Art & Design

The arts curriculum is taught in a flexible way throughout the school. Within each Key Stage and Year Group, art, music and dance are taught both explicitly and through cross-curricular links. Dance is taught explicitly in Key Stage 1 and 2, both by school staff and by specialist teachers through our links with EdStart dance specialists.  Such specialist teaching also serves as high quality INSET for our own staff, who are always present during lessons. All arts subjects are also taught in a more holistic manner though performing arts opportunities and creativity in curriculum planning.

Arts teaching within the taught curriculum

In both Key Stages the arts are taught both explicitly and through a  cross curricular, thematic approach to learning. The use of art to express thoughts, responses and understanding is developed through the study of texts in the Power of Reading, in English.

Arts teaching outside the taught curriculum

• We are part of a Bury Music Collaborative and whole school singing takes place each week for 30 minutes. This is led by a specialist teacher, Mrs. Geelan
• Weekly whole school choir (1 hour per week)
• Peripatetic music lessons for individual children– flute, clarinet, guitar, brass and violin
• Various after school clubs for the arts run during the year e.g. Street Dance and Art Award
• Opportunities to take part in competitions and exhibitions within the school and outside of school
• Regular assemblies, Christmas and summer concerts, choir concerts rehearsals and performances
• Visits from artists, musicians and theatre groups to perform for or work with the children

The range of experiences offered

Pupils’ entitlement to arts provision is guaranteed in three ways:

• Through class teaching, linked to the National Curriculum:
• The programmes of study set out in the National Curriculum 2014 express the specific learning objectives for individual pupils.
• In order to meet National Curriculum objectives and to ensure progress across the school, skills progression documents are available for staff.

• The combination of the above allows skill specific teaching in the areas of art, music, drama and dance as well as more holistic teaching and learning (including performing).
• From experiences linked to the whole school curriculum: All children also have opportunities to develop skills though music assemblies, where ongoing skills are taught and practiced.
• Class assemblies. Children in every class have the opportunity to practice a variety of arts each year. They may experience writing, acting, singing, dancing, scenery creation and decoration, costume making etc. The class then performs the assembly which gives them presenting and performing opportunities. This is a fantastic opportunity for the rest of the school to enjoy and celebrate the performing arts as an audience.
• Children may also choose to take part in the school choir. This performs both in and out of school and rehearses after school and at lunchtimes.
• There are several opportunities each year for children to work together on whole school performances. These include the summer and Christmas concerts where children perform as a whole school, Key Stage or choir. There are also opportunities for individuals to perform. These concerts incorporate art, drama, music and dance.
• Through pupils’ own interests, including activities which are part of study support:
• There is a range of after school clubs which are run on site. Children have access to all the after school clubs which include music, art, drama and dance opportunities.
• Children may choose peripatetic individual or small group music lessons in keyboard, brass, strings, singing and recorder.
• There are opportunities for Gifted and Talented children to take part in arts projects e.g. with other schools, complete the Arts Award, workshops.
• Opportunities for parents and carers to work on arts projects (with children or independently).
• The arts qualifications and expertise of staff, with commitments to further training.
• There is a teacher with an overarching responsibility for subject leadership for the arts.
• The school has achieved the ArtsMark award and is working to maintain it. 

For all children to engage, progress, enjoy and express themselves through a variety of art forms, to explore values, attitudes, feelings and meanings.

• Provide an arts curriculum of quality, range and depth.
• Provide opportunities for cross-curricular work.
• Provide opportunities for pupils to learn about the arts of diverse cultures.
• Provide opportunities to develop self-esteem, confidence and maturity through participation in the arts.
• Ensure that arts teachers have access to regular continuing professional development that refreshes their own creativity and keeps them up to date with developments in the arts.
• Develop children’s interest in and ability to create, appreciate and make critical judgements about artworks.
• Give all pupils opportunities to observe, plan, design, complete and perform/exhibit in a range of artforms.
• Encourage pupils to work as individuals and in groups to share arts experiences and present artworks to others.
• Give all pupils an opportunity to exhibit/perform at least twice a year (class assemblies).
• Give all pupils the opportunity to take part in an out of hour’s opportunity.
• Present arts work to parents and the community through photos on school website and inviting parents into school at least four times a year (class assemblies, Harvest and Christmas concerts).
• To continue to work with other local schools on arts projects e.g. Elton High School.
• Continue to work with parents, carers and children on family arts projects e.g. Home Learning Challenge.

Learning outcomes are identified for each lesson. Assessment opportunities are identified within the weekly planning and are measured against the criteria set for the learning outcomes.  Assessment in the arts can take various forms:

• Self evaluation and review
• Progression
• Observation
• Peer evaluation

Pupils’ progress in the arts is reported regularly through consultation with parents, progress captured on Arbor and the annual report.