2023/24 ANNUAL TEACHING PLANS: CREATIVE ARTS (VISUAL ARTS): GRADE 7

2023/24 ANNUAL TEACHING PLANS: CREATIVE ARTS (VISUAL ARTS): GRADE 7 (TERM 1)

TERM 1 WEEK 1
CAPS TOPICS Visual literacy
Create in 2D & 3D
(Baseline & orientation)
CONCEPTS, Do a baseline assessment:
SKILLS, AND could include, but not
VALUES limited to any of the
following activities:
• Practical art activities
(exercises) exploring
different art elements and
design principles
• Classroom discussion
(verbal question and answer,
group discussions) on basic
art elements and design
principles by referring to
various age-appropriate
artworks
• A quiz, online
game/competition
• Create a 2D/3D artwork
focusing on drawing and/or
colour media, and design
principles – in one lesson
• Worksheets
WEEK 2
Consolidation and
introductory activities
to prepare for creative
work in term 1:
Visual literacy:
• Observe and discuss
visual stimuli like
photographs and real
objects to identify and
name contrast,
balance, and emphasis
in compositions.
Create in 2D & 3D,
simple paper
construction:
• Drawing and/or colour
media: Exploring a
variety of media and
techniques
• Art elements: Line,
tone, mark-making, and
texture used in own
lettering and/or pattern-
making, drawing, cutting
and sticking shapes in
series
• Design principles:
Balance, contrast,
emphasis
WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10-11
Create in 2D Visual literacy Create in 2D Visual literacy Create in 3D Visual literacy Create in 3D Visual literacy
Formal Practical Formal Practical Assessment
Assessment (2D) (3D)
Drawing and • Art elements: Drawing and • Art elements: Creating and • Art elements: Use Creating and • Art elements: Description of
painting: Exploring a Description of painting: Exploring Description of constructing artwork in description of constructing artworks (shape, line, tone, texture,
variety of media and artworks – shape, a variety of media artworks – shape, based on local craft: artworks – shape, line, artwork based on colour)
techniques line, tone, texture, and techniques line, tone, texture, Exploring a variety of tone, texture, colour – local craft: • Design principles description of
• Line, tone, texture, colour • Art elements: Line, colour media and monochromatic colour Exploring a variety artworks: Proportion, harmony,
mark-making • Personal tone, texture, mark- • Design principles: construction • Design principles: of media and rhythm, emphasis, contrast
expression and making Description of techniques Use in description of construction
• Art elements: Line, • Personal expression and
interpretation of local artworks – balance, • Art elements: Shape, artworks – balance, techniques
tone, texture, shape • Design principles: interpretation
craft Balance, contrast, proportion, line, tone, texture, proportion, emphasis, • Art elements:
• Observational • Communication: Express,
• Similarities and emphasis emphasis, and monochromatic colour. contrast Shape/form, texture
projects (small objects identify/ name, question and reflect
and still life differences, respect • Observational contrast • Design principles: • Good • Design principles: through looking, talking, listening,
arrangements) and understanding of projects (small objects • Personal Proportion, emphasis, craftsmanship: Balance, proportion, and writing about the visual world:
self and community, and still life expression and contrast Pasting, wrapping, emphasis, contrast Interpret, analyse, and recognise
• Variation of paper
the arts as heritage, arrangements) interpretation of local • Good craftsmanship: tying, constructing, • Modelling symbolic language with reference
size and format
crafts craft Pasting, wrapping, joining techniques: Pinching, to groups of figures
• Variation of paper
size and format • Similarities and tying, constructing, • Concern for the rolling, joining • Create in 3D: Earthenware (or
differences, respect joining environment: Use of techniques, surface any other 3D-making materials
Two-week process towards 2D Visual and understanding of • Concern for the recyclable materials texture available): Figures, e.g. groups of
Art product self and community, environment: Use of • Sharing resources musicians
the arts as heritage, recyclable materials • Emphasis on
crafts • Sharing resources learners’ personal
expression and
Two-week process towards 2D Visual interpretation of local
Art product craft
• Similarities and
differences, respect
and understanding of
self and community,
the arts as heritage,
crafts

Two-week process towards 3D Visual Two-week process towards 3D Visual Art

Art product product

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 could be
linked by a common theme or could 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
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2023/24 ANNUAL TEACHING PLANS: CREATIVE ARTS (VISUAL ARTS): GRADE 7

TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10-11
RESOURCES • Visual stimuli for drawing, pencil, charcoal, wax Photographs in resource books and/or real examples of local craft (e.g. African masks)
(OTHER THAN crayons, colour inks Visual stimuli (e.g. African masks), recyclable monochromatic materials
TEXTBOOK) TO • Self-reflection in workbooks. Self-reflection in workbooks: Journal, self-reflection worksheet.
ENHANCE
Visual stimuli in resource books.
LEARNING
Self-reflection in workbooks.
Classroom discussions.
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; Canva; Book Creator, etc.
Resource materials: https://bit.ly/35xAYBe
Lesson plans: https://bit.ly/37WLphE

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;
REMEDIATION Workbook:
Workbook: Worksheet to Workbook: Worksheet Workbook: Worksheet Workbook: Worksheet
Worksheet to
incrementally explore art to incrementally to incrementally to incrementally
Workbook: Self-reflection Workbook: Self- Workbook: Self- Workbook: Self- incrementally explore Workbook: Self-reflection
elements and design explore art elements explore art elements explore art elements
worksheet. reflection worksheet reflection worksheet reflection worksheet art elements and worksheet
principles, rough and design principles, and design principles, and design principles,
design principles,
sketches rough sketches rough sketches rough sketches
rough sketches
SBA (FORMAL Formal assessment: 2D artwork Formal assessment task: 3D artwork
ASSESSMENT) 25 marks assessed with a rubric 25 marks assessed with a rubric
(The focus of the FAT is to create a 2D experience; therefore, the final product should (The focus of the FAT is to create a 3D experience; therefore, the final product may include relief elements
include Art Elements & Design Principles on a small scale. Enough to serve as revision and or small-scale 3D elements. Enough to serve as revision and consolidation of the skills/concepts/content
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.

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2023/24 ANNUAL TEACHING PLANS: CREATIVE ARTS (VISUAL ARTS): GRADE 7

2023/24 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 10-11
CAPS TOPICS Visual literacy Create in 2D Create in 2D Create in 2D Create in 2D Create in 2D Create in 2D Create in 2D Create in 2D Practical Practical
Create in 2D & 3D Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy and written and written
(Reflection & recap) tests tests

CONCEPTS, Do reflection & recap of Create in 2D, e.g. (but Create in 2D, e.g. (but Create in 2D, e.g. (but Create in 2D, e.g. (but Create in 2D, e.g. (but Create in 2D, e.g. (but Create in 2D, e.g. Create in 2D, e.g. Create in 2D, e.g. (but not
SKILLS, AND previous term’s not limited to) still life not limited to) still life not limited to) still life not limited to) still life not limited to) still life not limited to) still life (but not limited to) (but not limited to) limited to) still life
VALUES concepts/skills: Including artwork: Local artwork: local artwork: Local artwork: Local artwork: Local artwork: Local still life artwork: still life artwork: artwork: Local
any of the following interpretation interpretation interpretation interpretation interpretation interpretation Local interpretation Local interpretation
activities: • Art elements: Shape, • Art elements: Shape, • Art elements: • Art elements: • Art elements: Shape, • Art elements: Shape, • Art elements: interpretation • Complete and exhibit
• Practical art activities line, tone, texture line, tone, texture Shape, line, tone, Shape, line, tone, line, tone, texture, line, tone, texture, Consolidate the • Finalise artwork artwork for formative
(exercises) exploring different • Design principles: • Design principles: texture, texture, complementary colour complementary colour elements used for formal assessment
art elements and design Contrast, proportion, Contrast, proportion, complementary colour complementary colour (cont.) (cont.) • Design principles: assessment Practical test: Individual
principles emphasis emphasis • Design principles: (cont.) • Design principles: • Design principles: Unity 2D artwork: e.g. still life
• Classroom discussion Simple etching Simple etching Contrast, proportion, • Design principles: Contrast, proportion, Contrast, proportion, Painting: Colour- 25 marks
(verbal question and answer, techniques: Etching, techniques: Etching, emphasis Contrast, proportion, emphasis (cont.) emphasis (cont.) mixing: Tonal range, Written test:
group discussions) on basic art drawing, scratching drawing, scratching Painting: Colour- emphasis (cont.) Painting: Colour- Painting: Colour- shades, and tints
elements and design principles • Terminology
The focus should be The focus should be mixing: Tonal range, Painting: Colour- mixing: tonal range, mixing: tonal range, The focus should be
by referring to various age- shades, and tints mixing: tonal range, shades, and tints shades, and tints • Art elements
more on drawing and more on drawing and more on colour-
appropriate artworks shades, and tints. • Design principles
not on etching and not on etching and The focus should be The focus should be The focus should be mixing using any
• A quiz/ online quiz, etc. • Symbolic language in art
scratching as not all scratching as not all more on colour- The focus should be more on colour- more on colour- media as not all
schools have the schools have the mixing using any more on colour- mixing using any mixing using any schools have paint • Local crafter/
• Create a 2D/3D artwork
resources. resources. media as not all mixing using any media as not all media as not all artist/artwork/style
focusing on drawing and/or
schools have paint media as not all schools have paint schools have paint • Reflection
colour media, and design
principles – in one lesson schools have paint 25 marks
• Worksheets Cognitive levels:
Visual literacy Visual literacy Visual literacy
Lower order: 30%
• Description of artworks: Art elements: line, tone, • Express, identify/name, question and reflect • Identifying art elements and design principles in examples of local craft
Middle order: 40%
texture, shape, colour; Design principles: Use in through looking, talking, listening, and writing • Research: Investigation of local crafter/artist/artwork/style using various
description of artworks – balance, proportion, about the visual world Higher order: 30%
sources: Books, libraries, internet, etc.; Formal written response or class
harmony, emphasis, contrast presentation (can 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 PRE- Basic understanding and ability to use art elements and principles in 2D work
KNOWLEDGE 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
RESOURCES Visual stimuli for drawing, Photographs in resource books and/or real examples Tempera paint in limited colour range, white and Visual stimuli and artefacts, libraries, media sources, internet, e.g. local crafters
(OTHER THAN pencil, charcoal, wax crayons, of local craft (e.g. African masks) black Tempera paint in limited colour range and white and black
TEXTBOOK) TO colour inks Pencil, charcoal, wax crayons, colour inks A2 paper A2 paper
ENHANCE Self-reflection in workbooks
LEARNING
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; Canva; Book Creator, etc.
Lesson plans: https://bit.ly/39xn2Ka
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,
REMEDIATION Workbook: Terminology- Workbook: Description Workbook: Research, worksheets on local craft
Workbook: Self-reflection Workbook: Rough sketches, exploring art
worksheet with visual of artworks using Teacher observation and guidance towards completing final artwork
worksheet elements and principles
images appropriate terminology Workbook: Art terminology and vocabulary
SBA (FORMAL Practical assessment: 2D artwork 25 marks
ASSESSMENT) Written assessment: Written test 25 marks
Equal weighting between practical and theory test

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2023/24 ANNUAL TEACHING PLANS: CREATIVE ARTS (VISUAL ARTS): GRADE 7

2023/24 ANNUAL TEACHING PLANS: CREATIVE ARTS (VISUAL ARTS): GRADE 7 (TERM 3)

TERM 3 WEEK 1
Visual literacy
CAPS TOPICS Create in 2D & 3D
(Reflection & recap)
Do reflection & recap of
previous term’s
concepts/ skills:
Including any of the
following activities:
• Practical art activities
(exercises) exploring
different art elements and
design principles
• Classroom discussion
(verbal question and
answer, group discussions)
on basic art elements and
design principles by
referring to various age-
appropriate artworks
• A quiz, etc.
CONCEPTS, • Create a 2D/3D artwork
SKILLS, AND focusing on drawing and/or
VALUES colour media, and design
principles – in one lesson
• Worksheets
WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9-11
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
Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy
Create in 3D: E.g. Create in 3D: E.g. Create in 3D: E.g. buildings Create in 3D: E.g. Create in 3D: E.g. Create in 2D, e.g. Create in 2D, e.g. Create in 2D, e.g. Create in 2D, e.g.
buildings or buildings or craftwork or craftwork (or similar buildings or buildings or craftwork paper-cut collage of paper-cut collage of paper-cut collage of paper-cut collage
craftwork (or similar (or similar themes) themes) craftwork (or similar (or similar themes) buildings as heritage buildings as heritage buildings as heritage or of buildings as
themes) • Art elements: Shape, • Art elements: shape, line, themes) • Art elements: Shape, or other identifiable or other identifiable other identifiable real heritage or other
• Art elements: shape, line, tone, texture, tone, texture, shape, colour. • Art elements: Shape, line, tone, texture, real objects real objects objects identifiable real
line, tone, texture, shape, colour line, tone, texture, shape, colour • Art elements: Shape, • Art elements: Shape, • Art elements: Shape, objects
• Design principles:
shape, colour • Design principles: proportion, emphasis, contrast shape, colour • Design principles: geometric and organic, geometric and organic, geometric and organic, • Complete and
• Design principles: Proportion, emphasis, (construction and modelling • Design principles: Proportion, emphasis, line, tone, texture (colour line, tone, texture line, tone, texture (colour exhibit artwork for
Proportion, emphasis, contrast (construction techniques). Proportion, emphasis, contrast (construction to include (colour to include to include formative
contrast (construction and modelling contrast (construction and modelling monochromatic) monochromatic) monochromatic) assessment
• Craftsmanship – pasting,
and modelling techniques) cutting, wrapping, tying, and modelling techniques) • Design principles: • Design principles: • Design principles:
techniques) • Craftsmanship – stitching using a variety of techniques) • Craftsmanship – Balance, contrast, Balance, contrast, Balance, contrast,
• Craftsmanship – pasting, cutting, materials. • Craftsmanship – pasting, cutting, harmony, proportion harmony, proportion harmony, proportion
pasting, cutting, wrapping, tying, pasting, cutting, wrapping, tying, • Patternmaking: in • Patternmaking: in • Patternmaking: in
• Patternmaking as surface
wrapping, tying, stitching using a variety wrapping, tying, stitching using a variety collages, designs collages, designs collages, designs
decoration; repeat pattern.
stitching using a of materials stitching using a of materials (exploration of various (exploration of various (exploration of various
variety of materials variety of materials • Patternmaking as repeat methods) repeat methods) repeat methods)
• Patternmaking as surface decoration,
surface decoration, repeat pattern
repeat pattern
2D: Emphasis on the interpretation of buildings in papercut collage – cutting, layering, pasting,
3D: Craftsmanship – pasting, cutting, wrapping, tying, stitching using a variety of materials. monochromatic colour.
Use of tools – safety, consideration of others, sharing resources. Variation of paper size and format: different scale and degrees of detail.

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
Basic understanding and ability to use art elements and principles in 2D and 3D work
REQUISITE PRE-
The examples in this template should be adapted to suit individual school contexts
KNOWLEDGE
While the core content is compulsory, the themes relevant to the learners may be selected

Visual stimuli for drawing, Recyclable Recyclable papers in a limited range of colours from found sources
pencil, charcoal, wax materials, fabric Recyclable materials, White paper in unusual format: circle, thin rectangle, etc.
Recyclable materials, fabric off-cuts, Visual stimuli, artefacts, Visual stimuli,
crayons, colour inks off-cuts, beads, fabric off-cuts, beads,
RESOURCES beads, coloured cottons, ribbons, e.g. craft: useful artefacts, e.g. craft: Glue, cardboard strips for applying glue, scissors
coloured cottons, coloured cottons,
(OTHER THAN Self-reflection in braids, etc containers Useful containers Photographs in resource books (e.g. buildings / craftwork)
ribbons, braids, ribbons, braids, etc.
TEXTBOOK) TO workbooks etc.
ENHANCE
LEARNING 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; Canva; Book Creator, etc.
Lesson plans: https://bit.ly/36nNNPa

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2023/24 ANNUAL TEACHING PLANS: CREATIVE ARTS (VISUAL ARTS): GRADE 7

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

Workbook: Visual Worksheet Worksheet
ASSESSMENT; Workbook: Self- Teacher observation, Workbook: Express, identify / Workbook: Exploratory Workbook: Drawings: Teacher observation, Oral presentation: Role of the
exploration of art
REMEDIATION reflection guidance in constructing name, question and reflect – Artist as Artist as drawings: Art elements, Art elements, design guidance in creating 2D artist in society: Role of artist as
elements, design
worksheet 3D-artwork buildings/ craftwork contributor to contributor to design principles principles artwork contributor to society
principles
society society
SBA (FORMAL Practical assessment: 3D Artwork 25 marks assessed with a rubric Practical assessment: 2D Artwork
ASSESSMENT) (The focus of the assessment task is to create in 3D; therefore, the final product may include relief elements or small- 25 marks assessed with a rubric
scale 3D elements. Enough to serve as revision and consolidation of the skills/ concepts/content covered in class) (The focus of the assessment task is to create in 2D; therefore, the final product should include art elements &
design principles on a small scale. Enough to serve as revision and consolidation of the
skills/concepts/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.

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2023/24 ANNUAL TEACHING PLANS: CREATIVE ARTS (VISUAL ARTS): GRADE 7

2023/24 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 WEEK 10

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

Three-week process towards 2D Visual Art product 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 PRE- Basic understanding and ability to use art elements and principles in 2D and 3D work
KNOWLEDGE 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
RESOURCES Visual stimuli for drawing, Materials: Materials:
(OTHER THAN pencil, charcoal, wax Charcoal Common recyclable objects, appropriate recyclable materials
TEXTBOOK) TO crayons, colour inks Self- Large sheets of paper (A3 -A1) Appropriate adhesive materials
ENHANCE reflection in workbooks 2B/3B pencils, pencil crayons Mixed media
LEARNING
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; Canva; Book Creator, etc.
Lesson plans: https://bit.ly/3k7IRS2

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2023/24 ANNUAL TEACHING PLANS: CREATIVE ARTS (VISUAL ARTS): GRADE 7

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

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;
REMEDIATION Workbook: Worksheet Workbook: Worksheet
Workbook: Worksheet to Workbook: Worksheet to Workbook: Worksheet to Workbook: Worksheet to
to incrementally to incrementally Workbook: Self-
Workbook: Self-reflection Workbook: Self- incrementally explore art incrementally explore art incrementally explore art incrementally explore art Workbook: Self-
explore art elements explore art elements reflection
worksheet. reflection worksheet elements and design elements and design elements and design elements and design reflection worksheet
and design principles, and design principles, worksheet
principles, rough sketches principles, rough sketches principles, rough sketches principles, rough sketches
rough sketches rough sketches
SBA (FORMAL Practical assessment: 3D artwork 25 marks assessed with a rubric
Practical assessment: 2D artwork, 25 marks assessed with a rubric
ASSESSMENT) (The focus of the assessment task is to create in 3D; therefore, the final product may include
(The focus of the assessment task is to create in 2D; therefore, the final product should include art elements and design
relief elements or small-scale 3D elements. Enough to serve as revision and consolidation of the
principles on a small-scale. Enough to serve as revision and consolidation of the skills/concepts/content covered in class)
skills/concepts/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