The intended learning within this development of AoL, including core concepts & skills

The National Curriculum for Art and Design (2014) is clear in stating the “Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.” Similarly, the National Curriculum also states that “Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.”

        The rationale for teaching creativity and the arts within the EYFS framework (2021) is based on the agreement that “the development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.”

Core skills and concepts:

• Create sounds by banging, shaking, blowing or tapping out simple repeated rhythms.
• Show an interest in the way tuned and untuned instruments sound and explore and learn how sounds can be changed or combined.
• Attend and listen with understanding to a range of high-quality live and recorded music
• Begin to use their voice expressively and creatively by singing songs and speaking chants and rhymes, developing into joining in with and developing a repertoire of songs.
• Begin to move rhythmically and move their whole body to sounds they enjoy, such as music or a regular beat.
• Imitate and improvise actions they have observed, e.g. clapping or waving, in response to music.
• Enjoy joining in with dancing and ring games and responds to sound and performs dances using simple movement patterns
• Share their creations, explaining the process they have used
• Explore and use a range of materials creatively to design and make products with intent.
• Experiment to create different textures and understand that different media can be combined to create new effects.
• Realise that tools can be used for a purpose use them with increased control.
• Explore and experiment with a range of media through sensory exploration, and using whole body.
• Initially notice and become interested in the effects of making movements which leave marks, and then recognise that they can use lines to enclose a space, beginning to use these shapes to represent objects.
• Explore and develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
• Explore the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

How this AoL complements the wider curriculum

Creativity and the Arts is used as a tool to deliver and support aspects of the wider curriculum. Music supports listening skills, essential for developing communication, interaction and phonics. Playing an instrument develops grip and hand eye coordination, important in physical development and fine motor skills/ early writing skills  Dance is included within the Physical Education National Curriculum as well as physical movement supporting kinaesthetic learning across the curriculum.  Art and Design supports communication, recognising signs, symbolos and shapes supports early reading and exploration and creating with different media and tools also support fine motor skills and early writing.

Teaching strategies & opportunities that support the development of C&TA skills

• Sjoquist et al note that “arts education does not have a value in itself; it takes both meaningful content and high-quality instruction to facilitate learning. Instruction at the intersection of arts education and special education involves two areas of expertise.” For this reason, we have partnered with the Paul Hamlyn Foundation funded SENsory Atelier project so that we can develop both our staff’s understanding of arts education and how to effective use Emilio Reggio practitioner skills to engage and challenge our unique pupils.

• Specialists and Performers: We recognise the role of skilled specialist teachers in delivering high quality arts learning for pupils and also the impact of visiting professional and performers. These include Simon from Talking Drums, support and sessions from SEND music service, Nicki Atkins and Emma Burns (Massed Choir) as well as visiting artists and performers.

• Sensory Integration: ASD and SLCN can increase a child’s anxiety and sensitivity to their environment which can than impact negatively on their wellbeing. The art, music or physical performance environment can be very overwhelming for students on the autism spectrum. These students may become over stimulated by sights, sounds, touch, movement, smells, temperature and unfamilair equipment used in the arts. Therefore, our Oaklands arts curriculum is carefully planned and progressively challenging, so that our young people can be as independent as possible in managing their emotional wellbeing whilst being able to develop their creativity and self-expression. At the same time, the elements that over stimulate one student, may also soothe another, and play a key part in their co-regulation and self-regulation strategies.

• Big Days: Throughout the year there is a rolling cycle of Big Days with foci from different Areas of Learning. Each of the Big Days contains a Creativity and the Arts element. How we select the Big Days will be regularly reviewed to ensure that the programme reflects our school cohort. Creativity and the Arts is a tool through which we deliver other aspects of the curriculum.

• Embedded within the school culture & ethos: our UNIQUE values and our commitment to a positive behaviour ethos across the school model fundamental human values and good morals to all members of our school community. Many aspects of Creativity and the Arts support group work, interaction and cooperation.

Assessment of learning within C&TA AoL

There is no formal assessment of Creativity & the Arts, although skills used can be assessed through the OPAL ladders;

The OPAL ladder for Interaction

The OPAL ladder for Physical Development – travelling, fine and gross motor skills.

The OPAL ladder for Maths – counting movements and sounds

The OPAL ladder for Emotional Regulation

The OPAL ladder for Self Care in the Community – Road Safety and other ladders relating to visit the local area

As a school we evaluate our own provision through involvement in the ArtsMark scheme (https://www.artsmark.org.uk/). Artsmark is the only creative quality standard for schools and education settings, accredited by Arts Council England. Artsmark’s flexible framework is designed to help schools embed arts, culture and creativity across the whole curriculum. In March 2020 we were pleased to be awarded the Gold Award and are working towards the Platinum Award.