Tong Primary School

In developing this policy an attempt has been made to incorporate the various aspects of the Expressive Arts Guidelines in addition to drawing on the experience and successful working practices which have been developed in the school over the years.

It is anticipated that an important contribution will be made to the child’s development through Art and Design, Drama, Music and Physical Education.

Having studied the 5 - 14 National Guidelines in Expressive Arts the staff agree that the aims outlined are suitable for the teaching and learning of Expressive Arts within the school.

The aims of the school will include:

1 Offering pupils a stimulating environment where creative work can be developed, produced, evaluated and appreciated.

2 Offering enjoyable and stimulating learning experiences through Topics which are of interest to pupils.

3 Providing effective teaching which promotes the aims laid down in the Expressive Arts Guidelines.

4 Making appropriate use of educational resources, eg TV programmes, visiting exhibitions, theatre groups, resources in the E D C, etc, in order to enrich the curriculum.

5 Being aware of the pupils acquired skills and understanding through formal and informal assessment.

6 Reviewing and assessing the quality of the work and the pupils’ reaction to it. When more than one teacher is involved in a class group a review will take place to check that pupils are receiving broadly similar experiences.

Effectively reporting progress pupils have made to parents and head teacher.

We recognise that participating in Expressive Arts is rewarding for all pupils. There is also recognition of the need for sensitive and flexible teaching and learning approaches.

In line with the 5 - 14 Guidelines there will be a number of teaching strategies adopted which will include:

individual work;

small group work;

class work;

teacher directed activities;

open learning situations;

field work;

supported self study;

special assignments or briefs.

The duration of activities will vary.

Homework will be set as required and specifically for ongoing projects.

A balance will be struck between allowing pupils opportunities to participate in a wide range of Expressive Art experiences which provide depth in specific activities.

It is appreciated that pupils come to school with a range of aptitudes, abilities and experiences. No two individuals will progress at the same rate or in the same way. Teaching strategies and course work will be differentiated to meet the learning needs of all individual pupils

Topics and course work will follow the principles of progression stated in the guidelines allowing pupils to:

tackle more complex problems;

work with a greater degree of independence;

increase knowledge, understanding and skills.

When timetabling the Head Teacher will consider the following points:

1 The appropriate use of the allocated time for the needs of the pupils.

2 The support required by individual members of staff.

3 Consultation between the Class Teacher and the Specialist, especially in the areas of Planning and Assessment.

4 The occasional need for flexibility in the length of the lesson.

5 The allocation of time for such groups as choirs, recorder groups, rehearsals for concerts, etc.

6 The possible use of the Specialist Teacher in Staff Development time, working with Class Teachers.

7 The realisation that "our" Specialist probably visits other schools in the week.

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The Specialist Teacher should be responsible for:

1 Implementing a programme in accordance with the 5 - 14 National Guidelines and the Regional Guidelines.

2 Providing opportunities for pupils to respond positively and to develop their skills and abilities.

3 Identifying and responding to areas of special needs in the school.

4 Using their knowledge and expertise to enrich the curriculum.

5 Integrating with other areas of the curriculum where appropriate.

6 Working co-operatively with the class teacher, planning and assessing the curriculum.

7 Liaising with other teachers and support staff.

8 Advising on the organisation and ordering of resources, equipment and materials.

Reviewed in session 2001/2002. As this area of the curriculum is currently satisfactory, no

changes have been made.

Review Date : 2004/2005