Understanding the Arts and Design /13 WHATHOWBY WHOM/WHENFINANCIAL COMMITMENTSUCCESS CRITERIA Develop children’s understanding of art as a explorative process and the role of the sketchbook. Develop the use of examples and techniques of craftworkers. Develop children’s understanding of composition. To raise the profile of dance. Children to see examples of using a sketchbook as a process Staff and children to discuss purpose of sketch books and model exemplary examples regularly Guidance give to staff re incorporating into planning before spring term Tudor topic to focus on tapestry in spring term Planning for 3 compositions a year focusing on whole school genres. Genre of term – played in assemblies, at lunchtimes and in classrooms Children to learn about current process of composition in recording studio – possible trip? Whole school dance project in Summer term. Planning in dance will build skills to work up to dance project. Each class to be visited by an artist who will show sketch books to children and talk about how they use their sketch books. Spring Term Work scrutiny Spring term – Staff meeting time TR to talk to staff before spring term about ideas for art. – staff meeting time (30 minutes) beginning of spring term All Staff to include in long term and medium term planning – ongoing Work scrutiny by Working Party – Summer term TR to work with MD to provide planning ideas/templates for composition work? All staff to have evidence of planning and carry out lessons. ongoing Work scrutiny by Working Party – once a term TR to provide CDs and make sure these are available for assemblies, lunch, classrooms etc. TR to research possibility of school trip or resources that could support children’s understanding (liaise with SZ and MD) Summer term Working Party Meeting with specialist. Staff meeting time with a specialist in spring 1) and to plan for summer project. All staff to plan for dance that will support final project. Time to be allocated to practise as whole school. Release time for Working Party scrutiny Resources for project (ask parents for scrap material, thread etc) Cost of music download? Cost of possible trip? Cost of resources Cost of specialist training Cost of music Evidence of purposeful sketchbooks with samples of work that reflect an explorative process. AfL/marking feedback in books Work Scrutiny Evidence in planning Work scrutiny Evidence in planning Evidence of children’s work – recording of composition An increased knowledge of different genres, song writers and composers. Evidence of trip and understanding of composition in a context Evidence of planning Evidence of project outcome and process through photography and video. Timetabled slots given

Curriculum Review July 2013 Understanding the Arts and Design Position Statement In this area of learning we did the following well: There is some evidence in some year groups of art as a process and exploration in art that is documented in sketch books. In spring children had experience of weaving or sewing or both across all year groups. In the summer a photography week was completed. This was very successful and built upon some of the areas of development we had seen through work scrutiny. The development of composition is working well with the use of MD and TR. The profile of music has been raised with a successful music evening which showcased all of our children who are part of the range of music tuition we have at St John’s All children had a focus on Tudor dance in the Spring term and a dance project planned and due to be completed in July In this area of learning we need to develop: A consistent approach and coverage across year groups. We feel coverage should be decided with colleagues in school for the school at the beginning of the year once we know our whole school themes. Therefore all arts subjects are to have pre-decided coverage which compliments the whole school themes. Artists, composers and choreographers work to study will be included in this. Evidence of children’s opinions of artists, their own and other pupils’ work needs to be in their sketch book. Displaying art achievements in the KS2 and KS1 creative area. One child to be picked per term by the teacher to be put into a special frame on the achievement display. Teachers to have a discussion as to what support they need when MD is not teaching their class.

Understanding the Arts and Design /14 WHATHOWBY WHOM/WHENFINANCIAL COMMITMENTSUCCESS CRITERIA To ensure and develop a consistent approach and coverage across year groups and arts subjects. To develop and ensure evidence of children’s opinions of artists, their own and other pupils’ work needs to be in their sketch book linked to the whole school agenda of AFL. To develop assessment in music now that MD and TR are teaching all music lessons. Middle managers to ensure that coverage art, music and dance topics are built into whole school long term planning grid when deciding themes for the following year. Class teachers to ensure that art work is completed in sketch books and dance is recorded as evidence in shared area. Class teachers will ensure that they plan for arts subjects in line with the whole school long term planning grid. Children to start art topics with looking at examples of area of art and/or an artist that works in this area. They are to have evidence in their sketch book for their development of opinion of the artists’/art work. Children to have an I can at the top of their art work and they and their peers should have the opportunity to comment on their work in line with this. TR to develop a planning and assessment proforma to use across year groups. TR to meet with middle managers when whole school themes have been decided to support in deciding which areas of art, music and dance fit in with the theme. Teachers to make sure art is completed in sketch book and TR to monitor this with book scrutiny, Teachers to record dance and put in shared area. TR to monitor. Teachers to plan for art and dance using the whole school long term planning grid and TR to monitor through looking at plans. TR will liaise with MD on behalf of teachers to ensure he covers music in line with whole school themes. TR to create a planning proforma for MD to use. Teachers to plan for artists/examples that show children the style of artwork they are learning about and provide time and evidence in sketch books where children can develop an opinion about this art work. Teachers to ensure I cans are stuck or written in books. And that children evidence sharing their opinion of their work and others’ work in line with the I can. TR to monitor this through work scrutiny. TR to develop proforma TR to meet with PR and AC to discuss proforma. TR to meet with MD regularly to discuss effectiveness of proforma TR to use proforma and evaluate effectiveness. Time for TR to meet with middle managers Time for TR to complete work scrutiny. Time for TR to meet with MD and monitor planning. Time for TR for book scrutiny. Time for TR to meet with MD Evidence on whole school long term planning grid Evidence in sketch book and on shared area. Evidence in planning and sketch book. Evidence in planning and sketch books Evidence of assessment and evaluation on proformas