1. Victorian Curriculum: F-10 Visual Arts
Indicative Progress

2. Objectives Build confidence at the school level by:
Becoming familiar with VCAA Indicative Progress examples
Gaining an insight into how they were written and how they can be used for assessment

3. Indicative Progress examples
What are they?
Suggestions only
Illustrative
Stimulus for school level discussions
What are they not designed for?
Direct use in reporting
Translation directly into mark books

4. IP examples - Broad Features
CONTEXT
CURRICULUM
EXAMPLES

5. The detail: Example One
Visual Arts Level 8 Achievement Standard
Example of Indicative Progress toward Level 10 Achievement Standard
Visual Arts Level 10 Achievement Standard
Students identify, analyse and evaluate how other artists use materials, techniques, technologies, processes and visual conventions to express ideas and convey meaning.
Students identify and describe artworks and exhibitions from different cultures, times and places and how ideas are interpreted by audiences.
Explore aims and intentions of artists and document their findings. They require prompting to use these as inspiration for art-making.
Respond to the work of artists, and evaluate how artists communicate ideas.
Select materials, techniques, processes to make artworks. They cannot make connections between these and the expression of meanings and messages in an artwork.
Compare and contrast artworks from different cultures and/or time.
Students identify the influences of other artists and analyse connections between techniques, processes and visual conventions in artworks to develop their own art practice.
Students analyse and evaluate artworks and exhibitions from different cultures, times and places, and discuss how ideas and beliefs are interpreted by audiences.

6. Example Two

7. Example Two: Context & Content
CURRICULUM AREA – The Arts/ Visual Arts Level 1/2
Context:
Students explore the different expressions of the Australian landscape over time from a variety of artists representative of different cultures, including Aboriginal and Torres Strait Islanders peoples. Using poetry they will build their visual vocabulary and ability to see connections between art forms from Aboriginal and Torres Strait Islander artists. Starting with their local community, students explore geographical features and examine the environment. Using a variety of images, they create artworks that express their experiences of and connection to place within Australia.
Content Descriptions:
Explore visual conventions and use materials, techniques, technologies and processes specific to particular art forms, and to make artworks (VCAVAV026)
Identify and discuss how ideas are expressed in artworks from a range of places, times and cultures, including artworks by Aboriginal and Torres Strait Islander peoples (VCAVAV028)

8. IP Examples Visual Arts Levels 1 and 2 Achievement Standard
Example of Indicative Progress toward Levels 3 and 4 Achievement Standard
Visual Arts Levels 3 and 4 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.
In Visual Arts, indicative progression towards the Levels 3 and 4 achievement standard may be when students:
describe with prompting, how natural features are portrayed in artworks, including artworks by Aboriginal and Torres Strait Islander peoples
identify and describe, with scaffolding, how materials and visual conventions were used in artworks.
use basic language to describe the use of materials and techniques in their own artworks
demonstrate several ways paint and paper might be manipulated to make artworks.
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.

9. How were these written? (Example 1)
Visual Arts Practices
Respond and Interpret
Relevant Achievement Standard extract
What will students:
Specifically learn?
Specifically do?
Explore visual arts practices and styles as inspiration to develop a personal style, explore, express ideas, concepts and themes in art works (VCAVAE040)
Analyse and interpret artworks to explore the different forms of expression, intentions and viewpoints of artists and how they are viewed by audiences (VCAVAR045)
Students identify the influences of other artists and analyse connections between techniques, processes and visual conventions in artworks to develop their own art practice.
Students analyse and evaluate artworks and exhibitions from different cultures, times and places, and discuss how ideas and beliefs are interpreted by audiences.
Learning includes:
Visual arts practices.
Analysis and interpretation of artworks.
Evaluation of artworks from different cultures.
Personal style
Viewpoints
Students do :
Explore other artworks from different periods of time and cultures, researching the practices of the artist and their personal style.
From this exploration, the students create their own artworks undergoing a similar art practice.

10. How were these written? (Example 2)
Explore and Express
Respond and interpret
Relevant Achievement Standard extract
What will students:
Specifically learn?
Specifically do?
Explore visual conventions and use materials, techniques, technologies and processes specific to particular art forms, and to make artworks (VCAVAV026)
Identify and discuss how ideas are expressed in artworks from a range of places, times and cultures, including artworks by Aboriginal and Torres Strait Islander peoples (VCAVAV028)
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.
Learning includes:
Visual conventions
Use of materials, techniques, technologies and processes.
How ideas are expressed in artworks from different times, places and cultures; including Aboriginal and Torres Strait Islanders
Students do:
Explore a range of artworks from different places and cultures, including Aboriginal and Torres Strait Islander artworks focusing on visual conventions, use of materials, techniques, technologies and processes to express ideas.
Discuss how artists express ideas. Explore their own environment
Create artworks based on similar ideas and using the similar visual conventions, materials, techniques, technologies and processes.
Example two

11. ASSESSMENT PLANNING
Achievement standards Indicative progress examples RUBRIC
Context: Australian Landscape Focus: Levels 3 and 4
Learning Progress:
At Level 2
Approaching Level 4
At Level 4
Approaching Level 6
At level 6
Students make artworks using different materials, techniques and processes to express their ideas, observations and imagination.
(Indicative progress discussion to set expectations)
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.
(Indicative progress discussion to set expectations)
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.
The expectations above are then linked to the context to create the rubric.

12. ASSESSMENT RUBRIC At Level 2 At Level 4 At Approaching Level 6
Context: Australian Landscape Focus: Levels 3 and 4
Learning Progress:
At Level 2
Approaching Level 4
At Level 4
Approaching Level 6
At level 6
Demonstrate and identify the use of materials and techniques.
Demonstrate the local environment as subject matter.
Demonstrate how different techniques are used to create a painting.
Express personal ideas about the local environment.
Demonstrate some planning to make an artwork using some visual conventions, techniques and processes.
Express personal ideas on the local environment inspired by the techniques and ideas of other artists.
Demonstrate the planning of an artwork using selected techniques and processes.
Express personal ideas on the local environment, inspired by the artistic practice of other artists.
Demonstrate the use of different techniques and processes in the planning and making of an artwork
Express personal on the local environment and inspired by the practice of other artists.
Identify the use of techniques in the artwork using simple vocabulary.
Describe how techniques have been used in the artwork to express ideas.
Identify the use of materials, techniques and processes used in the artwork inspired by other artists to express ideas.
Describe techniques, materials and processes and the inspiration of other artists used stylistically in the artwork to express ideas.
Describe the influences of other artists on artistic practice in the creation of an artwork to express ideas. At
Level 2
Approaching At
Level 4 At
Level 6

13. Evidence based practice
Consider ‘simple explanation’ in the rubric
What does this look like in student work produced?
Compare work within and across classes

14. Summing up – step by step
Backwards design for units of work
Identify how to express the achievement standards in terms of what is taught
Identify expected features of work that is progressing towards a standard
Develop assessment rubrics or other marking schemes
Compare completed student work to establish features of the work that make it at or approaching a standard

15. Contact details and templates
Indicative Progress templates:
Contact:
Kathryn Hendy-Ekers