Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key music and musicians

2020 Outcomes YEAR 1 Autumn Spring Summer National Curriculum

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Sing a variety of songs in varying ranges and dynamics while maintaining good posture, and steady tempo. This is evident when a pupil: a. Matches simple pitch patterns. b. Maintains good posture and a steady beat while singing. c. Sings at contrasting dynamic levels with appropriate tone quality. d. Sings songs of different cultures.

Play short rhythmic patterns using body percussion and pitched and non-pitched classroom instruments. This is evident when a pupil: a. Echoes short melodic and rhythmic patterns. b. Maintains a steady beat on a percussion instrument while playing in a group. c. Demonstrates correct technique for playing instruments.

Create short rhythmic and melodic patterns and accompaniments to accompany a poem or story This is evident when a pupil: a. Creates sounds (vocal, body percussion or using percussion instruments) to accompany songs, poems, and stories. b. Plans and performs rhythmic and melodic material (in groups) to accompany a poem using a variety of sound sources.

use their voices expressively and creatively by singing songs and speaking chants and rhymes play tuned and untuned instruments musically listen with concentration and understanding to a range of high-quality live and recorded music experiment with, create, select and combine sounds using the inter-related dimensions of music.

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Read basic rhythms and pitches using syllables and utilizing relevant examples from repertoire. This is evident when a pupil: a. Reads and perform simple four-beat patterns with quarter notes, eighth notes, and quarter rests using rhythm syllables. b. Notates quarter notes, eighth notes, and quarter rests using iconic or standard notation. c. Uses body percussion and movement to demonstrate rhythmic patterns. d. Reads simple pitch patterns from a staff using solfège Identify similarities and differences in music and qualities of various sounds. This is evident when a pupil: a. Identifies changes in tempo, dynamics, and mood using movement. b. Identifies various vocal, instrumental, and environmental sounds. c. Identifies phrases of a song as same. d. Identifies and demonstrate appropriate listening behaviour during a classroom or outside performance. e. Discusses the place and personal importance of music at home, school, and in the community. f. Discusses and evaluate classroom music activities based on established criteria.

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Identify functions of music and experience music of various historical periods and cultures. This is evident when a pupil: a. Identifies various uses of music in the community b. Experiences British and other representative of our school ethnicities folk music through singing, listening, or moving. c. Identifies some known musicians in the community or media.

Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key music and musicians

2020 Outcomes YEAR 2 Autumn Spring Summer National Curriculum

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Sing a variety of songs with accurate pitch, appropriate tone quality, and good diction and posture. This is evident when a pupil: a. Sings with accurate pitch, appropriate tone quality, clear diction, and good posture. b. Sings songs in the languages of other cultures, adding any movement considered intrinsic to authentic performance of the music. c. Sings an ostinato with a familiar song, maintaining a steady beat. d. Follows the cues of a conductor.

Play melodic and rhythmic patterns on classroom instruments accurately and while maintaining a steady beat. This is evident when a pupil: a. Echoes melodic and rhythmic patterns. b. Maintains a steady beat and play with appropriate dynamic levels. c. Plays instruments with correct technique producing a good tone. d. Names and identifies different percussion instruments. e. Plays simple ostinatos. f. Follows the cues of a conductor.

Create short rhythmic and melodic patterns within specified guidelines and create group compositions. This is evident when a pupil: a. Performs short rhythmic and melodic phrases within teacher guidelines and write them using standard or original notation. b. Creates music collaboratively to enhance a poem or short story using a variety of sound sources. c. Arranges and perform a short sound piece cooperatively in small groups using the voice, body percussion, found items, or classroom instruments.

use their voices expressively and creatively by singing songs and speaking chants and rhymes play tuned and untuned instruments musically listen with concentration and understanding to a range of high-quality live and recorded music experiment with, create, select and combine sounds using the inter-related dimensions of music.

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Read, write, and perform simple rhythmic and melodic patterns using standard or iconic notation and utilizing relevant examples from repertoire. This is evident when a pupil: a. Reads and perform quarter, eighth, half, dotted half, and sixteenth notes, and quarter and half rests in four-beat groupings using rhythm syllables. b. Notates quarter, eighth, half, dotted half, and sixteenth notes, and quarter and half rests using iconic or standard notation. c. Identifies direction of notated pitch patterns and interpret through singing, playing, or movement. d. Identifies basic musical terms and symbols and interpret through singing, playing, or movement. Identify similarities and differences in music using movement and musical terms. This is evident when a pupil: a. Identifies contrast and changes in tempo and dynamics using basic music terminology and movement. b. Identifies repetition and contrast in sections of music using symbols or movement. c. Identifies groups of classroom instruments by sight and sound. d. Identifies families of orchestral instruments by sight and sound. e. Identifies voices as those of children, adult males, or adult females. f. Discusses and demonstrate appropriate listening behaviour for various types of performances. g. Discusses personal preferences for different musical works. h. Listens to and compare two contrasting styles of composition using basic musical terminology. i. Establishes and apply criteria for good musical performance in and outside the classroom.

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xt Experiences music from British and other cultures and explore roles of musician in the community

This is evident when a pupil: a. Discusses the use of music in cartoons, computer games, and movies b. Identifies appropriate music and for different occasions. c. Listen to and talk about British and other representative of our school ethnicities music. d. Discusses the role of musician in the community

Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key music and musicians

2020 Outcomes YEAR 3 Autumn Spring Summer National Curriculum

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Sing a variety of music expressively with appropriate pitch, tone quality, diction, and posture. This is evident when a pupil: a. Sings songs with attention to pitch, diction, tone quality, and posture. b. Sings expressively with varied dynamics and appropriate phrasing. c. Sing songs from a variety of cultures including those of the school and community. d. Sings rounds and songs with ostinatos. e. Follows the cues of a conductor (with regard to tempo).

Play melodies and rhythms on classroom instruments with correct technique, appropriate dynamics, and a steady beat, alone and in groups while following a conductor This is evident when a pupil: a. Echoes melodic and rhythmic patterns. b. Plays given pitch patterns on a mallet instrument, keyboard, or recorder. c. Plays instruments in a group with a steady beat, appropriate dynamics, and correct technique. d. Names and identifies musical instruments of different cultures(selected) e. Plays short melodies on pitched percussion instruments. f. Plays ostinato accompaniments on pitched and non-pitched classroom instruments, independently and with others. g. Follows the cues of a conductor.

Create short melodies and accompaniments using traditional and electronic resources. This is evident when a pupil: a. Composes rhythmic and melodic phrases according to teacher guidelines utilising classroom instruments and available electronic resources. b. Notates/records using traditional or available electronic means. c. Composes a melody to match given lyrics with teacher guidance. d. Creates lyrics to match a given melody.

use their voices expressively and creatively by singing songs and speaking chants and rhymes play tuned and untuned instruments musically listen with concentration and understanding to a range of high-quality live and recorded music experiment with, create, select and combine sounds using the inter-related dimensions of music.

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Read, write, and perform rhythmic and melodic patterns, utilising relevant examples from repertoire. This is evident when a pupil: a. Reads and perform quarter, eighth, half, dotted half, sixteenth, and whole notes, and quarter, half, and whole rests in meters of two, three, and four using rhythm syllables. b. Notates quarter, eighth, half, dotted half, sixteenth, and whole notes, and quarter, half, and whole rests using iconic or standard notation. c. Reads and performs expanded pitch patterns and simple songs using solfège and letter names of the treble clef. d. Identifies and explain the dynamic markings forte, mezzo forte, piano, mezzo piano, crescendo and diminuendo (decrescendo). e. Identifies and explain the musical symbols for fermata, octave, and D.C. al fine. Use movement and symbols to describe music. This is evident when a pupil: a. Identifies and describe AB, ABA, and rondo forms using movement and symbols. b. Identifies representative orchestral instruments and their families by sight and sound as well as instruments of other cultures. c. Discusses and demonstrate appropriate listening behaviour for various types of performances. d. Explains personal preferences for various styles of music using appropriate terminology. e. Listens to and discuss or write about two contrasting compositions using appropriate terminology. f. Establishes and apply criteria for evaluating various types of musical performances. g. Identifies and demonstrate appropriate behaviour when performing music.

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xt Discover music associated with special occasions and investigate roles of musicians and choreographers in media.

This is evident when a pupil: a. Identifies and investigate the use of music for special occasions and celebrations. b. Describes a variety of music and dances of other cultures they have seen in the media, at live performances and social gatherings, or in the classroom. c. Discusses the role of musicians and choreographers in the media.

Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key music and musicians

2020 Outcomes YEAR 4 Autumn Spring Summer National Curriculum

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Sing a variety of music expressively with attention to breath control, pitch, tone quality, diction, and posture This is evident when a pupil: a. Sing while maintaining good breath control, pitch, diction, tone quality, and posture. b. Sing expressively with attention to dynamics and phrasing. c. Sing partner songs, rounds, and songs with ostinatos. d. Follow the cues of a conductor Play melodies, rhythms, and chords on pitched or non-pitched classroom instruments with correct technique, steady tempo, and appropriate style and dynamics while following a conductor This is evident when a pupil: a. Play a varied repertoire alone and with others

• steady beat • whole notes and whole rests, four sixteenth notes • variety of tempi changes (e.g., accelerando,

ritardando) • variety of dynamic levels [e.g., pianissimo (pp), mezzo

piano (mp), mezzo forte (mf), fortissimo (ff)] • duple and triple meter

b. Follow the cues of a conductor with regard to tempo and dynamics

Create, notate, and perform short pieces or songs to accompany texts This is evident when a pupil: a. Compose a melody for a verse of a selected poem and notate it using traditional or electronic means. b. Working alone or in groups and within teacher guidelines, create and notate a melody to convey ideas such as a story, using audio recording, graphic notation, or standard notation as appropriate. c. Perform as an ensemble with a student conductor. d. Create a rhythmic accompaniment for a given melody to be played and notated using traditional or available electronic sources. e. Arrange a melody utilizing various vocal or instrumental sounds with available electronic sources.

Read, write, and perform rhythms and melodies as found in notated music. This is evident when a pupil: a. Read and interpret standard rhythmic notation in 2/4, 4/4 meter signatures with bar lines consisting of whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, dotted half note, sixteenth notes. b. Read and perform solfege syllables (add low la and low sol) c. Identify standard pitch notation in the treble clef (one ledger line). d. Identify ties and slurs. e. Identify and interpret standard symbols (e.g., p for piano, f for forte, mpfor mezzo piano, mf for mezzo forte, crescor<for crescendo, decresor>for decrescendo, dim for diminuendo, fast, slow, accent, fermata) f. Notate rhythmic patterns and dynamics presented by the teacher whole note/rest

• quarter note/rest • half note/rest • eighth-note pairs • dotted half note • p for piano • f for forte • crescforcrescendo • decrescfor decrescendo • dim for diminuendo

Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music.

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g Identify musical elements, forms, voices, and instruments from aural examples. This is evident when a pupil: a. Identify and describe AB, ABA, theme and variations, and rondo forms using movement and symbols. b. Identify members of string, brass, woodwind, and percussion families and instruments associated with various cultures. c. Classify singers according to vocal range and performance presentation (e.g. soprano, tenor, alto and bass). d. Explain personal preferences for various styles (e.g. pop, rock classical, opera) of music using appropriate terminology.

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Investigate the evolution of different genres of British music and explore music related to different historical periods. This is evident when a pupil: a. Explore and perform music associated with historical periods. b. Identify and experience music of renowned musicians throughout British history. c. Talk about evolution of different genres of British music d. Investigate and write about musicians and attend live performances when possible. e. Sing a diverse repertoire of songs with varied accompaniment and including other cultures and languages.

Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key music and musicians

2020 Outcomes YEAR 5 Autumn Spring Summer National Curriculum

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Sing alone and with others variety of music with appropriate style, accurate pitch and rhythm; following a conductor while giving attention to dynamic level of crescendo and decrescendo. This is evident when a pupil: a. Sing alone a simple melody with accurate rhythm and pitch (with regard to solfege and lyrics). b. Demonstrate change in dynamic level while singing a melody. c. Sing partner songs in small and large groups d. Demonstrate clear beginning and ending consonants and pure vowels for good enunciation. e. Follow the cues of a conductor (with regard to tempo and dynamics) Compose music within teacher specified guidelines This is evident when a pupil: a. Create and demonstrate, in a group setting, a four measure instrument of vocal melody based on a major scale. b. Choose different instruments and create sounds for a teacher given scene or story. c. Create short rhythmic and melodic phrases in question and answer form. d. Create music to accompany reading or dramatizations e. Explore the role of technology in the creation/ composition of music by listening to or performing on electronic instruments

Play simple and complex patterns in various meters on pitched or non-pitched instruments with correct technique, steady tempo , expressive qualities while following a conductor This is evident when a pupil: a. Play rhythmic patterns in duple and triple meter on pitched and non-pitched instruments (dotted half notes, half notes, quarter notes, paired eighth notes, half rests, quarter rests) using proper techniques b. Play alone or in groups simple melodies based on pentatonic scale. c. Perform rhythmic and melodic accompaniments using correct technique. d. Follow the cues of a conductor with regard to tempo and dynamics. e. Demonstrate expressive qualities in performance (e.g., dynamics, balance, tempo changes, phrasing) variety of tempi (e.g., andante, moderato) dynamic levels—pianissimo (pp), piano (p), mezzo piano (mp), mezzo forte (mf), forte (f), and fortissimo (ff) f. demonstrate changes in dynamic levels— crescendo and decrescendo

Read, write, and perform rhythms and melodies as found in notated music. This is evident when a pupil: a. Read and interpret standard rhythmic notation in 2/4, ¾, 4/4 and 6/8 meter signatures with bar lines consisting of whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, dotted half note, sixteenth notes, eighth note/rest, dotted quarter note/rest. b. Read and perform all solfege syllables. c. Identify standard pitch notation in the treble clef, including one ledger line above and below the staff. d. Identify and interpret accidentals (sharps, flats, natural signs) e. Locate coda in a music score. f. Identify and interpret standard symbols for dynamics, tempo and articulation (e.g., ppforpianissimo, fffor fortissimo, accelerando, ritardando, allegro, moderato, andante, largo, a tempo, accent, fermata, ties, slurs, staccato, legato) g. Notate rhythmic patterns and dynamics presented by the teacher in 2/4, ¾ and 4/4 meter signature using bar lines

• whole note/rest • quarter note/rest • half note/rest • eighth-note pairs • dotted half note • sixteenth notes • p for piano • f for forte • mpformezzo piano • mf for mezzo forte • crescforcrescendo • decrescfor decrescendo • dim for diminuendo • eighth note/rest

Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music.

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Identify and describe music forms, same and different musical sections, instrument families and individual instrument within the family, and different voices. This is evident when a pupil: a. Identifies phrases and sections of music that are same, similar, and different. b. Identifies music forms AB, ABA, and rondo and theme and variation. c. Listens to music and music performances and describe them in terms of tempo, dynamics, simple form, and instruments and compare performances. d. Compare members of string, brass, woodwind, and percussion families and instruments associated with various cultures. e. Listen and evaluate a short musical composition or song using teacher guidelines. f. Establish and apply criteria for evaluating various types of musical performances including personal efforts.

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Investigate the evolution of different genres of Maldivian music and explore music related to different historical periods. This is evident when a pupil: a. Describe the function of music in various settings and cultural events (e.g., Secular/sacred, Multicultural music, Opera, Ballet) b. Document understanding of musical experiences through writing samples or illustrations c. Sing a diverse repertoire of songs with varied accompaniment and including other cultures and languages.

Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key music and musicians

2020 Outcomes YEAR 6 Autumn Spring Summer National Curriculum

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Sing alone and with others a variety of music using correct rhythm and expressive qualities; following a conductor while giving attention to dynamic levels of crescendo, decrescendo, accelerando and ritardando This is evident when a pupil: a. Sing alone and with others a simple melody with accurate rhythm and pitch (with regard to solfege and lyrics) b. Demonstrate change in dynamic level while singing a melody c. Sing partner songs in small and large groups d. Sing a given vocal part, in an ensemble using correct rhythm, pitch and expressive qualities. e. Uses teeth, tongue, open throat and jaw flexibility for good vocal production. Perform on instruments, alone and with others, a varied repertoire of music This is evident when a pupil: a. Play rhythmic patterns in duple and triple meters on pitched and non-pitched instrument(dotted half notes, half notes, quarter notes, paired eighth notes, half rests, quarter rests)

• steady beat • pattern of a dotted quarter note followed by an eighth

note or eighth rest • variety of tempi (e.g., lento, presto) • various dynamic levels • play more complex forms and harmonies (e.g., two-

part lines, twelve-bar blues) b. Play alone or in groups simple melodies based on pentatonic scale

Compose and arrange music within teacher specified guidelines This is evident when a pupil: a. Students compose and notate melodies for poems and story reading selection. b. Create and demonstrate, in group setting, a four measure instrument of vocal melody based on a major scale. c. Use classroom instruments (percussion or melodic) to improvise a melody or rhythm to selected songs, individually or in small groups. d. Associate musical elements to characters and concepts e. Compose pieces for voices or instruments using various scales and rhythmic values. f. Use a variety of musical instruments and non musical sound sources when composing and arranging. g. Explores the role of technology in the creation/ composition of music by listening to or performing on electronic instruments.

Read, write, and perform rhythms and melodies as found in notated music. This is evident when a pupil: a. Read and interpret standard rhythmic notation in 2/4, ¾, 4/4, and 6/8 meter signatures using bar lines consisting of whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, dotted half note, sixteenth notes, dotted quarter followed by eighth dotted quarter note/rest, 3 eighth notes beamed together in 6/8 syncopation. b. Identify standard pitch notation in the treble clef, including one ledger line above and below the staff. c. Identify standard pitch notation in the bass clef, including one ledger line above and below the staff Read and interpret accidentals (sharps, flats, natural signs) d. Identify standard symbols for dynamics, tempo and articulation (e.g., p for piano, f for forte, mpfor mezzo piano, mf for mezzo forte, ppfor pianissimo, ffforfortissimo, crescor<for crescendo, decresor>for decrescendo, dim for diminuendo, accelerando, ritardando, allegro, moderato, andante, largo, a tempo, accent, fermata, ties, slurs, staccato, legato) e. Notate rhythmic patterns and dynamics presented by the teacher in 2/4, ¾ and 4/4 meter signature using bar lines

• whole note/rest • quarter note/rest • half note/rest • eighth-note pairs • dotted half note • sixteenth notes • p for piano • f for forte • mpformezzo piano • mf for mezzo forte • crescforcrescendo • decrescfor decrescendo • dim for diminuendo • eighth note/rest

Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music.

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Analyse music forms, musical elements and develop criteria to evaluate performances. This is evident when a pupil: a. Develop criteria to distinguish between quality and non-quality performance through listening and self-assessment with regard to the following musical elements: tone quality

• expression/phrasing • rhythmic accuracy • pitch accuracy • diction/articulation • posture/stage

b. Evaluates the performance of large groups using their own standards. c. Evaluates a musical composition in terms of form, texture, tempo and volume. d. Respond to a musical performance as informed, actively involved listener in a variety of settings by attending and reviewing formal and informal concerts. e. Explain personal preferences for various styles (e.g. pop, rock classical, opera) of music using appropriate terminology.

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Investigate the evolution of different genres of British music and explore music related to different historical periods. This is evident when a pupil: a. Describe the function of music in various settings and cultural events b. Attend and describe live musical experiences c. Sing a diverse repertoire of songs with varied accompaniment and including other cultures and languages.

Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key

2020 Outcomes YEAR 1 Autumn Spring Summer

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Identify and apply the elements of drama in the creation of original and scripted pieces. This is evident when a pupil: a. Identifies characters and setting for the scene or story. b. Uses costumes, props and scenery in classroom drama. c. Identifies the starting, middle and end of a story d. Identifies character types and personality traits of characters. e. Identifies the sequence or events in a story. f. Uses voice and movement to express mood, feelings, and emotions. g. Identifies difference between narration and dialogue.

Develop acting skills that allow him or her to portray a variety of characters in performing monologues, scenes and plays in staged productions and in informal classroom presentations. This is evident when a pupil: a. Acts out stories, songs and nursery rhymes. b. Demonstrates vocal qualities such as volume pitch tone and tempo while speaking. c. Shows concentration and focus in drama activities. d. Uses pantomime (acting without words through facial expression, gesture, and movement), tableau (a silent and motionless depiction of a scene created by actors), and improvisation during drama activities. e. Role-play everyday life events (e.g., incidents such as getting late to school, importance of cleanliness). f. Demonstrates the ability to cooperate with others while dramatising to explore content in other subject areas (example using voice, movement, drama, mime and music). g. Identifies life and personal experience that can be incorporated in dramatic activities and playmaking. h. Identifies the message given by dramatic presentation i. Identifies situations and characters from real life with those created for a dramatic performance.

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Reflect upon, describe and analyse their own drama work and the work of others This is evident when a pupil: a. Identifies and discusses emotional reactions to drama. b. Talk about different emotions from a story narration or a dramatic performance. c. Uses drama vocabulary such as dialogue, tableau (pause), hero, villain, entrance, exit, offstage, onstage. d. Recognises and talks about appropriate audience behaviour (e.g., not talking during the show, respecting others around you, not disrupting the show). e. Describes what they like about a dramatic performance. f. Describes their strengths, weaknesses and areas of improvement of their own dramatic performance.

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Discuss and evaluate the purpose of different folk stories and critically analyse and compare stories from different cultural and historical settings This is evident when a pupil: a. Listens to and/or dramatise tales and stories from various cultures represented in our school. b. Talks about a certain period in their life (e.g., their pre-school period). c. Identifies English, African and European folk stories.

Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key

2020 Outcomes YEAR 2 Autumn Spring Summer

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Identify and apply the elements of drama in the creation of original and scripted pieces. This is evident when a pupil: a. Identifies and describes the character, plot, and setting in stories. b. Improvises objects into simple props, scenery and costumes to be used in classroom drama. c. Uses the concept of beginning, middle, and end in storytelling and dramatisations. d. Observes and describes the traits of main and side characters. e. Discusses the sequence of events in a dramatisation. f. Uses clear diction in speaking. g. Identifies genres such as fairy tales, and folktales.

Develop acting skills that allow him or her to portray a variety of characters in performing monologues, scenes and plays in staged productions and in informal classroom presentations. This is evident when a pupil: a. Retells stories with different endings. b. Speaks convincingly in role. c. Shows concentration and focus in drama activities. d. Plans, visualises, and draws scenery for dramatic presentations. e. Role-play topics related to environment (e.g., garbage disposal). f. Demonstrates the ability to work collaboratively in helping to create a drama for performance or presentation by incorporating learnt material from other subject areas. g. Portrays the attributes of characters when enacting a piece. h. Takes direction and give helpful suggestions. i. Identifies the 5 W’s (who, what, where, when, and why) in a classroom drama. j. Compares observations of life and personal experience that can be incorporated in dramatic activities and playmaking. k. Identifies the message or moral of a work of dramatic presentation. l. Compares situations and characters from real life with those created for a dramatic performance.

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Reflect upon, describe and analyse their own theatrical work and the work of others This is evident when a pupil: a. Expresses reasons for particular emotional responses to classroom dramatisations and dramatic performances. b. Discusses an actor’s performance in terms of voice, gesture, facial expression, and movement. c. Uses the vocabulary of drama such as playwright, director, scene, improvisation, script, conflict, plot, diction. d. Expresses reasons for appropriate audience behaviour (e.g., not talking during the show, respecting others around you, not disrupting the show). e. Discusses what they like about a dramatic performance they have seen. f. Discusses about their strengths, weaknesses and areas of improvement of their own dramatic performance.

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Discuss and evaluate the purpose of different folk stories and critically analyse and compare stories from different cultural and historical settings This is evident when a pupil: a. Compares stories from different cultures, including English, African and European folk stories and look for similarities and differences. b. Discusses how a long period of time can be depicted in drama. c. Retells a folk story using their own words.

Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key

2020 Outcomes YEAR 3 Autumn Spring Summer

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Identify and apply the elements of drama in the creation of original and scripted pieces. This is evident when a pupil: a. Develops the characters, plot, and setting in classroom dramatisations and/or formal productions. b. Experiments drama elements such as sound, props, costumes and scenery in basic directing. c. Applies the concept of beginning, middle, and end of a drama to explore concepts learnt in other subject areas (e.g., act out the life cycle of a flowering plant). d. Plays the role of the main and sub characters of a drama. e. Expresses the sequence of events in a dramatisation. f. Shows how voice (voice, diction, pace and volume) may be used to explore multiple possibilities for a live reading. Examples: “I want you to go.” “I want you to go.” “I want you to go.” g. Identifies genres such as mystery, comedy, tragedy, historical drama.

Develop acting skills that allow him or her to portray a variety of characters in performing monologues, scenes and plays in staged productions and in informal classroom presentations. This is evident when a pupil: a. Varies voice when dramatising and retelling stories. b. Uses variations of movement, gesture, and vocal pitch, tempo, and tone for different characters. c. Maintains concentration and focus in drama activities. d. Writes and performs dialogues and short scenes involving characters, problems, and solutions. e. Role-play community related events (e.g., Christmas or Easter celebration). f. Accepts others ideas in planning, directing and evaluating classroom drama activities and incorporate learnt material from other subject areas g. Sustains the context of a given dramatic situation. h. Arrange the performing space to communicate mood and time depicted in the script. i. Incorporates the 5 W’s (who, what, where, when, why) when planning and creating dramatisations of stories from current events or other subject areas. j. Identifies technological means of creating different effects (e.g., the use of background music). k. Incorporate observations of life and personal experience in dramatic activities and playmaking. l. Explains the message or moral of a work of dramatic presentation. m. Compares and contrasts situations and characters from real life with those created for a dramatic performance.

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Reflect upon, describe and analyse their own theatrical work and the work of others. This is evident when a pupil: a. Discuss and explain reasons for particular emotional responses to classroom dramatisations and dramatic performances. b. Makes suggestions for alternative endings. c. Uses the vocabulary of drama such as persuasion, motivation, dramatic pause stage areas, props, blocking. d. Practice appropriate audience behaviour (e.g., not talking during the show, respecting others around you, listening carefully, not disrupting the show). e. Suggests reason why they liked a certain dramatic performance. f. Analyses and describe strengths, weaknesses and areas of improvement of their own dramatic performance.

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Discuss and evaluate the purpose of different folk stories and critically analyse and compare stories from different cultural and historical settings. This is evident when a pupil: a. Dramatises events from various cultures and English history. b. Identifies and compares similar characters and situations in stories and dramas from and about various cultures c. Discusses how theatre reflects life. d. Researches an English, African or European folk story and write a script

Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key

2020 Outcomes YEAR 4 Autumn Spring Summer

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Apply the elements of drama in the various genres and styles of theatre This is evident when a pupil: a. Discusses the different styles of drama such as melodrama, musical theatre, reader’s theatre, radio drama. b. Identifies the structural components of story —beginning, conflict, resolution, and ending—in playmaking activities. a. Identifies the 5 W’s (who, what, where, when, why) in scripts and improvisations. d. Identifies the basic blocking concepts where actors go on stage) such as stage areas, levels, and actor’s position in dramatisations.

Apply process and skill in acting to perform monologues and informal class presentations This is evident when a pupil: a. Identifies a variety of vocal qualities for dramatic effect to tell a story (e.g.- pitch, tone, volume, tempo). b. Identifies characterisation through voice, gesture, and action. c. Maintains the focus in a given character. d. Develop characters to a given scenario. e. Focuses attention on the imagined environment and characters. f. Shares and accepts ideas in planning, enacting, and evaluating drama activities. g. Identifies multiple ways of staging classroom dramatisations. h. Works cooperatively in the rehearsal process, demonstrating appropriate social, group, and consensus-building skills. i. Selects movement, music, or visual elements to enhance the mood of a classroom dramatisation. j. Maintains corrections in subsequent rehearsals and other contexts where appropriate.

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Reflect upon, describe, analyse and communicate feelings , ideas and understandings in response to their own theatrical work and the work of others This is evident when a pupil: a. Describe what a performance mean and explain personal preference and emotional response towards the theme and characters. (e.g., “What did you like about it?” “What did it mean to you?”). b. Identifies drama elements and issues presented in their own and others’ drama work. c. Uses the vocabulary of theatre such as persuasion, motivation, dramatic pause, stage areas, props and blocking to analyse a presentation or performance. d. Identifies and give examples of their strengths and areas for growth as drama participants and audience members.

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Discuss the understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their socio cultural and historical contexts. This is evident when a pupil: a. Reads local stories and stories from other countries. b. Identifies and describes some similarities in the purposes of drama today and traditional theatre productions.

Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key

2020 Outcomes YEAR 5 Autumn Spring Summer

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Apply the elements of drama in the various genres and styles of theatre. This is evident when a pupil: a. Differentiate the styles of drama such as melodrama, musical theatre, reader’s theatre, radio drama. b. Uses the structural components of story—beginning, conflict, resolution, and ending—in playmaking activities c. Uses the 5 W’s (who, what, where, when, why) on scripts and improvisations. d. Uses basic blocking concepts (where actors go on stage) such as stage areas, levels, and actor’s position in dramatisations.

Apply process and skill in acting and directing to perform class presentations. This is evident when a pupil: a. Identifies the four basic speech objectives: projection, articulation, variety, and timing. b. Communicates characterisation through voice, gesture, and action. c. Sustains the context of a given dramatic situation. d. Develops dramatic dialogue for different characters. e. Visualises environments and the settings to communicate mood, time, and locale. f. Practices group-planning techniques to implement dramatic ideas. g. Develops multiple ways of staging classroom dramatisations. h. Improvises individually and in groups to develop characters, actions, and environments for dramatisations. i. Determines how to improve presentations through the use of technical elements (e.g. of technical elements: scenery, prop, light, sound, makeup, costumes). j. Maintains corrections in subsequent rehearsals and other contexts where appropriate.

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Reflect upon, describe, analyse and communicate feelings , ideas and understandings in response to their own theatrical work and the work of others This is evident when a pupil: a. Compare and describe the characteristics (e.g. behaviours and attitudes), the presentation and theme of a drama. b. Identifies and compares drama elements and issues presented in their own and others’ drama work. c. Uses the vocabulary of theatre such as climax, resolution, tone, objectives and stock-characters to analyse a presentation or performance. d. Identifies and give examples of their strengths, interests, and areas for improvement as drama creators and performers.

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Discuss the understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their socio cultural and historical contexts. This is evident when a pupil: a. Compares the cultural differences of stories from England with stories of other cultures from African, European or Asian continents. b. Describes forms of drama, theatre and storytelling, from diverse communities around the world, and explain how they may reflect some beliefs and traditions of their communities.

Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key

2020 Outcomes YEAR 6 Autumn Spring Summer

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Apply the elements of drama in the various genres and styles of theatre. This is evident when a pupil: a. Uses different styles of drama in class presentations, such as melodrama, musical theatre, reader’s theatre, radio drama. b. Uses the basic components of the formal scene—characterisation, conflict, motivation, setting—in a variety of improvisational exercises. c. Integrates the 5 W’s (who, what, where, when, why) when planning and creating dramatisations of stories. d. Creates ground plans (drawing of stage setting) for scenes or short plays.

Apply process and skill in acting, directing and designing to perform class presentations and staged productions This is evident when a pupil: a. Demonstrates effective uses of pitch, stress, convey mood and characterisation. b. Creates and sustains different physical characterisations, postures, and walks. c. Portrays characters and situations believably and truthfully. d. Demonstrates full involvement and the absence of self-consciousness in portraying characters in scenes and improvisations. e. Develops characters, actions, and environments that create tension and suspense. f. Uses group-planning techniques to make decisions and solve problems to implement drama ideas. g. Develops and demonstrates multiple ways of staging classroom dramatisations. h. Writes and performs dialogues and short scenes involving characters, problems, and solutions. i. Identifies technological means of creating different effects (e.g. use of pre-recorded music as background). j. Works in group to plan and implement elements of a theatrical production (e.g. scriptwriting, prop making, costume creation, poster design, etc.).

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Reflect upon, describe, analyse and communicate feelings , ideas and understandings in response to their own theatrical work and the work of others This is evident when a pupil: a. Expresses personal responses, make personal connections to the characters, and themes presented in their own and others drama presentations. b. Identifies, compares and express their own views of drama elements and issues presented in their own and others’ drama work. c. Uses the vocabulary of theatre such as script, cue, protagonist, antagonist, and walk-through and stage picture to critique a performance. d. Identifies and give examples of their strengths, interests, and areas for improvement as drama creators, performers, and audience members.

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Discuss the understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their socio cultural and historical contexts. This is evident when a pupil: a. Identifies and compare similar characters and situations in stories and dramas from and about various cultures. (e.g. compares the differences in culture, characteristics of characters and settings) b. Demonstrates an understanding of drama and theatre themes and traditions from a variety of times, communities, and places (e.g: Folk stories from England and other countries, Dramas that have been performed in England and other countries)

Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key artists and works of art

2020 Outcomes YEAR 1 Autumn Spring Summer National Curriculum

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Identify and apply one or more art elements to create artwork This is evident when a pupil: line: a. Identifies and investigates different types of lines – wavy, straight, jagged, curved, zigzag, broken, spiral, thick and thin lines (e.g., describe types of lines observed in art works and in own surroundings, create a variety of lines using a variety of media such as finger paint, draw in sand, make lines from clay, cut lines from paper/ cloth, draw lines to music) shape and form: b. Recognises basic shapes (circle, square etc) and free-form/ organic shapes (puddle, water drop, leaves, flowers, clouds etc) and use them to make works of art (e.g., a collage using organic shapes) colour: c. Identifies primary colours (red, yellow and blue) d. Mixes primary colours to make new colours *Note: pupils should be given only the three primary colours and they need to mix them to create new colours texture: e. Identifies textures of familiar objects (e.g., furry, prickly, bumpy, rough, smooth) f. Creates a variety of textures (e.g., a pattern of lines to show the texture of a zebra skin; by impressing different tools in clay create a rough surface; glue seeds or coarse sand on a picture to make it bumpy and rough; transferring texture onto paper by placing a piece of paper over a textured surface and then rubbing the paper with crayon) value: g. Identifies lightness and darkness of a colour (e.g., light blue / dark blue)

Creates artworks based on ideas, feelings, imagination, observations, personal experiences and interests This is evident when a pupil: a. Creates images in response to something they observed (e.g., toys, shoe, apple, pumpkin, papaya, flowers etc) b. Creates images that represent their responses to real experiences and/or to a particular memory (e.g., first day of school, a birthday party, moving to a new house, going to the dentist) c. Creates images from their imagination (e.g., imaginary animals such as unicorns, dinosaurs and dragons, imaginary cartoon character, imaginary garden) Demonstrate an understanding of composition, using the principles of design (pattern, proportion and balance) This is evident when a pupil: pattern: a. Recognises pattern in nature, in the environment and in artworks art (e.g., veins on leaves, ripples in water, bricklaying, textiles) b. Makes simple patterns using repetition of colours, lines and shapes (e.g., AA, AB, BB, ABA) proportion: c. Investigates size relationships (e.g., from big to small, tall to short) balance: d. Identifies symmetrical balance in natural and human-made objects and in artworks e. Creates artwork to show symmetrical balance (e.g., a blot painting/printing of a mirror image)

Creates artworks based on ideas, feelings, imagination, observations, personal experiences and interests This is evident when a pupil: drawing: a. Uses a variety of tools for making marks and effects in drawing on different surfaces (e.g., coloured pencils and chalk pastels on coloured paper) collage: b. Creates collage using varied papers, fabric and other 2D materials (e.g., use paint in combination with cardboard, wool, fabric, ribbons to make a collage of an insect) mixed media: c. Uses different media together to make art (e.g., wax resist using the oily quality of the crayon to resist the water based paint) painting: d. Experiments with paint of different consistencies such as transparent and thin paint or opaque and thick paint (e.g., use different paints such as water colour, poster colour, oil paint and inks to achieve different effects such as transparent washes of colour over an oil pastel drawing of a fish) printmaking: e. Explores the technique of simple printmaking with found objects (e.g., potato prints; make texture rubbings using found objects to explore various textures) fabric & fibers: f. Experiments with textiles to create artworks (e.g., simple weaving, tying and attaching parts of cloth, wool or ribbon; make simple stitches on stitching cards) models & crafts: g. Creates imaginative 3D objects using a variety of natural and processed materials (e.g., using techniques such as stacking, gluing, taping, tying, cutting, folding, tearing and weaving, create a 3D artwork such as a space helmet or party hat using paper; using hands or simple tools to shape, cut, roll, join, make models from clay/ playdough) digital media: h. Uses digital media and software programs to make art (e.g., use a computer software such as paint to create a self-portrait)

Use a variety of materials and processes to communicate their ideas and design and make images and artefacts Describe what they think and feel about their own and others’ work Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

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Reflect on and talk about a variety of artwork and art experiences This is evident when a pupil: a. Talks about their personal preferences and suggest reasons (e.g., “I like the roses in this painting. The colours on it reminds me of my new dress”) b. Describes the art elements and principles used in the artworks viewed (e.g., I see a variety of shapes and colours in this design) c. Identifies and evaluates their strengths, their interests, and areas of improvement in their own artwork (e.g., use reflective tools such as happy face or sad face to reflect personal thoughts of the artwork, thumbs up or thumbs down; do a think-pair-share on their favourite part of one of their art works; during teacher-pupil conferences discuss about something that they think is good about their artwork and something they would change) Recognise and value artworks from a variety of times and places This is evident when a pupil: a. Identifies examples of art at home, and school (e.g., patterns on clothing or textiles, sign boards, bulletin boards, stamps, illustrations in books, pupil’s artwork in schools, sculptures in public spaces) b. Describes reasons people make visual images (e.g., for beauty and enjoyment, to communicate an idea, to tell a story, to decorate functional item, to record a memory) c. Recognises and discuss art from different cultures, times and places (e.g., look at puppets from different cultures and then make a socks or hand puppet using beads, buttons, wool or fabric) d. Recognises and describes subject matter (e.g., landscape, portrait, still life), signs and symbols seen in their everyday lives such as traffic lights, road signs, zebra crossing.

Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key artists and works of art

2020 Outcomes YEAR 2 Autumn Spring Summer National Curriculum

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Explore and use a combination of art elements to create artworks This is evident when a pupil: line: a. Categorises line types-horizontal (asleep), vertical (standing up) and diagonal (falling) use them in art making (e.g., after looking at artworks of Mondrian, create a Mondrian style painting or collage) shape and form: b. Categorises geometric shapes (circle, square etc) and free-form/ organic shapes (puddle, water drop, leaves, flowers, clouds etc) and use them to make works of art (e.g., a collage using organic shapes) c. Recognise and creates a variety of forms (e.g., a cone hat using paper, paper folding/ origami, clay model) colour: d. Distinguishes between primary and secondary colours on the colour wheel and in works of art e. Creates secondary colours by mixing two primary colours and describe the process (e.g., ‘I mixed red and yellow to make orange’) f. Creates artwork using primary and secondary colours (e.g., create a painting of a garden using primary and secondary colours) *Note: pupils should be given only the three primary colours and they need to mix them to create secondary colours texture: g. Identifies textures of familiar objects (e.g., rough tree bark, smooth plastic plate, ridged corduroy fabric) h. Creates a variety of textures (e.g., a rough texture created by patterns of lines, pasting saw dust, course sand or seeds to give a rough texture) value: i. Experiments with value (e.g., mixes white to make a range of tints and mixes black to make a range of shades)

Creates artworks based on ideas, feelings, imagination, personal experiences and activities in their community or observations of nature This is evident when a pupil: a. Creates drawings from observation (e.g., look at the features of their own face in a mirror as they draw a self-portrait; using a magnifying glass observe and draw the patterns formed by veins on leaves, shapes and texture of bark on tree trunks or spirals on seashells) b. Creates images that represent their responses to real experiences (e.g., a family vacation, a field trip) c. Creates images from their imagination (e.g., an imaginary character, creature, or place) Demonstrate an understanding of composition, using the principles of design (pattern and rhythm, proportion and balance) This is evident when a pupil: pattern and rhythm: a. Recognises alternating, and regular patterns in everyday objects (e.g., textiles [Indonesian batik designs], ceramics [china]) and in artworks (e.g., Pierrot and Harlequin by Paul Cézanne) b. Uses repetition of line, colour and shape to make patterns (e.g., create a series of stamp prints based on tropical fish depicting pattern by repeating and overlapping fish of different sizes and shapes) proportion: c. Recognises proportion and scale between objects (e.g., paste different sized shapes with largest shapes at the bottom and smaller shapes higher up the paper) balance: d. Identifies symmetrical balance in natural and human-made objects (e.g., insects, flowers, skyscrapers) and in artworks e. Creates artwork to show symmetrical balance (e.g., create a mask to show a symmetrical balance)

Describe and apply a variety of materials, technologies and processes to create images This is evident when a pupil: drawing: a. Experiments with a variety of tools for making marks and effects in drawing on different surfaces (e.g., use wet and dry media on different types of paper) collage: b. Creates collage with a wide range of natural and processed materials using water-based glues (e.g., paper, leaves, sand, seeds, strings and glue to create a landscape collage) mixed media: c. Uses different media together to make art (e.g., use paint in combination with other media such as crayon, salt or tissue paper) painting: d. Explores a variety of colour media and their effects (e.g., adding a wash of water over water-soluble felt pens; letting dyes run together to achieve mixed colours or painting inside shapes with acrylic paint for a floral painting) printmaking: e. Explore the technique of simple relief prints with found objects (e.g., vegetable or leaf prints, monoprints or glue line prints; arranging the shapes in a symmetrical pattern) fabric & fibers: f. Experiments with textiles to create artworks (e.g., weave on a simple loom, tread a needle, make a simple decorative stitch on coarse fabric) models & crafts: g. Creates 3D objects using a variety of natural and processed materials (e.g., use clay to create pinch pots or organic forms that are inspired by nature; using techniques such as stacking, gluing, taping, tying, cutting, folding, tearing and weaving, create artwork such as a mobile/ diorama for a sea theme; papier mache to create artworks such as a mask) digital media: h. Uses digital media and software programs to make art (e.g., create a simple image on a computer and alter it by using the copy and paste functions to create multiple images)

Use a variety of materials and processes to communicate their ideas and design and make images and artefacts Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space Look at the work of a range of different artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work learn about great artists, architects and designers in history.

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Reflect on and respond to a variety of artwork and art experiences This is evident when a pupil: a. Describes personal preferences and art experiences (e.g., It looks like a painting. Someone has done this with fingers, string and brushes. The dark colour of the paper makes the paint stands out) b. Suggests reasons for the use of art elements and principles in their own and others’ work (e.g., colour choices in pictures to create desired emotional effect, such as warm colours for a beach or a variety of dark scary colours and textures for a scary mask; explain how the artist has used flowing lines to depict smoothness or peacefulness) c. Identifies and evaluates their strengths, their interests, and areas of improvement in their own artwork (e.g., use T charts with “This time I…’ ‘Next time I will…’, ‘What I like …’ ‘What I would change…’; focus on questions such as “What is interesting about the work you have made?”, “What do you feel you have done well and what would you do differently next time to improve?”) Understand and value arts from a variety of cultures and contexts This is evident when a pupil: a. Identifies examples of visual arts within their home, at school, in Walthamstow (e.g., clothing, photographs, ceramic platter, road signs, billboards and murals) b. Lists reasons people make and use visual art (e.g., for beauty and enjoyment, to communicate an idea, to illustrate a story, to decorate functional item, to express a memory, to express cultural identity, advertising) c. Describes works of art from a variety of cultures, times and places (e.g., after looking at a selection of images of masks from different cultures, make comparisons and discuss materials as well as possible functions of mask) d. Demonstrates an awareness of subject matter (e.g., landscape, portrait, still life), signs and symbols seen in their everyday lives and in artworks (e.g., symbols and shapes related to school, travel, and the arts; sports or institutional logos)

Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key artists and works of art

2020 Outcomes YEAR 3 Autumn Spring Summer National Curriculum

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Explore and use a combination of art elements to create artworks This is evident when a pupil: line: a. Identifies and uses line expressively (e.g., curly lines for wind in the sky, soft, curvy lines for flowers; facial expressions using line in cartooning; after looking at ways lines are used expressively in arts works such as ‘Starry night by Vincent van Gogh, create an artwork using lines expressively) shape and form: b. Describe ways shape combinations are used to communicate (e.g., multiple shapes used in drawing complex objects) c. Identifies symmetrical shapes and forms (e.g., shapes and forms in buildings) colour: d. Identifies warm colours (e.g., red, orange, yellow) and cool colours (e.g., blue, green, purple) e. Creates an expressive painting using warm or cool colours (e.g., yellow: happy, red: angry: blue: peace/ cool) texture: f. Differentiates between real visual or illusory texture (e.g., smooth surface of a ceramic work versus drawing of rough tree bark or lines that look like fur) g. Creates artwork using real or illusory texture (e.g., impasto: applying thick, textured paint to make the surface rough) value: h. Experiments with value (e.g, varying the pressure of pencil, mixes colours with white to make a range of warm and cool tints) space: i. Identifies foreground, middle ground, background and horizon line in artworks j. Uses foreground, middle ground, background and horizon line to give illusion of space and depth (e.g., create a landscape/ seascape/ cityscape that shows the illusion of space and depth) k. Investigates positive and negative space

Creates artworks based on the natural and built environment or that have the community as their subject This is evident when a pupil: a. Investigate the natural or built environment through observation drawing (e.g., look at a landscape and draw them in cool colours; an important place such as Walthamstow marshes) b. Expresses their responses to classroom or community issues (e.g., draw a picture/ poster that conveys messages on topics such as friendship, traffic safety, caring for the environment, problem of litter, climate change, endangered species) c. Creates images from their imagination (e.g., (e.g., imaginary object/ landscape/ seascape/ creature/ animal) Demonstrate an understanding of composition, using the principles of design (pattern and rhythm, variety, balance, proportion and contrast) pattern and rhythm: a. Recognises random, alternating, and regular patterns in everyday objects (e.g., textiles, ceramics) and in art (e.g., works by M. C. Escher- tessellation, patterns in Islamic art) b. Creates patterns (e.g., use repetition of colour, line or shapes throughout an image that communicates a story) proportion: c. Compares and contrasts scale between objects (e.g., objects near seems big with more details, and objects faraway are smaller in size with less detail) balance: d. Identifies asymmetrical balance in natural and human-made objects (e.g., windblown trees, some contemporary additions to buildings) and in artworks e. Creates artwork to show asymmetrical balance contrast: f. identifies and creates contrast in artworks (e.g., use contrast in a painting, such as a red apple amongst green, a collage with a big circle amongst small circles)

Describe and apply a variety of materials, technologies and processes to create images This is evident when a pupil: drawing: a. Experiments with a variety of tools for making marks and effects in drawing on different surfaces (e.g., use marker, acrylic or fabric paint to make a design on ceramic tiles, wood, cloth etc) collage: b. Creates collage with a wide range of natural and processed materials using water-based glues (e.g., use different textured and colour paper, and glue to create artworks on a theme or idea) mixed media: c. Experiments with different media together to make art (e.g., use paint and then crayon when the painting is dry) painting: d. Experiments with a variety of colour media and their effects (e.g., adding a wash of ink to a shape and drawing over the top of the ink when dry with crayon to build up textures; paint areas of a still life with opaque, thick paint and areas with thin transparent washes) printmaking: e. Explore the technique of simple printmaking with found objects (e.g., make stamps by cutting shapes out of foam, monoprints, collagraphs; create a paper marbeling) fabric & fibers: f. Experiments with textiles to create artworks (e.g., sew a variety of simple decorative stitches or use simple weaving techniques, fix a button using needle and thread) models & crafts: g. Creates 3D objects using a variety of natural and processed materials (e.g., make insect shapes and habitat features, using wood, twigs, raffia, husks, and other natural materials to explore science concepts; create a clay model of a landscape/ zoo) digital media: h. Uses digital media and software programs to make art (e.g., edit photographs using a computer program and display it as a slide show for a class exhibition)

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

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Apply the critical thinking strategies to analyse, reflect on and respond to a variety of artwork and art experiences This is evident when a pupil: a. Explains personal ideas and feelings about artworks and art experiences (e.g., express thoughts and ideas about an artwork while in role as the artist in a peer artist interview [e.g., “The materials I used to create this artwork were ____. The artwork tells about ______. I want people to feel ______when they see my artwork”]) b. Explains art elements, principles, materials, technologies and processes used in their own and others’ work (e.g., I used the colours purple and green in this painting because___”; after looking at an artwork answer the following questions with a peer‘: Is it a painting, collage or a computer made image? What materials were used? What type of lines, shapes and colours have been used?’ , ‘What does the shape, lines & colour represent?’) c. Identifies and evaluates their strengths, their interests, and areas of improvement in their own artwork (e.g., verbally explain what they like about the artwork and what they would change in the artwork; keep an art journal to record what they think they have done well in their artworks, or learned about in their artworks, as they complete them; use the strategy of matching word and image to share their feelings about an art work or its creation) Understand and value visual arts from a variety of cultures and contexts This is evident when a pupil: a. Give examples of how visual arts can express the identity of a community (e.g., national symbols, sports team logos, cultural symbols) b. List and discuss reasons people make and use visual art (e.g., for beauty and enjoyment, to communicate an idea, to illustrate a story, to decorate, to express a memory, to express cultural identity, advertising, to entertain, to give information, to give direction etc) c. Compare and contrast artworks from a variety of cultures, times and places (e.g., compare and describe artworks based on a similar themes such as depiction of nature, of people doing things together, or of people at work that were created at different time periods) d. Demonstrates an awareness of subject matter (e.g., landscape, portrait, still life), signs and symbols seen in their everyday lives and in artworks (e.g., symbols different cultures use to portray common themes like crown representing royalty, arrow or spear symbolising hunt, dove representing peace, heart representing love)

Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key artists and works of art

2020 Outcomes YEAR 4 Autumn Spring Summer National Curriculum

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Identify and apply one or more art elements to create artwork This is evident when a pupil: line: a. Uses line to indicate emotions (e.g., smooth, horizontal lines can give a feeling of peace and harmony; experiment with using jagged, heavy and dark lines soft and curving, light and flowing lines in a drawing) b. Make contour line drawings of simple objects (e.g., palm/ hand, chair, bottle etc) c. Uses lines of various weights and/or repetition of lines to create visual rhythm shape and form: d. Examines shapes as symbols (e.g., logos, stop signs, universal symbols) e. Identifies positive and negative shape (e.g., closed curve with shape inside and outside) f. Creates artworks by grouping of shapes and forms colour: g. Demonstrates various ways to make different colour (e.g., mixing two primary colours to create a secondary colour) texture: h. Uses embossing, piercing, pinching, pressing, scoring, scraping to create actual and implied texture in artworks i. Applies different texture quality (e.g., matte, sheen) to produce different effects j. Creates an artwork using low-relief in collagraphs value: k. Uses variations in value to create emphasis (contrast in value) space: l. Identifies and uses positive and negative space in making artworks m. Uses variations in size and or overlapping of shapes to create the illusion of depth

Create art works based on observations, personal ideas, feelings, imagination, memories, experiences and interests This is evident when a pupil: a. Uses a visual journal to sketch ideas for images including feelings, observations, memories and imagination (make a series of sketches showing different views of the same tree) b. Records observed details in a drawing (e.g., complete a contour drawing of a simple object such as chair in which the edges of the subject is carefully recorded) c. Expresses their responses to real experiences in visual art works (e.g., visually record perceptions of a visit to the beach by creating a colourful drawing or painting) d. Creates images to communicate an idea (e.g., love, freedom, anger) or/and imagination (e.g., create an imaginary character, animal or place) Demonstrates an understanding of composition, using the principles of design This is evident when a pupil: pattern and rhythm: a. Creates images that demonstrates the use of random and alternating pattern (e.g., a border to frame the image) movement: b. Identifies visual movement in artworks proportion: c. Identifies the relationship of size and shape of the parts of a figure to the whole figure balance: d. Differentiates between symmetrical and asymmetrical shapes and forms in both the human-made environment and the natural world (e.g., symmetrical: insects, flowers, skyscrapers; asymmetrical: windblown trees, some contemporary additions to buildings) contrast: e. Creates artwork that show contrast (e.g., black next to white/ light against dark) variety: f. Identifies and describes variety in their environment and in works of art (e.g., create a design using different types of lines with different weight or thickness) emphasis: g. Investigates the centre of interest as emphasis in works of art (e.g., colour intensity, contrast in value, placement and size of shapes and/or weight of line)

Create two- and three dimensional artworks using a range of materials, technologies and process techniques This is evident when a pupil: drawing: a. Uses a variety of media and effects in drawing (e.g., draw with a felt pen and then wet the surface, allowing the colours to run, and work back into the drawing with a coloured medium) collage: b. Uses collage to produce an image or represent an idea (e.g., collect scraps from magazines from a colour family and employ them in a picture or pattern) mixed media: c. Uses a combination of media to create visual art works (e.g., work back into a tissue collage with coloured felt pens painting: d. Uses paints of different consistencies (e.g., paint the large areas of a design in the early stages and paint the details with finer detailed brushwork at a later stage) printmaking: e. Uses the techniques of simple relief printmaking with found objects (e.g., build onto a surface such as strawboard to create a relief print, known as a collograph) fabric & fibers: f. Applies selected sewing and weaving skills (e.g., thread a needle and sew to create a simple decorative stitch or stitches to join pieces of fabric for a cushion) models & crafts: g. Creates 3D objects from a variety of available materials (e.g., fold and glue paper shapes to create an image) digital media: h. Uses digital media and software programs as a tool in visual arts making (e.g., use available software programs to develop a visual presentation to the class)

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] learn about the great artists, architects and designers in history compare and comment on ideas, methods and approaches used in their own and others’ work, relating these to the context in which the work was made to adapt and improve their work to realise their own intentions

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Apply the critical thinking strategies to analyse, reflect on and respond to a variety of artwork and art experiences This is evident when a pupil: a. Interprets a variety of art works, and identify the feelings, issues, themes, and social concerns that they convey (e.g., express their response to student drawings on a classroom gallery walk) b. Analyses the use of elements and principles of design in a variety of art works, and explain how they are used to communicate meaning or understanding (e.g., the use of texture and negative space in Henry Moore’s abstract forms to suggest natural objects or figures) c. Identifies and documents their strengths, interests, and areas of improvement as creators and viewers of art (e.g., make notes and sketches during a visit to an art gallery/ exhibition)

Understand and value visual arts from a variety of cultures and contexts This is evident when a pupil: a. Describe how visual art forms and styles represent various messages and contexts in the past and present (e.g., images that promote businesses, events or festivals; paintings in art galleries that enrich, challenge, and engage viewers; picture books and graphic novels that inform and entertain) b. Discusses the purposes for which art works are created in different historical and cultural contexts (e.g., batik- national art form of Indonesia, masks used in celebrations of various cultures, radial symmetry in patterns in Islamic art, images used to advertise a product or event) a. Identifies artworks that have value in the community (e.g., important historical place which is protected) d. Interprets and compare key features of arts works made in a range of times, places and cultures (e.g., compare the masks used for celebrations in the past and today in different cultures) e. Demonstrates awareness of the meaning of signs, symbols, and styles in works of art (e.g., symbols representing different companies/ clubs, fonts typically used in marketing etc) f. Develop a written, oral or graphic list of various types of artists in the community, including both professional and recreational artists (e.g., art teachers, graphic designers, photographers, sculptors, carvers, film makers etc)

Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key artists and works of art

2020 Outcomes YEAR 5 Autumn Spring Summer National Curriculum

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Applies knowledge of elements of art in art making with some understanding This is evident when a pupil: line: a. Makes contour line drawings (e.g., draw all the edges of crumpled paper, pair of shoes, a bird or an aeroplane from a photograph) b. Makes gesture drawings of simple objects (e.g., making fast sketches of everyday objects such as boxes, bottles, chairs etc) c. Uses implied lines for movement and depth d. Identifies and use cross hatching in art making shape and form: e. Identifies symmetrical and asymmetrical shapes and forms in letters/ alphabet and image f. Identifies free-standing forms “in the round” (e.g. ) and “bas relief sculpture” (e.g., masks) g. Identifies the changes in shapes from different angles and viewpoints (e.g., view from the top, side, bottom) colour: h. Explores the use of warm and cool colours in art making (e.g., mixes primary and secondary colours to create a range of warm colours and cool colours and use them to make a painting) i. Describes ways of how colour combinations are used to communicate emotions and symbolic use (e.g., red means anger or stop) texture: j. Identifies other elements of art as components of texture (e.g., use of line in creating the bark of a tree or use of flat colour to show a smooth surface) k. Uses texturing techniques such as embossing, piercing, pinching, pressing, scoring, scraping in artworks value: l. Uses gradation of value to create illusion of depth with different shading techniques (e.g., cross hatching) space: m. Demonstrates shading and cast shadows of simple objects (e.g., ball) to create the illusion of depth n. Investigates artist’s use of space to create different perspectives in their art works

Demonstrates an understanding of composition, using the principles of design This is evident when a pupil: pattern and rhythm: a. Explores complex patterns (e.g., random, band, border, row, grid, tessellations) b. Recognizes visual rhythm in works of art (e.g., alternating, progressive, directional, special, Op Art) c. Creates patterns by using certain elements of art such as shapes, lines and colour movement: d. Investigates the connection of pattern, rhythm and movement (e.g., regular, progressive, flowing) and create images that show movement/ rhythm (e.g., an athlete, an animal, a vehicle moving) proportion: e. Demonstrates the use of correct scale and proportion compared to its surroundings f. Demonstrates exaggerated proportions balance: g. Recognises radial balance and create images that demonstrate the use of radial balance (e.g., a bicycle wheel, a sunflower, cross-section of an orange) contrast: h. Uses contrast in works of art (e.g., a painting showing rough textured surface next to the smooth or the large shape next to the small) variety: i. Describes how artists use variety to express their ideas and feelings (e.g., create a collage using a variety of different sized shapes) emphasis: j. Identifies use of a focal point as a way to create emphasis in works of art (e.g., colour intensity, contrast in value, placement and size of shapes and/or weight of line) Create art works based-on observations, personal ideas, feelings, imagination, memories, experiences and interests This is evident when a pupil: a. Uses a visual journal to sketch ideas for images including feelings, observations, memories and imagination b. Records observed details in a drawing (e.g., draw a section of a school grounds with an emphasis on all the different natural and man-made patterns and textures) c. Expresses their responses to real experiences in visual art works (e.g., after a discussion about the symbolism of colour, create a visual arts work in mixed media which expresses a mood or emotion) d. Creates images to communicate an idea (e.g., joy, peace and fear) or/and imagination (e.g., create an imaginary character, animal or place)

Create two- and three dimensional artworks using a range of materials, technologies and process This is evident when a pupil: drawing: a. Uses a variety of media and effects in drawing (e.g., use and experiment with a variety of drawing media and tools such as brush and ink, water soluble crayons) collage: b. Uses collage to produce an image or represent an idea (e.g., use found objects, fabric and papers to create a fantasy creature) mixed media: c. Uses a combination of media to create visual art works (use coloured pencil and ink in a fantasy drawing to build texture) painting: d. Uses paints of different consistencies in producing art works (e.g., use transparent and opaque washes of colour in a painting) printmaking: e. Uses the techniques of simple printmaking (e.g., create a monoprint print by drawing onto an inked Perspex sheet and then pressing sugar paper onto the inked surface) fabric & fibers: f. Applies selected sewing and weaving skills (e.g., glue and stitch different fabrics and beads onto felt to create a design) models & crafts: g. Creates 3D objects using a variety of available materials (e.g., create a diorama on a theme, or cut, fold, tear, curl or weave, to create a work such as a kite) digital media: h. Uses digital media and software programs as a tool in visual arts making (e.g., use different software to make a digital drawing)

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] learn about the great artists, architects and designers in history compare and comment on ideas, methods and approaches used in their own and others’ work, relating these to the context in which the work was made to adapt and improve their work to realise their own intentions

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Apply the critical thinking strategies to analyse, reflect on and respond to a variety of artwork and art experiences This is evident when a pupil: a. Interprets a variety of art works and identifies the feelings, issues, themes, and social concerns that they convey (e.g., sort and classify a variety of art images to determine common subjects or themes) b. Discuss the use of elements and principles of art within a piece of artwork (e.g., packaging designs that use contemporary colours create an impression different from that created by packages that use other colour themes; the use of colour, line, and geometric shape in Alexander Calder’s mobiles and Piet Mondrian’s paintings to create an impression of movement) c. Identifies and explains their strengths, their interests, and areas for improvement as creators, interpreters, and viewers of art (e.g., use of appropriate terminology in talking about their own art work; discussion of others’ ideas with sensitivity and respect; provision of reasons for their artistic choices in a diary entry in their art journal or sketchbook)

Understand a variety of art forms, describe the arts in their historical, social, and cultural contexts This is evident when a pupil: a. Describes how art forms and styles of visual and media arts represent various messages and contexts in the past and present (e.g., promotion of ideas or products on film, television and the internet in everyday life; sculptural monuments to honour people in the past such as war veterans) b. List and discuss reasons people make and use visual art (e.g., for beauty and enjoyment, to communicate an idea, to decorate a functional item, to express a memory, to express cultural identity, for advertising) c. Recognises the importance of art in history and heritage (e.g., research on a traditional art and craft work) d. Compare two or more works of art from a variety of cultures, times and places (e.g., the use of traditional art and craft patterns/ motifs in contemporary art to support cultural revitalization) e. Demonstrates an understanding of how to read and interpret signs, symbols and style in art works (e.g., Picasso’s cubist portraits use stylistic features from African masks; tiger is used in Asian art to signify bravery, eagle associated with the idea of power and privilege in some artworks) f. Describes some of the skills artists need for various jobs

Curriculum Map

Creative Arts Topics: Topic 1, Topic 2, Topic 3 Key artists and works of art

2020 Outcomes YEAR 6 Autumn Spring Summer National Curriculum

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Applies knowledge of elements of art in art making for a range of purposes This is evident when a pupil: line: a. Uses linear and curved hatching and cross-hatching that add a sense of depth to shape and form b. Identify lines that create the illusion of force or movement (e.g., wavy and wiggly lines used in op art) c. Uses implied lines to create eye movement and direct the viewers attention in works of art shape and form: d. Creates 3-D form in 2-D work using space (e.g., positive and negative ) and value (e.g., light, shade and shadow) colour: e. Identifies and creates tertiary colours f. Uses colours for expressive purposes (e.g., chooses a specific emotion or word such as warm, cool, stormy, calm, to use as a theme in creating a mood painting) g. Uses colour to create art works which imitates nature texture: h. Demonstrates texturing techniques such as embossing, piercing, pinching, pressing, scoring, scraping to enhance artwork value: i. Uses shading to create form (e.g., sphere, cone, cube, cylinder, pyramid) j. Creates gradation space: k. Creates artworks to show centre of interest (focal point) and one-point perspective and atmospheric perspective l. Uses microscopic and telescopic views in making art works

Demonstrates an understanding of composition, using the principles of design This is evident when a pupil: pattern and rhythm: a. Demonstrates knowledge of complex patterns which exists in the environment and in works of art (e.g., row, grid, half drop, tessellations) movement: b. Demonstrates various types of movement and rhythm in works of art (e.g., actual movement, recorded action) proportion: c. Draws basic facial proportions d. Uses improbable scale for imaginary settings and creatures (e.g., caricature, cartooning) balance: e. Demonstrates understanding of symmetrical balance (e.g., by placing equal amount of shapes/ objects on both sides of the paper from the centre) and asymmetrical balance (e.g., placing larger objects close to the middle of the axis of symmetry and smaller less important objects to the edge) contrast: f. Creates artwork to show contrast (e.g., light shades next to dark shades, soft lines next to bold lines) variety: g. Understands and uses the elements of art to create variety in their works of art h. Explains why the use of variety makes the composition more interesting emphasis: i. Identifies a variety of ways to create emphasis in works of art (e.g., colour intensity, contrast in value, placement and size of shapes and/or weight of line) Create art works based-on observations, personal ideas, feelings, imagination, memories, experiences and interests This is evident when a pupil: a. Uses a variety of methods of draft and develop images (e.g., visual journals, thumbnails, storyboards, maquettes) b. Creates observational drawings focusing on details (e.g., produce a detailed contour drawing of a bike or a car considering the internal edges as well as the outside edges, practice recording the textures of found objects using different mark makings such as stippling, hatching and cross hatching) c. Expresses their responses to real experiences in visual arts work (e.g., create a ‘Wish you were here’ postcards investigating aspects of the local environment through drawings and design) d. Creates images to communicate an idea or/and imagination (e.g., after listening to the lyrics of a song, create a 3D work of an imaginary world, gather images from magazines and newspapers for a montage or painting based on dreams)

Create two- and three dimensional artworks using a range of materials, technologies and process This is evident when a pupil: drawing: a. Uses drawing in different media and explore their effects (e.g., create tonal drawing with the selected media such as pencil, chalk, graduating the tones from the darkest to the lightest) collage: b. Uses collage to produce an image or represent an idea (e.g., collect photographs of textured surfaces from magazines to create a landscape/ imaginary animal) mixed media: c. Uses a combination of media to create visual art works (e.g., create a batik painting with chalk, oil pastels and Indian ink to give a stained glass effect) painting: d. Applies selected painting techniques (e.g., brush painting with a range of transparent or opaque water-based colours using a range of different brushes, both soft and hard) printmaking: e. Uses selected techniques to transfer an image to another surface (e.g., make a ‘block’, rolling ink evenly over the surface and print onto another surface such as paper or fabric) fabric & fibres: f. Uses selected skills and techniques to manipulate fabrics and thread (e.g., create a design interpreted in coloured dye and elaborated with simple stitches to make puppets) models & crafts: g. Creates 3D objects from a variety of available materials (e.g., use crushed foil to construct the basic forms of a sculpture, cover it with glued tissue paper and paint) digital media: h. Uses digital media and software programs as a tool in visual arts making (e.g., make a digital collage by overlapping images)

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] learn about the great artists, architects and designers in history to manipulate materials and processes to communicate ideas and meanings and make images and artefacts, matching visual and tactile qualities to their intentions To analyse and comment on ideas, methods and approaches used in their own and other’s work, relating these to its context To adapt and refine their work to reflect their own view of its purpose and meaning

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Apply the critical thinking strategies to analyse, reflect on and respond to a variety of artwork and art experiences This is evident when a pupil: a. Interprets a variety of art works and identifies the feelings, issues, themes, and social concerns that they convey (e.g., describe the Van Gogh’s use of line, colour, brushstrokes and rhythm in ‘Starry Night’ to create a feeling of movement and excitement b. Explains how elements and principles are used in their own and others’ art work to communicate meaning or understanding (e.g., identify the point of view or gaze of the main subject, and explain how it is used to influence an intended audience of an art work or a media work; explains how a rough texture can be used to represent strength, anger, or something unpleasant) c. Identifies and evaluates their strengths, their interests, and areas of improvement as creators, interpreters and viewers of art (e.g., reflect on the challenges and success in the form of an artist’s statement; do peer review of each other’s art works, using a checklist of criteria created by the class to help them identify areas that need revision, and provide suggestions) Analyse visual arts styles from a variety of social, historical and cultural contexts This is evident when a pupil: a. Identifies and describes some of the ways in which art forms and styles reflect the beliefs and traditions of a variety of communities, times and places (e.g., art can represent ways in which people view their personal identity) b. Identifies and discusses meaning and purpose of images within a variety of contexts (e.g., discuss how visual arts is used to record human experiences; advertising, editorial cartoon, public art, art for specific audience) c. Recognises the importance of art in history and heritage (e.g., research about sculptures/ monuments, old buildings in the island/ country) d. Interprets and compare key features of arts works made in a range of times, places and cultures (e.g., study the patterns and tessellations found in Islamic art and create a similar design) e. Demonstrates an understanding of how to read and interpret signs, symbols and styles in art works (e.g., graffiti art, symbols on currency or in advertisements that have specific national or other connotations; meanings associated with colour in different cultures [white dresses symbolize purity in Western cultures but mourning and death in some Asian cultures) f. Explores many fields in which one can pursue a career in art and determine their own interest in the field of art