Arts and Creativity

Vision

Our vision at Fulbridge is to embed performing arts into the whole school curriculum and ethos; bringing learning to life and giving our students a place that makes them “long for childhoodâ€?. We promote conďŹ dence and develop the performer in every child.

Intent

Assessment Criteria for each Year group

Progression Performing Arts Curriculum

Block 1 Sep

Block 2 Oct

Oct

Nov

Block 3 Nov

Dec

Jan

Block 4 Jan

Feb

Mar

Block 5 Mar

Apr

May

Block 6 May

Jun

Jun

Jul

Jul

Dance

Drama

Music

Art

Every phase has a term of each discipline. The term is broken down into two blocks of 12 weeks. In the ďŹ rst block the focus is learning the skills and the second block is application and retrieval of skills through a performance. There is a clear progression from nursery through to phase 4. Some skills are fundamental and retrieved every year, whilst others are age speciďŹ c and developed over their time at Fulbridge.

Reception - Knowledge Art

Dance

Artist Drawing Painting Pattern

Warm Up Space Bow / Curtsy

Drama

Audience Space Performance

Music

Long sounds Short sounds High sounds Low sounds Loud Quiet

Reception - Statements Art

Dance

Drama

Music

Produce lines of different thickness and tone. Start to produce different patterns from observation. Start to produce different textures from observation. Look and talk about what they have produced, describing simple techniques and media used. Explore a range of artists and say what they like and do not like.

Imitate movement in response to music. Begin to move rhythmically. Move body to sounds they enjoy. Enjoy joining in with dancing / circle games. Create movement in response to music. Represent own ideas, thoughts and feelings through dance. Practise and repeat dance phrases and perform them.

Introduce themselves to the class. Throw their voice to the audience. Listen and respond. Find a space. Be able to play and pretend.

Learn through repetition and actions. Sing short phrases on their own. Play instruments by shaking, scraping, rattling and tapping. Recognise the sounds of percussion instruments Imitating a simple rhythm and passing sounds/rhythm around the circle. To recognise high and low sounds within a song.

Year 1 - Knowledge Art

Dance

Drama

Music

Texture Tone Primary Colour Secondary colour 3D Art Landscape (orientation) Portrait (orientation)

Timing Repetition Balance Stillness Direction

Stage Left Stage Right Upstage Downstage Imagination

Beat Rhythm Tambourine Drum Triangle Recorder

Year 1 - Statements Art

Dance

Drama

Music

Begin to control the types of marks made with a range of media. To use a variety of techniques such as: hatching, scribbling, stippling and blending Develop a range of tone using a pencil to create light/dark lines Start to mix a range of secondary colours, moving towards predicting resulting colours Experiment in a variety of malleable media such as clay, papier mache Explore a range of artists and make simple links to their own work.

Copy and repeat simple skills. Follow the leader – jumps, hops, skips, gallops, tip toes. Respond to different stimuli with a range of actions. Copy and explore basic body actions demonstrated by the teacher. Copy simple movement patterns from each other and explore the movement. Link simple actions and skills. Compose and link movement phrases to make simple dances with clean beginning, middle and end. Practise and repeat their movement phrases and perform them in a controlled way. Speak in front of the class with conďŹ dence. Actively listen and respond to instructions. Remember one line off by heart Understand the areas of the stage. Use their imaginations to become different objects/animals/ basic characters.

Learn through repetition and actions. Sing in time to a steady beat. Sing songs in different styles - happy, sad. Sing words clearly. Play instruments by shaking, scraping, rattling and tapping. Play to a steady beat. Imitate a rhythmic pattern. Exploring long and short sounds in songs through actions. To use basic body movements to imitate high and low sounds within a song.

Year 2 - Knowledge Art

Dance

Drama

Music

Sculpture Form Art medium/media Tertiary colours Collage

Unison Canon Levels Posture Facial expression

Pitch Focus Entrance Exit Character Facial Expression

Pitch Xylophone Percussion

Year 2 - Statements Art

Dance

Drama

Music

Control the types of marks made with a range of media. Investigate tone and begin to show an awareness of objects having a 3rd dimension. Develop an expanding and more complex range of patterns. Shape, form, construct and model 3D shapes from observation or imagination. Develop surface patterns and textures on 3D artwork and use appropriately. Discuss own and others work, expressing thoughts and feelings. Copy, remember and repeat simple skills with control and coordination. Can link several movements together with control and coordination. Talk about different stimuli as the starting point for creating dance phrases and short dances. Explore actions in response to stimuli. Explore ideas, moods and feelings by improvising, and by experimenting with actions, dynamics, directions, levels and a growing range of possible movements. Vary skills, actions and ideas. They begin to show some understanding of simple tactics. Compose and perform dance phrases and short dances that express and communicate moods, ideas and feelings. Remember and repeat a short dance phrase, showing greater control, coordination and spatial awareness. Use the voice to portray character. Be able to focus. Remember two lines off by heart Use the space to aid storytelling. Use frozen pictures to tell a story. Be able to create a generic character through their physicality. Use different facial expressions. Sing a variety of songs with more accuracy of pitch. Sing words clearly and concentrate on breathing. Sing with a sense of control dynamics and tempo. Play instruments with control - maintain a steady beat, get faster, get louder. Imitate a rhythmic pattern. Exploring long and short sounds in a song through actions. Identifying rhythm of words through chanting. Imitate rhythmic patterns. To understand pitch moving up and down by step and to play a basic scale on the xylophone.

Year 3 - Knowledge Art

Photography Self portrait Symmetry Perspective

Dance

Improvisation Formations Transitions

Drama

Dialogue Warm Up Status Blocking Director Gesture Posture

Music

Ostinato Melodic ostinato By-step Scale

Year 3 - Statements

Art

Dance

Investigate tone and begin to show an awareness of objects having perspective. Develop drawing using proportion Creating 1 point perspective drawing. Explore photography as an art medium. Produce larger clay ware using pinch, slab and coil techniques Explore carving as a form of art. Discuss and review own and others work and identify any modiďŹ cations or changes that can be made.

Select and use skills and ideas with coordination and control. Improvise freely with a partner translating ideas from stimuli to movement. Show an imaginative response to different stimuli through their use of language and choice of movement. Incorporate different qualities and dynamics into their movements. Explore and develop new actions while working with a partner or a small group. Show that they understand tactics and composition by starting to vary how they respond. Apply basic compositional ideas to create dances which convey feelings and emotions Link actions to make dance phrases. Working with a partner and/or in a small group. Perform short dances with expression, showing an awareness of others when moving. Describe what makes a good dance phrase.

Year 3 - Statements Drama

Music

Understand the effort levels of the voice. Project their voices. Listen to peers and follow pupil led warm ups. Remember a short scene off by heart Understand how positions onstage can show status, convey emotions and relationships of characters. Always face the audience. Be able to create a character matching up their vocal choices with their physical choices. Transform into character for a scene.

Sing songs in a variety of styles with conďŹ dence. Imitate long sung phrases with accuracy. Chant or sing a round in 2 parts. Identify verse and chorus. Keep a steady beat individually and as a group. Maintain a rhythmic ostinato. Copy a short melodic phrase on a pitched instrument. To understand the musical names of long and short sounds. To imitate simple rhythms as part of a song. To listen to sounds that move up and down and to demonstrate on an instrument. To improvise their own short tune.

Year 4 - Knowledge Art

Dance

Still Life Foreground Background

Dynamics Musicality Coordination Stimulus

Drama

Emphasis Improvisation Improv Blocking Hot Seating Blocking

Music

Round Entry point Metronome BPM Notation

Year 4 - Statements Art

Dance

Draw for a sustained period of time. Develop drawing range of tones, lines, perspective and proportions through Still Life drawing. Have opportunities to develop their own style. Create 2 point perspective drawing Make a slip to join two pieces of clay Model over an armature frame for modroc Discuss and review own and others work and identify modifications/changes and see how they can be developed further.

Select, use and perform with coordination and fluency. Respond and perform with a partner, demonstrating actions that link with fluency and accuracy. Respond to the stimuli through the appropriate language, creating their own ideas and movement phrases Use a range of actions and begin to combine movement phrases and patterns. Begin to respond within a small group of partnership, to speed and level. Link movement phrases together with increased precision. Begin to design their own movement phrases that respond to the stimuli or emotion. Use a range of movement and dance phrases within different ways (unison, canon) with a partner or group. Remember, perform and evaluate short dance phrase, showing an understanding and an awareness of others. Describe what makes a good dance phrase.

Year 4 - Statements Drama

Music

Be mastering voice work - always supporting the voice and exploring the use of it to play different characters. Speak with clarity and energy and pick out the important words in a line. Be able to think on the spot, listening and reacting in character and accept ideas. Remember a long scene off by heart Be able to block a scene by themselves showing effective use of space and mastered stagecraft to perform to an audience. Tell a story clearly. Be able to convincingly embody a character. Decide on character’s background. Answer questions in a hot seating situation. Sing songs in a variety of styles with an increasing awareness of tone of voices and shape of melody. Sing confidently as a group or solo. Sing 2 /3 part rounds with pitch accuracy. Compose a simple rhythmic accompaniment to a song. Recognise visually and aurally a range of orchestral instruments. Perform with increasing confidence. To understand the musical names of long and short sounds. To develop the ability to compose their own simple rhythms. To listen to and identify leaps in a melody by ear and to work them out on a tuned percussion instrument.

Year 5 - Knowledge Art

Dance

Drama

Music

Mural Relief Sfumato Architect Designer

Counterpoint Focus Control

Diction Stage Directions (script)

Bass drum Snare High-hat Cymbals

Year 5 - Statements Art

Dance

Develop tones and colours to shade gradually into one another, producing softened outlines or hazy forms. Continue to work in a sustained period of time to develop key elements of their work. Develop close observational skills using a variety of viewďŹ nders. Carving a form of art Design artwork for a larger scale, building murals, sculpture Create a piece of artwork using relief techniques.

Performance shows precision, control and uency. Respond to a variety of stimuli showing a range of actions performed with control and uency. Think about character and narrative ideas created by the stimulus, and respond through movement. Experiment with a wide range of actions, varying and combining spatial patterns, speed, tension and continuity when working on their own, with a partner and/or in a group. Link skills, techniques and ideas accurately and appropriately. Create and perform dances using a range of movement patterns in response to a range of stimuli. Use different compositional ideas to create motifs incorporating unison, canon, action and reaction, question and answer. Remember, practise and combine longer, more complex dance phrases.

Year 5 - Statements Drama

Music

Explore different scripts/texts/poems and be able to choose appropriate vocal qualities to make sense of the dialogue. Speak with good diction. Actively listening for cues to make speech seem naturalistic. Remember a few scenes off by heart Be able to interpret a piece of script, understanding the layout, stage directions, characters etc. Follow direction and do the same blocking on stage every time. Be mastering character work by interpreting from the script they are given Develop how they feel about the situation they are in. Develop character’s personality.

Show accuracy and expression in singing. Sing confidently in a group or solo. Perform a song showing awareness of clear diction, phrasing and melody. Play a range of percussion instruments with increasing confidence in keeping a steady beat. Sustain a melodic ostinato to accompany a song. Compose a group/class arrangement of a song using voices and instruments. To understand the term “ostinato” and to maintain steady rhythms through a selection of different songs. To be able to play certain parts of a drum kit with rhythmic precision. To recognise the different high and low sounds within a chord and to play chords on a keyboard to accompany a song.

Year 6 - Knowledge Art

Dance

Drama

Music

Interpretation Graphic Art Value (Light and darkness of colour) Space (Area around or between objects)

Complementary Contrast Interpretation Execution Critical appreciation

Emotion Context

Musical Notation Dynamics Dynamic markings

Year 6 - Statements Art

Dance

Explore artist interpretation in artwork. Develop perspective in their drawing. Develop composition, scale and proportion in their drawings. Adapt their work according to their views and describe how they might develop it further. Compare work to techniques, skills and styles of other artists. Model and develop 3D work through a combination of pinch, slab, coil and carving techniques.

Consistent performance showing precision, control and uency. Perform a variety of dance styles with accuracy and consistency. Explore, improvise and choose appropriate material to create new motifs in a chosen dance style. Respond to a range of stimuli, improvising freely using a range of controlled movements and patterns. Select and combine skills, techniques and ideas, demonstrating their knowledge of tactics, strategies and composition. Extend compositional skills incorporating a wider range of dance styles and forms compose, develop and adapt motifs to make dance phrases and use these in longer dances. Select and use a range of compositional ideas to create motifs that demonstrate their dance idea.

Year 6 - Statements Drama

Music

Be able to speak with complete conviction, and make their lines seem like they are the first time they’ve spoken them. Project every line throughout an entire performance so the audience can hear every word clearly and understand the story. Listening for cues both on and offstage. Remember a character’s lines in a whole script off by heart Be able to take direction and feel comfortable and at home on stage, understanding all terminology. Understand how the use of lighting and sound can aid storytelling. Be able to maintain in character for a full performance, transforming themselves physically and vocally. Understand and convey emotion. Be able to talk about their character in a wider context. Communicate the meaning/mood of a song. Maintain own part in a round with confidence. Perform songs from memory. Perform on a range of instruments confidently to an audience. Perform with sensitivity to different dynamics. Maintain their own part on a pitched instrument in a small ensemble. To understand the rhythmic importance of lyrics in a variety of songs. To understand the term “melodic ostinato” and develop and improvise different rhythms. To sing a variety of songs in different keys paying attention to high and low sounds in the melody. To demonstrate pitch with more complex body movements. To play a simple melody on the xylophone.

Implement Pedagogical approach to the domain

Structure Art

Introduce skill Practice the skill Apply the skill Review

Dance

Warm up Introduce skill Practice the skill Apply the skill Review

Drama

Music

Circle activity warm up Introduce skill Practice the skill Apply the skill Review

Voice warm up Introduce skill Practice the skill Apply the skill Review

Art Lesson Structure

10 mins

●

Retrieve

●

Retrieve Information from the previous session.

15 mins

●

Introduce Skill

●

Show the different skills that we are learning.

20 mins

●

Teach

●

Explicitly model the skill to the children

●

25 mins

●

Skills

Skill and application of specific area of the curriculum Knowledge

●

15 mins

●

Review

●

Review the learning that has been made within the session

Drama Lesson Structure

5 mins

●

Circle Warm Up

●

Develop fluency skills

15 mins

●

Introduce Skill

● ●

Retrieve Information from the previous session. Show the different skills that we are learning.

20 mins

●

Teach

●

Explicitly model the skill to the children

●

25 mins

●

Skills

Skill and application of specific area of the curriculum Knowledge

●

15 mins

●

Review

●

Review the learning that has been made within the session

Dance Lesson Structure

5 mins

●

Voice Warm Up

●

Develop fluency skills

10 mins

●

Introduce Skill

● ●

Retrieve Information from the previous session. Show the different skills that we are learning.

15 mins

●

Teach

●

Explicitly model the skill to the children

●

25 mins

●

Skills

Skill and application of specific area of the curriculum Knowledge

●

5 mins

●

Review

●

Review the learning that has been made within the session

Music Lesson Structure

5 mins

●

Voice Warm Up

●

Develop fluency skills

10 mins

●

Introduce Skill

● ●

Retrieve Information from the previous session. Show the different skills that we are learning.

15 mins

●

Teach

●

Explicitly model the skill to the children

●

25 mins

●

Skills

Skill and application of specific area of the curriculum Knowledge

●

5 mins

●

Review

●

Review the learning that has been made within the session

Pedagogy All disciplines are taught through explicit instruction. Specialist teachers break down and model the skills to the children, who then repeat and practice this.

Each skill is retrieved throughout every lesson and then applied during their performance lessons, where they synergise the three.

Performance lessons are taught in the same way. Call and response is used to learn music and lyrics. Modelling is used to teach dance and all children have to learn lines from a script. By the time they ďŹ nish Fulbridge some children will have learnt how to operate the technical equipment and take responsibility for this during the show.

Links Art

https://docs.google.com/document/d/10wTSK5D9dUWzbZNbkTofGh0efyHUpSnTXLBgImiN7m0/edit

Dance

https://docs.google.com/document/d/1r8XygYHRej3m4pe7g2otD1dPuxqNszE0-fIRovQaV80/edit

Drama

https://docs.google.com/document/d/1kQsKFEIJTeBQXSoqpp2jMP-vZ6ebh5Od-ZZ3zVpBoS4/edit

Music

https://docs.google.com/document/d/1HWmMHuNg9LnhehnrQmWwyoezOwoASpfwEC6NO-jm-nY/edit

Impact Formative and Summative assessment strategies

Assessment Strategies Variability

Instant feedback

Retrieval

Feedback Booklets

PITA

Moderation & pupil work review

Rising Stars

SATS Short Term Cycle

Medium Term cycle

Long Term Cycle

Frequency

*Short Term Cycle - during and after daily lessons *Medium Term Cycle - teacher assessment every 2 to 4 weeks *Long Term Cycle - summative assessment every term or at the end of Key Stage

Formative Strategies Instant feedback for the teacher is received through a range of questioning and assessment for learning strategies, to check pupil Instant feedback

understanding. In addition, children receive instant feedback of their own learning through marking their own work. The instant feedback is used to inform teachers of the pace of the lesson, the scaffolding required and future learning.

At the start of each lesson children are asked questions around four areas of maths that have been previously learnt. This informs teaching staff of the knowledge and skills that have been retained and provides opportunities for further guidance or scaffolding.

Retrieval

Retrieval of previous learning is also encouraged throughout lessons. Retrieval practice informs upcoming teaching and learning. At several points within the year, a maths lesson will be dedicated to retrieving information that has been learnt in the previous weeks. The answers recorded from this then inform a gap ďŹ ll session to reteach areas that were less secure within the class.

In every lesson, teachers and staff will record speciďŹ c notes about positive learning and misconception in the classroom. This will then Feedback Booklets

be used to inform future summative assessment strategies including moderation and teacher assessments. As well as this, the content from feedback booklets is used to plan effective gap ďŹ ll lessons and inform which children require pre teach before future learning.

Summative Strategies

Teacher Assessment

Teacher Assessments are recorded each term based on a collation of formative and summative assessments. These assessments are a quick and easy check to whether the children is still on track to meet the end of year expectations, if they are below this or above this, Final teacher assessment data is reported to parents at the end of the academic year.

Our curriculum is standardised against national performance at three points in the year. The assessment is delivered in the form of a

Standardised Test

standardised test similar to support the teacher assessments and predictions for the end of Key Stage assessments. This data is reported to parents at parents evenings.

Standard Attainment Tests are sat at the end of Key Stage 1 and 2 to compare school performance across the country. Children will be SATS

judged as working below the expected standard, at the expected standard or working at greater depth and results will be reported to parents and on the government website.