Expressive Arts

National and local guidance places the expectation on all schools to deliver Curriculum for Excellence(CfE).

This expectation includes the following: intended learning, anticipated stages for intended learning, capacities children should develop, contexts to be used for learning and the manner in which teachers should design learning opportunities for children in their class.

The Expressive Arts curriculum experienced by our pupils includes learning in the following: Art and Design, Dance, Drama and Music, and has been developed in line with these expectations.

As a school, we hold the view that all our pupils are individuals who learn differently and, as a result, respond to a range of teaching methods.

The intended learning in Expressive Arts is outlined in the experiences and outcomes documents which can be viewed by clicking on the link below.


Expressive Arts es and os


The anticipated stages for intended learning are as follows:

Early Level – Nursery and Primary 1; but later for some.

First Level – Primary 2, 3 and 4; but earlier or later for some.

Second Level – Primary 5, 6 or 7; but earlier or later for some.

Delivery of the experiences and outcomes should enable all children to develop certain capacities in accordance with their own personal interests, strengths and needs. The capacities we aim for all of our pupils to develop are: successful learners, confident individuals, responsible citizens and effective contributors.

Teaching staff use the experiences and outcomes in Expressive Arts to develop and deliver programmes of work using the following seven design principles: breadth, challenge and enjoyment, coherence, depth, personalisation and choice, progression and relevance.

Our pupils experience learning activities in Expressive Arts through a variety of different contexts. These contexts are: learning in individual curriculum areas, interdisciplinary learning , ethos and life of the school and opportunities for wider achievement.


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