Attainment outcomes, strands and attainment targets
Attainment outcomes are broad statements of knowledge,
understanding, experience, skills, techniques and attitudes to
be acquired by pupils. In the expressive arts curriculum, three
attainment outcomes have been identified, applicable to each of
the subjects, as representing the main kinds of expressive arts
activities in which pupils take part. These are shown in Figure
1.
Figure 1
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The three attainment outcomes are:
using materials, techniques, skills and
media;
expressing feelings, ideas, thoughts
and solutions;
evaluating and appreciating.
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These three outcomes have been chosen to ensure that in each
subject of the expressive arts, the full breadth of activities
and processes are experienced and knowledge and understanding
gained. This does not mean that the order has particular significance,
or that each outcome should have equal weighting or allocation
of time. In the normal learning and teaching situation, the
subjects of the expressive arts curriculum and the outcomes
within those subjects will often overlap and be interdependent.
Pupils will explore techniques as they express feelings and
ideas, will invent as they discover processes and will develop
strategies for evaluating as they produce their own work and
study the works of others. Activities in the other areas of
the 5-14 curriculum will often involve outcomes and strands
from within the expressive arts.
Within each attainment outcome, and for all four subjects,
a number of strands have been identified as representing
key aspects of the curriculum. Attainment targets at
five levels of attainment
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