The ARTs
VISUAL ART
Our Intent
At Springfield, we aim to develop and nurture an appreciation of visual art and keep visual art at the forefront of children’s minds. Through a range of mediums, we aim to equip children with subject specific skills, knowledge and vocabulary and support every child to realise their potential and know that they are artists.
Implementation
The CUSP Art curriculum is organised into blocks with each block covering a particular set of artistic disciplines, including drawing, painting, printmaking, textiles, 3D and collage. Vertical progression in each discipline has been deliberately woven into the fabric of the curriculum so that pupils can revisit key disciplines throughout their primary journey at increasing degrees of challenge and complexity.
Impact
Termly assessments are used to create a data picture that determines the successful teaching and retention of Art skills by our teachers and students. Pupil voice allows us to determine if children can talk about their learning and use appropriate vocabulary to do so. Learning walks should show the school
the performing arts
Our Intent
At Springfield, Performing Arts is taught by highly skilled specialist teachers each week. These teachers, alongside the rest of our school community, believe that performing arts lessons can develop transferable and interpersonal skills that are invaluable for our students now and as they develop into well-rounded global citizens.
Our vision is that high quality teaching in music, dance and drama will be progressive across the year groups and these lessons will be based on cross-curricular learning to enhance pupils' depth of understanding.
Implementation
Performing Arts lessons are planned using the year group key objectives documents which progress through levels of depth and difficulty. See these documents below:
| key_objectives_-_yr_3.docx |
| key_objectives_-_yr_4.docx |
| key_objectives_-_yr_5.docx |
| key_objectives_-_yr_6.docx |
Across the year, children work on extracts from musical theatre productions that incorporate the age related objectives and develop the age related skills. Within this, there is an equal balance of music, drama and dance and where possible these sessions link to another area of each year groups curriculum.
In addition, pupils also experience the specific musical skills of composing, performing, (both their own music and that of others) musical knowledge and understanding and appraising different styles of music. Rhythm notation is taught to all with individual challenges set; other musical notations are also introduced as pupils progress through the school.
Impact
Termly assessments are used to create a data picture that determines the successful teaching and retention of Performing Arts skills by our teachers and students. Pupil voice allows us to determine if children can talk about their learning and use appropriate vocabulary to do so. Learning walks should show the school
Other holistic examples of positive impact of our Performing Arts curriculum could include:
-Development of emotional literacy and oracy skills
- Increased speaking and listening skills
-Space to develop sense of self/identity
- Increased engagement across the curriculum
- Increased confidence levels
- Increased collaboration between peers
- Active learning/increased fitness