You are viewing the Victorian Curriculum F–10 Version 2.0.
By the end of Foundation, students describe experiences, observations, ideas and feelings about artworks they encounter at school, home and in the community, identifying what they enjoy and why. They develop an understanding of visual arts conventions, skills and processes.
Students use play, imagination and experimentation with materials and processes to create artworks. They make and share artworks that communicate their experiences, observations and ideas.
By the end of Level 2, students identify where they experience artworks. They describe why and how people across cultures, communities, times, places and/or other contexts experience visual arts.
Students experiment with visual arts processes, materials and visual conventions to create artworks. They make and share artworks that communicate experiences, ideas and observations in informal settings.
By the end of Level 4, students identify and describe the use of visual conventions, visual arts processes and materials in artworks they create and/or experience. They recall where, when, why and/or how visual artists create and/or display artworks across cultures, times, places and other contexts, including the work of Aboriginal and Torres Strait Islander Peoples.
Students explore and experiment with visual conventions, materials and processes to develop their visual arts practice. They use visual conventions, visual arts processes and materials to create artworks that communicate ideas, perspectives and meaning. They present and/or display their artworks and/or visual arts practice...
By the end of Level 6, students explore the ways that visual conventions, visual arts processes and materials are combined in artworks they create and/or experience. They describe how artworks created across cultures, times, places and other contexts communicate ideas, perspectives and meaning. They identify how visual arts are used to continue and revitalise cultures, including the work of Aboriginal and Torres Strait Islander Peoples.
Students develop ideas in artworks using visual conventions and visual arts processes. They select and use visual conventions, visual arts processes and materials to create artworks that communicate ideas, perspectives and meaning. They present and/or...
By the end of Level 8, students analyse how visual conventions, visual arts processes and materials are manipulated in artworks they create and experience. They describe ways that visual artists across cultures, times, places and other contexts communicate ideas, perspectives and meaning through their visual arts practice including the artworks of Aboriginal and Torres Strait Islander Peoples. They identify and describe how and why respectful approaches are used in creating and responding to artworks.
Students select and manipulate visual conventions, visual arts processes and materials to explore and develop ideas for artworks. They document and reflect on their visual arts...
By the end of Level 10, students analyse and evaluate how and why visual conventions, visual arts processes and materials are manipulated in artworks they create and experience. They evaluate how and why artists from across cultures, times, places and other contexts use visual conventions, visual arts processes and materials in their visual arts practice and/or artworks to communicate and/or challenge ideas, perspectives and meaning, including the practices of Aboriginal and Torres Strait Islander artists. They evaluate how visual arts are used to represent, celebrate and challenge perspectives of Australian identity, including artworks by Aboriginal and Torres Strait Islander...
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