The Springfields Academy

Reach South Academy Trust

Our central mission is for Reach South pupils to aspire to achieve beyond the expectations that others place on them.

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Creative Arts - Art, Design and Technology, Music, Drama

"To build safe, independent lives for autistic young people through support, understanding and enablement"

 Exploration of the Creative Arts supports our pupils with autism to make sense of the world around them. The Creative Arts curriculum appeals to many of our pupils sensory needs acting as a grounding and calming strategy. Some of our pupils access Art Therapy to support their emotional wellbeing. 

Many of our creative pupils enjoy Design and Technology sessions where their 'attention to detail' and 'logical problem solving skills' enable them to create some innovative technology. 

Creative Arts mediums can also support the development of Theory of Minds skills which some of our pupils find difficult in line with a diagnosis of autism - helping them to see concepts and scenarios from different viewpoints. 

 In Creative Arts sessions pupils from Year 1 - Year 8 access:

  • Art
  • Design and Technology
  • Music
  • Drama

Creative Arts opportunities are embedded within the class topics.We encourage children to use what they have learnt about original ways, thinking about uses and purposes. Children will represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. They will be encouraged to complete art projects that link to their own interests to encourage enjoyment and engagement.

All pupils are also encouraged to achieve the Arts Award.

View document arts_award.pdf

 Art:

Pupils artistic skills are built cumulatively as they move through the Art Curriculum. Opportunities for artistic exploration are embedded within topics or linked to pupil special interest.

In Lower Phase 1 (Squirrels and Acorns), children will be offered opportunities to use a range of materials creatively to design and make products and to use drawing, painting and sculpture to explore, develop and share their ideas, experiences and imagination. As children progress through the Phase 1 and into Phase 2 they will be encouraged to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space; about 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.

In Key Stage 1 pupils: 

  • use a range of materials creatively to design and make products
  • use drawing, painting and sculpture to develop and share ideas, experiences and imagination
  • use a wide range of art and design techniques including:

Colour

Pattern

Texture

Line

Shape,

Form and space

  • know about the work of a range of artists, craft makers and designers

  • can describe the differences and similarities between different practices and disciplines

  • can make links with their own work.

In Key Stage 2 pupils:

  • can control and use a range of materials, with creativity, experimentation.
  • have an increasing awareness of different kinds of art, craft and design.
  • can create sketch books to record  observations and use them to review and revisit ideas.
  •  improve mastery of art and design techniques, including:

Drawing

painting

sculpture

  • with a range of materials [for example, pencil, charcoal, paint, clay]
  • know about great artists, architects and designers in history

In Key Stage 3 pupils:

  • can use a range of techniques to record observations in sketchbooks, journals and other media as a basis for exploringideas
  • can use a range of techniques and media, including painting
  • have increased proficiency in the handling of different materials
  • can analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work
  • know about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day

In Key Stage 4 Pupils can opt to take Art GCSE. 

 Design and Technology:

In Key stage 1 pupils :
Design:

  • design purposeful, functional, appealing products for themselves and other users based on design criteria 
  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make:

  • select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] 
  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
    Evaluate 
  • explore and evaluate a range of existing products 
  • evaluate their ideas and products against design criteria

Technical knowledge:

  • build structures, exploring how they can be made stronger, stiffer and more stable 
  • explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products 

Cooking and Nutrition:

  • use the basic principles of a healthy and varied diet to prepare dishes
  • understand where food comes from.

In Key Stage 2 pupils:

Design:

  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups 
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design


Make:

  • select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately 
  • select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities


Evaluate:

  • investigate and analyse a range of existing products 
  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work 
  • understand how key events and individuals in design and technology have helped shape the world


Technical knowledge:

  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures 
  • understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] 
  • understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] 
  • apply their understanding of computing to program, monitor and control their products.

Cooking and Nutrition:

  • understand and apply the principles of a healthy and varied diet 
  • prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques 
  • understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

In Key Stage 3: 

Design

  • use research and exploration, such as the study of different cultures, to identify and understand user needs 
  • identify and solve their own design problems and understand how to reformulate problems given to them 
  • develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations 
  • use a variety of approaches [for example, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses 
  • develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools


Make: 

  • select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture 
  • select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties


Evaluate:

  • analyse the work of past and present professionals and others to develop and broaden their understanding 
  • investigate new and emerging technologies 
  • test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups 
  • understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists

Technical knowledge:

  • understand and use the properties of materials and the performance of structural elements to achieve functioning solutions 
  • understand how more advanced mechanical systems used in their products enable changes in movement and force 
  • understand how more advanced electrical and electronic systems can be powered and used in their products [for example, circuits with heat, light, sound and movement as inputs and outputs] 
  • apply computing and use electronics to embed intelligence in products that respond to inputs [for example, sensors], and control outputs [for example, actuators], using programmable components [for example, microcontrollers].

Cooking and Nutrition:

  • understand and apply the principles of nutrition and health 
  • cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet 
  • become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes] 
  • understand the source, seasonality and characteristics of a broad range of ingredient

In Key Stage 4 pupils can opt for our Catering Pathway or our Motor Vehicle, Engineering and Transport Pathway.

 

Music:

 In Key Stage 1 pupils are taught to:

  • use their voices expressively and creatively by singing songs and speaking chants and rhymes  play tuned and untuned instruments musically 
  • listen with concentration and understanding to a range of high-quality live and recorded music 
  • experiment with, create, select and combine sounds using the inter-related dimensions of music.

In Key Stage 2 pupils are taught to:

  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression  
  • improvise and compose music for a range of purposes using the inter-related dimensions of music 
  • listen with attention to detail and recall sounds with increasing aural memory 
  • use and understand staff and other musical notations 
  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians  develop an understanding of the history of music.

In Key Stage 3 pupils are taught to:

  • play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression 
  • improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions 
  • use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions 
  • identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices 
  • listen with increasing discrimination to a wide range of music from great composers and musicians 
  • develop a deepening understanding of the music that they perform and to which they listen, and its history.

Drama:

Opportunities for Drama are embedded within the curriculum. Pupils are encouraged to take part in a range of dramatic techniques such as role-play, improvisation, hot seating, mime, creating characters and settings and play. 

Measuring the Impact of the Creative Arts Curriculum

The Creative Arts curriculum is evaluated through regular curriculum review which is informed by:

  •  Progress Frameworks - autism, knowledge and skills bespoke to cohort pathway. 
  • Progress towards EHCP outcomes 
  • Accreditation achieved 
  • Pupil progress and attainment cycle 
  • Pupil voice
  • Staff curriculum evaluation 
  • Parent voice 

Impact of the Creative Arts Curriculum:

The Creative Arts curriculum helps Springfields pupils develop the skills for a 'safe, independent life' by providing the opportunity for creativity, to innovate, problem solve and gain confidence. All pupils are encouraged to obtain the Arts Award. Some pupils opt to take GCSE Art. Pupils can also opt to take the Catering Pathway or Motor Vehicle, Engineering and Transport Pathway where they will obtain qualification in relation to that Pathway.