Benchmarks

Expressive Arts
March 2017

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Education Scotland

Guidance on using Benchmarks for Assessment

March 2017

Education Scotland’s Curriculum for Excellence (CfE) Statement for Practitioners

(Aug 2016) stated that the two key resources which support practitioners to plan learning,
teaching and assessment are:

 Experiences and Outcomes

 Benchmarks

Benchmarks have been developed to provide clarity on the national standards expected
within each curriculum area at each level. They set out clear lines of progression in literacy
and English and numeracy and mathematics, and across all other curriculum areas from
Early to Fourth Levels (First to Fourth Levels in Modern Languages). Their purpose is to
make clear what learners need to know and be able to do to progress through the levels,
and to support consistency in teachers’ and other practitioners’ professional judgements.

Skills development is integrated into the Benchmarks to support greater shared

understanding. An understanding of skills and how well they are developing will enable
learners to make links between their current learning and their future career options and
employment.

Benchmarks draw together and streamline a wide range of previous assessment guidance
(including significant aspects of learning, progression frameworks and annotated exemplars)
into one key resource to support teachers’ and other practitioners’ professional judgement
of children’s and young people’s progress across all curriculum areas.

Benchmarks have been designed to support professional dialogue as part of the

moderation process to assess where children and young people are in their learning.
They will help to support holistic assessment approaches across learning. They should
not be ticked off individually for assessment purposes.

Benchmarks for literacy and numeracy should be used to support teachers’ professional
judgement of achievement of a level. In other curriculum areas, Benchmarks support
teachers and other practitioners to understand standards and identify children’s and
young people’s next steps in learning. Evidence of progress and achievement will
come from a variety of sources including:
 observing day-to-day learning within the classroom, playroom or working area;
 observation and feedback from learning activities that takes place in other
environments, for example, outdoors, on work placements;
 coursework, including tests;
 learning conversations; and
 planned periodic holistic assessment.

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Benchmarks in curriculum areas

Benchmarks in each curriculum area are designed to be concise and accessible, with
sufficient detail to communicate clearly the standards expected for each curriculum level.

Teachers and other practitioners can draw upon the Benchmarks to assess the knowledge,
understanding, and skills for learning, life and work which children are developing in each
curriculum area.

In secondary schools, Benchmarks can support subject specialist teachers in making

robust assessments of learners’ progress and the standards they achieve. They will
help teachers ensure that learners make appropriate choices and are presented at an
appropriate level for National Qualifications in the senior phase. This can help avoid
excessive workload for teachers and unnecessary assessments for learners. For example,
learners should have achieved relevant Fourth level Experiences and Outcomes before
embarking on the National 5 qualifications. Schools should take careful account of this
when options for S4 are being agreed. Benchmarks should be used to help with these
important considerations.

Literacy and numeracy

In literacy and numeracy, Benchmarks support teachers’ professional judgement of

achievement of a level. Teachers’ professional judgements will be collected and published
at national, local and school levels. It is important that these judgements are robust and
reliable. This can only be achieved through effective moderation of planning learning,
teaching and assessment.

Achievement of a level is based on teacher professional judgement, well informed by a wide

range of evidence. Benchmarks should be used to review the range of evidence gathered
to determine if the expected standard has been achieved and the learner has:

 achieved a breadth of learning across the knowledge, understanding and skills

as set out in the experiences and outcomes for the level;
 responded consistently well to the level of challenge set out in the Experiences
and Outcomes for the level and has moved forward to learning at the next level
in some aspects; and
 demonstrated application of what they have learned in new and unfamiliar
situations.

It is not necessary for learners to demonstrate mastery of every individual aspect of learning
within Benchmarks at a particular level and before moving on to the next level. However,
it is important that there are no major gaps in children’s and young people's learning when
looking across the major organisers in each curriculum area.

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Planning learning, teaching and assessment using the Benchmarks

In addition to the Curriculum for Excellence (CfE) Statement for Practitioners from
HM Chief Inspector of Education, August 2016 on the purpose and use of Benchmarks,
teachers and other practitioners should note the following advice.

KEY MESSAGES – WHAT TO DO KEY MESSAGES – WHAT TO AVOID

 Use literacy and numeracy Benchmarks  Avoid undue focus on individual
to help monitor progress towards Benchmarks which may result
achievement of a level, and to support in over-assessing or recording
overall professional judgement of when of learners’ progress.
a learner has achieved a level.
 Become familiar with other curriculum  Avoid the requirement to spend time
area Benchmarks over time. collating excessive evidence to assess
learners’ achievement.
 Use Benchmarks to help assess whether  There is no need to provide curriculum
learners are making suitable progress level judgements in all curriculum areas
towards the national standards expected – stick to literacy and numeracy.
and use the evidence to plan their next,
challenging steps in learning.
 Discuss Benchmarks within and  Do not create excessive or elaborate
across schools to achieve a shared approaches to monitoring and tracking.
understanding of the national standards
expected across curriculum areas.
 Do not assess Benchmarks individually.
Plan periodic, holistic assessment of
children’s and young people’s learning.
 Do not tick off individual Benchmarks.

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 Early Level Expressive Arts

Experiences and Outcomes

Curriculum
for planning learning, teaching Benchmarks to support practitioners’ professional judgement
Organisers
and assessment
Art and Design I have the freedom to discover  Records from experiences across the curriculum, for example, through observing
and choose ways to create and remembering, makes a model or drawing based on an aspect of the natural
images and objects using environment such as natural items from the sea shore, the countryside, a forest.
a variety of materials.  Solves simple design problems, working on their own and with others, using a
EXA 0-02a degree of trial and error, for example, designs a simple container for an agreed
purpose.
I can create a range of visual  Recognises colour, line, shape and at least one more of the visual elements:
information through observing form, tone, pattern, texture.
and recording from my  Shares thoughts and feelings in response to the work of at least one artist
experiences across the and one designer, giving reasons for likes and dislikes.
curriculum.  Shares views and listens appropriately to the views of others on their own
EXA 0-04a or others’ work.

Inspired by a range of stimuli, When creating images and objects to express ideas, thoughts and feelings:
I can express and communicate
my ideas, thoughts and feelings  uses a variety of available materials and technology;
through activities within art and  shows understanding that line can have different qualities, for example,
design. thick, thin, broken, wavy.
EXA 0-05a

Working on my own and with

others, I use my curiosity and
imagination to solve design
problems.
EXA 0-06a

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 I can respond to the work
of artists and designers by
discussing my thoughts and
feelings. I can give and accept
constructive comment on my own
and others’ work.
EXA 0-07a

Dance I have the opportunity and  Performs a range of simple, repeated, intentional movements and gestures.
freedom to choose and  Uses space and resources creatively.
explore ways that I can move  Chooses and explores ways of moving rhythmically, expressively and playfully.
rhythmically, expressively and  Participates in dance that is taught and/or creative movement invented by peers.
playfully.  Shows understanding that dance consists of combined movements and gestures,
EXA 0-08a usually performed with music or a beat.
 Shares their responses to stimuli through movement with, for example,
Inspired by a range of stimuli, peers or practitioner.
I can express my ideas, thoughts  Shares thoughts and feelings in response to dance experiences, either as
and feelings through creative a performer or as part of an audience, giving reasons for likes and dislikes.
work in dance.  Shares views and listens appropriately to the views of others on their own
EXA 0-09a or others’ work.

I have opportunities to enjoy

taking part in dance experiences.
EXA 0-10a

I can respond to the experience

of dance by discussing my
thoughts and feelings. I can give
and accept constructive comment
on my own and others’ work.
EXA 0-11a

Drama I have the freedom to choose and  Takes on a role within a play or dramatised situation, for example, a puppet show,
explore how I can use my voice, a real or imagined situation, re-enactment of a story or traditional tale.
movement, and expression in role  Communicates ideas and feelings using aspects of voice, such as volume,
play and drama. expression and clarity.
EXA 0-12a

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 Inspired by a range of stimuli,  Communicates ideas and feelings using movement, for example, through body
I can express and communicate language, gestures, actions and posture.
my ideas, thoughts and feelings  Communicates ideas and feelings using facial expressions, for example,
through drama. to show happy, sad, surprised, angry, scared.
EXA 0-13a  Conveys through drama what characters in real or imaginary situations might
say, do or feel, for example, being upset about losing a toy, what a character
I use drama to explore real and in a well-known fairy tale might say or how they might feel.
imaginary situations, helping me  Communicates their ideas through improvised drama i.e. making it up as they
to understand my world. go along.
EXA 0-14a  Shares thoughts and feelings about drama experiences, for example, during
a discussion about characters or events in a drama, giving reasons for likes
I can respond to the experience and dislikes.
of drama by discussing my  Shares views and listens appropriately to the views of others on their own
thoughts and feelings. I can give or others’ work.
and accept constructive comment
on my own and others’ work.
EXA 0-15a

Music I enjoy singing and playing along  Participates actively and uses his/her voice in singing activities from a range
to music of different styles and of styles and cultures, for example, nursery rhymes and songs with actions.
cultures.  Uses instruments such as drum, claves, chime bar to play along to a range
EXA 0-16a of music styles.
 Shares thoughts and feelings about music experiences such as live and/or
I have the freedom to use my
recorded music, peer nursery rhyme performances, school concerts, giving
voice, musical instruments and
music technology to discover reasons for likes and dislikes.
and enjoy playing with sound  Shares views and listens appropriately to the views of others, for example,
and rhythm. states if the music is fast/slow or loud/quiet.
EXA 0-17a
When communicating ideas and feelings through creative music activities:
Inspired by a range of stimuli,
and working on my own and/or  uses voice to explore sound and rhythm, for example, hums, whispers, sings;
with others, I can express and  chooses different musical instruments to play such as chime bar, drum or body
communicate my ideas, thoughts percussion, exploring sound and rhythm by, for example, clapping, tapping;
and feelings through musical  uses technology to capture sound, for example, audio recorders, microphones,
activities. apps and other software.
EXA 0-18a

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I can respond to music by
describing my thoughts and
feelings about my own and
others’ work.
EXA 0-19a

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 First Level Expressive Arts

Experiences and Outcomes

Curriculum
for planning learning, teaching Benchmarks to support practitioners’ professional judgement
Organisers
and assessment
Art and Design I have the opportunity to choose  Records directly from experiences across the curriculum, for example, observes
and explore a range of media and and sketches a view from a window, features of the built environment, pets, self
technologies to create images or others.
and objects, discovering their  Presents images and objects created, for example, positions a simple frame over
effects and suitability for specific a picture or arranges an object on a simple stand and observes from different
tasks. angles.
EXA 1-02a  Solves at least one design problem related to real-life, showing some evidence
of planning, for example, designs a simple item to be worn on the head or body.
I can create and present work  Recognises and names most of the visual elements: line, shape, form, colour,
using the visual elements of line, tone, pattern, texture.
shape, form, colour, tone, pattern  Shares thoughts and feelings by expressing personal views in response
and texture. to the work of at least one artist and one designer.
EXA 1-03a  Shares views and listens appropriately to views of others, suggesting what
works well and what could be improved in their own and others’ work, using
I can create a range of visual some art and design vocabulary.
information through observing
and recording from my When creating images and objects to express ideas, thoughts and feelings:
experiences across the
curriculum.  chooses and uses technology and a range of media;
EXA 1-04a  shows understanding of basic colour theory, for example, which secondary
colours are made from mixing primary colours;
Inspired by a range of stimuli,
 shows some understanding of the qualities and limitations of selected media,
I can express and communicate
for example, uses pencil instead of a large brush to make fine marks, uses
my ideas, thoughts and feelings
chalks instead of pencil to fill larger spaces;
through activities within art and
 shows understanding of the concept of scale, for example, represents mountains
design.
as bigger than people.
EXA 1-05a

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 I can use exploration and
imagination to solve design
problems related to real-life
situations.
EXA 1-06a

I can respond to the work of

artists and designers by
discussing my thoughts and
feelings. I can give and accept
constructive comment on my
own and others’ work.
EXA 1-07a

Dance I enjoy creating short dance  Identifies and performs the body actions of turn, jump, gesture, pause and fall,
sequences, using travel, turn, with some degree of control.
jump, gesture, pause and fall,  Creates, rehearses and performs short dance sequences, working on their own
within safe practice. and with others.
EXA 1-08a  Creates new dance movements and sequences using their dance repertoire,
incorporating different speeds and levels, characters and emotions to add interest
Inspired by a range of stimuli, and variety.
I can express my ideas, thoughts  Explores rhythm, movement and space, and increases possibilities for expression
and feelings through creative through movement.
work in dance.  Understands some of the different forms of dance, for example, Scottish, Irish,
EXA 1-09a Bollywood, tap, ballet, jazz, hip hop and ballroom.
 Demonstrates understanding of simple formations, such as circles or squares,
I am becoming aware of different through taking in part in group dance.
features of dance and can  Demonstrates safe practice in dance, for example, being aware of personal space,
practise and perform steps, planned landings.
formations and short dance.
 Shares thoughts and feelings by expressing personal views in response
EXA 1-10a
to experiencing live or recorded dance performance.
 Shares views and listens appropriately to views of others, suggesting what works
well and what could be improved in their own and others’ work, using some dance
vocabulary.

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 I can respond to the experience
of dance by discussing my
thoughts and feelings. I can give
and accept constructive comment
on my own and others’ work.
EXA 1-11a

Drama I enjoy creating, choosing and  Creates, chooses and takes on a role within a drama such as a real or imagined
accepting roles, using movement, situation, re-enactment of a story, a traditional tale.
expression and voice.  Uses voice, considering use of volume, expression, clarity and pace to convey
EXA 1-12a a character.
 Uses movement in roles, conveying a character through gestures, actions
Inspired by a range of stimuli,
and posture.
I can express my ideas, thoughts
and feelings through drama.  Uses expression in role, conveying a character through body language,
EXA 1-13a for example, facial expression.
 Creates a short drama using improvisation, from a given stimulus, and working
I have developed confidence and collaboratively.
skills in creating and presenting  Shows understanding of how to work from a script by acting or speaking at
drama which explores real and the appropriate time, for example, in a nativity play, a sound story or a poem.
imaginary situations, using  Contributes towards the development of a drama, for example, by discussing
improvisation and script. aspects such as character, performance, or script, for example, what a character
EXA 1-14a in a well-known story might say to another.
 Shares views and listens appropriately to the views of others about what works
I can respond to the experience well and what could be improved in their own and others’ work, using some drama
of drama by discussing my
vocabulary.
thoughts and feelings. I can give
and accept constructive comment
on my own and others’ work.
EXA 1-15a

Music I can sing and play music from  Performs songs with enthusiasm, from a range of styles and cultures,
other styles and cultures, showing demonstrating a variety of basic singing techniques such as accurate pitch,
growing confidence and skill while good diction and appropriate dynamics, for example, loud or quiet.
learning about musical notation  Performs a simple rhythm part on a range of instruments, for example, keeps the
and performance directions. beat using body/untuned percussion.
EXA 1-16a

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  Performs simple melodic parts, for example, on tuned percussion, tin whistle,
I can use my voice, musical recorder.
instruments and music technology  Follows performance directions, for example, follows the group leader.
to discover and enjoy playing with  Follows simple music notation, for example, in the form of pictures, graphics,
sound, rhythm, pitch and treble clef.
dynamics.  Shares thoughts and feelings by expressing personal views in response to musical
EXA 1-17a experiences such as performances, school shows and music from different styles
and cultures.
Inspired by a range of stimuli,  Shares views and listens appropriately to views of others, suggesting what works
and working on my own and/or well and what could be improved in their own and others’ work, using some music
with others, I can express and vocabulary.
communicate my ideas, thoughts
and feelings through musical When communicating ideas and feelings through creative musical activities, working
activities. on their own and/or with others:
EXA 1-18a
 uses voice, instruments and technology to create musical ideas using sound,
I have listened to a range of rhythm, pitch and dynamics, for example, by creating a soundscape or by adding
music and can respond by tuned/untuned percussion to enhance a story or a song.
discussing my thoughts and
feelings. I can give and accept
constructive comment on my
own and others’ work.
EXA 1-19a

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 Second Level Expressive Arts

Experiences and Outcomes

Curriculum
for planning learning, teaching Benchmarks to support practitioners’ professional judgement
Organisers
and assessment
Art and Design I have the opportunity to choose  Records from experiences across the curriculum, showing recognition of detail,
and explore an extended range of for example, observes and captures the detail seen in a natural form, such as a
media and technologies to create feather or a plant or an interesting personal item, such as a bicycle.
images and objects, comparing and  Creates a simple plan that explains how they will investigate and develop ideas
combining them for specific tasks. in response to a design brief.
EXA 2-02a  Follows a step-by-step process to develop and communicate ideas in response
to a design brief.
I can create and present work that  Recognises and describes the visual elements in their own and others’ work.
shows developing skill in using the  Selects, presents and discusses relevant information, from a range of sources,
visual elements and concepts. about the work of chosen artists and designers, for example, in relation to how
EXA 2-03a and why they have used colour or shape in their work.
 Explains, with supporting reasons, what works well and what could be improved
Through observing and recording in their own or others’ work, using appropriate art and design vocabulary.
from my experiences across the
curriculum, I can create images and When creating images and objects to express ideas, thoughts and feelings:
objects which show my awareness
and recognition of detail.  uses a range of drawing implements to produce specific effects, for example,
EXA 2-04a uses different grades of pencil to create tone or uses pen and ink to create
bold line;
Inspired by a range of stimuli, I can
 shows understanding of the properties of different types of paint such
express and communicate my ideas,
as watercolour, acrylic, poster paint;
thoughts and feelings through
 shows understanding of the properties of a range of modelling media,
activities within art and design.
through practical exploration;
EXA 2-05a
 applies a printmaking process, for example, makes prints from polystyrene;
I can develop and communicate my  shows understanding of the differences between media and how media can
ideas, demonstrating imagination be combined to create effects, for example, combines wax crayon with
and presenting at least one possible water-based paint in a picture;
solution to a design problem.  shows understanding of the concept of depth, for example, shows a foreground,
EXA 2-06a a middle ground and a background in a picture.

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 I can respond to the work of artists
and designers by discussing my
thoughts and feelings. I can give
and accept constructive comment
on my own and others’ work.
EXA 2-07a

Dance I can explore and choose  Shows understanding of the key features of dance from a range of styles
movements to create and present and cultures, through dance performance.
dance, developing my skills and  Demonstrates coordination and some control in a range of dance actions
techniques. and sequences.
EXA 2-08a  Creates, rehearses and performs a short original dance piece, comprising
several sequences, to music or a rhythm.
Inspired by a range of stimuli,  Develops and refines own dance repertoire through continued exploration
I can express my ideas, thoughts and practice.
and feelings through creative  Selects and applies dance skills to create dance that shows variation,
work in dance. for solo or group performance.
EXA 2-09a  Justifies own creative choices using appropriate dance vocabulary, for example,
explains explosive movement inspired by fireworks in terms of speed and levels.
I have taken part in dance from  Explains, with supporting reasons, what works well and what could be improved
a range of styles and cultures, in their own or others’ work, using appropriate dance vocabulary.
demonstrating my awareness
of the dance features.
EXA 2-10a

I can respond to the experience

of dance by discussing my thoughts
and feelings. I can give and accept
constructive comment on my own
and others’ work.
EXA 2-11a

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Drama I can create, adapt and sustain  Conveys a character using characterisation techniques such as hot seating,
different roles, experimenting with role on the wall, thought tracking.
movement, expression and voice  Chooses voice appropriately for role, considering volume, tone, clarity, pace,
and using theatre arts technology. characterisation, and emotion.
EXA 2-12a  Chooses appropriate movement for role, for example, to convey the character’s
setting, physical features, the character’s feelings.
Inspired by a range of stimuli, I can  Chooses relevant expression in role, showing how the character might interact
express and communicate my ideas, with others, for example, through body language.
thoughts and feelings through  Uses movement, expression and voice to create atmosphere, for example,
drama. a high pitched voice, wide eyes and crouched body to suggest a frightening
EXA 2-13a situation.
 Creates a short drama, as part of a group or individually, using improvisation
I have created and presented or a published script.
scripted or improvised drama,  Builds on the contributions of others in developing ideas for a shared drama,
beginning to take account of with regard to plot, characters and theatre arts.
audience and atmosphere.
 Presents a short drama, as part of a group, using improvisation or a script.
EXA 2-14a
 Uses theatre arts technology such as props, basic lighting and sound to
enhance a performance effectively, for example, chooses appropriate music
I can respond to the experience of
or makes sound effects to create atmosphere.
drama by discussing my thoughts
and feelings. I can give and accept  Gives a personal response to drama experiences, with appropriate justification.
constructive comment on my own  Explains, with supporting reasons, what works well and what could be improved
and others’ work. in their own and others’ work, using appropriate drama vocabulary.
EXA 2-15a
Music I can sing and play music from  Performs songs in unison and in parts, individually or as part of a group,
a range of styles and cultures, and communicates the mood and character of songs from a range of styles
showing skill and using performance and cultures, such as folk songs or songs from musicals, using appropriate
directions, and/or musical notation. performance directions, for example, gradually getting louder/quieter, and/or
EXA 2-16a musical notation.
 Performs on instruments, individually or as part of a group, to communicate
the mood and character of a piece of music through, for example, the use
of appropriate dynamics and expression.
 Applies verbal and non-verbal techniques whilst giving and/or following
performance directions, for example, eye contact and/or body language.

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I can use my voice, musical  Uses voice, instruments and technology to create music, experimenting
instruments and music technology with timbre, for example, uses tuned/untuned percussion instruments
to experiment with sounds, pitch, to create simple melodies and rhythms.
melody, rhythm, timbre and  Explains preference for music pieces listened to, live and/or recorded,
dynamics. using appropriate music concepts.
EXA 2-17a  Recognises a range of music styles and identifies some of the main
instruments used in, for example, classical music, jazz music, rock
Inspired by a range of stimuli, and pop music.
and working on my own and/or  Explains, with supporting reasons, what works well and what could be
with others, I can express and improved in their own and others’ work, using appropriate music vocabulary.
communicate my ideas, thoughts
and feelings through musical
activities.
EXA 2-18a

I have listened to a range of music

and can respond by discussing my
thoughts and feelings. I can give
and accept constructive comment
on my own and others’ work.
EXA 2-19a

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 Third Level Expressive Arts

Experiences and Outcomes

Curriculum
for planning learning, teaching Benchmarks to support practitioners’ professional judgement
Organisers
and assessment
Art and Design I have experimented with a range  Researches, develops and communicates a solution to a design brief
of media and technologies to create by working through a process.
images and objects, using my  Investigates, discusses and explains how artists and designers handle
understanding of their properties. media, use techniques and processes, use visual elements and concepts.
EXA 3-02a  Evaluates what works well and what could be improved or different in their
own and others’ work, using appropriate art and design vocabulary.
I can use and combine the visual
elements and concepts to convey When creating images and objects to express ideas, thoughts and feelings:
ideas, thoughts and feelings
in expressive and design work.  shows increasing accuracy in representing what is seen;
EXA 3-03a  shows understanding of media properties and the effect of techniques
and technology used;
Through observing and recording,  shows understanding of how visual elements and visual concepts
I can create material that shows can be combined, for example, to create mood and atmosphere;
accuracy of representation.  selects independently and applies media and techniques, giving reasons
EXA 3-04a for their choices.
While working through a design
process in response to a design
brief, I can develop and
communicate imaginative
design solutions.
EXA 3-06a

I can respond to the work of artists

and designers by discussing my
thoughts and feelings. I can give
and accept constructive comment
on my own and others’ work.
EXA 3-07a

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Dance I have created and taken part in  Performs with some confidence and shows understanding of a range of different
dance from a range of styles and styles of dance from different cultures and the rhythms/music which often
cultures. accompany them.
EXA 3-08a  Rehearses skills and techniques required to execute particular moves and
sequences to a rhythm or beat.
I can respond to the experience of  Builds on the contribution of others in developing ideas for a shared dance,
dance by discussing my thoughts for example, by asking and answering questions.
and feelings. I can give and accept  Evaluates what works well and what could be improved or different in their own
constructive comment on my own and others’ work, including visiting artistes, using appropriate dance vocabulary.
and others’ work.
EXA 3-11a When creating and performing their own dance:

 demonstrates control and fluency in a range of dance actions and sequences

which can be repeated or changed;
 applies at least three choreographic devices, for example, canon, unison,
repetition, mirroring, change of timing, direction and levels.

Drama I can create, develop and sustain a  Contributes relevant ideas and opinions, with supporting evidence,
realistic or stylised character through when participating in group discussions or working collaboratively.
the use of voice, movement and  Selects relevant ideas and information to create dramas or scripts appropriate
language. for performing to an audience, demonstrating a basic knowledge of form and
EXA 3-12a structure such as mime, improvisation, tableaux, linear/non-linear.
 Builds on the contributions of others by clarifying or summarising points
Having developed ideas from a and expanding on contributions.
range of stimuli, I can contribute to  Presents dramas to audiences for different purposes, for example, to entertain,
devising, rehearsing and presenting inform, communicate a message, explore an issue.
drama or scripts.  Reflects effectively on ideas, including ideas for using production skills
EXA 3-14a in relation to, for example, lighting sound, props, make-up and hair, in
order to improve or enhance a drama, using appropriate drama vocabulary.
I can respond to the experience of
drama by discussing my thoughts When creating realistic and stylised characters:
and feelings. I can give and accept
constructive comment on my own  uses characterisation techniques to improve and deepen the portrayal of a
and others’ work. character, for example, hot seating, character cards, thought tracking, role on
EXA 3-15a the wall, writing in role, role-play;

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  uses a range of aspects of voice to enhance characterisation, for example,
pitch, pace, volume, tone, clarity, articulation;
 uses appropriate expression and movement to enhance characterisation,
for example, facial expression, body language, eye contact, use of space,
use of levels, gesture, posture.

Music I can sing and/or play music from  Performs music individually, with accuracy, from at least two contrasting
a range of styles and cultures styles, using two instruments or one instrument and voice, as solo performances
and perform my chosen music to a standard equivalent to that of ABRSM Grade 1.
confidently using performance  Plays by ear or uses appropriate music notation, for example, treble clef
directions, musical notation notation, tablature, graphic scores or chord symbols, to give a group or
and/or playing by ear. individual performance.
EXA 3-16a  Performs individually and as part of a group, communicating the mood and
character of a piece of music, for example, uses appropriate dynamics and
I can use my voice, musical expression by following notated performance directions such as dynamic
instruments or music technology to markings.
improvise or compose with melody,  Uses voice, instruments and technology to create music, showing
rhythm, harmony, timbre and understanding of musical structure, for example, creates in simple verse chorus
structure. form, creates short sequenced pieces using technology, creates short 16 bar
EXA 3-17a music in binary form, experiments with voices/instruments to create sound
effects.
I have listened to a range of music  Uses appropriate music performance plans, recording facilities and music
and can identify features and notation to capture ideas, for example, uses treble clef notation or tablature
concepts. I can give constructive or records using technology or creates a performance plan.
comments on my own and others’  Recognises a wide range of music styles, identifying instruments, genres
work, including the work of and instrumental techniques.
professionals.  Evaluates their own work and the work of others, including visiting artistes,
EXA 3-19a using appropriate music vocabulary.

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 Fourth Level Expressive Arts

Experiences and Outcomes

Curriculum
for planning learning, teaching Benchmarks to support practitioners’ professional judgement
Organisers
and assessment
Art and Design I have continued to experiment with  Researches, develops and communicates solutions to a design brief by working
a range of media and technologies, independently and systematically through a process.
handling them with control and  Analyses and compares how artists and designers use techniques
assurance to create images and processes, handle media and use visual elements and concepts.
and objects. I can apply my  Evaluates and makes informed judgements about what works well and what
understanding of the properties could be improved or different in their own and others’ work, using appropriate
of media and of techniques art and design vocabulary consistently.
to specific tasks.
EXA 4-02a When creating images and objects to express ideas, thoughts and feelings:

I can use the visual elements and  demonstrates sensitivity and a consistent level of accuracy in representing
concepts with sensitivity to express what is seen;
qualities and relationships and  shows depth of understanding of media properties and the effect of techniques
convey information, thoughts and and technology used;
feelings. I can use my skills and  demonstrates how visual elements and visual concepts can be combined to
creativity to generate original ideas express more complex ideas, for example, in relation to social or emotional
in my expressive and design work. themes;
EXA 4-03a  selects independently and applies media and techniques
with control and assurance, giving reasons for their choices.
Through creating a range
of reference material, I can
demonstrate my skills of observing
and recording and apply them
to work in other areas of the
curriculum.
EXA 4-04a

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 Having chosen personal themes
and developed my own ideas from
a range of stimuli, I can express and
communicate my ideas, thoughts
and feelings through 2D and 3D
work.
EXA 4-05a

By working through a design

process in response to a
design brief, I can develop
and communicate imaginative
and original design solutions.
EXA 4-06a

I can analyse art and design

techniques, processes and
concepts, make informed
judgements and express
considered opinions
on my own and others’ work.
EXA 4-07a

Dance I can apply my performance skills  Performs confidently, with control and fluency, a range of movement sequences
to dance with accuracy, control, which are relevant to different dance styles and cultures.
body awareness, sensitivity and  Extends and develops movement repertoire by researching and participating
movement flow. I can communicate in a range of dance genre and styles from different cultures.
my artistic intention and take  Gives a personal response, with justification, about the value and purpose
account of different audience of rehearsal for a performance.
groups.  Identifies key features in a dance and explains in detail how ideas and feelings
EXA 4-08a can be portrayed through dance movement, using appropriate dance vocabulary
consistently.
 Evaluates technical aspects of their own and others’ work, including
professionals, for example, shows understanding of how stimulus is used
as inspiration to create a movement repertoire, which can be repeated,
varied or adapted.

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 I can apply theatre arts technology
to add excitement and drama When creating and performing their own dance:
to performances.
EXA 4-08b  demonstrates coordination, control and fluency consistently;
 selects and applies appropriately a range of choreographic devices,
for example, timing, pathways, spatial awareness, levels, unison, cannon,
I can select ideas from a range of repetition and variation;
stimuli to choreograph dance motifs  choreographs dance motifs from a range of stimuli, for example, auditory
in creative ways. (music), visual (pictures), prose (poems) and colour (mood);
EXA 4-09a  shows artistic intention through creative use of, for example, different dance
techniques, narrative (where a story is told), props, costume, motif, dynamics,
I can participate in dance styles mood and gesture;
and activities which challenge and  applies theatre arts technology effectively, demonstrating understanding
extend my repertoire of movement of how performance can be enhanced by, for example, lighting, costume,
and my knowledge of the styles make-up and props;
and cultures of dance.  takes account of audience groups of differing sizes and familiarity.
EXA 4-10a

I can analyse technical aspects of

dance, make informed judgements
and express personal opinions on
my own and others’ work.
EXA 4-11a

Drama I can demonstrate sensitivity,  Shows depth of understanding of different drama techniques and purposes
precision and depth in the through creating scenarios in response to a variety of stimuli.
portrayal of a character, conveying  Explores and expands on the contributions of others by clarifying
relationships and situations in a or summarising points and/or challenging ideas or viewpoints.
variety of settings and to different  Creates dramas for different purposes and audiences, experimenting
audiences. with different genres, forms, structures and styles.
EXA 4-12a  Creates and sustains aspects of voice to enhance characterisation, for example,
pitch, pace, volume, tone, clarity, accent, articulation, register and intonation.
 Creates and sustains appropriate movement to enhance characterisation, for
example, facial expression, body language, use of space, use of levels, gesture,
posture, rhythm and timing.

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 In response to a variety of stimuli,  Shows confidence when presenting ‘in character’, adapting movement
I can use my understanding of and voice to communicate effectively to different audiences, for example,
characterisation to create characters local primary school, nursery, day care centre.
using different approaches, making  Applies theatre arts technology and design resources effectively to an agreed
use of voice, movement and concept to create and enhance mood and atmosphere, for example, through
language. I can present my the use of sound, lighting, costume, props, stage make-up and hair.
work to an audience.  Reviews and evaluates their progress through the creative process
EXA 4-13a on an on-going basis and develops solutions to problems as they arise.
 Analyses their own and others’ performances, including the work of peers and,
Having had opportunities to lead where possible, professionals, making detailed comments, with appropriate
negotiation and decision making, justification, using appropriate drama vocabulary consistently.
I can work on my own and with
others to devise, rehearse and
refine dramas and scripts.
EXA 4-14a

I can use theatre arts technology

to enhance tension, mood and
atmosphere in drama work.
EXA 4-14b

I can analyse technical aspects of

drama and scripts, make informed
judgments and express considered
opinions on my own and others’
work.
EXA 4-15a

Music I can give assured, expressive and  Performs music individually, with accuracy and assurance, from at least
imaginative performances of vocal two contrasting styles, using two instruments or one instrument and voice,
and/or instrumental music from a as solo performances to a standard equivalent to that of ABRSM Grade 2.
wide range of styles and cultures,  Plays by ear or uses appropriate music notation such as treble clef notation,
using performance directions, tablature, graphic scores, chord symbols, to give an individual performance.
musical notation, and/or playing  Communicates the mood and character of a piece of music, for example,
by ear. through the use of appropriate dynamics and by following notated performance
EXA 4-16a directions such as dynamic markings, tempo changes and expression marks.

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  Creates and develops structured original music compositions using instruments
I can use my chosen vocal and/or or voice, for example, a tonal piece in Binary Form (AB) including imperfect and
instrumental skills to improvise and perfect cadences for single-line instrument and voice and a broken chord
compose, showing developing style accompaniment. Uses technology to record and reflect upon original work.
and sophistication.  Uses appropriate music notation, for example, treble clef notation or tablature
EXA 4-17a or records using technology and creates a performance plan.
 Uses technology to develop and structure short melodic ideas into original
I can use music technology to music, for example, uses software with midi input to create a minimalist style
compose, record and produce composition using short, repeated ostinati/cells of music.
music and to enhance performance.  Applies knowledge of music concepts to develop original ideas, for example,
EXA 4-17b takes a 2-bar melodic phrase and creates a sequence passage which can be
imitated in a different part.
Having developed my ideas from  Uses notes and/or other sources to generate ideas, inform thinking
a range of stimuli, I can create and support the creation of original music performance.
and present compositions using  Uses a practice/performance log to record and evaluate performances
a broad range of musical concepts on chosen instrument(s)/voice, including points for improvement.
and ideas.  Engages and listens well to various genres of music ranging from the Baroque
EXA 4-18a period to modern music and identifies appropriate music concepts and
compositional techniques, for example, listens to excerpts of music and
Having reflected on my personal gives a short, written or oral analysis, including the use of relevant concepts.
experiences, including participation
 Evaluates and offers justified comments on the performances of others including
and engagement with professionals,
professionals, to agreed criteria, for example, the performances of others in a
I can listen to a wide range of music
“class concert”, an original peer composition.
and identify and analyse technical
 Makes detailed evaluative comments about aspects of the content, form
aspects, make informed judgments
and style of live and/or recorded performances, for example, identifies genre,
and express personal opinions
style, period, technical aspects, instrumental grouping and other appropriate
on my own and others’ work.
concepts, using appropriate music vocabulary consistently.
EXA 4-19a

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