Creative Arts

Creative Arts

We believe that every child should be encouraged to explore and question the world around them and, through various creative opportunities, we strive to ignite imaginations and foster confidence in our young people. We combine the subjects of Art, Music and Drama to form a comprehensive and exciting approach to developing all pupils’ creativity that builds on their strengths and interests.


  • All pupils have access creative art, drama, music and movement in a meaningful way.
  • To allow to children to take risks and try new skills.
  • Children are encouraged to develop enquiring minds as they are exposed to a wide range of genres and creative experiences.
  • To communicate their own individual identities through dance drama and art. 
  • Winchelsea pupils will have the opportunity to be involved the Arts Award process with many gaining recognised qualifications, which will enable them to pursue artistic pathways beyond school.

Curriculum Intent

The Arts Award inspires young people to grow their arts and leadership talents. AN opportunity to be CREATIVE, VALUABLE & ACCESSIBLE

To find out more about the Arts Award Visit:  



Oceans and Harbour  

Our youngest learners….pupils are learning to engage in activities, following the Early Years Framework pupils will develop core and wider skills. Pupils will be developing their communication and interaction skills so that they feel comfortable working with and near others and joining with group activities. Pupils are developing their awareness of self-regulation and executive function. Pupils will work using sensory stimuli to explore artistic concepts. 

Early Discoverers 

Starfish, Oysters and Octopus  

Pupils move from the Early Years Framework and are continuing to develop their ability to self-regulate.  Learning is not subject specific and there is a broad range of learning opportunities to develop physical, social, communication, problem solving and creative skills. Pupils will have sensory opportunities to explore artistic concepts and will ‘make’ for short burst of time during a session. 


Coral, Jellyfish and Dolphin  

Pupils are learning functional life skills through opportunities to be in the community.   They continue to develop communication skills, which become more personal to their individual needs.  Problem solving, maths, and social interaction skills remain a key focus as well as opportunities to improve physical and creative skills. Pupils will be beginning to work with increased intention and will have individualised responses to art 

Early Enquirers 

Penguin, Sea Lions, Sea Turtles  

Pupils begin subject specific learning through lots of practical application.  Communication, social interactions, and self-regulation skills continue to be an important part of the daily curriculum within a broad thematic curriculum. Pupils will work on small projects which they will be beginning to take ownership on and recognise next steps. Pupils will be on their arts award journey. 



Puffin, Lobsters, Seahorses, Magna 1  


Subject specific learning taught through the thematic curriculum.  There continues to be a strong focus on communication, personal development, and life relevant opportunities to embed learning. As part of the arts award journey, pupils will be utilising their opinions to discuss their work and that of others. They will be able to follow a simple brief. 


Magna 2, Manta, Orca   

Subject specific learning has greater challenge.  Learning is at greater depth to allow pupils to access higher-level academic and vocational examinations. Learning is pupil led through briefs. Skills are taught and then pupils innovate these ideas through their own work. Pupils are beginning to be able to showcase and ‘teach’ others their skills. 





Cycle 1: Subject Intent linked to Thematic Learning 



Heroes that Help Us: (History)  

Nature Is My Hero–  

  • Introduction to colour wheel and colour 
  • Primary and Secondary colours 
  • Lines and mark making 
  • Grouping objects by colour 
  • Colour mixing using paint and playduh 
  • Identifying colours in book illustrations and the world around us 
  • Looking at art in nature (spider webs, leaf patterns, rainbows, texture) 
  • Looking at Land Artist (Richard Long, Fernando Casasempere and Anthony Gormley. 
  • Making work with natural objects 
  • Using clay 
  • Discussing and appreciating art 

Self-assessment of own work and peer assessment of others work through looking at eachother’s work.  


Pupil work, both self-written and worksheets including ‘Reviews’ and self reflection 


Photographic evidence in file. 

Evidence of learning sheet per pupil for each half term.   


Independent assessment tasks.  


Pupils levelled against 

relevant ARTs AWARD ladder statement.  


Pupil portfolios 


External accreditation 






Light Fantastic: (Science) 

  • Continuing to feel confident when using colours 
  • Blending and shading 
  • Looking at tertiary colours  
  • Tone and texture 
  • Printing and screen printing 
  • Collage and exploring metallic colours 
  • Textures, iron fillings, wool, building layers in our work. 
  • Preparing for the Christmas performances 
  • Making props and stage sets 
  • Thinking about light, stars and the sky at night 
  • Silhouettes and skyscapes 


Feast for the Senses: (Science)  

Body and growing- senses, basic digestive system in humans.  

  • Using and selecting appropriate colours (shades a hues) 
  • Perspective  
  • Richard Herring  
  • Rachel Jones 
  • Oil Pastels and chalks 



Food, glorious food: (Geography) 

  • Using food to print and stamp  
  • Shape and pattern 
  • Still life 
  • Lino print 
  • Giuseppe Arcimboldo Paintings 
  • Vanitas (light and shade) 
  • Advertising art, pop art 
  • Artists such as Wayne Thiebaud and Andy Warhol 



Bee Happy: (Science) Alive or Dead?  

  • Wax relief and ink washes (water) 
  • Batique methods (hot wax) 
  • Chinese cherry blossom and Kintsugi  
  • Yayoi Kusama (mark making) 


You’ve Got a Friend in ME: (History) Olympics 

  • Using our colour knowledge to… 
  • Drawing ourselves and our friends 
  • Greyson Perry (art club) 
  • Drawing and painting outside  
  • Using mixed media (photocopy/clippings/collage) 
  • Making figures for stop start animation 
  • Wallace and Grommit 

Music and Drama 

Term Cycle 2: Subject Intent linked to Thematic Learning Assessment

Amazing Animals

Music and drama – This topic will see students looking into music from ‘The Lion King.’ For our older students this will mean learning about instruments within the music – specifically the djembe drums and xylophones. They will then have the opportunity to create their own animal rhythms on these instruments. 

Arts Award Assessment


Visual Scores



Music and drama – The build up to our winter celebrations will focus on a performance led project for the students. Students will be working in class ensembles to produce a five minute performance which will be entered into our ‘Winchelsea’s Got Talent’ celebration at the end of the term. We also hope to take the students to see a local pantomime. 

Arts Award Assessment

Performance skills

Ensemble skills

Acting skills


Living my best life

Music and drama - During this topic, students will be learning how to create a music video. From recording the song, to acting in the music video, this is a project where students can really find their own way of communicating to an audience. Students will also learn about music tech – learning about microphones and recording software to using the iPads to record and using the green screen.

Arts Award Assessment Per

Ensemble skills

Performance skills

Music tech skills

Let’s go

Music and drama – This topic will see students exploring music from around the world. Our younger students get to play a range of different and unusual instruments, while our older students will work as an ensemble looking into music styles such as samba and folk.

Arts Award Assessment Per

Ensemble skills

Rhythm skills

Dynamic skills

Wonderful weather

Music and drama – Our younger students will be focussing on making and recording weather soundscapes – choosing and using instruments that sound like the weather. Our older students will be focusing on producing our summer show – hopefully (Covid permitting) a chance to perform to parents and carers! 

Arts Award Assessment Performance skills

Ensemble skills

Skill share

In the zone

Music and drama – Our older students will be beginning to plan the concept for our summer show! They will devise a piece of drama that consolidates what they have learnt throughout the year. This will also be an opportunity for these students to take part in our skill share initiative – where they pass skills they have learnt onto other classes.

Arts Award Assessment

Visual scores

Performance skills

Acting skills

Ensemble skills

Cross-Curricular Links  

How does ART support this?  




Develops knowledge and theoretical understanding of STEAM concepts . 

Colours, colour mixing, discovering how to make shades and hues. 

Using sensory materials to explore colours, playdough, aqua beads, coloured rice and spaghetti. 

English Skills 



Art is an ideal lesson for social interaction and laid-back chit chat as well as exploring social and moral issues through paintings and art history. Listening to other’s opinions is a well-practised skill in lessons. 

Maths Skills 



Number is used regularly, as are the skills of sorting and organising colour, objects, shades, thick/thin, big/small, bigger/biggest etc. Perspective is also discussed as a formal element. 


Following instructions, using equipment safely and sensibly. Turn taking, being a good friend and sharing. 










British Values 

Social: Working towards a shared goal. Working with others, sharing equipment, developing teamwork. Opportunities to be creative and share expertise and ideas. Being supportive  

Moral: Following rules clearly set out.  Encouraging a Rights Respecting culture to establish equal opportunities to learn. Being able to discuss contentious issues that may arise through art appreciation.  

Cultural:  Increasing awareness of different cultures, personal likes and dislikes in art. Looking at different artist’s lives and their hardships and cultural backgrounds. Looking at equality in the arts. Create an environment where the diversity, needs and achievement of all members of the school community are recognised, valued and celebrated. 

Spiritual: Respect for one’s self and others, developing aspiration to achieve their best. Looking for meaning and exploring the spiritual dimension in art and the representation of religion and spirituality in art. 



Curriculum Organisation


We deliver a ‘total immersive’ approach which works with all the senses to provide stimuli and encourage creativity. Lessons are child centred and attention is given to pupils developing their own ‘artistic voice’. This is achieved through exposure to many different genres through art history. Pupils experience working with a wide range of different mediums such as clay, plaster, print, fabric, paper, glue, pastels and paint. Attention is paid to providing continuous opportunities to reflect upon their work and that of others.

“Going to the Lush Factory made me feel like I was going to work. I would like to work there in the future.”

                                                                        Pupil Comment KS 4

We encourage older pupils to see themselves as possible future creatives and we have enjoyed


Drama Lessons are child led, with pupils choosing the direction of the overall ‘finished piece’. During these lessons, pupils will become familiar with warm ups for body and voice, the importance of listening and turn taking. Older pupils will learn about important theatrical contributors through history such as Shakespeare, Allan Bennet and Greek Tragedies.


Pupils develop their skills by being hands – on and using a range of instrumentation to explore a variety of topics. Through exposure to a diverse scope of genres and music styles, pupils develop the ability to musically express themselves at a place that is appropriate to them. Looking at a specifically designed programme of music, from formal elements and performance opportunities, through to learning about the latest music technologies including ICT, pupils are able to build confidence in a nurturing environment, helping to promote confidence and wellbeing

“I really enjoyed playing the djembe drums and making my own rhythms on them” – Student from Seahorses Class

Drama Lessons are child led, with pupils choosing the direction of the overall ‘finished piece’. We explore a variety of stimuli, from pupils learning a set text to devising their own pieces – but our focus for our pupils are ensemble skills – learning to be a part of a drama team, and to help our pupils explore the zones (emotions and feelings) in a safe environment.  Pupils will also explore how to use their bodies and voices when performing. We aim to provide our pupils with many performance opportunities, from going to watch theatre, to performance workshops by industry professionals, to taking part in our schools shows!  

“I love being able to sing and dance on stage – it’s so much fun!” – Student from Lobsters Class

“I got to use a green screen when making my music video. It was fun to watch it back on the big screen in the hall,” Student from Stingray Class.

Curriculum Support

We also provide access to extra music support.  This can be one-to-one, small group or whole class sessions.  This will enable pupils to receive support to help them access areas of the curriculum more effectively or to develop pupils that demonstrate that they are gifted and talented in music.

Celebrations and Achievements

Outstanding Partnership School Link with Poole Lighthouse.

We strive to provide musical, experiences in and out the classroom setting with regular visiting artists and excursions to see performances in contrasting styles.  During clubs we run a choir, samba band and support cross curricular links through our thematic learning.

Visiting Artists, Visiting Workshop, Local Exhibitions in Gallery Spaces, Linking to Industry (Lush)

Making and selling products for enterprise, working with other schools, skill sharing between curriculum groups and termly showcase of work across the Creative Arts Curriculum.                                                                               

School Productions

At the end of the Autumn and Summer Term pupils take part in a school production which combines art, music and drama. This interdisciplinary event is hugely celebrated within the year and pupils and families look forward to watching their child shine

Celebrating Creative Arts Week

This is a week of child-centred, mindful creative endeavour. Through multi-sensory and various different mediums, children will explore a plethora of artistic genres. Focused and industrious.  Pupils have opportunities to ‘Have a go’ at learning new skills within the classroom and school setting. The whole school community will exchange ideas, techniques and approaches to the creative arts.  We celebrate all the Arts through music and drama workshops, external visitors and an opportunity to share work and perform as a school. 

This is an exciting opportunity to see our young people producing meaningful and inspiring work of which they can be proud.