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Day 2 · Width can make a mark stand outFoundation Visual Arts · T1 W1–2 · Day 2 lesson

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Foundation / Visual Arts / Term 1 / Weeks 01 02

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

Target/codes: compare a thin and thick line with direction/endpoints held; AC9AVAFD01, AC9AVAFC01. Prepare: B width choices, broad strips, B.

  1. Welcome · 3 min. Revisit straight lines. Show a thin and thick line pointing the same way.
  2. Model · 4 min. Overlay the two strips at left/right endpoints; explain that width is the single changed feature.
  3. Try together · 5 min. Let a child direct which strip sits on top of an invented paper notice. Ask what stayed.
  4. Child choice · 7 min. Child chooses width for a fictional sign arrow or book divider, by drawing, raised strip or adult direction, and states intended focus.
  5. Notice · 4 min. Compare endpoints and widths; accept a child preference without demanding a feeling word.
  6. Close · 2 min. Save both, labelled by the child's choice, for a new shape arrangement.

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