[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-175707-105":53,"doc-detail-175707-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","inclusive-visual-arts-for-students-in-various-contexts","Inclusive visual arts for students in various contexts","","Inclusive visual arts unit guidance for teaching students with diverse learning needs, including disability. It emphasizes differentiated planning, programming and assessment so teachers can provide equitable adjustments and authentic opportunities for students to demonstrate what they know, understand and can do. The unit is designed around learning to create a happiness artwork using colourful flowers, exploring colour theory, emotional connections, and using varied mediums and techniques. Assessment is multimodal and may include technology, mapped to visual arts outcomes across Early Stage 1 to Stage 3.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/inclusive-visual-arts-for-students-in-various-contexts/175707/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/inclusive-visual-arts-for-students-in-various-contexts/175707.png","ImageObject",442,249,{"name":88,"@type":89},"Ezra","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-27","2026-09-02",true,{"@type":98,"interactionType":99,"userInteractionCount":25},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"How does the unit support inclusive visual arts learning for students with disability or varied needs?","Question",{"text":108,"@type":109},"Teachers use differentiated planning, programming and assessment, and provide appropriate adjustments so students can access authentic ways to demonstrate learning. Adjustments vary based on individual needs and task requirements.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What is the main artwork focus of the unit?",{"text":113,"@type":109},"Students create an artwork representing happiness using a colourful vase of flowers on a table. They discuss colour theory and how colours connect to emotions.",{"name":115,"@type":106,"acceptedAnswer":116},"How is assessment approached across the unit?",{"text":117,"@type":109},"Assessment is differentiated through opportunities for multi-modal responses, including the use of technology during assessment tasks. Students may require adjustments to demonstrate knowledge, understanding and skills aligned to outcomes.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},175707,1791383994,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":25,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":40,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":140},1099514068035,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Inclusive visual arts for students in various contexts\nAll students, including those with disability, are individuals who learn at different rates and have different learning needs. Through differentiated planning, programming, and assessment, teachers can meet individual students learning needs. When working through this unit, teachers should provide appropriate adjustments to ensure equity and authentic opportunities for students to demonstrate what they know, understand and can do.\nFor more information, see \u0013 HYPERLINK \"https://education.nsw.gov.au/teaching-and-learning/curriculum/planning-programming-and-assessing-k-12/advice-on-curriculum-planning-for-every-student-k-12\" \u0014Curriculum planning for every student in every classroom\u0015.\nUnit overview\nIn this unit students will:\ncreate an artwork representing happiness based on a colourful vase of flowers on a table\nuse a range of mediums, techniques and skills to compose their artworks\nengage in discussion surrounding colour theory and connection to emotions.\nUnit duration\n4 lessons (approximately 4 weeks).\nAssessment overview\nTeachers should differentiate the way students are able to demonstrate their knowledge, skills and understandings by embedding opportunities for multi-modal ways of responding, including the use of technology during assessment tasks.\nSome students, including those with disability may require adjustments to assessment practices in order to demonstrate what they know, understand and can do in relation to syllabus outcomes and content. The type of adjustments and support will vary according to the individual needs of the student and the requirements of the task.\nOutcomes – visual arts\nTeachers should select the appropriate outcomes for their contexts and delete those not relevant.\nThrough this learning sequence a student will work towards the following outcomes:\nEarly stage 1\nVAES1.1 Makes simple pictures and other kinds of artworks about things and experiences.\nVAES1.2 Experiments with a range of media in selected forms.\nVAES1.3 Recognises some of the qualities of different artworks and begins to realise that artists make artworks.\nVAES1.4 Communicates their ideas about pictures and other kinds of artworks.\nStage 1\nVAS1.1 Makes artworks in a particular way about experiences of real and imaginary things.\nVAS1.2 Uses the forms to make artworks according to varying requirements.\nVAS1.3 Realises what artists do, who they are and what they make.\nVAS1.4 Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience.\nStage 2\nVAS2.1 - Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter.\nVAS2.2 - Uses the forms to suggest the qualities of subject matter.\nVAS2.3 - Acknowledges that artists make artworks for different reasons and that various interpretations are possible.\nVAS2.4 - Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of techniques.\nStage 3\nVAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world.\nVAS3.2 Makes artworks for different audiences assembling materials in a variety of ways.\nVAS3.3 Acknowledges that audiences respond in different ways to artworks and that there are different opinions about the value of artworks.\nVAS3.4 Communicates about the ways in which subject matter is represented in artworks.\n\u0013 HYPERLINK \"https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/creative-arts/creative-arts-k-6-syllabus\" \u0014Creative Arts K-6 Syllabus\u0015 © 2006 NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales.\nCross-curricular links\nEnglish – communication about emotions and how they’re represented in different texts and images.\nMathematics – explore shapes in different flowers.\nPDHPE – discussion surrounding emotions and emotional regulation.\nHSIE – discussion surrounding celebrations, re","cbCainKdZY56mwAr","https://ap.wps.com/l/cbCainKdZY56mwAr","docx",95723,"English","# Unit overview\n## Unit duration\n## Assessment overview\n## Outcomes – visual arts\n# Learning sequence 1\n## Learning intentions\n## Assessment opportunities\n# Learning sequence 2\n## Learning intentions","[{\"question\":\"How does the unit support inclusive visual arts learning for students with disability or varied needs?\",\"answer\":\"Teachers use differentiated planning, programming and assessment, and provide appropriate adjustments so students can access authentic ways to demonstrate learning. Adjustments vary based on individual needs and task requirements.\"},{\"question\":\"What is the main artwork focus of the unit?\",\"answer\":\"Students create an artwork representing happiness using a colourful vase of flowers on a table. They discuss colour theory and how colours connect to emotions.\"},{\"question\":\"How is assessment approached across the unit?\",\"answer\":\"Assessment is differentiated through opportunities for multi-modal responses, including the use of technology during assessment tasks. Students may require adjustments to demonstrate knowledge, understanding and skills aligned to outcomes.\"}]","Inclusive visual arts for students in various contexts | DOCX",1788321557,6]