The Arts

1. Vision

The Arts Learning Area promotes a safe working environment that encourages creativity and freedom of expression. As creative professionals, we strive for excellence in allowing our students to explore the Arts curriculum in practical ways that are both engaging and challenging. As educators, and lifelong learners, we are continually developing our own skills in order to further develop and improve the quality of learning offered to our students.

Our vision for the Arts Learning Area is one where ICT is seen as integral in providing a rich, well-rounded and engaging learning environment. We strive to provide inclusive educational activities and outcomes that allow students to express themselves creatively in order to communicate their ideas to a wider audience and to the community at large. Through the products of the Arts, we aim to develop the profile of the school and to boost student enrollment and rate of retention.

Students of the Arts are encouraged to comply with the school’s positive behaviour initiative in a way that reinforces their own self confidence and develops students’ own inclusive practice.

Our aim is to fundamentally reinforce lifelong learning and self-actualisation in our students through teacher modeling and demonstrating our own engagement with our subject areas.

2. The Arts Learning Area Staff Standards and Expectations

• The performance of an Arts Learning Area teacher is monitored and measured against the seven AITSL National Professional Standards for Teachers, which are grouped under the three main headings of:
• Professional Knowledge
• Professional Practice
• Professional Engagement
• Arts Learning Area teachers actively engage in collaborative discussions and multi-disciplinary practice. As a team we participate in peer review and reflective practice to promote an environment of professional and departmental growth.
• The Arts Learning Area teachers meet formally on a weekly basis to review learning area processes, curriculum, student performance and the general progress of our learning area.
• The Arts Learning Area teachers actively support whole school initiatives and priorities and incorporate these into our teaching. Specifically, the Arts teachers synthesise interdisciplinary and cross-curricular practice into a subject specific context.
• The Arts Learning Area teachers maintain a high level of professional integrity at all times.

3. Aims for Students

Students will:
• Learn to work both independently and collaboratively, assisting and respecting each other’s strengths and areas of improvement.
• Critically evaluate own solutions and those of others.
• Develop context specific language, in a practical learning environment.
• Apply the school’s PBS priorities: Be Respectful, Be Responsible, Be Your Best.
• Gain a critical appreciation of the processes through which art productions are developed and how the Arts impact our lives.
• Work in a safety conscious environment.

4. Teaching and Learning

The scope and sequence of the Arts Learning Area curriculum is aligned with The Western Australian Curriculum and teaching and learning is underpinned by The Western Australian Curriculum Core values:
Respect and concern for others and their rights
Pursuit of knowledge and commitment to achievement of potential
Self-acceptance and respect of self
Social and civic responsibility
Environmental responsibility

Teaching and learning in the WA curriculum is recursive and cumulative, and builds on concepts, skills and processes developed in earlier years. The Arts Learning Area strives to provide an intellectually challenging, socially dynamic and physically transformative learning experience, within a holistic and supportive environment.

There are 4 outcomes.
• Arts Ideas
• Arts Technologies, Skills and Processes
• Arts Responses
• Arts in Society

These 4 outcomes are assessed in the most appropriate contexts across the Learning Area.

5. Planning and Programming

Teachers in The Arts use The Western Australian Curriculum to design teaching and learning syllabi that are appropriate for the students’ year level, ability and phase of development. A teacher will design and provide a course outline, an assessment schedule and a detailed program for the course work.
Each learning program will articulate:
• the teaching and learning foci in alignment with key outcomes;
• the teaching activities and strategies being used; and
• the assessments relevant to the learning program.

The goal for 2015 is to have all course outlines and assessment schedules for each course entered electronically on Reporting to Parents, which is visible to staff, students and parents. Modification of content is done with careful consultation with relevant parties.

6. Student Diversity

Staff will be inclusive of students’ individual strengths and needs. Differences in terms of characteristics such as ethnicity, language (linguistic background), culture, gender, socioeconomic status, disability, sexual orientation or geographic location should not be allowed to detract from a student’s access to the high-quality education that is their right.

7. Curriculum Consistency

Where there is more than one class of a particular year group, teachers follow agreed course outlines to ensure that the general learning outcomes and assessments are the same. Staff communicate regularly to minimise any disparity between classes. Teachers are, however, expected to differentiate curriculum and assessment schedules to meet the specific needs of individuals and groups within his/her class as the need arises.

8. Classroom Organisation

Recognising the vast diversity within the learning area and inherent staff differences in pedagogy and personality, there are some agreed, common organisational procedures which are expected to be enforced:
• Staff will establish clear and consistent expectations in entering and leaving the classroom.
• Classrooms will be left clean, ready for the next group of students.
• A safe working environment is to be maintained at all times.
• Students are responsible for maintaining and managing the resources and equipment within the Arts classrooms.
• Student journals and project work are to be kept in an organised manner.
• Students and staff are expected to respect the institutional resources and environment.

9. Safety

We recognise safety as a priority and in preparation for the work environment, and students are expected to adhere to context specific safety procedures as outlined by their teacher. Staff and students ensure that the learning environment is properly maintained and any faults reported or fixed as soon as practical.

10. Student Behaviour

We actively support the school’s behaviour and classroom management policies and the Arts staff monitor student behaviour according to both the College’s Positive Behaviour Support framework and Behaviour Management Strategies; this includes the implementation of the college’s uniform and mobile phone policies. Teachers are expected to keep the teacher in charge(TIC), deputy, year coordinators and parents informed at all times.

11. Student Progress

The Arts staff will contact the TIC, year coordinators and parents regarding student progress when necessary. Individual learning programs will be implemented if a student is at risk of not achieving minimum standards. Students are assessed against clear assessment criteria and in accordance with their course outline.

Grades are then allocated according to the following guidelines:

A: Excellent Achievement
B: High Achievement
C: Satisfactory Achievement
D: Limited Achievement
E: Very Low Achievement