Albany Senior High School/Curriculum plans/Art History

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= Curriculum Plan for ... = Art History


At Albany Senior High School

  • we nurture each other
  • we inspire each other
  • we empower each other

How will we contribute to the realisation of the school’s vision?

  • Art works communicate the ideas, beliefs, preoccupations and values of the societies that create them. Through the study of art and

its contexts we will nurture, inspire and empower each other in our understanding of our world, in our development of conceptual thinking, and in the delight we take in art.


  • Excellence in all that we do.
  • Warm, mutually respectful relationships.
  • Families as part of our learning community.
  • Fairness, openness, honesty and trust.
  • Learning together and making decisions together.
  • Using evidence and reflection to make decisions.
  • Curiosity and enquiry, creativity and innovation.
  • Contributing to our local and global communities.
  • Protecting and enhancing the environment.
  • Diversity that enriches our learning community.

How will we affirm and promote the school’s values?

  • Promoting excellence in all we do through:

keeping up with developments in art history theory and art practice, increasing our involvement and deeper understanding through research, attending exhibitions, hearing visiting art experts etc

Building warm and mutually respectful relationships though: listening to and respecting the views of others, understanding diversity through the art of different cultures, working effectively together to achieve our goals

Promoting families as part of our learning community through: drawing on relevant family experiences/expertise related to art history where possible, sharing learning with families through learning dialogues, providing easy access to course outlines etc on the intranet

Promoting fairness, openness, honesty and trust through: respecting the views and contributions of others in both the discussion and production of art works, being open to different types of art

Learning together and making decisions together through: collaborative learning as an art-appreciating community, sharing of knowledge, developments and ideas related to art

Using evidence and reflection to make decisions through: questioning and challenging existing assumptions about art works and their values, understanding that art works reflect the society of their time and that views on the works and how they are read, shift through time

Promoting curiosity and enquiry, creativity and innovations through: Developing art knowledge so that art works can be interpreted and enjoyed in greater depth, Exploring the contexts that give rise to particular types of art and how these are reflected in the art works, Appreciating the links between art and other forms eg literature / media

Contributing to our local and global community through: Exploring the role of art in the local, national and global community, creating links with artists and art institutions in the local community

Protecting and enhancing the environment through: Awareness of art's role as a voice in environmental issues, Exploring the relationship of art work and its environment

Promoting diversity that enriches our learning area through: Exploring a wide range of art works and their contexts, Understanding the impact that art from other countries and times has had/is having on New Zealand art, Exploring the treatment of diversity in New Zealand and international art

Honouring the unique place of Maori as tangata whenua through: The study of traditional and contemporary Maori art and architecture Exploration of crossover of influences and parallels between Maori and European art Incorporation of Te Reo `


Expectations for teaching and learning including embedding ICTs

1. How will our teaching and learning meet the school’s expectations for 21st century pedagogy based on current research?

Aligned with the ASHS teaching portrait and school curriculum and assessment policy

How will we ensure students:

  • Know what they are learning and why?
  • Connect learning to real life situations?
  • Have multiple opportunities to build on existing knowledge?
  • Examine and use new knowledge?
  • Have time to reflect on their learning? >>
Aligned with the ASHS teaching portrait and school curriculum and assessment policy

How will we ensure students:

Know what they are learning and why? Through student understanding of the relevance and influence of art in their own lives and in future careers, clarity of subject curriculum and assessment tasks and processes

Understand how they are learning Through use of split screen, Reflection on their own learning

Connect learning to real life situations? Through making connections between art studied and other subjects/students' real life, visits to art galleries/art sites, exploring the commissioning of public art and researching art in the environment, inclusion of contemporary art/issues in course content, exploration of art as a reflection of society's concerns, desires etc, use of ICTs within learning eg virtual visits to overseas art galleries, etc.

Have multiple opportunities to build on existing knowledge? Through possible extension through impact projects eg organising or promoting art exhibitions, assisting as intern in art gallery, using art knowledge in other areas of study eg drawing parallels between imagery in literature, film and art, exploring protest art in conjunction with New Zealand History study

Examine and use new knowledge? Through using ICTs to engage in art historical discussion with students /art practitioners in other countries, schools etc, Voicethread to demonstrate art techniques etc, exploration of different perspectives carried through art works

Have time to reflect on their learning? through reflection and evaluation built into units, using split screen to identify effective learning strategies and processes

2. How will our assessment promote effective learning?

<< Aligned with the ASHS school curriculum and assessment policy>>

Through: Use of and reflection on formative assessments, Varied pathways to assessment where applicable, Student choice in assessment methods where possible, Co-construction of assessment tasks and exempla where possible, Seeing assessment as an on-going process and a contributor to learning, Transparency of assessment processes, Using data gathered through assessment to monitor that programmes are addressing learning needs of students

3. What does an effective 100-minute lesson look like?

<<An annotated 100-minute lesson template >>
  • Exemplars of 100-minute lessons
  • How will we cater for difference?
  • How will we identify and address students at risk of not achieving?
  • Gifted and talented students?
  • How will we know about our students prior knowledge?

Key competencies

How will we develop each of the key competencies in the learning area? How will we promote the split screen? These are a means and an end.

  • Thinking
  • Using language symbols and texts 
  • Managing self 
  • Relating to others
  • Participating and contributing

•    Thinking:
Being intellectually curious about the role of art in society
Making connections between art and other learning areas and with real life situations
Understanding that art has many roles and exploring these
Challenging existing assumptions and perceptions related to their own art appreciation, questioning for understanding
Considering and analysing different approaches to art issues eg how values are attached to art
Being open to exploration of the unfamiliar in art

•    Using language symbols and texts:
Interpreting and using the language of art
Understanding the 'loadings' of art works in different contexts
Utilising knowledge of art language and symbols effectively in own writing and analysis (performativity)
Using ICTs to effectively communicate with others and access art images and information
•    Managing self:
Setting goals (academic and personal) and monitoring progress on these, managing assessment
Taking responsibility for own learning and behaviour, eg trying out ideas about art works in class discussions, making time to visit galleries individually
Effective time management and planning
Regular reflection on individual learning practice and utilisation of this self-assessment to enhance learning and skills eg to get teacher assistance/advice where necessary, carry out further independent research

•    Relating to others:
Sharing knowledge and responsibility constructively as a group member
Being prepared to take risks in art analyses and supporting others when they do
Listening actively to others
Recognising and respecting different viewpoints/cultures reflected in art
Being prepared to negotiate with others in group situations
Behaving appropriately in cooperative situations

•    Participating and contributing:
Participating in discussion in different contexts (class, groups, peer etc)
Actively and constructively contributing to group activities and goals
Creating opportunities for, and supporting others in their development of art knowledge

Curriculum design

What do we want our students to learn and/or develop? 

<<Matrix of AOs and indicators from the curriculum and the standards that will support their development

  • Course design template
  • Exemplar of a course

Quality assurance

How will we ensure that standards are transparent, clear, reliable, valid and fair?

<<See NZQA Teachers’ Handbook>>

Self review

What data will we collect and how will we use it?

<< See data plan >>