Victorian Curriculum - Visual Arts Foundation Level Mapping Document

Exhibition: Date:

Foundation Level Band DescriptionIn Foundation, students explore visual arts. They make and share their artworks with peers and experience visual arts as audiences.Students become aware of whom artists, craftspeople and designers are, and that they express their ideas through different art forms and visual expressions.As they make and respond to visual artworks, students identify art forms in different social and cultural contexts. They make artworks as an artist and view them as an audienceStrand Elaboration Apply to the exhibitionExplore and Express IdeasExplore ideas, experiences, observations and imagination to create visual artworks (VCAVAE017)

viewing a range of artworks with a common theme or subject matter, and make their own interpretations based on their experiences, observations and/or imagination

observing and recording their daily experiences in a range of visual forms drawing, photographing and making images and objects related to self,

others and personal environments in different art forms identifying and using visual conventions in their artworks after investigating

different art, craft and design styles from other cultures and times, for example, and styles from Aboriginal and Torres Strait Islander Peoples, and Asia

Visual Arts PracticesExperiment with different materials and techniques to make artworks (VCAVAV018)

exploring a range of materials and technologies to visually express their experiences, for example, paint, pencils, ink and photography

experimenting with materials such as paint, crayons, clay and found objects and select the most suitable to express something or to represent someone they like

using techniques to demonstrate various compositional effects, for example, overlapping or crosshatching

Present and PerformCreate and display artworks (VCAVAP019)

displaying a series of artworks created by their class viewing an exhibition at a gallery and museum and discussing the

expression of ideas in the artworks exhibited. describing the theme or ideas expressed in an exhibition of their class art

worksRespond and InterpretRespond to visual artworks and consider where and why people make visual artworks (VCAVAR020

identifying the subject matter of a series of artworks based on the same theme

identifying how design elements, such as line, shape, colour or texture, are used in their artworks and in the artworks of others

identifying and describing the expression of ideas in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks

discussing the role of artist and audience when expressing ideas in artworksAchievement Standard By the end of Foundation, students make artworks using different materials and techniques that express their ideas, observations and imagination.

Students identify and describe the subject matter and ideas in artworks they make and view.

Foundation shared Capabilities:Capabililty Strand Apply to the exhibitionPersonal and SocialFoundation Level Band DescriptionIn Foundation, this curriculum focuses on enabling students to interact and play constructively with others and to establish friendships with peers. Students develop a vocabulary to describe the emotions they experience when interacting with others. Students begin to develop an understanding that individuals are unique but also have characteristics in common. The curriculum provides opportunity for students to begin establishing and naming the skills required to work in groups.

Develop a vocabulary and practise the expression of emotions to describe how they feel in different familiar situations (VCPSCSE001)

Identify their likes and dislikes, needs and wants, abilities and strengths (VCPSCSE002)

Recognise that problems or challenges are a normal part of life and that there are actions that can be undertaken to manage problems (VCPSCSE003)

Identify a range of groups to which they, their family and members of their class belong (VCPSCSO004)

Practise the skills required to include others and make friends with peers, teachers and other adults (VCPSCSO005)

Name and practise basic skills required to work collaboratively with peers (VCPSCSO006)

Use appropriate language to describe what happens and how they feel when experiencing positive interactions or conflict (VCPSCSO007)

InterculturalFoundation to Level 2 Band DescriptionFrom Foundation to Level 2, the curriculum focus is on developing the knowledge, skills and understandings to enable students to learn about cultures in their immediate world. For students at Foundation to level 2, learning typically focuses on their immediate family, home, school and friends. This includes cultural practices relevant to their lived experiences such as choice of food, clothing or housing, cultural celebrations and language.The curriculum provides the opportunity for students to begin to explore similarities and difference in cultural practices. They begin to understand the concept of cultural diversity.

Identify what is familiar and what is different in the ways culturally diverse individuals and families live (VCICCB001)

Describe their experiences of intercultural encounters in which they have been involved (VCICCB002)

Identify and discuss cultural diversity in the school and/or community (VCICCD003)

Imagine and explain what their responses might be if they were placed in a different cultural situation or setting (VCICCD004)

EthicalFoundation to Level 2 Band DescriptionFrom Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understandings to approach ethical problems and evaluate outcomes. Students develop a vocabulary to engage with ethical problems and an understanding that personal feelings can effect decision-making and actions.

Explore the meaning of right and wrong, good and bad, as concepts concerned with the outcomes of acts (VCECU001)

Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so (VCECD002)

Explore the effects that personal feelings can have on how people behave in situations where ethical issues are involved (VCECD003)

Critical and Creative ThinkingFoundation to Level 2 Band DescriptionFrom Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understanding to express reasoning and to problem solve and learn more effectively. Students become familiar with key vocabulary and simple strategies to structure and improve thinking. Students develop an understanding that thinking can be made explicit.

Identify, describe and use different kinds of question stems to gather information and ideas (VCCCTQ001)

Consider personal reactions to situations or problems and how these reactions may influence thinking (VCCCTQ002

Make simple modifications to known ideas and routine solutions to generate some different ideas and possibilities (VCCCTQ003)

Examine words that show reasons and words that show conclusions (VCCCTR004

Compare and contrast information and ideas in own and others reasoning (VCCCTR005)

Consider how reasons and examples are used to support a point of view and illustrate meaning (VCCCTR006)

Consider ways to express and describe thinking activity, including the expression of feelings about learning, both to others and self (VCCCTM007)

Explore some learning strategies, including planning, repetition, rewording, memorisation and use of mnemonics (VCCCTM008)

Investigate ways to problem-solve, using egocentric and experiential language (VCCCTM009)

Other:

Victorian Curriculum - Visual Arts Level 1 and 2 Mapping Document

Exhibition: Date:

Levels 1 and 2 Band DescriptionIn Levels 1 and 2, students develop their awareness of how and why artists, craftspeople and designers express their ideas through different art forms. They enhance their perception skills as they examine and express familiar and new objects and events in their lives. They explore how and why artworks are created. They develop and apply safe and sustainable practices when experimenting with different materials, techniques and technologies

As they make and respond to visual artworks, students explore meaning, forms and styles in different social, cultural and historical contexts. They experience the role of artist and audience in their visual arts making.

Strand Elaboration Apply to the exhibitionExplore and Express IdeasExplore ideas, experiences, observations and imagination and express them through subject matter in visual artworks they create (VCAVAE021)

looking at an artworks and present a range of interpretations of the subject matter based on their ideas, experiences, observations and/or imagination

observing and recording the people and objects they experience in their daily lives using different art forms and materials

exploring the use of visual conventions in artworks, for example, what colours were used, and how, why is the colour it used in this way?, and express these conventions in their own artworks

drawing images and making objects related to self, others and personal environments in different forms, for example, painting, sculpture, photography

identifying and using visual conventions in their artworks focusing on different styles, subject matter and art forms from different cultures and historical periods

Visual Arts PracticesExperiment with different materials, techniques and processes to make artworks in a range of art forms (VCAVAV022)

experimenting with a range of materials, processes and technologies to visually express their experiences, ideas and emotions

comparing the qualities and properties of materials such as paint, crayons, clay and found objects, and select appropriate materials and art forms to express a specific concept or theme

using and experimenting with a range of techniques and processes to demonstrate various compositional effects based on their intentions and choice of subject matter

identifying and following technical processes and safe practices in relation to specific art processes to make artworks, for example, following the steps for printmaking using a stamping technique, or using construction techniques in sculpture

Present and PerformCreate and display artworks to express ideas to an audience (VCAVAP023)

sharing ideas with their classmates about the expressive choices they made in their artwork

discussing specific themes when displaying artworks, for example, at the local gallery or in their classroom

discussing an exhibition of artworks surrounding a theme and consider the visual conventions of the artworks and how they convey meaning, for example what an artwork or design makes them think about and why?

discuss and decide how to display their artwork to present their ideas to an audience

Respond and InterpretRespond to visual artworks by describing subject matter and ideas (VCAVAR024)

identifying where students can experience art in their lives and communities, for example, keeping a diary of ‘art experiences’ and discuss how visual artworks communicate subject matter and ideas

discussing why artworks are made, by whom and for what purposes, for example, who made the artwork? where is the artwork from and why was it made? Where and how are artworks displayed?

describing how visual conventions are combined in their artworks and in the artwork of others to express ideas and concepts

describing and interpreting ideas in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks, and how the artworks make the viewer think and feel in response to the artists’ intentions

describe the role of artist in expressing subject matter and viewer in interpreting meaning in artworks

Achievement Standard By the end of Level 2, students make artworks using different materials, techniques and processes to express their ideas, observations and imagination.

Students describe artworks they make and view, including where and why artworks are made and viewed.

Level 1 and 2 shared Capabilities:Capabililty Strand Apply to the exhibitionPersonal and SocialLevels 1 and 2 Band DescriptionIn Levels 1 and 2, the curriculum focuses on enabling students to learn about making and keeping friends and understanding the effects that their actions have on others. Students extend their vocabulary to describe the emotions they experience when interacting with others. Students develop an understanding that others can have different opinions and they learn to identify appropriate ways to respond to these differences. The curriculum provides opportunities for students to use skills required for participation in group tasks. Students practise the skills to solve simple problems and suggest actions that could be taken to resolve conflict.

Extend their vocabulary through which to recognise and describe emotions and when, how and with whom it is appropriate to share emotions (VCPSCSE008)

Identify personal strengths and describe how these strengths are useful in school or family life (VCPSCSE009)

Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations (VCPSCSE010)

Identify how families can have a range of relationships (VCPSCSO011) Listen to others’ ideas, and recognise that others may see things differently

(VCPSCSO012) Describe ways of making and keeping friends, including how actions and

words can help or hurt others, and the effects of modifying their behaviour (VCPSCSO013)

Use basic skills required for participation in group tasks and respond to simple questions about their contribution to group tasks (VCPSCSO014)

Recognise that conflict occurs and distinguish between appropriate and inappropriate ways to deal with conflict (VCPSCSO015)

InterculturalFoundation to Level 2 Band DescriptionFrom Foundation to Level 2, the curriculum focus is on developing the knowledge, skills and understandings to enable students to learn about cultures in their immediate world. For students at Foundation to level 2, learning typically focuses on their immediate family, home, school and friends. This includes cultural practices relevant to their lived experiences such as choice of food, clothing or housing, cultural celebrations and language.The curriculum provides the opportunity for students to begin to explore similarities and difference in cultural practices. They begin to understand the concept of cultural diversity.

Identify what is familiar and what is different in the ways culturally diverse individuals and families live (VCICCB001)

Describe their experiences of intercultural encounters in which they have been involved (VCICCB002)

Identify and discuss cultural diversity in the school and/or community (VCICCD003)

Imagine and explain what their responses might be if they were placed in a different cultural situation or setting (VCICCD004)

EthicalFoundation to Level 2 Band DescriptionFrom Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understandings to approach ethical problems and evaluate outcomes. Students develop a vocabulary to engage with ethical problems and an understanding that personal feelings can effect decision-making and actions.

Explore the meaning of right and wrong, good and bad, as concepts concerned with the outcomes of acts (VCECU001)

Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so (VCECD002)

Explore the effects that personal feelings can have on how people behave in situations where ethical issues are involved (VCECD003)

Critical and Creative ThinkingFoundation to Level 2 Band DescriptionFrom Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understanding to express reasoning and to problem solve and learn more effectively. Students become familiar with key vocabulary and simple strategies to structure and improve thinking. Students develop an understanding that thinking can be made explicit.

Identify, describe and use different kinds of question stems to gather information and ideas (VCCCTQ001)

Consider personal reactions to situations or problems and how these reactions may influence thinking (VCCCTQ002

Make simple modifications to known ideas and routine solutions to generate some different ideas and possibilities (VCCCTQ003)

Examine words that show reasons and words that show conclusions (VCCCTR004

Compare and contrast information and ideas in own and others reasoning (VCCCTR005)

Consider how reasons and examples are used to support a point of view and illustrate meaning (VCCCTR006)

Consider ways to express and describe thinking activity, including the expression of feelings about learning, both to others and self (VCCCTM007)

Explore some learning strategies, including planning, repetition, rewording, memorisation and use of mnemonics (VCCCTM008)

Investigate ways to problem-solve, using egocentric and experiential language (VCCCTM009)

Other:

Victorian Curriculum - Visual Arts Level 3 and 4 Mapping DocumentExhibition: Date:

Levels 3 and 4 Band DescriptionIn Levels 3 and 4, students explore how and why artists, craftspeople and designers realise their ideas through different art forms. They enhance their perceptual skills by observing the world around them and expressing these observations through different practical applications of art making. Through observational, imaginative and sensory investigations, students become more knowledgeable and discerning about their practices as a visual artist.As they make artworks and respond to them, students explore visual expressions based on their investigations of a range of themes. They make connections between their own artistic intentions and those of other artists.As they experience visual arts, students draw on artworks from a range of cultures, times and locations. Students learn about visual arts in their community and from other international locations.Strand Elaboration Apply to the exhibitionExplore and Express IdeasExplore ideas and artworks from different cultures and times as inspiration to create visual artworks (VCAVAE025)

researching artworks of different styles and artists from different times and cultures, to inspire their own expression of ideas, for example, in forms such as printmaking and drawing, and styles such as realism or expressionism

discussing the role of the artist and artworks as an expression of society and culture, for example, what do paintings telling us about the past? How did the artist’s work respond to events of their time?

exploring ways to express their ideas using visual conventions from different historical, social or cultural contexts

experimenting with visual conventions and styles from different cultures to create particular visual effects in their artworks

identifying and explaining choices in art making, for example, including forms, styles and visual conventions in their artworks, and the influences of other artists on their artworks

Visual Arts PracticesExplore visual conventions and use materials, techniques, technologies and processes specific to particular art forms, and to make artworks (VCAVAV026)

selecting and experimenting with forms, styles, materials and technologies to explore symbolism and use of visual conventions by various cultures and times, for example, how colour and pattern are perceived symbolically in different cultures

discussing artworks and how they are made for specific communities or cultures, for example, what clues in the artwork tell them where it was made, by whom, and why

experimenting with styles of expression from different cultures and times in their artworks, for example, realistic, symbolic, narrative, abstract

discussing the materials and techniques used to make artworks and developing artworks based on this investigation, for example, what the artwork is made of, what choice of material is used to enhance the audience’s understanding of the artist’s intention

practising a variety of techniques and using various technologies to find different ways of interpreting a theme and/or subject matter, for example, making a simple animation or storybook

manipulating and experimenting with combinations of various materials and technologies to create effects, for example, using crosshatching to create tone or design elements to focus attention in a composition

Present and PerformExplore different ways of displaying artworks to enhance their meaning for an audience (VCAVAP027)

making decisions about how their artwork could be displayed, for example, mounted and framed, in public spaces, on the internet, and in the media

discussing how artworks are made and how the choice of materials can influence the meaning of artworks, for example, what the artwork is made of, the choice of material to enhance the audience’s understanding of the artist’s intention

exploring different ways of presenting artworks in different locations, for example, in folios, digitally, in a public space in the school

comparing the visual conventions in artworks made for specific purposes, for example, how the artist expresses an idea to show the audience a particular viewpoint

Respond and InterpretIdentify and discuss how ideas are expressed in artworks from a range of places, times and cultures (VCAVAR028)

describe subject matter and identify in artworks from different social, cultural or historical contexts

discussing how artworks are made as expressions of a particular culture or identity, for example, a style of artwork that expresses the identity of their community

comparing artworks made for different reasons, using appropriate visual conventions, and identifying different interpretations by different viewers in a range of locations

examining public art in their community and comparing it to other artworks commemorating different people, events, times and cultures

discussing with others the meaning of their own artworks evaluate artworks from different cultures and histories using inquiry,

for example, explain which artworks they like the most and whyAchievement Standard By the end of Level 4, students plan and make artworks that are inspired by artworks they experience. They use materials, visual conventions, techniques and

processes to express their ideas in artworks. Students discuss how artists express ideas and use materials, techniques and visual conventions in artworks from a range of places, times and cultures. They discuss and evaluate the art making processes, materials and techniques they use to express their ideas.

Level 3 and 4 shared Capabilities:Capabililty Strand Apply to the exhibitionPersonal and SocialLevels 3 and 4 Band DescriptionIn Levels 3 and 4, the curriculum focuses on developing students’ understandings of positive relationships and connections. Students extend their emotional literacy via an enhanced vocabulary of understanding and describing emotions. They learn about the importance of valuing difference in individuals and groups and how appreciating diversity contributes to positive relationships. The curriculum provides opportunities for students to learn to work both independently and in teams. Students discuss the causes of conflicts commonly experienced and discuss options to reduce the possibility of or to resolve conflict.

Identify and explore the expression of emotions in social situations and the impact on self and others (VCPSCSE016)

Identify personal strengths and select personal qualities that could be further developed (VCPSCSE017)

Identify how persistence and adaptability can be used when faced with challenging situations and change (VCPSCSE018)

Name and describe the skills required to work independently (VCPSCSE019) Examine the similarities and differences between individuals and groups

based on factors such as sex, age, ability, language, culture and religion (VCPSCSO020)

Describe the ways in which similarities and differences can affect relationships (VCPSCSO021)

Identify the importance of including others in activities, groups and games (VCPSCSO022)

Demonstrate skills for effective participation in group tasks and use criteria provided to reflect on the effectiveness of the teams in which they participate (VCPSCSO023)

Identify conflicts that may occur in peer groups and suggest possible causes and resolutions (VCPSCSO024)

InterculturalLevels 3 and 4 Band DescriptionIn Levels 3 and 4, the curriculum focuses is on developing the knowledge, skills and understandings to enable students to learn about culture relevant to their social world of family, home, school, friends and neighbourhood. This includes cultural practices such as choice of food, clothing or housing, cultural celebrations and language.The curriculum provides the opportunity for students to compare different cultures. They use their experiences of family, school and wider community to reflect on cultural diversity within Australia.

Compare their own and others cultural practices, showing how these may influence the ways people relate to each other (VCICCB005)

Describe what they have learnt about themselves and others from intercultural experiences including a critical perspective on and respect for their own and others cultures (VCICCB006)

Explain the role of cultural traditions in the development of personal, group and national identities (VCICCD007)

Identify how understandings between culturally diverse groups can be encouraged and achieved (VCICCD008)

EthicalLevels 3 and 4 Band DescriptionIn Levels 3 and 4, the curriculum focuses on developing the knowledge, skills and understandings to evaluate particular acts, and to identify and critically respond to ethical problems. Students extend their vocabulary and begin to reflect on means and ends. Students develop an understanding that particular acts and their outcomes can be valued differently by different people, and extend their understanding of factors that may effect decision-making and actions.

Explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations (VCECU004)

Explore the extent to which particular acts might be regarded by different people as good or bad, right or wrong, better or worse, and explain why (VCECU005)

Discuss the ways to identify ethical considerations in a range of problems (VCECU006)

Explore how apparently wrong actions can sometimes lead to good outcomes and the reverse (VCECD007)

Discuss the role of personal values and dispositions in ethical decision-making and actions (VCECD008)

Critical and Creative ThinkingLevels 3 and 4 Band DescriptionIn Levels 3 and 4, the curriculum focuses on developing the knowledge, skills and understanding to improve and monitor thinking. Students learn and consider the advantages of different thinking techniques. Students learn there are different ways to respond to problems, visualise thinking and think more effectively.

Construct and use open and closed questions for different purposes (VCCCTQ010)

Explore reactions to a given situation or problem and consider the effect of pre-established preferences (VCCCTQ011)

Investigate different techniques to sort facts and extend known ideas to generate novel and imaginative ideas (VCCCTQ012)

Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view (VCCCTR013)

Distinguish between main and peripheral ideas in own and others information and points of view (VCCCTR014)

Investigate why and when the consequences of a point of view should be considered (VCCCTR015)

Identify and use ‘If, then…’ and ‘what if…’ reasoning (VCCCTR016) Explore distinctions when organising and sorting information and ideas

from a range of sources (VCCCTR017) Consider concrete and pictorial models to facilitate thinking, including a

range of visualisation strategies (VCCCTM018) Examine an increased range of learning strategies, including visualisation,

note-taking, peer instruction and incubation, and reflect on how these can be applied to different tasks to reach a goal (VCCCTM019)

Investigate a range of problem-solving strategies, including brainstorming, identifying, comparing and selecting options, and developing and testing hypotheses (VCCCTM020)

Other:

Victorian Curriculum - Visual Arts Level 5 and 6 Mapping Document

Exhibition: Date:

Levels 5 and 6 Band DescriptionIn Levels 5 and 6, students explore how and why artists, craftspeople and designers realise their ideas through different visual forms, practices and processes. They develop conceptual and expressive skills.As they make and respond to visual artworks, students explore a diversity of ideas, concepts and viewpoints. They draw ideas from other artists, artworks, symbolic systems, beliefs and visual arts practices in other cultures, societies and times.Students extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies.Strand Elaboration Apply to the exhibitionExplore and Express IdeasExplore visual arts practices as inspiration to create artworks that express different ideas and beliefs (VCAVAE029)

exploring how artists select and manipulate materials and techniques and use these in their own art making

exploring ideas and expressions when making artworks inspired by observation or imagination, for example, Aboriginal and Torres Strait Islander art from the local community, graffiti art, graphic design, or manga art

analysing the materials used by artists in artworks to enhance the meaning of the work, for example, the choice of material to enhance the viewer’s understanding of the artist’s intention

exploring the ways in which artists communicate their views, beliefs and opinions in artworks and use these in their own art making

making aesthetic choices about the expression of ideas and beliefs and describe the use of visual conventions and processes

Visual Arts PracticesSelect and apply visual conventions, materials, techniques, technologies and processes specific to different art forms when making artworks (VCAVAV030)

practising art making skills using a range of materials and technologies using an enquiry as a basis for their own art making and use of

materials and techniques, for example, in sculpture , how does the choice of material enhance the audience’s understanding of the artist’s intention?

making informed choices about using elements to express a concept or theme

explaining influences of other artists on their own art makingPresent and PerformCreate and display art work considering how ideas can be expressed to an audience (VCAVAP031)

identifying a range of audience interpretations of the same artwork analysing and interpreting an exhibition of artworks, investigating the

intentions of the artist, for example, what did the artist want the audience to see and understand?

recognising and evaluating how culture, gender, age, time and place impact on how an audience reads an artwork.

reflecting on how effectively their ideas or feelings have been expressed in their own artworks, and that of others

presenting their artworks using digital technologies, for example, creating an online exhibition of their class art works

Respond and InterpretIdentify and describe how ideas are expressed in artworks by comparing artworks from different contemporary, historical and cultural contexts (VCAVAR032)

making judgments about the practices of artists, what and why they design and create, using visual conventions

comparing artworks from different cultures and identifying the ideas expressed by the artist, for example, when comparing paintings from India and Australia, what do they recognise, what is new, what are the different meanings the artists are expressing?

explaining the artistic vision of artists from different contexts, particularly referencing the meaning the artworks convey, for example, what is the artwork is about, what visual conventions are used to convey meaning, how the artist has expressed their subject matter

analysing how symbolic meanings or metaphors are constructed in their own artworks and artworks of others

expressing an opinion about the way numerous artists communicate their viewpoints through their artwork

describing their ideas about an issue in an artwork they have created and describe their art making practice, for example, did it make them think more seriously about the issue? Did the rest of the class understand their message?

Achievement Standard By the end of Level 6, students explain how ideas are expressed in artworks they make and view. They demonstrate the use of different techniques and processes in planning and making artworks .They use visual conventions and visual arts practices to express ideas, themes and concepts in their artworks.

Students describe the influences of artworks and practices places on their art making. They describe how artworks that they make and view can be displayed to express and enhance meaning.

Students describe and identify how ideas are expressed in artworks from different contemporary, historical and cultural contexts.

Level 5 and 6 shared Capabilities:Capabililty Strand Apply to the exhibitionPersonal and SocialLevels 5 and 6 Band DescriptionIn Levels 5 and 6, the curriculum focuses on exploring the expression of emotions and how the expression of emotions can impact on relationships with others. Students consider the characteristics of respectful relationships and the behaviours that demonstrate sensitivity to diversity. The curriculum provides opportunities for students to experience various team roles including leadership, and to reflect on their performance in group tasks. They identify the reasons for and the impact of conflict and suggest strategies to reduce or resolve conflict.

Explore the links between their emotions and their behaviour (VCPSCSE025) Reflect on how personal strengths have assisted in achieving success at

home, at school or in the community (VCPSCSE026) Describe what it means to be confident, adaptable and persistent and why

these attributes are important in dealing with new or challenging situations (VCPSCSE027)

Identify the skills for working independently and describe their performance when undertaking independent tasks (VCPSCSE028)

Explore and discuss behaviours that demonstrate sensitivity to individual, social and cultural differences (VCPSCSO029)

Define and recognise examples of stereotypes, discrimination and prejudice and discuss how they impact on the individual (VCPSCSO030)

Describe the characteristics of respectful relationships and suggest ways that respectful relationships can be achieved (VCPSCSO031)

Identify the characteristics of an effective team and develop descriptions for particular roles including leadership, and describe both their own and their team’s performance when undertaking various roles (VCPSCSO032)

Describe the various causes of conflict and evaluate possible strategies to address conflict (VCPSCSO033)

InterculturalLevels 5 and 6 Band DescriptionIn Levels 5 and 6, the curriculum focus is on developing the knowledge, skills and understandings to enable students to learn about diverse cultural practices and beliefs and how they compare with their own. This includes religious beliefs, traditional celebrations, family relationships, gender roles, daily routines, leisure activities and language.The curriculum provides the opportunity for students to explore aspects of their life that are culturally determined. Students further develop their awareness of cultural diversity and reflect on intercultural experiences and how this influences their own personal attitudes and beliefs

Analyse how aspects of their own and others lifestyle, behaviour, attitudes and beliefs can be culturally influenced (VCICCB009)

Explain how intercultural experiences can influence beliefs and behaviours, including developing a critical perspective on and respect for their own and others cultures (VCICCB010)

Identify barriers to and means of reaching understandings within and between culturally diverse groups (VCICCD011)

Examine and discuss the variety of ways in which people understand and appreciate differing cultural values and perspectives, and the things which promote or inhibit effective engagement with diverse cultural groups (VCICCD012)

EthicalLevels 5 and 6 Band DescriptionIn Levels 5 and 6, the curriculum focuses on developing the knowledge, skills and understandings to evaluate the significance of ethical matters. Students explore the basis of a range of ethical principles and reflect on means and ends. Students consider decision-making approaches based on thinking about the consequences and duties. Students develop an understanding that a range of factors play a role in ethical decision-making.

Examine the contested meaning of concepts including truth and happiness and the extent to which these concepts are and should be valued (VCECU009)

Discuss how ethical principles can be used as the basis for action, considering the influence of cultural norms, religion, world views and philosophical thought on these principles (VCECU010)

Examine how problems may contain more than one ethical issue (VCECU011)

Explore the significance of ‘means versus ends’ by considering two ways to act when presented with a problem: one that privileges means and one ends (VCECD012)

Discuss the role and significance of conscience and reasoning in ethical decision-making (VCECD013)

Critical and Creative ThinkingLevels 5 and 6 Band DescriptionIn Levels 5 and 6, the curriculum focuses on developing the knowledge, skills and understanding to test the strength of thinking. Students develop their capacity to deliberately manage their thinking. Students explore common errors that can occur in thinking.

Examine how different kinds of questions can be used to identify and clarify information, ideas and possibilities (VCCCTQ021)

Experiment with alternative ideas and actions by setting preconceptions to one side (VCCCTQ022))

Identify and form links and patterns from multiple information sources to generate non-routine ideas and possibilities (VCCCTQ023)

Investigate common reasoning errors including contradiction and inconsistency, and the influence of context (VCCCTR024)

Consider the importance of giving reasons and evidence and how the strength of these can be evaluated (VCCCTR025)

Consider when analogies might be used in expressing a point of view and how they should be expressed and evaluated (VCCCTR026)

Examine the difference between valid and sound arguments and between inductive and deductive reasoning, and their degrees of certainty (VCCCTR027)

Explore what a criterion is, different kinds of criteria, and how to select appropriate criteria for the purposes of filtering information and ideas (VCCCTR028)

Investigate thinking processes using visual models and language strategies (VCCCTM029)

Examine learning strategies, including constructing analogies, visualising ideas, summarising and paraphrasing information and reflect on the application of these strategies in different situations (VCCCTM030)

Investigate how ideas and problems can be disaggregated into smaller elements or ideas, how criteria can be used to identify gaps in existing knowledge, and assess and test ideas and proposals (VCCCTM031)

Other:

Victorian Curriculum - Visual Arts Level 7 and 8 Mapping Document

Exhibition: Date:

Levels 7 and 8 Band DescriptionIn Levels 7 and 8, students make and respond to visual artworks. They design and create visual expressions of selected themes and concepts through a variety of visual arts forms and styles. Students develop an informed opinion about artworks based on their research of current and past artists. They examine their own culture and develop a deeper understanding of their practices as an artist.Students build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual expressions. They extend their thinking and use of perceptual and conceptual skills and continue to use and apply appropriate visual language and visual conventions with increasing complexity.Students extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies.Strand Elaboration Apply to the exhibitionExplore and Express IdeasExplore visual arts practices as inspiration to explore and develop themes, concepts or ideas in artworks (VCAVAE033)

Explore how artists use materials, techniques, technologies and processes to realise their intentions in art works (VCAVAE034)

combining and adapting materials, techniques, technologies and art making processes to explore ideas

discussing how artists have applied materials and techniques to express emotions and consider this in their own art practice, for example, why and how artworks make them feel emotional, and can they apply a similar technique to their artworks?

observing and investigating how artists select and apply different visual arts techniques to express themes, concepts and ideas and considering how they could use these in their own art making

combining, adapting and manipulating images and objects from several sources to develop a theme in their artworks

exploring why artists have use specific stylistic qualities in their art works, for example, – why an artist use a particular style of expression? What other forms and styles suit the message the artist is conveying?

investigating the viewpoints of several artists and how they express a theme, concept or subject matter in different contexts and using different styles with different materials and technologies

exploring how artists have used different materials and symbols to express cultural identity for example, identifying implied meaning through the symbols in the artwork, such as a universal symbol that reflects contemporary youth culture

selecting contextual information about artists, artworks and audiences as inspiration for their artworks

discussing and documenting their choices of expression to strengthen meaning and viewpoints in their artwork

researching artworks that provide different ideas and concepts based on ideological views and institutional theories of design and art practice, for example, the Bauhaus movement, Chinese social realist painting, Greek classical sculpture

applying critical theories to the analysis and interpretation of artworks, for example, identifying explicit and implicit meanings in artworks

Visual Arts PracticesExperiment with materials, techniques, technologies and processes in a range of art forms to express ideas, concepts and themes in artworks (VCAVAV035)

Develop skills in planning and designing art works and documenting artistic practice (VCAVAV036)

imagining and refining their visual and spatial expressions of the world, combining a variety of materials, techniques and technologies

problem-solving with increasing confidence to expand their repertoire of visual arts practices and skills, for example, designing a mural for a local space

exploring artists use of materials and techniques to create artworks for public spaces, for example, researching the context of time and place, culture and ideology as an influence on the look and meaning of art in public spaces

developing and refining technical skills when designing and making visual arts images and objects, employing safe and sustainable practices

annotating their own and others’ art making by keeping a written or digital journal, or portfolio

reflecting, modifying and evaluating their artwork through consistent critical assessment.

discussing how artists gain inspiration and develop individual styles in their artworks, for example, one artist’s influence on the work of another

extending technical competence when using selected techniques, for example, registration in printmaking, brush techniques in painting, digital editing, shaping 3D forms

researching and investigating art forms to find information about visual arts skills, use of materials, traditional and contemporary styles, display options, and sources for ideas when developing their own artwork

Present and PerformCreate and display artworks, describing how ideas are expressed to an audience (VCAVAP037)

apply ethical, environmental and sustainable choices when displaying a collection of visual artwork

justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book

researching ideas for display or presentation, reflecting on different times, places and cultures, considering these options for display of their own artworks

exploring social relationships as subject matter within artworks and how the display of these artworks reflects, challenges or extends the relationships between the artist and the audience

Respond and InterpretAnalyse how ideas and viewpoints are expressed in art works and how they are viewed by audiences (VCAVAR038)

Identify and connect specific features of visual artworks from different cultures, historical and contemporary times (VCAVAR039)

critiquing a physical or virtual exhibition of art, craft or design, and review how artists have expressed viewpoints in their artworks

critically analysing an artist’s intention for an artwork and their use of visual conventions

presenting an informed opinion about a display of artworks as a written review

discussing and identifying how artists express cultural identity in their artworks, for example, how artists from different cultures express the concepts of place and country

comparing and contrasting different visual images and interpretations of place and country, from a range of viewpoints and contexts

researching, analysing and examining the way an artist’s cultural experiences have influenced the expression of ideas and concepts in their artworks

recognising how different factors contribute to the ways in which visual artworks are judged to be meaningful by an audience

analysing how artists have expressed historical and social value and influences in their artworks

analysing how visual arts processes and technologies shape the practices of art and craft

Achievement Standard By the end of Level 8, students identify, analyse and evaluate how other artists use materials, techniques, technologies, processes and visual conventions to express ideas and convey meaning.

Students plan and make their art works in response to exploration of techniques, technologies and processes used in the work of other artists. They demonstrate the use of materials, techniques, processes, visual conventions and technologies to express ideas and convey meaning in their artworks.

Students identify and describe artworks and exhibitions from different cultures, times and places and how ideas are interpreted by audiences.

Level 7 and 8 shared Capabilities:Capabililty Strand Apply to the exhibitionPersonal and SocialLevels 7 and 8 Band DescriptionIn Levels 7 and 8, the curriculum focuses on emotional self-management and the ability to recognise the characteristics of respectful relationships in a range of contexts. Students learn about personal values and how they may differ. The curriculum provides opportunities for students to demonstrate performance in a variety of team roles. They explore forms of conflict and reflect on the appropriateness of strategies to avoid or resolve conflict.

Describe how and why emotional responses may change in different contexts (VCPSCSE034)

Assess personal strengths using feedback from peers, teachers and others and prioritise areas for improvement (VCPSCSE035)

Discuss the range of strategies that could be used to cope with difficult tasks or changing situations (VCPSCSE036)

Reflect on their effectiveness in working independently by identifying enablers and barriers to achieving goals (VCPSCSE037)

Explore their personal values and beliefs and analyse how these values and beliefs might be different or similar to those of others (VCPSCSO038)

Investigate human rights and discuss how these contribute to a cohesive community (VCPSCSO039)

Recognise the impact of personal boundaries, intimacy, distribution of power and social and cultural norms and mores on the ways relationships are expressed (VCPSCSO040)

Perform in a variety of team roles and accept responsibility as a team member and team leader, assessing how well they support other members of the team (VCPSCSO041)

Identify ways to be proactive in initiating strategies to prevent and/or accomplish positive resolutions to conflict (VCPSCSO042)

InterculturalLevels 7 and 8 Band DescriptionIn Levels 7 and 8, the curriculum focus is on developing the knowledge, skills and understandings to reflect on how cultural practices and beliefs contributes to individual, group and national identities. This includes religious beliefs, traditional celebrations and customs, social relationships, gender roles, daily routines, work and leisure activities and language.The curriculum provides the opportunity for students to explore the dynamic nature of culture. They reflect on the importance of valuing and celebrating cultural diversity.

Analyse the dynamic nature of own and others cultural practices in a range of contexts (VCICCB013)

Examine how various cultural groups are represented, by whom they are represented, and comment on the purpose and effect of these representations (VCICCB014)

Identify the challenges and benefits of living and working in a culturally diverse society (VCICCD015)

Evaluate the ways in which the community demonstrates the value it places on cultural diversity, and why this valuing of cultural diversity is important to the community (VCICCD016)

EthicalLevels 7 and 8 Band DescriptionIn Levels 7 and 8, the curriculum focuses on developing the knowledge, skills and understandings to explore the tensions related to ethical concepts and decision making. Students extend their exploration of the two major ways to approach ethical deliberation – thinking about consequences and thinking about duties, including the extent of ethical obligation. Students develop an understanding that ethical problems may not be resolved in a straightforward way.

Explore the contested meaning of concepts including freedom, justice, and rights and responsibilities, and the extent they are and should be valued by different individuals and groups (VCECU014)

Investigate why ethical principles may differ between people and groups, considering the influence of cultural norms, religion, world views and philosophical thought (VCECU015)

Investigate criteria for determining the relative importance of matters of ethical concern (VCECU016)

Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action (VCECD017)

Discuss the role of context and experience in ethical decision-making and actions (VCECD018)

Critical and Creative ThinkingLevels 7 and 8 Band DescriptionIn Levels 7 and 8, the curriculum focuses on developing the knowledge, skills and understanding to analyse thinking and the selection and application of a range of techniques to support effective thinking. Students learn strategies to assist them synthesise their thinking. Students develop an understanding that flexibility in thinking is often required and that certainty in thinking can be influenced by a range of factors.

Consider how to approach and use questions that have different elements, including factual, temporal and conceptual elements (VCCCTQ032)

Suspend judgements temporarily and consider how preconceptions may limit ideas and alternatives (VCCCTQ033)

Synthesise information from multiple sources and use lateral thinking techniques to draw parallels between known and new solutions and ideas when creating original proposals and artefacts (VCCCTQ034)

Examine common reasoning errors including circular arguments and cause and effect fallacies (VCCCTR035)

Investigate the difference between a description, an explanation and a correlation and scepticism about cause and effect (VCCCTR036)

Investigate when counter examples might be used in expressing a point of view (VCCCTR037)

Consider how to settle matters of fact and matters of value and the degree of confidence in the conclusions (VCCCTR038)

Examine how to select appropriate criteria and how criteria are used in clarifying and challenging arguments and ideas (VCCCTR039)

Consider a range of strategies to represent ideas and explain and justify thinking processes to others (VCCCTM040)

Examine a range of learning strategies and how to select strategies that best meet the requirements of a task (VCCCTM041)

Consider how problems can be segmented into discrete stages, new knowledge synthesised during problem-solving and criteria used to assess emerging ideas and proposals (VCCCTM042)

Other:

Victorian Curriculum - Visual Arts Level 9 and 10 Mapping Document

Exhibition: Date:

Levels 9 and 10 Band DescriptionIn Levels 9 and 10, students build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual arts practices. They refine their personal aesthetic through working and responding perceptively as an artist, craftsperson or audience. They identify and explain how artists and audiences interpret artworks through explorations of different viewpoints.As they make and respond to visual artworks, students use conceptual explanations to critically reflect on the contribution of visual arts practitioners. They adapt ideas, visual images and practices from selected artists and use them to inform their own personal aesthetic when making artworks and presenting them to an audience.As they experience visual arts, students draw on artworks from a range of cultures, times and locations. They reflect on the development of different traditional and contemporary styles of art works.Students extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies.Strand Elaboration Apply to the exhibitionExplore and Express IdeasExplore the visual arts practices and styles as inspiration to develop a personal style, explore, express ideas, concepts and themes in art works (VCAVAE040)

Explore how artists manipulate materials, techniques, technologies and processes to develop and express their intentions in art works (VCAVAE041)

developing visual images by combining and adapting materials, techniques, technologies and art making processes

exploring and applying ideas inspired by the style of other artists in their own artworks

exploring and reflecting on the connections between their own artworks and artworks from different contexts and cultures

experimenting with digital and virtual technologies in their artworks to enhance intended meaning

exploring the practices of a range of artists and identifying the influences on the development of the artists’ personal style.

conceptualising how visual conventions can express ideas in their artwork

deconstructing and appropriating a range of images, objects and/or spaces to express viewpoints, concepts, purposes and/or meanings

using selected techniques, technologies and processes to explore personal expression of a theme, concept or subject matter

experimenting with a variety of techniques and processes when exploring their intentions as artist

selecting, testing and experimenting with materials, techniques, technologies and processes to express ideas in multiple forms of expression

Visual Arts PracticesSelect and manipulate materials, techniques, and technologies and processes in a range of art forms to express ideas, concepts and themes (VCAVAV042)

Conceptualise, plan and design art works that express ideas, concepts and artistic intentions (VCAVAV043)

developing technical proficiency in designed and constructed artworks, using safe and sustainable practices

using innovative thinking as to explore the capabilities of digital and virtual technologies to resolve design and planning problems

developing skills that can transfer to cross-media domains of visual arts and identify the translation of skills

analysing and documenting the practices of selected visual artists and designers, including their use of materials, technologies, techniques and processes, when developing their intentions

developing an individual focus for a series of artworks based on a given theme, concept or subject matter

developing different options for making artworks in different forms, that have similar concepts, for example, artworks made from different materials or produced in a different form to change the meaning of the artwork

applying their understanding of traditional art, craft and design practices to plan the use of materials, technologies and processes in a contemporary context

planning, manipulating and/or appropriating images, objects and spaces into new contexts and meanings, applying a personal aesthetic

Present and PerformCreate, present, analyse and evaluate displays of artwork considering how ideas can be conveyed to an audience (VCAVAP044)

visiting galleries, art museums and public art displays, in formal and informal settings, to research the role of the curator and the evaluate the effective display or exhibition of artworks

exploring a range of artworks in different settings and discuss how the location can influence the viewer’s understanding of the artwork.

developing and expressing ideas as images, objects and spaces for example, presenting artworks and highlight how artworks demonstrate the interaction between the artist and the audience

discussing the presentation and relationships of artworks in an exhibition, and how the display enhances the relationship between the artist and audience

applying ethical understandings to a theme, concept or subject matter when making their artworks.

investigating the role of commercial galleries and collectors in the making of artworks, for example, sponsorship of work and artworks commissioned for a commercial business

documenting experiences and observations from visiting an exhibition and apply this knowledge to develop a physical or virtual exhibition of their own or others’ artworks

Respond and InterpretAnalyse and interpret artworks to explore the different forms of expression, intentions and viewpoints of artists and how they are viewed by audiences (VCAVAR045)

Analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary contexts to explore differing viewpoints (VCAVAR046)

reflecting on and refining the connections in their own work between viewpoints, materials, techniques, technologies practices and processes

discussing artists’ use of metaphors in artworks to express ideas and influence the viewer, for example, the artist’s use of visual metaphors to express meaning and persuasion

investigating the practices of artists from different cultural groups and their use of persuasion, communication or expression in artworks

analysing the role of visual arts as a means of challenging prevailing traditional ideas

identifying how visual arts professionals embed their values and beliefs, and how audiences react and interpret the meaning and intent of their artworks differently

discussing the range of viewpoints expressed about an artwork or art issue

considering the practices of visual arts practitioners when making commentaries about social, environmental and sustainability issues

interrogating the cultural and social roles and responsibilities of arts industries, recognising the power of the visual arts in advocating for, and being a catalyst for, change

Achievement Standard By the end of Level 10, students analyse and evaluate how artists communicate ideas and convey meaning in artworks. Students identify the influences of other artists and analyse connections between techniques, processes and visual conventions in artworks to develop their

own art practice. They select, and manipulate materials, techniques, processes, visual conventions and technologies to express ideas and viewpoints in their artworks.

Students analyse and evaluate artworks and exhibitions from different cultures, times and places, and discuss how ideas and beliefs are interpreted by audiences.

Level 9 and 10 shared Capabilities:Capabililty Strand Apply to the exhibitionPersonal and SocialLevels 9 and 10 Band DescriptionIn Levels 9 and 10, the curriculum focuses on analysing factors that influence respectful relationships in a range of diverse settings and the importance of empathy and respect for diversity in creating a cohesive society. Students are provided with opportunities to engage in activities that promote initiative, independence, interdependence and leadership. They evaluate their contribution to group tasks and suggest improvements to enable achievement of a team goal. Students explore the nature of conflict in a range of personal, local, national and global contexts. They evaluate a variety of strategies to prevent or resolve conflict.

Evaluate emotional responses and the management of emotions in a range of contexts (VCPSCSE043)

Develop criteria to appraise personal qualities and use these to design strategies to plan for the future or address a challenge (VCPSCSE044)

Analyse the significance of independence and individual responsibility in the completion of challenging tasks (VCPSCSE045)

Evaluate behaviours and protective factors that contribute to the development of confidence, adaptability and self-reflection (VCPSCSE046)

Analyse how divergent values and beliefs contribute to different perspectives on social issues (VCPSCSO047)

Acknowledge the importance of empathy and the acceptance of diversity for a cohesive community and reflect on the effectiveness of strategies for being respectful of diversity and human rights (VCPSCSO048)

Investigate personal, social and cultural factors that influence the ability to experience positive and respectful relationships and explore the rights and responsibilities of individuals in relationships (VCPSCSO049)

Evaluate own and others contribution to group tasks, critiquing roles including leadership and provide useful feedback to peers, evaluate task achievement and make recommendations for improvements in relation to team goals (VCPSCSO050)

Develop specific skills and a variety of strategies to prevent or resolve conflict, and explore the nature of conflict resolution in a range of contexts (VCPSCSO051)

InterculturalLevels 9 and 10 Band DescriptionIn Levels 9 and 10, the curriculum focus is on developing the knowledge, skills and understandings to engage in complex discussions about interrelationships within and between cultures. This includes the less tangible aspects of culture such as values, attitudes, roles, religious beliefs and ways of thinking.The curriculum provides the opportunity for students to understand the importance of cultural collaboration in an interconnected world and how respecting diversity is important for community cohesion.

Analyse the complex and dynamic interrelationships between and within cultures in a range of contexts and the impact of these interrelationships on their own and others cultural practices (VCICCB017)

Analyse the ways in which intercultural relationships and experiences have contributed to the development of attitudes, beliefs and behaviours, and how they are manifested in various contexts (VCICCB018)

Identify and analyse the challenges and benefits of living and working in an interconnected and culturally diverse world (VCICCD019)

Analyse the components of a cohesive society, and the challenges, benefits and consequences of maintaining or failing to maintain that cohesion (VCICCD020)

EthicalLevels 9 and 10 Band DescriptionIn Levels 9 and 10, the curriculum focuses on developing the knowledge, skills and understandings to analyse and evaluate ethical problems and their resolution and to identify and manage contestability in ethical matters. Students reflect on whether there are ethical concepts and principles common across people, groups and cultures.

Investigate the connections and distinctions between and the relative value of concepts including fairness and equality, and respect and tolerance (VCECU019)

Explore a range of ethical problems and examine the extent to which different positions are related to commonly held ethical concepts and principles, considering the influence of cultural norms, religion, world views and philosophical thought (VCECU020)

Distinguish between the ethical and non-ethical dimensions of complex issues, including the distinction between ethical and legal issues (VCECU021)

Discuss issues raised by thinking about consequences and duties, in approaches to decision-making and action, and arguments for and against these approaches (VCECD022)

Investigate how different factors involved in ethical decision-making can be managed by people and groups (VCECD023)

Critical and Creative ThinkingLevels 9 and 10 Band DescriptionIn Levels 9 and 10, the curriculum focuses on developing the knowledge, skills and understanding to recognise and manage what is often implicit in thinking. Students learn and apply techniques to progress, analyse and evaluate thinking. Students develop an understanding that it is often necessary to take a range of perspectives and to challenge assumptions.

Investigate the characteristics of effective questions in different contexts to examine information and test possibilities (VCCCTQ043)

Suspend judgements to allow new possibilities to emerge and investigate how this can broaden ideas and solutions (VCCCTQ044)

Challenge previously held assumptions and create new links, proposals and artefacts by investigating ideas that provoke shifts in perspectives and cross boundaries to generate ideas and solutions (VCCCTQ045)

Examine a range of rhetorical devices and reasoning errors, including false dichotomies and begging the question (VCCCTR046)

Examine how to identify and analyse suppressed premises and assumptions (VCCCTR047)

Investigate the nature and use of counter examples structured as arguments (VCCCTR048)

Consider ambiguity and equivocation and how they affect the strength of arguments (VCCCTR049)

Investigate use of additional or refined criteria when application of original criteria does not produce a clear conclusion (VCCCTR050)

Critically examine their own and others thinking processes and discuss factors that influence thinking, including cognitive biases (VCCCTM051)

Investigate how the use of a range of learning strategies can be monitored, evaluated and re-directed as necessary (VCCCTM052)

Investigate the kind of criteria that can be used to rationally evaluate the quality of ideas and proposals, including the qualities of viability and workability (VCCCTM053)

Other: