Experiences and Outcomes Curriculum for Excellence Support for Trialling Expressive Arts

Expressive arts ‘Through the expressive arts, children and young people can have rich opportunities to be creative and imaginative and to experience inspiration and enjoyment. They can come to understand the important roles of the arts in describing and changing society’ Building the curriculum 1

The expressive arts can be part of all aspects of the curriculum : The ethos and life of the school Curriculum areas and subjects Interdisciplinary projects and studies Opportunities for personal achievement

The draft materials: Cover paper and experiences and outcomes Cover paper: –Explains the thinking behind the experiences and outcomes –Offers advice on learning and teaching based on knowledge of good practice –Includes reflective questions for individuals or groups to consider Experiences and outcomes: describe the expected learning experience of each child and young person from Early to Fourth Level

‘Overarching experiences’ ‘My learning in, through and about the expressive arts: enables me to experience the magic, wonder and power of the arts is enhanced and enriched through partnerships with professional arts companies, creative adults and cultural organisations recognises and nurtures my creative and aesthetic talents provides opportunities for me to deepen my understanding of culture in Scotland and the wider world.’

Proposed achievement framework Level Experience and outcomes for most children or young people early in pre-school and in primary 1 first by end of P4, but earlier for some second by end of P7, but earlier for some third in S1 – S3, but earlier for some fourth fourth level broadly equates to SCQF 4 Senior Phase S4 – S6

Coding EXA203C EXA – expressive arts 2 – second level 03 – number of outcome in a level C – line of progression EXA001A 0 – first outcome in early level

Outcomes: progression I enjoy singing and playing along to music, from a range of styles and cultures. EXA 012S I enjoy singing and playing music from a range of styles and cultures showing growing confidence and skill and can use performance directions, symbols, words and/or notation to enhance performance. EXA 114S

Developing skills across the curriculum Through observing and recording from my experiences across the curriculum, I can generate a range of visual information, sometimes, for example, in the form of sketches, diagrams or maps. EXA 107G Through observing and recording from my experiences across the curriculum, I can create images and objects which show growing awareness and recognition of detail. EXA 208G Through observing and recording, I can create reference material that shows increasing accuracy of representation for further work in relation to both Art and Design and the wider curriculum. EXA 307G Through creating a range of reference material, I can show that I understand the importance of the observing and recording process and recognise its relevance to work in other areas of the curriculum. EXA 406G

Embedding Technology In Art and Design Working on my own or with others, I have enjoyed choosing and exploring an extended range of media, such as moving image media, comparing and sometimes combining media for specific tasks and showing developing technical skills. EXA 206E In Dance and Drama Having reflected on my personal experiences, including participation and engagement with creative individuals and groups, I can: analyse technical aspects using appropriate dance terms make informed judgements and express personal opinions on my own and others’ work. EXA 412C Having reflected on my personal experiences, including participation and engagement with creative individuals and groups, I can: analyse technical aspects and drama scripts using appropriate drama terms make informed judgements and express personal opinions on my own and others’ work. EXA 417C In Music I have used music technology skills and resources to compose, record and produce music and to enhance performance. EXA 317T GENERIC EXA 301B

Trialling: planning stage…. Build on current strengths Fit in with current learning and teaching plans for this period Decide on the focus for trialling Identify experiences and outcomes to be trialled

Trialling Period Use generic and specific questions as ongoing reflection tools Note interesting findings not covered in questions provided Successes, Opportunities and Challenges Support

Trialling questions Generic questions being addressed across all curriculum areas Specific questions for each curriculum area. Your help is needed to help to answer both sets of questions – as many as possible given what you are able to cover.

Reviewing and Reporting Use general and specific questions as tool for ongoing reflection and evaluation You might find it useful to keep a brief note of, for example:  learning activities  contexts and resources  impact on children’s learning  any interesting observations

The Curriculum Review Group Nov 2004 March 2006 Nov 2006 March 2007 Sept 2007 – June 2008 April 2006 Progress & Proposals Starter and Reflective Tool Kits Building the Curriculum1 Building the Curriculum2 Draft Experiences and Outcomes Important background material

Thank you for your involvement at this important stage in the continuing development of Curriculum for Excellence.

Questions and discussion

Contacts: Aileen Monaghan, Irene Pandolfi. Morna Crombie and Ron Cowie Learning and Teaching Scotland Curriculum for Excellence