Students Photo 01 Students Photo 02
Students Photo 03   Students Photo 04  
Students Photo 05 Students Photo 06

Art Learning Framework 

The Art Learning Framework is structured to develop the aesthetic domain of our students as part of our holistic education.  We hope that our students will become aesthetically aware, who are enthusiastic, creative and have an appreciation for the art, through their 6 years of art education with us.

In essence, the art learning will involve the engagement of the ABC, namely, affective, behavioural and cognitive.

Affective Engagement

Affectively-engaged students view learning of the art as fun, interesting and rewarding. We want our students to experience feelings of happiness in the art learning environment.

Behavioural Engagement

Students are behaviourally-engaged when they view art learning as relevant to their lives, and hence demonstrate high levels of participation.

Cognitive Engagement

Students show commitment and willingness to commit time and effort to mastering art concepts. Opportunities will be created to evoke their curiosity and creative talent (enthusiastically creative) in the art making activities.

Art Learning Framework Diagram
As we engage our students in the ABC, we hope our students will be able to:

Seeing / Sensing – Cognitive Engagement

Our students will observe, respond to and interpret their surroundings by asking questions and art making. This increases our students’ sensory awareness, visual inquiry skills, imagination and generation of ideas.

Expressing – Behavourial Engagement

Our students will generate ideas by describing and interpreting artworks through class/group discussions and writing. This encourages students to express their ideas, thoughts, experiences and feelings enthusiastically and creatively.

Appreciating – Affective Engagement 

Students will develop visual inquiry skills and use appropriate art vocabulary to discuss and interpret artworks. They will understand why and how artworks are made and value art in their lives and society. This heightens students’ aesthetics and cultural awareness and raises the value of art among our students.

(Seeing, Expressing & Appreciating - Adapted from the MOE Syllabus- Art Department)

Art Learning Experience (ABCD Learning Cycle)

We use the ABCD Learning Cycle to engage our students in the learning of art.

ABCD Learning Cycle Diagram
  • First, our students will acquire the art knowledge and skills through teacher guided instruction.
  • Our students will think about what they have learned and the skills acquired after the teacher’s  guided instruction. They can make linkages with their prior experiences or previous lessons.
  • Our students will work in pairs or groups to communicate the new knowledge created and skills learned. They will co-create their learning with guidance and feedback given by the teacher.
  • Finally the student will work individually, in pair or as a group to demonstrate the created knowledge and learned skills. Teacher will provide feedback for improvement as well as evaluate the students’ works and performance 

This learning cycle is designed to promote our students’ creativity and appreciation for the art. 

Themes and Structure of the Art Curriculum

The General Art Programme in Punggol View Primary is developed based on themes. By the 6 th year of Art Education, they would have experienced and learnt the following:

Term 1/ Term 2 Programmes

Term 3/ Term 4 Programmes

Students Photo 07 Students Photo 08
Students Photo 09 Students Photo 10

Our Lessons