2025 ANNUAL TEACHING PLANS: CREATIVE ARTS (VISUAL ARTS): GRADE 7

2025 ANNUAL TEACHING PLANS: CREATIVE ARTS (VISUAL ARTS): GRADE 7 (TERM 1)

TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10-11

CAPS TOPICS Visual Literacy Create Create in 2D Visual literacy Create in 2D Visual literacy Formal Create in 3D Visual literacy Create in 3D Visual literacy
in 2D & 3D Practical Assessment (2D) Formal Practical Assessment
(Baseline & orientation) (3D)
CONCEPTS, Do a baseline Consolidation and Drawing and painting: • Art Elements: Drawing and painting: • Art Elements: Creating and • Art elements: use in Creating and • Art Elements: description
SKILLS, AND assessment: could introductory activities exploring a variety of description of artworks exploring a variety of description of artworks - constructing artwork description of artworks constructing artwork of artworks (shape, line,
VALUES include, but not limited to prepare for creative media and techniques - shape, line, tone, media and techniques shape, line, tone, based on local craft: - shape, line, tone, based on local craft: tone, texture, colour)
to any of the following work in Term 1: • Line, tone, texture, texture, colour. • Art Elements: line, texture, colour. exploring a variety of texture, colour - exploring a variety of • Design principles
activities: mark-making. • Personal expression tone, texture, mark- • Design principles: media and construction monochromatic colour. media and construction description of artworks:
• practical art activities Visual literacy • Art elements: line, tone, and interpretation of making. description of artworks - techniques • Design principles: use techniques proportion, harmony,
(exercises) exploring • Observe and texture, shape. local craft. • Design principles: balance, proportion, • Art elements: shape, in description of • Art elements: shape / rhythm, emphasis,
different art elements discuss visual • Observational projects • Similarities & balance, contrast, emphasis, and contrast line, tone, texture, artworks – balance, form, texture contrast
and design principles. stimuli like (small objects and still differences, respect emphasis. • Personal expression monochromatic colour. proportion, emphasis, • Design principles: • Personal expression and
• classroom discussion photographs and life arrangements). and understanding of • Observational and interpretation of • Design principles: contrast. balance, proportion, interpretation
(verbal question and real objects to • Variation of paper size self and community; the projects (small local craft. proportion, emphasis, • Good craftsmanship: emphasis, contrast • Communication:
answer, group identify and name and format. arts as heritage; crafts objects and still life • Similarities & contrast. pasting, wrapping, • Modelling techniques: Express, identify / name,
discussions) on basic contrast, balance, arrangements). differences, respect and • Good craftsmanship: tying, constructing, pinching, rolling, joining question and reflect
art elements and and emphasis in • Variation of paper understanding of self pasting, wrapping, joining. techniques, surface through looking, talking,
design principles by compositions. size and format. and community; the arts tying, constructing, • Concern for the texture listening, and writing
referring to various Two-week process towards 2D Visual as heritage; crafts. joining. environment: use of about the visual world:
age-appropriate Create in 2D & 3D, Art product. • Concern for the recyclable materials. interpret, analyse, and
artworks. simple paper environment: use of • Sharing resources. recognise symbolic
• a quiz, online construction: recyclable materials. • Emphasis on learners’ language with reference
Two-week process towards 2D Visual Sharing resources. to groups of figures
game/competition. • Drawing and / or • personal expression
colour media: Art product. and interpretation of Create in 3D:
• create a 2D / 3D •
artwork focusing on exploring a variety local craft. Earthenware (or any
drawing and / or colour of media and • Similarities & other 3D-making
media; and design techniques. differences, respect materials available):
principles – in one • Art elements: line, and understanding of figures, e.g. groups of
lesson. tone, mark-making, self and community; musicians
• worksheets. and texture used in the arts as heritage;
own lettering and/or crafts.
patternmaking;
Two-week process towards 3D Visual Art
drawing, cutting and Two-week process towards 3D Visual Art
sticking shapes in product.
product.
series.
• Design principles:
balance, contrast,
Focus on consolidating & revising the Art Elements & Design Principles, as well as 2D / 3D skills, using short-term practical assessment tasks every fortnight, i.e. every two weeks. The individual assessment tasks should be linked by
emphasis.
a common theme and not necessarily form part of 1 larger assessment task.

3D: Craftsmanship – pasting, cutting, wrapping, tying, stitching using a variety of materials. Use of tools – safety, consideration of others, sharing resources.
2D: Emphasis on the interpretation of observational projects – small objects / still life arrangements / masks. Variation of paper size and format: different scale and degrees of detail.

REQUISITE
PRE- Basic understanding and ability to use art elements and principles in 2D and 3D work.
KNOWLEDGE
RESOURCES Visual stimuli for drawing, pencil, charcoal, wax Photographs in resource books and / or real examples of local craft (e.g. African masks). Visual stimuli (e.g. African masks), recyclable monochromatic materials.
(OTHER THAN crayons, colour inks. Self-reflection in workbooks. Self-reflection in workbooks: Journal, self-reflection worksheet. Visual stimuli in resource books. Self-reflection in workbooks. Classroom discussions.
TEXTBOOK)
TO ENHANCE Open, adequate classroom space, running water, flat surfaced tables, art material as required for assessment tasks, CD player, interactive whiteboard / data projector & laptop; pictures, photographs, stories, poems, videos clips, appropriate electronic apps, i.e. EdPuzzle; PowToons;
LEARNING Canva; Book Creator, etc.Resource materials: https://bit.ly/35xAYBe Lesson Plans: http://bit.ly/3idAAgh
Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer or teacher.
Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to
INFORMAL Workbook: worksheet to
incrementally explore art incrementally explore art incrementally explore incrementally explore art
ASSESSMENT; Workbook: self-reflection Workbook: self-reflection Workbook: self-reflection Workbook: self-reflection incrementally explore art Workbook: self-reflection
elements and design elements and design art elements and design elements and design
REMEDIATION worksheet. worksheet. worksheet. worksheet. elements and design worksheet.
principles, rough principles, rough principles, rough principles, rough
principles, rough sketches.
sketches. sketches. sketches. sketches.
Formal Assessment: 2D artwork 25 marks assessed with a rubric Formal Assessment Task: 3D artwork 25 marks assessed with a rubric
SBA (FORMAL (The focus of the FAT is to create a 2D experience; therefore, the final product should include Art (The focus of the FAT is to create a 3D experience; therefore, the final product may include relief elements
ASSESSMENT) Elements & Design Principles on a small-scale. Enough to serve as revision and consolidation of the or small-scale 3D elements. Enough to serve as revision and consolidation of the skills / concepts /
skills / concepts / content covered in class). content covered in class).
DEPENDING ON THE CONTEXT OF THE SCHOOL (AVAILABLE MATERIALS AND SPACE) TEACHERS CAN SELECT TO EITHER TEACH AND FORMALLY ASSESS THE 2D OR 3D WORK).
2025 ANNUAL TEACHING PLANS: CREATIVE ARTS (VISUAL ARTS): GRADE 7
2025 ANNUAL TEACHING PLANS: CREATIVE ARTS (VISUAL ARTS): GRADE 7 (TERM 2)

TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 - WEEK 12

Visual literacy
CAPS TOPIC Create in 2D Create in 2D Create in 2D Create in 2D Create in 2D Create in 2D Create in 2D Create in 2D Formal Assessment Task:
Create in 2D & 3D
Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Practical and Written Tests
(Reflection & Recap)
CONCEPTS, Do reflection & recap Create in 2D, e.g. Create in 2D, e.g. (but Create in 2D, e.g. Create in 2D, e.g. (but Create in 2D, e.g. (but Create in 2D, e.g. Create in 2D, e.g. (but Create in 2D, e.g. (but Create in 2D, e.g. (but not limited to) still
SKILLS, AND of previous term’s (but not limited to) not limited to) still life (but not limited to) not limited to) still life not limited to) still life (but not limited to) not limited to) still life not limited to) still life life artwork: local interpretation
VALUES concepts / skills: still life artwork: artwork: local still life artwork: artwork: local artwork: local still life artwork: artwork: local artwork: local • Complete and exhibit artwork for formative
including any of the local interpretation interpretation local interpretation interpretation interpretation local interpretation interpretation interpretation assessment.
following activities: • Art elements: • Art elements: shape, • Art elements: • Art elements: shape, • Art elements: shape, • Art elements: • Art elements: • Finalise artwork for
• practical art activities shape, line, tone, line, tone, texture. shape, line, tone, line, tone, texture, line, tone, texture, shape, line, tone, consolidate the formal assessment. Practical Task: Individual
(exercises) exploring texture. • Design principles: texture, complementary complementary texture, elements used. 2D artwork: e.g. Still Life
different art elements • Design principles: contrast, proportion, complementary colour (continue). colour (continue). complementary • Design principles: 25 marks
and design principles. contrast, emphasis. colour. • Design principles: • Design principles: colour (continue). unity.
• classroom discussion proportion, • Design principles: contrast, proportion, contrast, proportion, • Design principles: Written Test:
(verbal question and emphasis. contrast, emphasis (continue). emphasis (continue). contrast, proportion, • Terminology
answer, group Simple etching proportion, Painting: colour-mixing: Painting: colour-mixing: emphasis • Art elements
discussions) on basic techniques: etching, emphasis. tonal range, shades, tonal range, shades, (continue). Painting: colour-mixing: • Design principles
art elements and Simple etching drawing, scratching Painting: colour- and tints. and tints. Painting: colour- tonal range, shades, and • Symbolic language in art
design principles by techniques: etching, mixing: tonal range, mixing: tonal range, tints. • Local crafter /artist/artwork/style
referring to various drawing, scratching. The focus should be shades, and tints. The focus should be The focus should be shades, and tints. • Reflection
age-appropriate more on drawing and more on colour- more on colour- The focus should be 25 marks
artworks. The focus should be not on etching & The focus should be mixing using any mixing using any The focus should be more on colour-mixing
• a quiz / online quiz, more on drawing scratching as not all more on colour- media as not all media as not all more on colour- using any media as not Cognitive levels:
etc. and not on etching schools have the mixing using any schools have paint. schools have paint. mixing using any all schools have paint. Lower order: 30%
• create a 2D / 3D & scratching as not resources. media as not all media as not all Middle order: 40%
artwork focusing on all schools have the schools have paint. schools have paint. Higher order: 30%.
drawing and / or resources.
colour media; and
design principles – in Visual literacy Visual literacy Visual literacy
one lesson. • Description of artworks: art elements: line, • Express, identify / name, question and reflect • Identifying art elements and design principles in examples of local craft.
• worksheets. tone, texture, shape, colour; Design principles: through looking, talking, listening, and writing • Research: Investigation of local crafter / artist / artwork / style using various
use in description of artworks – balance, about the visual world. sources: books, libraries, internet, etc.; formal written response or class
proportion, harmony, emphasis, contrast. presentation (could be group work).
• Interpret, analyse, and recognise symbolic
language with reference to still life; express,
identify / name, question, reflect through
looking, talking, listening, and writing, e.g. still
life.
REQUISITE Basic understanding and ability to use art elements and principles in 2D work.
PRE- The examples in this template should be adapted to suit individual school contexts. While the core content is compulsory, the themes relevant to the learners may be selected.
KNOWLEDGE
Visual stimuli for
drawing, pencil, Photographs in resource books and / or real Tempera paint in limited colour range, white and
RESOURCES Visual stimuli and artefacts, libraries, media sources, internet e.g. local crafters.
charcoal, wax crayons, examples of local craft (e.g. African masks); black.
(OTHER THAN Tempera paint in limited colour range and white and black. A2 paper
colour inks. Self- Pencil, charcoal, wax crayons, colour inks A2 paper
TEXTBOOK) TO
reflection in workbooks.
ENHANCE
Open, adequate classroom space, running water, flat surfaced tables, art material as required for assessment tasks, CD player, interactive whiteboard / data projector & laptop; pictures, photographs, stories, poems, videos clips, appropriate
LEARNING
electronic apps, i.e. EdPuzzle; PowToons; Canva; Book Creator, etc.
Lesson Plans: http://bit.ly/3idAAgh
INFORMAL Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer, or teacher
ASSESSMENT;
Workbook:
REMEDIATION Workbook: description Workbook: research, worksheets on local craft.
Workbook: self- terminology – Workbook: rough sketches, exploring art
INFORMAL of artworks using Teacher observation and guidance towards completing final artwork.
reflection worksheet. worksheet with visual elements and principles.
ASSESSMENT; appropriate terminology. Workbook: art terminology and vocabulary.
images.
REMEDIATION
Practical Assessment: 2D Artwork 25 marks
SBA (FORMAL
Written Assessment: Written Test 25 marks
ASSESSMENT)
Equal weighting between Practical and Theory test.
2025 ANNUAL TEACHING PLANS: CREATIVE ARTS (VISUAL ARTS): GRADE 7
2025 ANNUAL TEACHING PLANS: CREATIVE ARTS (VISUAL ARTS): GRADE 7 (TERM 3)

TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 - WEEK 11

Visual literacy
CAPS TOPIC Create in 3D Create in 3D Create in 3D Create in 3D Create in 3D Create in 2D Create in 2D Create in 2D Create in 2D
Create in 2D & 3D
Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy
(Reflection & Recap)
CONCEPTS, Do reflection & recap Create in 3D: e.g. Create in 3D: e.g. Create in 3D: e.g. Create in 3D: e.g. Create in 3D: e.g. Create in 2D, e.g. Paper cut Create in 2D, e.g. Paper cut Create in 2D, e.g. Paper cut Create in 2D, e.g. Paper cut
SKILLS, AND of previous term’s buildings or buildings or craftwork buildings or buildings or craftwork buildings or craftwork collage of buildings as collage of buildings as collage of buildings as collage of buildings as
VALUES concepts / skills: craftwork (or similar (or similar themes) craftwork (or similar (or similar themes) (or similar themes) heritage or other heritage or other heritage or other heritage or other
including any of the themes) • Art elements: shape, themes) • Art elements: shape, • Art elements: shape, identifiable real objects identifiable real objects identifiable real objects identifiable real objects
following activities: • Art elements: line, tone, texture, • Art elements: line, tone, texture, line, tone, texture, • Art elements: shape, • Art elements: shape, • Art elements: shape, • Complete and exhibit
• practical art activities shape, line, tone, shape, colour. shape, line, tone, shape, colour. shape, colour. geometric and organic, geometric and organic, geometric and organic, artwork for formative
(exercises) exploring texture, shape, • Design principles: texture, shape, • Design principles: • Design principles: line, tone, texture (colour line, tone, texture (colour line, tone, texture (colour assessment.
different art elements colour. proportion, colour. proportion, proportion, to include to include to include
and design • Design principles: emphasis, contrast • Design principles: emphasis, contrast emphasis, contrast monochromatic). monochromatic). monochromatic). Oral presentation: The role
principles. proportion, (construction and proportion, (construction and (construction and • Design principles: balance, • Design principles: balance, • Design principles: balance, of the artist in society: role
• classroom discussion emphasis, contrast modelling emphasis, contrast modelling modelling contrast, harmony, contrast, harmony, contrast, harmony, of artist as contributor to
(verbal question and (construction and techniques). (construction and techniques). techniques). proportion. proportion. proportion. society
answer, group modelling • Craftsmanship – modelling • Craftsmanship – • Craftsmanship – • Patternmaking: in • Patternmaking: in collages, • Patternmaking: in
discussions) on basic techniques). pasting, cutting, techniques). pasting, cutting, pasting, cutting, collages, designs designs (exploration of collages, designs
art elements and • Craftsmanship – wrapping, tying, • Craftsmanship – wrapping, tying, wrapping, tying, (exploration of various various repeat methods). (exploration of various
design principles by pasting, cutting, stitching using a pasting, cutting, stitching using a stitching using a repeat methods). repeat methods).
referring to various wrapping, tying, variety of materials. wrapping, tying, variety of materials. variety of materials.
age-appropriate stitching using a stitching using a • Patternmaking as • Patternmaking as
artworks. variety of materials. variety of materials. surface decoration; surface decoration;
• a quiz, etc. • Patternmaking as repeat pattern. repeat pattern.
• create a 2D / 3D surface decoration;
artwork focusing on repeat pattern.
drawing and / or
colour media; and 3D: Craftsmanship – pasting, cutting, wrapping, tying, stitching using a variety of materials 2D: Emphasis on the interpretation of buildings in papercut collage – cutting, layering, pasting, monochromatic colour
design principles – in Use of tools – safety, consideration of others, sharing resources Variation of paper size and format: different scale and degrees of detail
one lesson.
• worksheets.
Five-week process towards 3D Visual Art product
Five-week process towards 2D Visual Art product

Visual literacy:
The role of the artist in society: role of artist as contributor to society.
Art elements and design principles: use in the description of artworks (e.g. buildings / craftwork); Emphasis on learners’ personal expression and interpretation of architecture / craftwork; Social development: similarities and differences, respect and
understanding of self and community; the arts as heritage.
Values development: respect for the opinions of others; investigate and understand the contribution of the arts to heritage; communication skills: express, identify / name, question and reflect: looking, talking, listening, and writing about buildings / craftwork.
REQUISITE
Basic understanding and ability to use art elements and principles in 2D and 3D work.
PRE-
The examples in this template should be adapted to suit individual school contexts. While the core content is compulsory, the themes relevant to the learners may be selected.
KNOWLEDGE
Visual stimuli for
Recyclable materials, Recyclable materials, Recyclable materials,
drawing, pencil, Visual stimuli, Visual stimuli,
RESOURCES fabric off-cuts, beads, fabric off-cuts, beads, fabric off-cuts, beads, Recyclable papers in a limited range of colours from found sources; white paper in unusual format: circle, thin rectangle, etc.;
charcoal, wax crayons, artefacts, e.g. craft: artefacts, e.g. craft:
(OTHER THAN coloured cottons, coloured cottons, coloured cottons, glue, cardboard strips for applying glue, scissors. Photographs in resource books (e.g. buildings / craftwork).
colour inks. Self- useful containers. useful containers.
TEXTBOOK) TO ribbons, braids, etc. ribbons, braids, etc. ribbons, braids, etc.
reflection in workbooks.
ENHANCE
Open, adequate classroom space, running water, flat surfaced tables, art material as required for assessment tasks, CD player, interactive whiteboard / data projector & laptop; pictures, photographs, stories, poems, videos clips, appropriate electronic apps, i.e. EdPuzzle; PowToons;
LEARNING
Canva; Book Creator, etc.
Lesson Plans: http://bit.ly/3idAAgh
Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer, or teacher
INFORMAL Workbook: visual Teacher observation, Workbook: express,
Workbook: worksheet Workbook: worksheet Workbook: exploratory Teacher observation,
ASSESSMENT; Workbook: self- exploration of art guidance in identify / name, Workbook: drawings: art Presentation: Role of the
Artist as contributor to Artist as contributor to drawings: art elements, guidance in creating 2D
REMEDIATION reflection worksheet. elements, design constructing 3D question and reflect – elements, design principles. artists.
society. society. design principles. artwork.
principles. artwork. buildings / craftwork.
Practical Assessment: 2D Artwork 25 marks assessed with a rubric
Practical Assessment: 3D Artwork 25 marks assessed with a rubric
SBA (FORMAL (The focus of the assessment task is to create in 2D; therefore, the final product should include Art Elements &
(The focus of the assessment task is to create in 3D; therefore, the final product may include relief elements or small-
ASSESSMENT) Design Principles on a small-scale. Enough to serve as revision and consolidation of the skills / concepts / content
scale 3D elements. Enough to serve as revision and consolidation of the skills / concepts / content covered in class).
covered in class).
DEPENDING ON THE CONTEXT OF THE SCHOOL (AVAILABLE MATERIALS AND SPACE) TEACHERS CAN SELECT TO EITHER TEACH AND FORMALLY ASSESS THE 2D OR 3D WORK).
2025 ANNUAL TEACHING PLANS: CREATIVE ARTS (VISUAL ARTS): GRADE 7

2025 ANNUAL TEACHING PLANS: CREATIVE ARTS (VISUAL ARTS): GRADE 7 (TERM 4)

TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 - WEEK 9

Visual literacy
CAPS TOPIC Create in 2D Create in 2D Create in 2D Create in 3D Create in 3D Create in 3D
Create in 2D & 3D Practical and Written Exam
Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy
(Reflection & Recap)
CONCEPTS, Do reflection & recap of Create in 2D Create in 2D Create in 2D Create in 3D: Create in 3D: Create in 2D, e.g. Paper cut Create in 3D, e.g. still Written Exam
SKILLS, AND previous term’s Drawing: life drawing on Drawing: life drawing on Drawing: life drawing on metamorphosis of a metamorphosis of a collage of buildings as life artwork: local • Terminology
VALUES concepts / skills: large scale in line only, e.g. large scale in line only, e.g. large scale in line only, e.g. common recyclable object, common recyclable object, heritage or other Interpretation (but not • Art elements
including any of the model draped in shawl / model draped in shawl / model draped in shawl / e.g. to create a Marquette e.g. to create a Marquette identifiable real objects limited to) • Design principles
following activities: sheet / blanket or a model sheet / blanket or a model sheet / blanket or a model of the figure drawing done of the figure drawing done • Continue as in previous • Complete and exhibit • Symbolic language
• practical art activities in motion. in motion. in motion. in previous weeks. previously. weeks and finalise artwork artwork for formative in art
(exercises) exploring • Art elements: shape, line, • Art elements: shape, • Art elements: shape, • Design: experiment with Art • Design: experiment with Art for formal assessment assessment. • Role of the artist in
different art elements tone, texture, shape, line, tone, texture, line, tone, texture, Elements and Design Elements and Design • Design: experiment with society
and design principles. colour. shape, colour. shape, colour. Principles. Principles. Art Elements and Design Practical Exam: • Visual literacy
• classroom discussion • Design principles: • Design principles: • Design principles: • Spatial awareness: work • Spatial awareness: work Principles. Individual • Reflection
(verbal question and contrast, proportion, contrast, proportion, contrast, proportion, with shapes in the with shapes in the • Spatial awareness: work 2D artwork: e.g. Life 25 marks
answer, group balance, emphasis, balance, emphasis, balance, emphasis, construction process. construction process. with shapes in the drawing
discussions) on basic art direction. direction. direction. • Craft skills: good • Craft skills: good construction process. 3D artwork: e.g. Cognitive levels:
elements and design craftsmanship, unfamiliar craftsmanship, unfamiliar • Craft skills: good metamorphosis of a Lower order: 30%;
principles by referring to and familiar techniques and familiar techniques craftsmanship, unfamiliar common recyclable Middle order: 40%;
various age-appropriate (pasting, cutting, modelling, (pasting, cutting, modelling, and familiar techniques object Higher order: 30%.
artworks. wrapping, tying, stitching, wrapping, tying, stitching, (pasting, cutting, 25 marks
• a quiz, etc. joining, scoring and other). joining, scoring and other). modelling, wrapping, tying,
• create a 2D / 3D artwork • Concern for the • Concern for the stitching, joining, scoring
focusing on drawing and environment: use of environment: use of and other).
/ or colour media; and recyclable materials. recyclable materials. • Concern for the
design principles – in environment: use of
one lesson. Three-week process towards 2D Visual Art product recyclable materials.
• worksheets.
Four-week process towards 3D Visual Art product

2D: Emphasis on the interpretation of observational projects – the human figure stationary / in motion. Variation of paper size and format: different scale and degrees of detail.
3D: Craftsmanship – pasting, cutting, wrapping, tying, stitching using a variety of materials. Use of tools – safety, consideration of others, sharing resources.

REQUISITE
Basic understanding and ability to use art elements and principles in 2D and 3D work.
PRE-
The examples in this template should be adapted to suit individual school contexts. While the core content is compulsory, the themes relevant to the learners may be selected.
KNOWLEDGE
Visual stimuli for drawing, Materials: Materials:
RESOURCES pencil, charcoal, wax Charcoal. Common recyclable objects, appropriate recyclable materials.
(OTHER THAN crayons, colour inks. Self- Large sheets of paper (A3 -A1). Appropriate adhesive materials.
TEXTBOOK) TO reflection in workbooks. 2B / 3B pencils, pencil crayons. Mixed media.
ENHANCE Open, adequate classroom space, running water, flat surfaced tables, art material as required for assessment tasks, CD player, interactive whiteboard / data projector & laptop; pictures, photographs, stories, poems, videos clips, appropriate electronic apps, i.e. EdPuzzle; PowToons;
LEARNING Canva; Book Creator, etc.
Lesson Plans: http://bit.ly/3idAAgh
INFORMAL
ASSESSMENT; Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer, or teacher
REMEDIATION
Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to
Workbook: self-reflection
incrementally explore art incrementally explore art Workbook: self-reflection incrementally explore art incrementally explore art incrementally explore art
Workbook: self-reflection worksheet.
worksheet. elements and design elements and design worksheet. elements and design elements and design principles, elements and design
principles, rough sketches. principles, rough sketches. principles, rough sketches. rough sketches. principles, rough sketches.
Practical Assessment: 2D Artwork 25 marks assessed with a rubric Practical Assessment: 3D Artwork 25 marks assessed with a rubric
SBA (FORMAL (The focus of the assessment task is to Create in 2D; therefore, the final product should include Art Elements & Design (The focus of the assessment task is to Create in 3D; therefore, the final product may include relief elements or
ASSESSMENT) Principles on a small-scale. small-scale 3D elements. Enough to serve as revision and consolidation of the skills / concepts / content
Enough to serve as revision and consolidation of the skills / concepts / content covered in class). covered in class).
DEPENDING ON THE CONTEXT OF THE SCHOOL (AVAILABLE MATERIALS AND SPACE) TEACHERS CAN SELECT TO EITHER TEACH AND FORMALLY ASSESS THE 2D OR 3D WORK).