1. Creative Curriculum: Embedding PLTS Art & Design: Moving Graffiti Independent Enquirers plan and determine the focus of their own research, explorations and investigations explore their own ideas purposefully, observe and contemplate, judging the relevance and value of information from different perspectives and viewpoints, including their own select and make informed choices about materials, techniques and processes when creating their art works work with increasing independence and apply their competence, cultural and critical understanding to new and increasingly challenging contexts. generate their own ideas and explore possibilities to produce imaginative images, artefacts and other outcomes Creative Thinkers experiment with creative approaches to solve problems, experiment with ideas, materials, tools and techniques, and try out alternatives explore the potential of new technologies to investigate new ways of working and to explore and experiment effectively use and adapt creative ways to communicate their thoughts and feelings to a range of audiences Self Managers recognise and respond to their own strengths and those of others, allocate roles and tasks, and take responsibility for their own contribution from generating initial ideas to final production provide and respond to constructive feedback, adapting their behaviours and resolving complex issues to achieve successful outcomes. take personal responsibility for organising their time and resources to carry out and successfully complete their exploring and making initiate projects for themselves, demonstrating commitment and perseverance and the ability to prioritise their actions to work towards their identified goals Effective Participators try out ideas and processes with confidence, taking and managing risks to achieve agreed outcomes respond to new or changing priorities, actively embracing change and coping with new challenges. Reflective Learners adapt and refine their ideas as their work progresses, identifying opportunities for further development, setting themselves realistic goals and recognising achievements use their skills to select relevant ways to communicate with different audiences, using visual and non-visual forms carry out activities to evaluate their own strengths and weaknesses and learn from their mistakes, making use of feedback from peers, teachers and others continuously monitor their own progress, identifying criteria for success and making changes to further their learning. researching local artist’s work and providing visual responses of their own choices, whilst exploring the possibilities of the outcome develop own visual outcome, taking in to consideration work from other artists and other visual stimuli use a varied range of media to present research and final outcomes develop research and visual response using their own ideas and continuing to make adjustments as the work progresses, adding other visual stimuli develop work so that it reaches a conclusion that is representative of a combined response develop experimental workings, using different methods and media to a preferred visual response use a range of techniques, including elements of photography to provide visual responses provide a portfolio of work that combines personal research and responses to stimuli develop personalised learning and independent study, through class and homework and presenting work creatively in an installation adopt a reflective attitude to learning in both gallery showings and take in to consideration weekly feedback and working targets use research and lesson time effectively to ensure an adequate visual response decide upon direction of own research and visual response, including the final outcome develop and manage visual responses to research and experiment with different stimuli based on weekly feedback and target setting, develop work and final outcomes based on weekly feedback and target setting, enter in to regular discussions about work in a gallery showing at the end of each lesson develop research in to an installation piece, showing a combination of media and skills comment and assess own work using the Skills Diary on a weekly basis comment upon their own learning on a weekly basis, using the comment areas in the Skills Diary

2. Creative Curriculum: Embedding PLTS Textiles & Food: Moving Graffiti Independent Enquirers plan and carry out their own research to design products and determine the production processes explore their own ideas to address design issues or problems make informed choices, sifting information, judging its relevance and value to support reasoned conclusions, for example in selecting materials Creative Thinkers use and adapt creative ways to communicate their ideas to a range of audiences, including new technologies, to investigate versions of work take increasing responsibility for exploring and experimenting with imaginative ways of working Team Workers allocate roles and tasks, identifying their own strengths and those of others and taking responsibility for their own contributions question their own and others’ assumptions in group design sessions to address problems and agree solutions provide and respond to constructive feedback while resolving increasingly complex issues to achieve successful outcomes. Self Managers take responsibility for organising their own time and resources to successfully complete tasks for example to shape, form, mix, assemble and finish materials, components and ingredients initiate projects, demonstrating commitment and perseverance and the ability to prioritise their actions and work towards identified goals anticipate and manage risks, responding positively to changing priorities and new challenges as production proceeds address issues, suggesting practical ways forward and breaking these down into manageable steps Effective Participators play a full part in the life of their school and the wider community, identifying improvements that would benefit themselves and others Reflective Learners invite feedback from peers, teachers and others and deal positively with praise, setbacks and criticism concerning their product design critically assess against criteria, their own performance and that of others for both process and product adapt and refine their ideas as their work progresses, identifying opportunities for further development researching local designer’s work and providing visual and tactile responses of their own choices, whilst exploring the possibilities of the outcome develop own tactile outcome, taking in to consideration work from other designers and other visual and tactile stimuli use a varied range of media to present and model research and final outcomes develop research and tactile response using their own ideas and continuing to make adjustments as the work progresses, adding other tactile and visual stimuli develop work so that it reaches a conclusion that is representative of a combined response develop a method of group working to ensure best possible tactile outcome share workings and provide peer feedback on interim showings of progress adopt a reflective attitude to learning in both design showings and take in to consideration weekly feedback and working targets develop personalised learning and independent study, through design and construction in class and homework and presenting work creatively in an installation plan and prepare work effectively, by designing and constructing thoroughly based on weekly feedback and target setting, develop tactile work and final visual and tactile outcomes adopt a methodical approach to construction of final tactile representation, using patterns and design stimuli present final tactile and visual outcomes in an installation of work based on weekly feedback and target setting, enter in to regular discussions about work in a design circle showing at the end of each lesson comment and assess own work using the Skills Diary on a weekly basis comment upon their own learning on a weekly basis, using the comment areas in the Skills Diary

3. Creative Curriculum: Embedding PLTS Design & Technology: Cre8 Independent Enquirers plan and carry out their own research to design products and determine the production processes explore their own ideas to address design issues or problems make informed choices, sifting information, judging its relevance and value to support reasoned conclusions, for example in selecting materials Creative Thinkers use and adapt creative ways to communicate their ideas to a range of audiences, including new technologies, to investigate versions of work take increasing responsibility for exploring and experimenting with imaginative ways of working Team Workers allocate roles and tasks, identifying their own strengths and those of others and taking responsibility for their own contributions question their own and others’ assumptions in group design sessions to address problems and agree solutions provide and respond to constructive feedback while resolving increasingly complex issues to achieve successful outcomes. Self Managers take responsibility for organising their own time and resources to successfully complete tasks for example to shape, form, mix, assemble and finish materials, components and ingredients initiate projects, demonstrating commitment and perseverance and the ability to prioritise their actions and work towards identified goals anticipate and manage risks, responding positively to changing priorities and new challenges as production proceeds address issues, suggesting practical ways forward and breaking these down into manageable steps Effective Participators play a full part in the life of their school and the wider community, identifying improvements that would benefit themselves and others Reflective Learners invite feedback from peers, teachers and others and deal positively with praise, setbacks and criticism concerning their product design critically assess against criteria, their own performance and that of others for both process and product adapt and refine their ideas as their work progresses, identifying opportunities for further development researching local designer’s work and providing design and product responses of their own choices, whilst exploring the possibilities of the outcome develop own design outcome, taking in to consideration work from other designers and other design and product stimuli use a varied range of media to present and model research and final outcomes develop research and design response using their own ideas and continuing to make adjustments as the work progresses, adding other design, tactile, product and visual stimuli develop work so that it reaches a conclusion that is representative of a combined response develop a method of group working to ensure best possible design and product outcome share workings and provide peer feedback on interim showings of progress adopt a reflective attitude to learning in both design circle showings and take in to consideration weekly feedback and working targets develop personalised learning and independent study, through design and construction in class and homework and presenting work creatively in an installation plan and prepare work effectively, by designing, constructing and manufacturing thoroughly based on weekly feedback and target setting, develop design work and final design and product outcomes adopt a methodical approach to construction of final product representation, using effective assembly methods and design stimuli present final design and product outcomes in an installation of work based on weekly feedback and target setting, enter in to regular discussions about work in a design circle showing at the end of each lesson comment and assess own work using the Skills Diary on a weekly basis comment upon their own learning on a weekly basis, using the comment areas in the Skills Diary

4. Creative Curriculum: Embedding PLTS ICT: Go Plymouth! Independent Enquirers plan and carry out their own research and explore their own ideas to develop solutions to issues or problems determine for themselves the information, ICT tools and techniques they need to answer questions and test hypotheses develop their own ideas, explore possibilities, seek innovative alternatives and make new connections, for example use ICT to model scenarios and identify patterns Creative Thinkers design their own information systems, adapting and modifying their ideas, for example refining information creatively to combine text, sound and image take increasing personal responsibility for developing how they think and work. Team Workers recognise their own strengths and those of others when allocating roles and tasks to achieve effective outcomes, for example when applying ICT to carry out extended tasks explore for themselves how ICT can be used to communicate, collaborate and share ideas on a local, national and global scale show responsibility when using ICT to communicate safely with others Self Managers take personal responsibility for organising their own time and resources, prioritising actions and managing risks to carry out and successfully complete a task, for example using ICT effectively to organise their time and resources use perseverance, initiative and creativity to address challenging tasks make choices about how ICT can support them in their learning and in their life outside school Effective Participators respond positively to new or changing priorities, for example actively embracing the challenges of applying concepts to new or unfamiliar contexts. explore how communicating, exchanging and presenting information and ideas in ICT can be a force for change make their own informed contributions to local, national and international issues using ICT for information exchange and access, for example participating in e- debates Reflective Learners negotiate and balance diverse sources of information and views, including their own, making independent decisions to solve issues and problems. reflect critically on available information, for example to take account of its purpose, author, currency and context use and adapt creative ways to communicate their ideas to a range of audiences continuously monitor their own progress, identifying criteria for success and making changes to further their learning. researching local developer’s work and providing communicative and technological responses of their own choices, whilst exploring the possibilities of the outcome develop own technological outcome, taking in to consideration work from other developers and other technological stimuli use a varied range of media to present and model research and final outcomes develop research and technological response using their own ideas and continuing to make adjustments as the work progresses, adding other technological and communicative stimuli develop work so that it reaches a conclusion that is representative of a combined response develop a method of group working to ensure best possible communicative and technological outcome share workings and provide peer feedback on interim showings of progress adopt a reflective attitude to learning in both interim presentations and take in to consideration weekly feedback and working targets develop personalised learning and independent study, through technological and communicative acitivites in class and homework and presenting work creatively in an installation plan and prepare work effectively, by researching, editing and producing thoroughly based on weekly feedback and target setting, develop technological work and final communicative and technological outcomes adopt a methodical approach to construction of final product representation, using effective technological methods and stimuli present final product outcomes in an installation of work based on weekly feedback and target setting, enter in to regular discussions about work in presentations at the end of each lesson comment and assess own work using the Skills Diary on a weekly basis comment upon their own learning on a weekly basis, using the comment areas in the Skills Diary

5. Creative Curriculum: Embedding PLTS Music: Urban Soundscapes Independent Enquirers plan what to do and how to go about it to determine successful outcomes, for example in performing, composing and listening make their own informed choices to make reasoned decisions, for example in selecting musical elements, devices, tonalities and structures explore different musical contexts and styles, analysing music and judging the value of information from different perspectives and viewpoints, including their own work with increasing independence and apply their skills to a range of contexts and activities. Creative Thinkers generate and explore their own ideas by creating, developing and extending musical ideas experiment and improvise using their own creative approaches, for example to respond to contextual influences that affect the way music is created, performed and heard make adjustments and adaptations when performing in different contexts and relating music to other art forms and subject disciplines, for example within different styles, genres and traditions select imaginative ways of working to improve their performance in a range of new and unfamiliar musical contexts. Team Workers collaborate in order to work towards a common goal in a range of contexts, for example in group performing and composing recognise their own strengths and those of others when allocating musical roles and tasks and take responsibility for their own contribution, from generating initial ideas to final performance, for example in designating musical leadership roles take account of how different views, beliefs and attitudes impact on music in national culture provide and respond to constructive feedback, working confidently and cooperatively with others to achieve successful outcomes. use perseverance, initiative and creativity to address challenging tasks Self Managers take personal responsibility for organising their time and resources and organise themselves and show personal responsibility, initiative, creativity and perseverance when performing, composing and listening Effective Participators engage with activities that they enjoy and have selected for themselves play a full part in performance activities in the school and in the wider community Reflective Learners reflect critically on available information, for example to take account of its purpose, author, currency and context use and adapt creative ways to communicate their ideas to a range of audiences continuously monitor their own progress, identifying criteria for success and making changes to further their learning. researching local composer’s work and providing musical responses of their own choices, whilst exploring the possibilities of the outcome develop own musical outcome, taking in to consideration work from other composers and other musical stimuli researching local composer’s work and providing musical responses of their own choices, whilst exploring the possibilities of the outcome record, edit and manipulate a varied range of sources to present and perform research and final outcomes develop musical response using their own ideas and continuing to make adjustments as the work progresses, adding other musical stimuli develop work so that it reaches a conclusion that is representative of a combined response edit and manipulate recordings from a variety of sources and stimuli and provide a final outcome for an installation adopt a reflective attitude to learning in both interim presentations and take in to consideration weekly feedback and working targets work in groups to record, edit and manipulate found sounds and provide a final outcome for an installation work collaboratively in groups to record, edit and manipulate found sounds, working to provide a final outcome for installation enter in to regular discussions regarding musical influence on the group according to views and beliefs based on weekly feedback and target setting, enter in to regular discussions about work in presentations at the end of each lesson develop personalised learning and independent study, through design and construction in class and homework and presenting work creatively in an installation develop personal musical response as a final outcome from a varied range of sources produce a final outcome for an installation comment and assess own work using the Skills Diary on a weekly basis and provide a final outcome for an installation comment upon their own learning on a weekly basis, using the comment areas in the Skills Diary

6. Creative Curriculum: Embedding PLTS Drama: People Watching Independent Enquirers structure their own research analyse and examine information, judging its relevance, value and validity investigate with increasing independence, challenging ideas and assumptions. generate their own ideas, making fresh connections with the ideas of others use their imagination to convey ideas and create settings, moods and characters Creative Thinkers identify and try out for themselves alternative and imaginative solutions and increasingly inventive approaches to what they say and write in familiar and unfamiliar contexts Team Workers recognise their own strengths and those of others to allocate roles and tasks, and take responsibility for their own contribution to achieve effective outcomes, for example in organising a presentation select for themselves and use e- technologies to extend their language experiences, for example use web or satellite links with another school or theatre workshops provide and respond to constructive feedback taking account of different views and developing the confidence to resolve issues. Self Managers take personal responsibility for organising their time and resources to carry out and successfully complete work, for example preparing an individual presentation use commitment, perseverance and understanding to prioritise actions and work towards their identified goals, for example in completing an extended task make informed choices about how they communicate formally and informally respond to new or changing priorities, actively embracing change, for example the challenges of investigating a new text or role. Effective Participators engage actively with topics, issues and events in school and beyond, which they select for themselves, for example participating in debates, discussions and drama activities take different views into account and modify their own views in the light of what others say develop listening and negotiation skills to reach and express their own, well-reasoned responses, for example on the qualities and distinctiveness of texts of other cultures consider alternatives represent or express views and beliefs, including those that may differ from their own. Reflective Learners invite feedback from peers and others, evaluating their own strengths and weaknesses to monitor and improve their performance in speaking, listening, reading and writing adapt and refine their ideas as work progresses, identifying opportunities for further development, setting themselves realistic goals with criteria for success continuously self-monitor and seek increasingly challenging ways to meet the goals they have set for themselves. researching local practitioner’s work and providing dramatic responses of their own choices, whilst exploring the possibilities of the outcome observe and develop own dramatic outcome, taking in to consideration work from other practitioners and other stimuli researching local practitioner’s work and providing dramatic responses of their own choices, whilst exploring the possibilities of the outcome observe, record and improvise a varied range of drama pieces to present and perform research and final outcomes work collaboratively in groups to observe, record, improvise and perform personal observations, working to provide a final outcome for installation develop work so that it reaches a conclusion that is representative of a combined response adopt a reflective attitude to learning in both interim presentations and take in to consideration weekly feedback and working targets develop personalised learning and independent study, through improvisation and performance in class and homework and presenting work creatively in an installation work collaboratively in groups to observe, record and perform observations, working to provide a final outcome for installation enter in to regular discussions regarding dramatic influence on the group according to views and beliefs develop through improvisation a work ethic that involves responding confidently to varied stimuli and personal observations based on weekly feedback and target setting, enter in to regular discussions about work in presentations at the end of each lesson enter in to discussions based on observations, working collaboratively to produce a final outcome enter in to regular discussions regarding dramatic influence on the group according to views and beliefs provide opportunities for regular interim performances of work in progress, encouraging peer feedback and recording work for self assessment comment and assess own work using the Skills Diary on a weekly basis and provide a final outcome for an installation comment upon their own learning on a weekly basis, using the comment areas in the Skills Diary