TERM 4 TOOTGAROOK PRIMARY SCHOOL Amelia Davey

YEAR 6
Learning outcomes By the end of this term students will be able to:
Independently and collaboratively experiment with, and apply a range of skills techniques and processes using a range of different media and
technologies.
Investigate a range of sources to generate ideas and manipulate arts elements and principles when developing a concept.
In their art work, students communicate ideas and understandings about themselves and others, incorporating influences from their own
and other cultures and times.
Have the ability to evaluate the effectiveness of their art works and make changes to realise their intended aim.
They take purpose and suitability into consideration when planning an art work for presentation to a variety of audiences.
Discuss traditional and contemporary art works using appropriate art language to describe the content, structure and expressive qualities of
their own and other peoples works from a range of arts disciplines and forms.
Interpret and compare key features of arts works made in a range of times, places and cultures.
Identify and describe influences of their own works and discuss the purposes for which arts works are created in different historical and
cultural contexts.
Date Activity Resources Aus Vels Assessment
Week 1 Learning intention: We are learning
about the meaning of aboriginal art and
culture.
Activity: introducing aboriginal art as a
means of communication. Show students
a slide show and have a variety of books
on this topic for them to view. Students
begin to design, in their visual diaries, a
work of art telling a story using symbols.
Students can choose to use their own
made up symbols, that must have

Slide show
Relevant books
Symbols page
with descriptions
Visual diary
Grey leads etc
Assessment rubric

Level 6: Investigate a
range of sources to
generate ideas and
manipulate arts elements
and principles when
developing a concept.
Level 6: They take purpose
and suitability into
consideration when
planning an art work for
presentation to a variety
Formative assessment-
Document students ability to
contribute to class discussion and
the comments they make about
the meaning and symbology of
aboriginal art.


documented meanings or they may
choose to use traditional aboriginal
symbols to create their story
Success criteria: I am successful when:
I have completed my aboriginal
symbol story
I can discuss the meaning of 3
aboriginal symbols.

of audiences.

Week 2 Learning intention: we are learning how
to create an aboriginal inspired art work
using a symbol story.
Activity: continue with aboriginal story
painting, this week students produce the
design they created last week using paint.
At the end of this lesson students who
have finished their work must explain
their source of inspiration and what their
story is depicting. Students may use a
tube for their painting to go on.
Success criteria: I am successful when:
I have completed my symbol
story.
I have completed half of the
painting on my didgeridoo.

Paint
Brushes
Ear buds
Tubes for
didgeridoo
Newspaper

Level 6: In their art work,
students communicate
ideas and understandings
about themselves and
others, incorporating
influences from their own
and other cultures and
times.

Read and mark students symbol
stories refer to rubric for mark
out of ten.
Week 3 Learning intention: we are learning how
to apply different skills and techniques
to achieve different patterns and
textures with paint.
Activity: Continue to make didgeridoos.
Have a session at the start of the lesson
discussing all the different ways to create
pattern and texture in students art work.
Discuss the importance of creating
balance and harmony in the art work.
Success criteria: I am successful when:
I have experimented with using
at least 2 different painting
techniques.
I have used at least 3 symbols on
my art work.
Level 6: independently
and collaboratively
experiment with, and
apply a range of skills
techniques and processes
using a range of different
media and technologies.

Assess students on their ability to
use paint techniques and the
presence of the required symbols
on their art work.
Week 4 Learning intention: we are learning how
to describe the influences of our art
work using appropriate art language.
Activity: students should be finishing off
their didgeridoo and be onto completing
the reflection work sheet- discuss with
students the art elements and principles
of art and how they may have been
portrayed in their art work. At the end of
the lesson begin with students presenting
and discussing their art work.
Level 6:Identify and
describe influences of
their own works and
discuss the purposes for
which arts works are
created in different
historical and cultural
contexts.
Assess the student reflection
sheet. Refer to rubric- mark out
of 10.
Mark final art work out of 10
Success criteria: I am successful when:
I have completed painting my
didgeridoo.
I have completed my art work
refection work sheet.
Week 5 Learning intention: we are learning
about Maori art and culture.
Activity: Discuss and show slide show of
Maori culture and the totems that they
made- students plan a design for a totem
pole, they may work in pairs for this
project and they must document why
they have chosen to use the animal
symbols they have used and
communicate a knowledge of tat animals
cultural symbology, architecture
Success criteria: I am successful when:
I have recorded at least 3 facts
about Maori culture and art.
Recorded their reason for
choosing their animal.
Slide show
Books
Visual diaries
Level 6: In their art work,
students communicate
ideas and understandings
about themselves and
others, incorporating
influences from their own
and other cultures and
times.

Look to visual diary- note the
presence of things listed in
success criteria.