Regular reviews of the arts education policy and planning processes will ensure that they are relevant. Implementation will reveal insights that help to refine the policy and processes.
1.4.1
Your school conducts regular and structured reviews to ensure that the arts education policy and planning processes are refined and relevant.
Robust planning processes take into consideration implementation challenges and changes to both internal and external environments. A good process would include the collection of useful information and stated junctures at which review will take place.
Please elaborate on the reviews conducted in at least 2 of the following areas:
Arts education policy
Long-term and short-term goals for the arts programme
Planning processes of the arts programme
Involvement of stakeholders to support the goals of the arts programme
CRITERION 1
SCHOOL’S POLICY AND PLANNING
Domain 1.5
Benchmarking of Arts Education Policy and Planning
Comparing with best practices in arts education promotes learning and will help the school move towards excellence in arts education policy articulation and planning for its implementation.
1.5.1
Your school practises benchmarking to refine the school’s arts education policy and planning of its arts programme.
Benchmarking is a continuous process to discover and implement best practices. It provides useful learning points to help schools refine and improve their current practices in arts education policy articulation and planning. Schools could embark on both local and international benchmarking by comparing the school’s practices with local and international schools or arts institutions or other reliable arts research and arts education models.
Setting of long-term and short-term goals for the arts programme
Planning processes of the arts programme
Involvement of stakeholders to support the goals of the arts programme
CRITERION 2
IMPLEMENTATION OF PROGRAMMES
Domain 2.1
Arts Programme
The arts programme, conducted in a positive learning environment, caters to the varied interests and needs of students.
2.1.1
Your school implements the arts programme to provide students with exposure to a range of art forms.
A comprehensive arts programme should include a range of art forms. Each art form offers its own unique expression and artistic experience that will impact the school’s learning environment and outcomes in different ways. Exposure to a wider range of art forms enhances the impact of arts education on the students.
The activities are implemented across 2 art forms to complement and reinforce learning
A developing approach to implement an arts programme
The activities are implemented across 3 art forms to complement and reinforce learning
A well-developed approach to implement an arts programme
The activities are implemented across 4 or more art forms to complement and reinforce learning
CRITERION 2
IMPLEMENTATION OF PROGRAMMES
Domain 2.1
Arts Programme
The arts programme, conducted in a positive learning environment, caters to the varied interests and needs of students.
2.1.2
Your school implements the Arts Instructional Programmes (AIP) such that they achieve the learning outcomes of the arts syllabuses.
The Arts Instructional Programmes are part of the core curriculum providing all students with general arts education. An effective arts programme must ensure that the Arts Instructional Programmes are well-implemented. This will include allocation of adequate and appropriate time as well as adoption of suitable teaching strategies and assessment modes.
Suitable teaching strategies and practices are employed
Suitable time is allocated
Suitable teaching strategies and practices are employed
Meaningful assessment modes are provided
CRITERION 2
IMPLEMENTATION OF PROGRAMMES
Domain 2.1
Arts Programme
The arts programme, conducted in a positive learning environment, caters to the varied interests and needs of students.
2.1.3
Your school implements the arts CCAs such that they achieve the goals of the arts programme.
The arts CCAs provide opportunities for the students to develop a lifelong passion for the arts and develop their interests and talents. They are also integral to the nurturing of students’ creative expression, and can enrich their social and cultural awareness. The quality of the CCA programmes and their alignment to the arts education goals are essential for a holistic arts programme.
1
2
3
Arts CCAs are available across at least 3 art forms
Arts CCAs are available across 4 art forms
Arts CCAs are available across 4 art forms
School has developed an approach to monitor progression of students’ learning in CCAs
CRITERION 2
IMPLEMENTATION OF PROGRAMMES
Domain 2.1
Arts Programme
The arts programme, conducted in a positive learning environment, caters to the varied interests and needs of students.
2.1.4
Your school implements the arts enrichment programmes such that they achieve the goals of the arts programme.
The arts enrichment programmes broaden students’ arts learning experiences. The quality of these programmes and their alignment to the arts education goals are essential for a holistic arts programme.
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2
3
Beginnings of an approach to implement arts enrichment programmes
Arts enrichment activities are across at least 2 art forms, covering at least one of the 3Es
A developing approach to implement arts enrichment programmes
Arts enrichment activities are across at least 2 art forms, covering at least two of the 3Es
A well-developed approach to implement arts enrichment programmes
Arts enrichment activities are across at least 3 art forms, covering at least all 3Es
CRITERION 2
IMPLEMENTATION OF PROGRAMMES
Domain 2.2
Development and Deployment of Staff
The school identifies and provides for the professional development of its teachers and ensures their appropriate and optimal deployment.
2.2.1
Your school determines staff professional development AND deployment according to the needs of the school’s arts programme.
A clear process for the training and deployment of staff should be in place in order to achieve a robust arts education programme. Schools should identify the learning needs of the teachers and also the needs of the school’s arts programme. Teachers need to be well equipped to effectively manage the arts programme.
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2
3
Beginnings of an approach to plan staff professional development and deployment
A developing approach to plan staff professional development to meet current needs of school’s arts programme
Staff deployment plan considered current needs of school’s arts programme
A well-developed approach to plan staff professional development to meet current and future needs of school’s arts programme
Staff deployment plan considered current and future needs of school’s arts programme
CRITERION 2
IMPLEMENTATION OF PROGRAMMES
Domain 2.2
Development and Deployment of Staff
The school identifies and provides for the professional development of its teachers and ensures their appropriate and optimal deployment.
2.2.2
Your school allocates appropriate resources for the effective implementation of its staff professional development in the arts.
Resources must be allocated for staff professional development in the arts to take place. The resources must be targeted to meet training needs so that a holistic arts programme can be delivered to students.
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2
3
At least 2 resources are allocated appropriately
At least 3 resources are allocated appropriately
More than 3 resources are allocated appropriately
CRITERION 2
IMPLEMENTATION OF PROGRAMMES
Domain 2.3
Allocation and Management of Resources
Sufficient resources for teaching and learning of the arts are provided and managed to optimise students’ benefits.
2.3.1
Your school allocates and manages appropriate resources for the effective implementation of its arts programme.
Resources must be allocated for effective implementation of activities across the various art forms and programmes. The resources must be targeted to deliver a holistic arts programme to students. A clear process for monitoring the usage and impact of the resources also needs to be in place to optimise resources.
2 resources are managed appropriately in at least 2 components of the arts programme
2 resources are allocated appropriately in all components of the arts programme
2 resources are managed appropriately in all components of the arts programme
3 or more resources are allocated appropriately in all components of the arts programme
3 or more resources are managed appropriately in all components of the arts programme
CRITERION 2
IMPLEMENTATION OF PROGRAMMES
Domain 2.4
Collaborations with Other Organisations
The school builds structured collaborations with external organisations so as to enhance students’ arts experience.
2.4.1
Your school collaborates with other schools and/or relevant community and corporate organisations to achieve the goals of the arts programme.
Other schools and organisations offer potential partnerships to value-add to the school’s arts programme. Such collaborations should be strategised and structured to ensure alignment with the goals of the arts programme.
