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Expressive Arts

Expressive Arts Overview

Intent: 

The Expressive Arts curriculum at Vale of Evesham School is designed to be inclusive, engaging, and aspirational, enabling all pupils to explore creativity, develop confidence, and communicate their ideas, emotions, and identities. 

The curriculum is carefully structured across semi-formal and formal pathways to ensure all learners can access meaningful and progressive expressive opportunities: 

  • Semi-formal learners focus on exploration, engagement, and self-expression through sensory and practical experiences in music, drama, and performance. 
  • Formal learners develop subject-specific skills, explore artistic influences, and reflect on their own creative development. 
  • At HS2, pupils can opt to study Expressive Arts in greater depth. 

Expressive Arts is embedded across the wider curriculum (including English, RE, Geography, and History), supporting creativity, engagement, and deeper understanding. 

Performance is central to the curriculum, ensuring all pupils have opportunities to participate, achieve, and celebrate success, building confidence and a sense of belonging. 

Implementation 

The curriculum is delivered through a structured, progressive, and adaptive approach, tailored to meet individual needs: 

Semi Formal: 

  • FS1 & FS2: Weekly sessions with a termly rotation of:  
  • Drama | Music | Performance 

Sessions are: 

  • Multi-sensory and highly engaging 
  • Focused on participation, communication, and confidence 
  • Supported through repetition and structured routines 

Formal: 

  • FS3 & HS1: 30-minute sessions weekly 
  • HS2: Optional subject offering:  
  • Skill development across disciplines 
  • Exploration of arts organisations and influences 
  • Reflection and evaluation of work 

Across all pathways 

  • Teaching is differentiated and scaffolded 
  • Expressive Arts is integrated across the curriculum 
  • Pupils may engage in termly performance opportunities (Harvest, Christmas, Spring, Summer) 
  • Roles are adapted to ensure full participation, including:  
  • Performing (dance, singing, acting, signing) 
  • Creative roles (poetry, set design, stage crew, lighting 

Impact: 

The impact of the Expressive Arts curriculum is reflected in pupils’ increased confidence, communication, engagement, and creative expression, with all learners making individualised progress from their starting points. 

Assessment is ongoing, purposeful, and evidence-based: 

  • Evidence for Learning captures observations of: 
  • Engagement and enjoyment 
  • Progress in expressive skills 
  • Confidence and participation 
  • Music is observed using Sounds of Intent, tracking: 
  • Musical awareness and responsiveness 
  • Intentional sound-making 
  • Interaction with musical elements 
  • Drama is observed against the school’s Communication Framework, evidencing: 
  • Expressive communication 
  • Use of voice, gesture, and interaction 
  • Development of social communication skills 

As a result, pupils: 

  • Show increased confidence in self-expression 
  • Develop stronger communication and interaction skills 
  • Engage fully in school life 
  • Demonstrate pride in their achievements 

All learners experience success, creativity, and a strong sense of belonging, preparing them for participation in the wider community. 

Expressive Arts LTP 2025 onwardsDownload