relate to the strings of the guitar
communication.

Year 2 Visual Arts (cultural Identity)

ATL skill category ATL Skill Cluster ATL Specific skills Learning experiences
Research Information Literacy  Collect and record information about Accessing information –including
the linocut artwork and its techniques. researching from a variety of sources
 Searching about a famous linocut artist using a range of websites, identifying
style, technique and life. primary and secondary sources. 
 Recognizing and analysing an example Researching about the style of the art form
of a linocut artwork and how the artists did applies their
techniques in their work.
Thinking Transfer  Combine knowledge ,understanding  Students will apply all the skills of
and skills of lino cut to create a drawing and engraving practiced in
product (artwork) class to create an unfamiliar work of
 Apply skills and knowledge in art, this will evident through the
unfamiliar situations. knowledge gained through the process
of the research.
Creative Thinking
 . Use brainstorming and visual  Generating ideas-including the use of
diagrams to generate new ideas and brainstorming. 
inquiries.  Inquiring including questioning and
 Make unexpected or unusual developing questions. 
connections between objects and/or  Identifying problems including
ideas. reasoning, evaluating solutions to
 Create original works and ideas; use problems. 
existing works and ideas in new ways.
Communication Communication  Negotiate ideas and knowledge with  Develop detailed sketches showing
peers and teachers. creativity and finding Solution. 
 Give and receive meaningful feedback.  Developing sketches through giving and
receiving meaningful feedback.

Self-management Organization skills  •Bring necessary equipment and  Students to be prepared to class with all
supplies to class materials.
 • Keep an organized and logical system  All work should be documented in the
of information files/notebooks Visual Arts Process Journals.
 • Select and use technology effectively  Select and use Technology to find
and productively information and inspirations.

 Identify strengths and weaknesses of  Students will use the guiding

Reflection: personal learning strategies responding questions to identify the
 (self-assessment)Consider content process of work , learning experience ,
– What did I learn about today? stage of improvement and
– What don’t I yet understand? communicating skills with peers (this
– What questions do I have now? will all be documented in the student
 Consider ATL skills development Process Journal)
– What can I do?
– How can I share my skills to help
peers who need more practice?
– What will I work on next?
 Consider personal learning strategies
– What can I do to become a more
efficient and effective learner?
– How can I become more flexible in
 my choice of learning strategies?
– What factors are important for
helping me learn well?
 Keep a journal to record reflections

Year 3 Drama Theatre for Change

ATL skill category ATL Skill Cluster ATL Specific Skills Learning experiences
Communication Communication ● Negotiate ideas and ● Students will communicate
knowledge with peers and and negotiate ideas
regarding topics that affect
teachers. our society.
● Give and receive ● Developing ideas regarding
appropriate feedback the art form studied and
receive feedback

Research: Information literacy: ● Collect and record ● Accessing information –

information about Forum including researching
Theater and its from a variety of sources
techniques. using a range of websites.
● Searching about a Researching about Augusto Boal
Augusto Boal and his and how he applies his
techniques. techniques in the forum theatre..
● Recognizing and
analysing examples of
forum theatre.
Social Collaboration ● Give and receive Students will work within groups and
give constructive feedback after each
meaningful feedback performance.
● Listen actively to other Students will assess their own
perspectives and ideas. performance according to given
feedback.
Thinking: Creative thinking: ● Create original works and Students will brain storm ideas and
issues that our society face to solve
ideas; use existing works in a forum theater context
and ideas in new ways. Try to put the issues discussed in a
context
Critical thinking: ● Practice observing carefully in Students will observe different
 order to organize problems. performances in order to organize their
● Consider ideas from multiple own and analyze their issue and idea
perspectives Students will be exposed to an issue
from different cultural backgrounds and
try to interpret their understanding
through a performance.
Affective Mindfulness and awareness: Students will practice mindful
breathing and thinking at the
● Practice being aware of
beginning of each listen, by
body–mind connections
switching off the lights and guide
● Practice focus and concentration them to the proper way of
breathing which will lead to more
relaxed minds and souls during
our lessons.

Year 3 Visual Arts (Surrealism Art)

ATL skill category ATL Skill Cluster ATL Specific skills Learning experiences
Research Information Literacy  Collect and record information about the Accessing information –including researching
surrealism artwork and its techniques. from a variety of sources using a range of
 Searching about a famous surrealism websites, identifying primary and secondary
artist style, technique and life. sources. 
 Recognizing and analysing an example of Researching about the style of the art form and
a surrealism artwork how the artists did applies their techniques in
their work. Accessing information –including
researching from a variety of sources using a
range of websites, identifying primary and
secondary sources. 
Researching about the style of the art form and
how the artists did apply the technique in their
work.
Thinking Transfer Combine knowledge ,understanding and Students will apply all the skills of drawing
skills surrealism art to create a practiced in class to create an unfamiliar work
product (artwork) of art, this will evident through the knowledge
Apply skills and knowledge in gained through the process of the research.
unfamiliar situations. Generating ideas-including the use of
brainstorming. 
Inquiring including questioning and
 developing questions. 
Identifying problems including reasoning,
evaluating solutions to problems. 
Use brainstorming and visual diagrams
to generate new ideas and inquiries.
Make unexpected or unusual
connections between objects and/or
ideas.
 Create original works and ideas; use
existing works and ideas in new
ways.
Communication Communication Negotiate ideas and knowledge with Develop detailed sketches showing creativity
peers and teachers. and finding Solution. 
Give and receive meaningful Developing sketches through giving and
feedback. receiving meaningful feedback.

Self-management Reflection: Bring necessary equipment and supplies Students to be prepared to class with all
to class materials.
Keep an organized and logical system of All work should be documented in the Visual
information files/notebooks Arts Process Journals.
Select and use technology effectively Select and use Technology to find information
and productively and inspirations.
Identify strengths and weaknesses of personal
learning strategies
(self-assessment) Students will use the guiding responding
• Consider content questions to identify the process of work ,
– What did I learn about today? learning experience , stage of improvement and
– What don’t I yet understand? communicating skills with peers (this will all
– What questions do I have now? be documented in the student Process Journal)
• Consider ATL skills development
– What can I already do?
– How can I share my skills to help peers who
need more practice?
– What will I work on next?
• Consider personal learning strategies
– What can I do to become a more efficient
and effective learner?
– How can I become more flexible in my
choice of learning strategies?
– What factors are important for helping me
learn well?
• Keep a journal to record reflections

Year 3 Visual Arts (Zentangle Art)

Approaches to learning (ATL)

ATL skill category ATL Skill Cluster ATL Specific skills Learning experiences
Thinking Transfer Combine knowledge ,understanding and Students will apply all the skills of drawing
skills zentangle art to create a practiced in class to create an unfamiliar work
product (artwork) of art, this will evident through the knowledge
Apply skills and knowledge in gained through the process of the research.
unfamiliar situations. Generating ideas-including the use of
brainstorming. 
Inquiring including questioning and
developing questions. 
Identifying problems including reasoning,
evaluating solutions to problems. 
Use brainstorming and visual diagrams
to generate new ideas and inquiries.
Make unexpected or unusual
connections between objects and/or
ideas.
 Create original works and ideas; use
existing works and ideas in new
ways.
Communication Communication Negotiate ideas and knowledge with Develop detailed sketches showing creativity
peers and teachers. and finding Solution. 
Give and receive meaningful Developing sketches through giving and
feedback. receiving meaningful feedback.

Self-management Reflection: Bring necessary equipment and supplies Students to be prepared to class with all
to class materials.
Keep an organized and logical system of All work should be documented in the Visual
information files/notebooks Arts Process Journals.
Select and use technology effectively Select and use Technology to find information
and productively and inspirations.
Identify strengths and weaknesses of personal
learning strategies
(self-assessment) Students will use the guiding responding
• Consider content questions to identify the process of work ,
– What did I learn about today? learning experience , stage of improvement and
– What don’t I yet understand? communicating skills with peers (this will all
– What questions do I have now? be documented in the student Process Journal)
• Consider ATL skills development
– What can I already do?
– How can I share my skills to help peers who
 need more practice?
– What will I work on next?
• Consider personal learning strategies
– What can I do to become a more efficient
and effective learner?
– How can I become more flexible in my
choice of learning strategies?
– What factors are important for helping me
learn well?
• Keep a journal to record reflections

Year 4 (When imagination meets reality)

ATL skill category ATL Skill ATL Specific skills Learning experiences
Cluster
Communication Communicatio Negotiate ideas and knowledge with Develop detailed sketches showing creativety and
n peers and teachers. finding Solution. 
Give and receive meaningful Develeoping sktechs through giving and recieveing
feedback. meaningful feedback.

Self-management Organization  Bring necessary equipment  Students to be prepared to class with all
skills and supplies to class materials.
 Keep an organized and  All work should be documented in the Visual Arts
logical system of information Process Journals.
files/notebooks  Select and use Technology to find information
 Select and use technology and inspirations.
effectively and productively
Reflection  Identify strengths and  Students will use the guiding responding
weaknesses of personal questions to identify the process of work ,
learning strategies learning experience , stage of improvement and
communicating skills with peers (this will all be
(self-assessment)
documented in the student Process Journal)
  Consider content
– What did I learn about today?
– What don’t I yet understand?
– What questions do I have now?
 Consider ATL skills
development
– What can I already do?
– How can I share my skills to help
peers who need more practice?
– What will I work on next?
 Consider personal learning
strategies
– What can I do to become a more
efficient and effective learner?
– How can I become more flexible in
my choice of learning strategies?
– What factors are important for
helping me learn well?
 Keep a journal to record
reflections
Research Information Collect, record and verify data Accessing information –including researching from a
Literacy variety of sources using a range of websites, identifying
primary and secondary sources. 
Researching about the style of the art form and how the
artist did Bien Hien applies this technique in to his work.
Thinking Creative-  Use brainstorming and visual Generating ideas-including the use of brainstorming. 
thinking skills diagrams to generate new Inquiring including questioning and developing
ideas and inquiries. questions. 
Identifying problems including reasoning, evaluating
 Make unexpected or unusual solutions to problems. 
 connections between objects
and/or ideas.
 Create original works and
ideas; use existing works
and ideas in new ways.
Transfer  Apply skills and knowledge  Students will apply all the skills of drawing and
in unfamiliar situations. shading practiced in class to create an unfamiliar
 Combine knowledge, work of art , this will evident through the
understanding and skills to knowledge gained through the process of the
create products or solutions. research.

Year 4 (Optical art)

Approaches to learning (ATL)

ATL skill category ATL Skill Cluster ATL Specific skills Learning experiences
Thinking Transfer Combine knowledge ,understanding and Students will apply all the skills of drawing
skills optical illusion art to create a practiced in class to create an unfamiliar work
product (artwork) of art, this will evident through the knowledge
Apply skills and knowledge in gained through the process of the research.
unfamiliar situations. Generating ideas-including the use of
brainstorming. 
Inquiring including questioning and
developing questions. 
Identifying problems including reasoning,
evaluating solutions to problems. 
Use brainstorming and visual diagrams
to generate new ideas and inquiries.
Make unexpected or unusual
connections between elements and
principles of art and/or ideas.
 Create original works and ideas; use
existing works and ideas in new
ways.
Communication Communication Negotiate ideas and knowledge with Develop detailed sketches showing creativity
 peers and teachers. and finding Solution. 
Give and receive meaningful Developing sketches through giving and
feedback. receiving meaningful feedback.

Self-management Reflection: Bring necessary equipment and supplies Students to be prepared to class with all
to class (markers, process journal, materials.
ruler, compass .. etc) All work should be documented in the Visual
Keep an organized and logical system of Arts Process Journals.
information in their process journal Select and use Technology to find information
Select and use technology effectively and inspirations.
and productively (laptop, any
device)
Identify strengths and weaknesses of personal Students will use the guiding responding
learning strategies questions to identify the process of work ,
(self-assessment) learning experience , stage of improvement and
• Consider content communicating skills with peers (this will all
– What did I learn about today? be documented in the student Process Journal)
– What don’t I yet understand?
– What questions do I have now?
• Consider ATL skills development
– What can I already do?
– How can I share my skills to help peers who
need more practice?
– What will I work on next?
• Consider personal learning strategies
– What can I do to become a more efficient
and effective learner?
– How can I become more flexible in my
choice of learning strategies?
– What factors are important for helping me
learn well?
• Keep a journal to record reflections

Year 4 drama (stories to tell)

ATL skill category ATL Skill Cluster ATL Specific skills Learning experiences
Communication Communication skills -exchanging thoughts/messages  Group work /Brainstorming to realization
effectively through interaction
point
 Creating stories
  Choosing themes and currant events
Social collaboration skills working effectively with  Rehearsal process
others
Self management Affective skills Mindfulness  Character portrayal and role engagement
focus and concentration
 Stay in character
 Stay aligned with intent
Thinking Creative-thinking skills Practice flexible thinking
-develop multiple opposing,  Generating ideas
contradictory and complementary  Finding solutions and solving problems
arguments
 Creating context in different settings
Consider ideas from multiple
Critical-thinking skills perspectives
 Connect ideas, experiences, learnings using
new approaches

Year 4 drama (Artists make difference)

ATL skill category ATL Skill Cluster ATL Specific skills Learning experiences
Research Media and literacy - Communicate ideas and
information effectively to  Identify elements of drama and
multiple audiences using a variety
of media and formats Archetype characters from multiple videos
Thinking Critical thinking skills -consider ideas from multiple
perspectives  Apply understanding of social attitudes social
-identify trends and forecast
stereotypes and social patterns by presenting
possibilities stories from life situations
Year 5 Visual arts (Artists makes a difference)
ATL skill category ATL Skill ATL Specific skills Learning experiences
Cluster
Communication Communicatio  Give and receive meaningful  Students will use the organizer (ladder feedback)
n feedback. to give and receive meaningful feedback.
 Negotiate ideas and  Students will negotiate ideas / art form and
knowledge with peers and knowledge gained with peers (settled as groups)
teachers. and with teacher as individuals.
 Interpret and use effectively  Student will create an outcome that will
modes of non verbal communicate a change.
communication.
Self-management Organization  Bring necessary equipment  Students to be prepared to class with all materials.
skills and supplies to class  All work should be documented in the Visual Arts
 Keep an organized and Process Journals or the electronic portfolios.
logical system of information  Select and use Technology/ Books / Magazine to
files/notebooks find information and inspirations.
 Select and use technology
effectively and productively
Reflection  Develop new skills and  Students learn new skills and technique through
technique and strategies’ for researching, experimenting, practicing and
an effective learning. reflecting.
 Students will use the guiding responding questions
 Identify strengths and
to identify the process of work , learning
weaknesses of personal
experience , stage of improvement and
learning strategies
communicating skills with peers (this will all be
(self-assessment) documented in the student Process Journal)
 Keep a journal to record  Students will mention strength and weaknesses
reflections through a the unit (on going process)

Research Information  Collect, record and verify  Accessing information –including researching from
Literacy data a variety of sources using a range of
 Make connection between technologies / books and magazines, identifying
vaiours resources. primary and secondary sources. 
 Researching about the art form and how the artist
  Create refrences / citation used technique in to his work.
 Identify primary and  Student should cite all resources
secondary resourse
Thinking Creative-  Use brainstorming and visual  Generating ideas-including the use of brainstorming. 
thinking skills diagrams to generate new ideas Inquiring including questioning and developing questions. 
and inquiries. Identifying problems including reasoning, evaluating
solutions to problems. 
 Make unexpected or unusual
 Students will express their ideas in unexpected
connections between objects
way to a new setting
and/or ideas.
 Students will use all the knowledge gained to
 Apply exsited knowledge to come up with the idea / process and product.
generate new ideas , products or  Students will use original artwork and ideas and
processes generate it in their own way.
 Create original works and ideas;
use existing works and ideas in
new ways.
Transfer  Apply skills and knowledge in  Students will apply the skill studied to create an
unfamiliar situations. unfamiliar work of art , this will evident through
 Combine knowledge, the knowledge gained through the process of the
understanding and skills to research.
create products or solutions.