Implementing the Victorian Curriculum F–10
The following information outlines curriculum area advice to schools to support remote learning and continuity for students in Visual Arts, Visual Communication Design and Media Arts. This advice should be read in conjunction with broader advice provided to schools regarding the Victorian Curriculum F–10 on the
VCAA and
Victorian Curriculum F–10 websites.
Delivering F–10 Visual Arts, Visual Communication Design and Media Arts remotely and flexibly
Keep in mind
- Schools can review and adapt their teaching and learning programs for Visual Arts, Visual Communication Design and Media Arts to enable the curriculum to be delivered at home via remote learning.
- Teachers are best placed to make teaching and learning adjustments, and assessment adjustments, that are appropriate to their own circumstances. Teachers need to take into account their access to remote learning tools (such as online learning platforms) and the strengths and limitations of their student cohort.
Ideas and connections
- Schools and teachers can select teaching and learning activities that integrate Visual Arts, Visual Communication Design and Media Arts with another learning area and/or capability to enhance the efficiency of curriculum delivery. In most cases the teaching and learning experiences could integrate the Performing Arts and Visual Arts, Visual Communication Design and Media Arts, with a focus on multidisciplinary experiences.
- Teachers can select teaching and learning activities based on the curriculum focus of Making and Responding, which could include practical activities, explorations, experimentations and investigations that are able to be undertaken with materials, technologies and equipment readily available in students' homes.
- Teachers can develop a teaching and learning program, including allocations of time, that scaffolds students' learning activities, focusing on Making and Responding through experiences that include observing, exploring, experimenting, viewing, analysing, evaluating and documenting their experiences and the development of arts works. This program should include learning activities that enable students to demonstrate aspects of the relevant achievement standards in Visual Arts, Visual Communication Design and Media Arts.
- Teachers may provide templates that scaffold students' practical activities, research and experiences at home, integrating knowledge and skills from Making, Responding and practices in the Visual Arts, Visual Communication Design and Media Arts with these experiences.
- Schools may consider if there is an alternative approach or strategy that could be used to deliver curriculum content and cover the diverse needs of students across curriculum levels, in place of what was originally planned, for example, demonstrations, simulations and modelling of experiences and processes.
For ideas for Visual Arts activities, download
Visual Arts, Foundation to Level 10 – Think, Innovate and Create activities.
For ideas for Visual Communication Design activities, download
Visual Communication Design, Levels 7 to 10 – Think, Innovate and Design activities.
For ideas for Media Arts activities, download
Media Arts, Foundation to Level 10 – Think, Innovate and Create activities.
Useful resources
In addition to
VCAA resources, teachers may consider the following resources:
The following websites also publish lists of teaching and learning resources:
Assessment and achievement standards
- Depending on the resources available at home and the aspect of the achievement standard being assessed, students may record their experiences through drawing, photographing, recording or creating an electronic artefact to evaluate their own arts making and to respond to the arts works of others. The presentation or performance of Visual Arts works, Media Arts works and Visual Communication Design presentations is embedded in the Present and Perform strand of the relevant curriculum.
- Schools should assess student learning, including evidence from performances and practical activities, against the relevant aspects of the achievement standards in the Victorian Curriculum F–10.
- Teachers can select and use a variety of assessment types to provide timely feedback to students and to monitor learning progress. Schools can review the range of assessment tasks to achieve a balance between short inquiry-based activities that focus student attention on particular skills and understanding and more open-ended, rich assessment tasks that can be completed over a longer period of time at home.
- On the resumption of face-to-face learning, schools may need to undertake a variety of assessments to determine students' actual progression of learning, considering the original teaching and learning program and making the necessary adjustments to this program as required.
For more information
Kathy Hendy-Ekers, Visual Arts, Visual Communication Design and Media Arts Curriculum Manager
Phone (03) 9032 1697 or email the Visual Arts, Visual Communication Design and Media Arts Curriculum Manager