identify and refine the strategies they use to study, organise and revise their • work, both at school and at home. Reasoning Process and Inquiry generate questions that explore perspectives; and • process and synthesize complex information and complete activities • focusing on problem solving and decision making which involve a wide range and complexity of variables and solutions. Creativity experiment with innovative possibilities within the parameters of a task; • take calculated risks when defining tasks and generating solutions; and • apply selectively a range of creative thinking strategies to broaden their • knowledge and engage with contentious, ambiguous, novel and complex ideas. Reflection Evaluation and Metacognition when reviewing information and refining ideas and beliefs, students explain • conscious changes that may occur in their own and others’ thinking and analyse alternative perspectives and perceptions; and use specific terms to discuss their thinking, select and use thinking • processes and tools appropriate to particular tasks, and evaluate their effectiveness. Listening Viewing and Responding consider alternative views, recognise multiple possible interpretations and • respond with insight when listening, viewing and responding; use complex verbal and non-verbal cues, subject-specific language, and a • wide range of communication forms; and use pertinent questions to explore, clarify and elaborate complex meaning. • Presenting demonstrate their understanding of the relationship between form, content • and mode, and select suitable resources and technologies to effectively communicate; use subject-specific language and conventions in accordance with the • purpose of their presentation to communicate complex information; and provide constructive feedback to others and use feedback and reflection in • order to inform their future presentations. Designated Learning Standards: Visual-Creating and Making apply decision making skills to find the most effective way to implement • ideas, design, create and make art works devised from a range of stimuli, demonstrating development of a personal style; evaluate, reflect on, refine and justify their work’s content, design, • development and their aesthetic choices; realise their ideas, represent observations and communicate their interpretations by effectively combining and manipulating selected arts elements, principles and/or conventions to create the desired aesthetic qualities; their knowledge and understanding to design, create and produce arts • works influenced by the style of particular artists or cultures;
• identify and refine the strategies they use to study, organise and revise their work, both at school and at home. Reasoning Process and Inquiry • generate questions that explore perspectives; and • process and synthesize complex information and complete activities focusing on problem solving and decision making which involve a wide range and complexity of variables and solutions. Creativity • experiment with innovative possibilities within the parameters of a task; • take calculated risks when defining tasks and generating solutions; and • apply selectively a range of creative thinking strategies to broaden their knowledge and engage with contentious, ambiguous, novel and complex ideas. Reflection Evaluation and Metacognition • when reviewing information and refining ideas and beliefs, students explain conscious changes that may occur in their own and others’ thinking and analyse alternative perspectives and perceptions; and • use specific terms to discuss their thinking, select and use thinking processes and tools appropriate to particular tasks, and evaluate their effectiveness. Listening Viewing and Responding • consider alternative views, recognise multiple possible interpretations and respond with insight when listening, viewing and responding; • use complex verbal and non-verbal cues, subject-specific language, and a wide range of communication forms; and • use pertinent questions to explore, clarify and elaborate complex meaning. Presenting • demonstrate their understanding of the relationship between form, content and mode, and select suitable resources and technologies to effectively communicate; • use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information; and • provide constructive feedback to others and use feedback and reflection in order to inform their future presentations. Designated Learning Standards: Visual-Creating and Making • apply decision making skills to find the most effective way to implement ideas, design, create and make art works devised from a range of stimuli, demonstrating development of a personal style; • evaluate, reflect on, refine and justify their work’s content, design, development and their aesthetic choices; realise their ideas, represent observations and communicate their interpretations by effectively combining and manipulating selected arts elements, principles and/or conventions to create the desired aesthetic qualities; • their knowledge and understanding to design, create and produce arts works influenced by the style of particular artists or cultures;