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Experiences and Outcomes
Curriculum for ExcellenceSupport 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 activitiescontexts and resources impact on children’s learningany 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 CowieLearning and Teaching Scotland
Curriculum for Excellence