Benchmarks Expressive Arts - Education Scotland
BenchmarksExpressive ArtsMarch 20172
Education ScotlandGuidance on using Benchmarks for AssessmentMarch 2017Education 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 OutcomesBenchmarksBenchmarks have been developed to provide clarity on the national standards expectedwithin each curriculum area at each level. They set out clear lines of progression in literacyand English and numeracy and mathematics, and across all other curriculum areas fromEarly to Fourth Levels (First to Fourth Levels in Modern Languages). Their purpose is tomake 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 sharedunderstanding. An understanding of skills and how well they are developing will enablelearners to make links between their current learning and their future career options andemployment.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 judgementof children’s and young people’s progress across all curriculum areas.Benchmarks have been designed to support professional dialogue as part of themoderation process to assess where children and young people are in their learning.They will help to support holistic assessment approaches across learning. They shouldnot be ticked off individually for assessment purposes.Benchmarks for literacy and numeracy should be used to support teachers’ professionaljudgement of achievement of a level. In other curriculum areas, Benchmarks supportteachers and other practitioners to understand standards and identify children’s andyoung people’s next steps in learning. Evidence of progress and achievement willcome 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 otherenvironments, for example, outdoors, on work placements; coursework, including tests; learning conversations; and planned periodic holistic assessment.2
Benchmarks in curriculum areasBenchmarks in each curriculum area are designed to be concise and accessible, withsufficient 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 eachcurriculum area.In secondary schools, Benchmarks can support subject specialist teachers in makingrobust assessments of learners’ progress and the standards they achieve. They willhelp teachers ensure that learners make appropriate choices and are presented at anappropriate level for National Qualifications in the senior phase. This can help avoidexcessive workload for teachers and unnecessary assessments for learners. For example,learners should have achieved relevant Fourth level Experiences and Outcomes beforeembarking on the National 5 qualifications. Schools should take careful account of thiswhen options for S4 are being agreed. Benchmarks should be used to help with theseimportant considerations.Literacy and numeracyIn literacy and numeracy, Benchmarks support teachers’ professional judgement ofachievement of a level. Teachers’ professional judgements will be collected and publishedat national, local and school levels. It is important that these judgements are robust andreliable. 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 widerange of evidence. Benchmarks should be used to review the range of evidence gatheredto determine if the expected standard has been achieved and the learner has: achieved a breadth of learning across the knowledge, understanding and skillsas set out in the experiences and outcomes for the level;responded consistently well to the level of challenge set out in the Experiencesand Outcomes for the level and has moved forward to learning at the next levelin some aspects; anddemonstrated application of what they have learned in new and unfamiliarsituations.It is not necessary for learners to demonstrate mastery of every individual aspect of learningwithin 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 whenlooking across the major organisers in each curriculum area.3
Planning learning, teaching and assessment using the BenchmarksIn addition to the Curriculum for Excellence (CfE) Statement for Practitioners fromHM 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 DOKEY MESSAGES – WHAT TO AVOID Use literacy and numeracy Benchmarksto help monitor progress towardsachievement of a level, and to supportoverall professional judgement of whena learner has achieved a level. Avoid undue focus on individualBenchmarks which may resultin over-assessing or recordingof learners’ progress. Become familiar with other curriculumarea Benchmarks over time. Avoid the requirement to spend timecollating excessive evidence to assesslearners’ achievement. Use Benchmarks to help assess whetherlearners are making suitable progresstowards the national standards expectedand use the evidence to plan their next,challenging steps in learning.Discuss Benchmarks within andacross schools to achieve a sharedunderstanding of the national standardsexpected across curriculum areas. There is no need to provide curriculumlevel judgements in all curriculum areas– stick to literacy and numeracy. Do not create excessive or elaborateapproaches to monitoring and tracking. Do not assess Benchmarks individually.Plan periodic, holistic assessment ofchildren’s and young people’s learning. Do not tick off individual Benchmarks. 4
Early Level Expressive ArtsCurriculumOrganisersArt and DesignExperiences and Outcomesfor planning learning, teachingand assessmentI have the freedom to discover and choose ways to createimages and objects usinga variety of materials. EXA 0-02aI can create a range of visual information through observingand recording from my experiences across thecurriculum. EXA 0-04aBenchmarks to support practitioners’ professional judgementRecords from experiences across the curriculum, for example, through observingand remembering, makes a model or drawing based on an aspect of the naturalenvironment such as natural items from the sea shore, the countryside, a forest.Solves simple design problems, working on their own and with others, using adegree of trial and error, for example, designs a simple container for an agreedpurpose.Recognises colour, line, shape and at least one more of the visual elements:form, tone, pattern, texture.Shares thoughts and feelings in response to the work of at least one artistand one designer, giving reasons for likes and dislikes.Shares views and listens appropriately to the views of others on their ownor others’ work.Inspired by a range of stimuli,When creating images and objects to express ideas, thoughts and feelings:I can express and communicatemy 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 0-05aWorking on my own and withothers, I use my curiosity andimagination to solve designproblems.EXA 0-06a5
I can respond to the workof artists and designers bydiscussing my thoughts andfeelings. I can give and acceptconstructive comment on my ownand others’ work.EXA 0-07aDanceI have the opportunity andfreedom to choose andexplore ways that I can moverhythmically, expressively andplayfully.EXA 0-08a Inspired by a range of stimuli,I can express my ideas, thoughts and feelings through creativework in dance. EXA 0-09aPerforms a range of simple, repeated, intentional movements and gestures.Uses space and resources creatively.Chooses and explores ways of moving rhythmically, expressively and playfully.Participates in dance that is taught and/or creative movement invented by peers.Shows understanding that dance consists of combined movements and gestures,usually performed with music or a beat.Shares their responses to stimuli through movement with, for example,peers or practitioner.Shares thoughts and feelings in response to dance experiences, either asa performer or as part of an audience, giving reasons for likes and dislikes.Shares views and listens appropriately to the views of others on their ownor others’ work.I have opportunities to enjoytaking part in dance experiences.EXA 0-10aI can respond to the experienceof dance by discussing mythoughts and feelings. I can giveand accept constructive commenton my own and others’ work.EXA 0-11aDramaI have the freedom to choose and explore how I can use my voice,movement, and expression in role play and drama.EXA 0-12aTakes on a role within a play or dramatised situation, for example, a puppet show,a real or imagined situation, re-enactment of a story or traditional tale.Communicates ideas and feelings using aspects of voice, such as volume,expression and clarity.6
Inspired by a range of stimuli, I can express and communicatemy ideas, thoughts and feelings through drama.EXA 0-13a I use drama to explore real andimaginary situations, helping me to understand my world.EXA 0-14a I can respond to the experienceof drama by discussing my thoughts and feelings. I can giveand accept constructive commenton my own and others’ work.EXA 0-15aMusicI enjoy singing and playing along to music of different styles andcultures. EXA 0-16aCommunicates ideas and feelings using movement, for example, through bodylanguage, gestures, actions and posture.Communicates ideas and feelings using facial expressions, for example,to show happy, sad, surprised, angry, scared.Conveys through drama what characters in real or imaginary situations mightsay, do or feel, for example, being upset about losing a toy, what a characterin a well-known fairy tale might say or how they might feel.Communicates their ideas through improvised drama i.e. making it up as theygo along.Shares thoughts and feelings about drama experiences, for example, duringa discussion about characters or events in a drama, giving reasons for likesand dislikes.Shares views and listens appropriately to the views of others on their ownor others’ work.Participates actively and uses his/her voice in singing activities from a rangeof styles and cultures, for example, nursery rhymes and songs with actions.Uses instruments such as drum, claves, chime bar to play along to a rangeof music styles.Shares thoughts and feelings about music experiences such as live and/orrecorded music, peer nursery rhyme performances, school concerts, givingreasons for likes and dislikes.Shares views and listens appropriately to the views of others, for example,states if the music is fast/slow or loud/quiet. I have the freedom to use myvoice, musical instruments andmusic technology to discover and enjoy playing with soundand rhythm.EXA 0-17aWhen 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 bodycommunicate my ideas, thoughtspercussion, 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 0-18a7
I can respond to music bydescribing my thoughts andfeelings about my own andothers’ work.EXA 0-19a8
First Level Expressive ArtsCurriculumOrganisersArt and DesignExperiences and Outcomesfor planning learning, teachingand assessmentI have the opportunity to choose and explore a range of media andtechnologies to create imagesand objects, discovering their effects and suitability for specifictasks.EXA 1-02a I can create and present work using the visual elements of line,shape, form, colour, tone, pattern and texture.EXA 1-03a Benchmarks to support practitioners’ professional judgementRecords directly from experiences across the curriculum, for example, observesand sketches a view from a window, features of the built environment, pets, selfor others.Presents images and objects created, for example, positions a simple frame overa picture or arranges an object on a simple stand and observes from differentangles.Solves at least one design problem related to real-life, showing some evidenceof planning, for example, designs a simple item to be worn on the head or body.Recognises and names most of the visual elements: line, shape, form, colour,tone, pattern, texture.Shares thoughts and feelings by expressing personal views in responseto the work of at least one artist and one designer.Shares views and listens appropriately to views of others, suggesting whatworks well and what could be improved in their own and others’ work, usingsome art and design vocabulary.I can create a range of visualinformation through observingand recording from myWhen creating images and objects to express ideas, thoughts and feelings:experiences across thecurriculum. chooses and uses technology and a range of media;EXA 1-04a shows understanding of basic colour theory, for example, which secondarycolours 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 communicatefor example, uses pencil instead of a large brush to make fine marks, usesmy ideas, thoughts and feelingschalks instead of pencil to fill larger spaces;through activities within art and shows understanding of the concept of scale, for example, represents mountainsdesign.as bigger than people.EXA 1-05a9
I can use exploration andimagination to solve designproblems related to real-lifesituations.EXA 1-06aI can respond to the work ofartists and designers bydiscussing my thoughts andfeelings. I can give and acceptconstructive comment on myown and others’ work.EXA 1-07aDanceI enjoy creating short dance sequences, using travel, turn,jump, gesture, pause and fall, within safe practice.EXA 1-08a Inspired by a range of stimuli,I can express my ideas, thoughts and feelings through creativework in dance. EXA 1-09a I am becoming aware of differentfeatures of dance and can practise and perform steps,formations and short dance. EXA 1-10a Identifies and performs the body actions of turn, jump, gesture, pause and fall,with some degree of control.Creates, rehearses and performs short dance sequences, working on their ownand with others.Creates new dance movements and sequences using their dance repertoire,incorporating different speeds and levels, characters and emotions to add interestand variety.Explores rhythm, movement and space, and increases possibilities for expressionthrough movement.Understands some of the different forms of dance, for example, Scottish, Irish,Bollywood, tap, ballet, jazz, hip hop and ballroom.Demonstrates understanding of simple formations, such as circles or squares,through taking in part in group dance.Demonstrates safe practice in dance, for example, being aware of personal space,planned landings.Shares thoughts and feelings by expressing personal views in responseto experiencing live or recorded dance performance.Shares views and listens appropriately to views of others, suggesting what workswell and what could be improved in their own and others’ work, using some dancevocabulary.10
I can respond to the experienceof dance by discussing mythoughts and feelings. I can giveand accept constructive commenton my own and others’ work.EXA 1-11aDramaI enjoy creating, choosing and accepting roles, using movement,expression and voice. EXA 1-12a Inspired by a range of stimuli,I can express my ideas, thoughts and feelings through drama.EXA 1-13a I have developed confidence and skills in creating and presentingdrama which explores real andimaginary situations, using improvisation and script.EXA 1-14a I can respond to the experienceof drama by discussing mythoughts and feelings. I can giveand accept constructive commenton my own and others’ work.EXA 1-15aMusicI can sing and play music from other styles and cultures, showinggrowing confidence and skill whilelearning about musical notation and performance directions.EXA 1-16aCreates, chooses and takes on a role within a drama such as a real or imaginedsituation, re-enactment of a story, a traditional tale.Uses voice, considering use of volume, expression, clarity and pace to conveya character.Uses movement in roles, conveying a character through gestures, actionsand posture.Uses expression in role, conveying a character through body language,for example, facial expression.Creates a short drama using improvisation, from a given stimulus, and workingcollaboratively.Shows understanding of how to work from a script by acting or speaking atthe appropriate time, for example, in a nativity play, a sound story or a poem.Contributes towards the development of a drama, for example, by discussingaspects such as character, performance, or script, for example, what a characterin a well-known story might say to another.Shares views and listens appropriately to the views of others about what workswell and what could be improved in their own and others’ work, using some dramavocabulary.Performs songs with enthusiasm, from a range of styles and cultures,demonstrating a variety of basic singing techniques such as accurate pitch,good diction and appropriate dynamics, for example, loud or quiet.Performs a simple rhythm part on a range of instruments, for example, keeps thebeat using body/untuned percussion.11
I can use my voice, musicalinstruments and music technology to discover and enjoy playing with sound, rhythm, pitch anddynamics. EXA 1-17aPerforms simple melodic parts, for example, on tuned percussion, tin whistle,recorder.Follows performance directions, for example, follows the group leader.Follows simple music notation, for example, in the form of pictures, graphics,treble clef.Shares thoughts and feelings by expressing personal views in response to musicalexperiences such as performances, school shows and music from different stylesand cultures.Shares views and listens appropriately to views of others, suggesting what workswell and what could be improved in their own and others’ work, using some musicvocabulary.Inspired by a range of stimuli, and working on my own and/orwith others, I can express andcommunicate my ideas, thoughtsand feelings through musicalWhen communicating ideas and feelings through creative musical activities, workingactivities.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 ofrhythm, pitch and dynamics, for example, by creating a soundscape or by addingmusic and can respond bytuned/untuned percussion to enhance a story or a song.discussing my thoughts andfeelings. I can give and acceptconstructive comment on myown and others’ work.EXA 1-19a12
Second Level Expressive ArtsCurriculumOrganisersArt and DesignExperiences and Outcomesfor planning learning, teachingand assessmentI hav
to help monitor progress towards achievement of a level, and to support overall professional judgement of when a learner has achieved a level. Avoid undue focus on individual Benchmarks which may result in over-assessing or recording of learners’ progress. Become familiar with other curriculum area Benchmarks over time.
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
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