FS1 EXPRESSIVE ARTS AND DESIGN COURSE SYLLABUS

Course Outline

Overview

Expressive Arts and Design comes under the prime area of the Early Years Foundation Stage. The EAD syllabus at GEMS Wesgreen International Primary School aims to support students to develop children’s imagination, creativity and their ability to use media and materials. Children do this in range of ways including singing songs and making music, dancing, playing with colours, textures and design.

Learning Outcomes

The aims of all subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.

The aims of the EAD Syllabus are to encourage and enable students to:

  • Creates sunds by banging, tapping, shaking or blowing
  • Cutting and sticking
  • Exploring colour
  • Being creative through arts and media
  • Acting out different roles using imagination
  • Shows interest in the way musical instruments play
  • Beginning to use representation to communicate e.g. drawing a line and saying ‘it’s me’
  • Beginning to make-believe by pretending
  • Sings a few familiar songs
  • Play alongside other children who are engaged in the same theme
  • Beginning to move rhythmically
  • Use movement to express feelings
  • Builds stories around toys
  • Beginning to be interested in and describe the texture of things

Ongoing Objectives

There are objectives that are covered and built upon throughout the year during daily interactions in the classroom and when accessing the continuous provision.

Exploring and using media and materials

  • Enjoys joining in with dancing and ring games.
  • Sings a few familiar songs.
  • Beginning to move rhythmically.
  • Imitates movement in response to music.
  • Taps out simple repeated rhythms.
  •  Explores and learns how sounds can be changed.
  • Explores colour and how colours can be changed.
  • Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects.
  • Beginning to be interested in and describe the texture of things.
  • Uses various construction materials.
  • Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.
  • Joins construction pieces together to build and balance.
  • Realises tools can be used for a purpose.

Being Imaginative

  • Developing preferences for forms of expression.
  • Uses movement to express feelings.
  • Creates movement in response to music.
  • Sings to self and makes up simple songs.
  • Makes up rhythms.
  • Notices what adults do, imitating what is observed and then doing it spontaneously when the adult is not there.
  • Engages in imaginative role-play based on own first-hand experiences.
  • Builds stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’.
  • Uses available resources to create props to support role-play.
  • Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words. 

Assessment

Formative: Throughout the year, staff will observe children on a daily basis during child-initiated play and adult led interactions. The observations will help inform next steps and planning.

الخطوات التالية

Next Steps