NATIONAL ARTS EDUCATION AWARD 2015
Application Report (Spark)
Please complete this Application Report and email it together with the relevant attachments to nac_aep@nac.gov.sg by 30 April 2015. All attachments must be clearly labelled. You will receive an acknowledgement email for the receipt of your NAEA application within 3 working days.
Denotes compulsory fields. Please indicate your responses in the grey text / dropdown fields.
Applicant Details
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Name of School*
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Address*
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Tel. Number*
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Fax Number
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Name of Lead Teacher Applicant*
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Designation*
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Contact Numbers *
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(HP)
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(Office)
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Email Address*
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Names of Other Staff Involved
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Designation
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Award tier applying for*
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Spark
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School Profile
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Educational Levels*
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Number of Students at each level*
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List of All Arts-related Co-Curricular Activities*
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List of all Arts-related Awards won over the past year (2014)
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Does your school offer the following? (Please indicate in the dropdown list)
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‘N’ Level Art
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‘O’ Level Art
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‘A’ Level Art
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‘N’ Level Music
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‘O’ Level Music
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‘A’ Level Music
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Upper Sec General Music Programme
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Art Elective Programme
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Music Elective Programme
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‘O’ Level Theatre Studies and Drama
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‘A’ Level Theatre Studies and Drama
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Is your school a previous NAEA applicant*
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If yes, please state the year(s) and certificate(s) received
e.g. 2005 Certificate of Participation
2007 Certificate of Achievement
2011 Glow
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Is your school currently a Centre of Excellence/ Centre of Learning in the arts?
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If yes, please list all these statuses
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Does your school offer Applied Learning Programme/ Learning for Life Programme in the arts?
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If yes, please list it
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Resource Availability & Utilisation
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How many teachers, with professional qualification in the arts, does your school have?
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% of teachers, with professional qualification in the arts, with at least 60% teaching load in the arts
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% of teachers, with professional qualification in the arts, who are deployed to arts CCAs
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Did your school make use of the Tote Board Arts Grant over the last year (2014)?
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If yes, state the amount and % used
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% used
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Did your school make use of the AMIS fund over the last year (2014)?
Applicable to Primary schools only
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If yes, state the amount and % used
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% used
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Remarks from School Principal
I, , endorse this application.
Remarks:
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The Application Report must be completed with Arial font size 11, single-spaced, and not exceeding 50 A4-pages (excluding the above 4 pages of data collection and including clearly labelled attachments).
Please click on the checkbox to select the performance indicator that best describes your school and provide elaboration to support the self-assessment in the space given.
CRITERION 1
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SCHOOL’S POLICY AND PLANNING
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Domain 1.1
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School’s Arts Education Policy
An articulated school policy on arts education addresses the pursuit of a holistic education. It should be aligned with the school vision and mission.
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1.1.1
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Your school‘s arts education policy is clearly articulated and aligned to school’s vision, mission and values
An arts education policy articulates the value of arts education and the connection of arts education to the rest of the school’s programmes. This is an integral part of the school’s holistic approach to education and must be integrated with the school’s vision, mission and values. The arts education policy will need to articulate goals that are relevant as well as forward-looking. The goals should be informed by the identified needs of the students.
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1
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2
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3
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Arts education policy is newly developed or still being developed.
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A well-developed arts education policy
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Policy aligned with school’s vision, mission and values
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A well-developed arts education policy
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Policy aligned with school’s vision, mission and values
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Policy articulates long-term and short-term goals that show consideration of students’ needs
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CRITERION 1
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SCHOOL’S POLICY AND PLANNING
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Domain 1.1
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School’s Arts Education Policy
An articulated school policy on arts education addresses the pursuit of a holistic education. It should be aligned with the school vision and mission.
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1.1.2
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Your school‘s arts education policy is regularly communicated to your primary stakeholders.
Primary stakeholders have a strong influence on and are directly impacted by your school’s programmes. Staff, parents and students need to know the intent and direction of the school’s arts programme in order to participate meaningfully in actualising the arts education goals. The arts education policy will be better understood when clearly and regularly communicated.
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1
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2
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3
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Arts education policy is regularly communicated to 2 out of 3 primary stakeholders
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Arts education policy is regularly communicated to all primary stakeholders
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Arts education policy is regularly communicated to all primary stakeholders
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School obtains feedback from primary stakeholders and makes improvement to policy
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CRITERION 1
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SCHOOL’S POLICY AND PLANNING
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Domain 1.2
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Cascading of School’s Arts Education Policy
The arts education policy, long-term goals and short-term goals for the arts programme are cascaded to the working units within the school.
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1.2.1
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Your school’s arts education policy and goals are clearly cascaded into action plans.
The actualisation of the arts education policy requires clear articulation of the steps for successful implementation. All plans must clearly show the breakdown from policy to goals to actions to be taken.
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Provide evidence for the following:
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Arts department’s work plan
The work plan should illustrate how the arts programme (Curriculum, CCAs & Enrichment programmes) will achieve the set goals and are aligned with the school’s vision, mission and values.
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Extracts of:
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Action plans for 2 curriculum arts subjects (e.g. teachers’ action plans or Scheme of Work)
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Student Development Plans (30-week CCA plan) for 4 Arts CCA groups from at least 2 art forms
These plans should illustrate how the department work plan has been distilled into working and actionable plans within the curriculum & CCAs.
Please submit the plans and documents for 2014.
Please submit the documents for (a) and (b) as Annexes to the submission. Do remember to name the document accordingly.
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CRITERION 1
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SCHOOL’S POLICY AND PLANNING
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Domain 1.3
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Approach to Arts Education
The school policy on arts education is implemented through a well-conceived and coherent whole-school approach.
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1.3.1
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Your school involves the stakeholders to support the goals of its arts programme.
In addition to understanding the school’s arts education policy, staff, parents and students need to know the roles they can play in actualising the school’s arts programme. As roles are different for the various stakeholders, a systematic approach to ensure coverage and consistency is essential.
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1
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2
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3
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A developing approach to involve at least two groups of stakeholders
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A well-developed approach to involve at least two groups of stakeholders
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A well-developed approach to involve at least three groups of stakeholders
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CRITERION 1
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SCHOOL’S POLICY AND PLANNING
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Domain 1.3
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Approach to Arts Education
The school policy on arts education is implemented through a well-conceived and coherent whole-school approach.
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1.3.2
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Your school leaders and middle management support the arts programme in the following areas:
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Participating / attending arts programme
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Building arts and/or non-arts staff’s capacity in the arts
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Building their self-capacity in better management of the arts
Leadership and support from key personnel are essential for the arts programme to be pervasive and an integrated component of the school’s programme. The extent of involvement also ensures that there is a strong connection of the arts programme with the overall school’s direction and suitable strategies for a holistic arts education programme can be implemented.
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2
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3
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School leaders and middle management provide support in only 1 area
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School leaders and middle management provide support in 2 areas
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School leaders and middle management provide support in all areas
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CRITERION 2
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IMPLEMENTATION OF PROGRAMMES
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Domain 2.1
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Arts Programme
The arts programme, conducted in a positive learning environment, caters to the varied interests and needs of students.
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2.1.1
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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.
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2
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Beginnings of an approach to implement an arts programme
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The activities are implemented across 2 art forms to complement and reinforce learning
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A developing approach to implement an arts programme
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The activities are implemented across 3 art forms to complement and reinforce learning
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A well-developed approach to implement an arts programme
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The activities are implemented across 4 or more art forms to complement and reinforce learning
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CRITERION 2
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IMPLEMENTATION OF PROGRAMMES
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Domain 2.1
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Arts Programme
The arts programme, conducted in a positive learning environment, caters to the varied interests and needs of students.
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2.1.2
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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.
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3
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Suitable time is allocated
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Suitable time is allocated
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Suitable teaching strategies and practices are employed
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Meaningful assessment modes are provided
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CRITERION 2
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IMPLEMENTATION OF PROGRAMMES
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Domain 2.1
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Arts Programme
The arts programme, conducted in a positive learning environment, caters to the varied interests and needs of students.
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2.1.3
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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.
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2
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3
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Arts CCAs are available across at least 3 art forms
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Arts CCAs are available across 4 art forms
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Arts CCAs are available across 4 art forms
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School has developed an approach to monitor progression of students’ learning in CCAs
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CRITERION 2
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IMPLEMENTATION OF PROGRAMMES
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Domain 2.1
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Arts Programme
The arts programme, conducted in a positive learning environment, caters to the varied interests and needs of students.
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2.1.4
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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
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3
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Beginnings of an approach to implement arts enrichment programmes
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Arts enrichment activities are across at least 2 art forms, covering at least one of the 3Es
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A developing approach to implement arts enrichment programmes
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Arts enrichment activities are across at least 2 art forms, covering at least two of the 3Es
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A well-developed approach to implement arts enrichment programmes
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Arts enrichment activities are across at least 3 art forms, covering at least all 3Es
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CRITERION 2
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IMPLEMENTATION OF PROGRAMMES
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Domain 2.2
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Development and Deployment of Staff
The school identifies and provides for the professional development of its teachers and ensures their appropriate and optimal deployment.
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2.2.1
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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
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3
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Beginnings of an approach to plan staff professional development and deployment
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A developing approach to plan staff professional development to meet current needs of school’s arts programme
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Staff deployment plan considered current needs of school’s arts programme
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A well-developed approach to plan staff professional development to meet current and future needs of school’s arts programme
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Staff deployment plan considered current and future needs of school’s arts programme
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CRITERION 2
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IMPLEMENTATION OF PROGRAMMES
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Domain 2.2
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Development and Deployment of Staff
The school identifies and provides for the professional development of its teachers and ensures their appropriate and optimal deployment.
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2.2.2
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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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At least 3 resources are allocated appropriately
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More than 3 resources are allocated appropriately
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CRITERION 2
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IMPLEMENTATION OF PROGRAMMES
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Domain 2.3
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Allocation and Management of Resources
Sufficient resources for teaching and learning of the arts are provided and managed to optimise students’ benefits.
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2.3.1
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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.
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2
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3
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2 resources are allocated appropriately in at least 2 components of the arts programme
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2 resources are managed appropriately in at least 2 components of the arts programme
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2 resources are allocated appropriately in all components of the arts programme
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2 resources are managed appropriately in all components of the arts programme
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3 or more resources are allocated appropriately in all components of the arts programme
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3 or more resources are managed appropriately in all components of the arts programme
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CRITERION 2
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IMPLEMENTATION OF PROGRAMMES
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Domain 2.4
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Collaborations with Other Organisations
The school builds structured collaborations with external organisations so as to enhance students’ arts experience.
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2.4.1
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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.
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2
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3
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Regular and structured collaboration aligned with the goals of the arts programme
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Actively seeks out collaborations
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CRITERION 3
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ARTS CULTURE IN AND BEYOND SCHOOL
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Domain 3.1
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Arts Culture in School
There is a vibrant arts culture in the school.
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3.1.1
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Provide relevant information in the table below, based on students’ participation in arts activities in 2014. Only 1 example is required per indicator.
Indicators that show students’ engagement in the arts need to be determined. Specific targets should be set for each indicator and the results monitored to ensure that the arts programme has benefitted the students.
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Indicator
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Check if relevant
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Target
(2014)
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Result
(2014)
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Remarks
(Explain discrepancy b/w target & result, if any)
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Attend assembly performance
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e.g. All P4 & P5 (total 720) students to watch 1 dance and 1 drama performance
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All P4 & P5 students watched 2 dance and 1 drama performance
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Attend public performance / exhibition
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e.g. All P5 (320) students to attend 1 visual art exhibition
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All P5 students attended a Chinese calligraphy exhibition
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Participate in workshops in school
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Participate in external workshops or attend seminars/ conferences etc.
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Involved in school-based production, art exhibition, etc. (as cast, crew, publicity etc)
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Enroll in arts CCAs
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Participate in national and international arts events
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Students’ satisfaction of the school’s arts programme
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Others (please specify)
If you have selected 'others', please indicate here
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CRITERION 3
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ARTS CULTURE IN AND BEYOND SCHOOL
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Domain 3.1
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Arts Culture in School
There is a vibrant arts culture in the school.
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3.1.3
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Parents and staff support the school’s arts programme in a sustained manner. Please provide relevant information over the past 3 years (i.e. 2012 – 2014) or past 3 cycles in the table below.
The active participation and engagement of stakeholders demonstrate their belief in the value of the arts and their support for the arts programme.
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Stakeholder
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Year
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Frequency
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Description of support
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Parents
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e.g. 2012 - 2014
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e.g. Twice a year
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e.g. Volunteers from the Parent Support Group assisted in the school concerts as chaperons for the CCA groups and doing make-up for the student performers.
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Staff
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e.g. 2012 - 2014
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e.g. Once a year
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e.g. Teachers were part of the production committee planning for the annual school musical.
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CRITERION 3
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ARTS CULTURE IN AND BEYOND SCHOOL
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Domain 3.1
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Arts Culture in School
There is a vibrant arts culture in the school.
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3.1.4
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Your school contributes to the community through the arts in a sustained manner. Please provide relevant information of 3 such contributions over the past 3 years in the table below.
Partnerships with the community in the promotion of the arts are mutually beneficial. A structured approach enriches the school’s arts programme and fosters a vibrant arts culture in and beyond the school. The school and the community can engage in meaningful arts experiences together, and these shared experiences can strengthen one’s sense of belonging to the wider community through arts and culture.
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Year
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Frequency
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Target Community
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Description of contribution
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e.g. 2012 - 2014
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Twice a year
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CRITERION 3
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ARTS CULTURE IN AND BEYOND SCHOOL
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Domain 3.2
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Resources Support
The school has harnessed its resources effectively to deliver and support its arts programme.
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3.2.1
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Your school staff is trained and developed to deliver the arts programme. Please provide relevant (i.e. arts-related) information for 2014 in the table below.
Indicators that clearly show the training and development of staff need to be determined. Specific targets should be set for each indicator and the result monitored to ensure that the training programme has benefitted the school.
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Indicator
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Tick if relevant
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Target
(2014)
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Result
(2014)
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Remarks
(Explain discrepancy b/w target and result, if any)
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Attend workshop/ short course
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Attend seminar/ conference/ symposium etc.
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Peer-teaching and learning
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Orientation/ induction programme
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Work attachment/ internship
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Higher learning programme i.e. diploma, degree etc.
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Others (please specify)
If you have selected 'others', please indicate here
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