Creative Curriculum: Embedding PLTS
Art & Design: Moving Graffiti
Independent Enquirers
plan and determine the focus of their
own research, explorations and
investigations
explore their own ideas purposefully,
observe and contemplate, judging the
relevance and value of information from
different perspectives and viewpoints,
including their own
researching local artist’s work and providing
visual responses of their own choices, whilst
exploring the possibilities of the outcome
develop own visual outcome, taking in to
consideration work from other artists and
other visual stimuli
select and make informed choices
about materials, techniques and
processes when
creating their art works
use a varied range of media to present
research and final outcomes
work with increasing independence and
apply their competence, cultural and
critical understanding to new and
increasingly challenging contexts.
develop research and visual response using
their own ideas and continuing to make
adjustments as the work progresses, adding
other visual stimuli
generate their own ideas and explore
possibilities to produce imaginative
images, artefacts and other outcomes
develop work so that it reaches a conclusion
that is representative of a combined response
Creative Thinkers
adopt a reflective attitude to learning in
both gallery showings and take in to
consideration weekly feedback and working
targets
take personal responsibility for organising
their time and resources to carry out and
successfully complete their exploring and
making
use research and lesson time effectively to
ensure an adequate visual response
initiate projects for themselves,
demonstrating commitment and
perseverance and the ability to prioritise
their actions to work towards their identified
goals
decide upon direction of own research and
visual response, including the final outcome
Effective Participators
try out ideas and processes with confidence,
taking and managing risks to achieve
agreed outcomes
respond to new or changing priorities,
actively embracing change and coping
with new challenges.
develop and manage visual responses to
research and experiment with different
stimuli
based on weekly feedback and target
setting, develop work and final outcomes
Reflective Learners
experiment with creative approaches to
solve problems, experiment with ideas,
materials, tools and techniques, and try
out alternatives
develop experimental workings, using
different methods and media to a preferred
visual response
explore the potential of new
technologies to investigate new ways of
working and to explore and experiment
effectively
use a range of techniques, including
elements of photography to provide visual
responses
use and adapt creative ways to
communicate their thoughts and feelings
to a range of audiences
provide a portfolio of work that combines
personal research and responses to stimuli
Self Managers
recognise and respond to their own
strengths and those of others, allocate
roles and tasks, and take responsibility for
their own contribution from generating
initial ideas to final production
provide and respond to constructive
feedback, adapting their behaviours and
resolving complex issues to achieve
successful outcomes.
develop personalised learning and
independent study, through class and
homework and presenting work creatively in
an installation
adapt and refine their ideas as their work
progresses, identifying opportunities for
further development, setting themselves
realistic goals and recognising
achievements
based on weekly feedback and target
setting, enter in to regular discussions about
work in a gallery showing at the end of each
lesson
use their skills to select relevant ways to
communicate with different audiences,
using visual and non-visual forms
develop research in to an installation piece,
showing a combination of media and skills
carry out activities to evaluate their own
strengths and weaknesses and learn from
their mistakes, making use of feedback from
peers, teachers and others
comment and assess own work using the
Skills Diary on a weekly basis
continuously monitor their own progress,
identifying criteria for success and making
changes to further their learning.
comment upon their own learning on a
weekly basis, using the comment areas in
the Skills Diary
Creative Curriculum: Embedding PLTS
Textiles & Food: Moving Graffiti
Independent Enquirers
plan and carry out their own research to
design products and determine the
production processes
explore their own ideas to address design
issues or problems
make informed choices, sifting
information, judging its relevance and
value to support reasoned conclusions,
for example in selecting materials
researching local designer’s work and
providing visual and tactile responses of their
own choices, whilst exploring the possibilities
of the outcome
develop own tactile outcome, taking in to
consideration work from other designers and
other visual and tactile stimuli
use a varied range of media to present and
model research and final outcomes
use and adapt creative ways to
communicate their ideas to a range of
audiences, including new technologies,
to investigate versions of work
develop research and tactile response using
their own ideas and continuing to make
adjustments as the work progresses, adding
other tactile and visual stimuli
take increasing responsibility for exploring
and experimenting with imaginative
ways of working
develop work so that it reaches a conclusion
that is representative of a combined response
Team Workers
question their own and others’
assumptions in group design sessions to
address problems and agree solutions
provide and respond to constructive
feedback while resolving increasingly
complex issues to achieve successful
outcomes.
address issues, suggesting practical ways
forward and breaking these down into
manageable steps
based on weekly feedback and target
setting, develop tactile work and final visual
and tactile outcomes
adopt a methodical approach to
construction of final tactile representation,
using patterns and design stimuli
play a full part in the life of their school and
the wider community, identifying
improvements that would benefit themselves
and others
present final tactile and visual outcomes in
an installation of work
Reflective Learners
invite feedback from peers, teachers and
others and deal positively with praise,
setbacks and criticism concerning their
product design
based on weekly feedback and target
setting, enter in to regular discussions about
work in a design circle showing at the end of
each lesson
develop a method of group working to
ensure best possible tactile outcome
critically assess against criteria, their own
performance and that of others for both
process and product
comment and assess own work using the
Skills Diary on a weekly basis
share workings and provide peer feedback
on interim showings of progress
adapt and refine their ideas as their work
progresses, identifying opportunities for
further development
comment upon their own learning on a
weekly basis, using the comment areas in
the Skills Diary
adopt a reflective attitude to learning in both
design showings and take in to consideration
weekly feedback and working targets
Self Managers
take responsibility for organising their own
time and resources to successfully
complete tasks for example to shape,
form, mix, assemble and finish materials,
components and ingredients
anticipate and manage risks, responding
positively to changing priorities and new
challenges as production proceeds
plan and prepare work effectively, by
designing and constructing thoroughly
Effective Participators
Creative Thinkers
allocate roles and tasks, identifying their
own strengths and those of others and
taking responsibility for their own
contributions
initiate projects, demonstrating commitment
and perseverance and the ability to prioritise
their actions and work towards identified
goals
develop personalised learning and
independent study, through design and
construction in class and homework and
presenting work creatively in an installation
Creative Curriculum: Embedding PLTS
Design & Technology: Cre8
Independent Enquirers
plan and carry out their own research to
design products and determine the
production processes
explore their own ideas to address design
issues or problems
make informed choices, sifting
information, judging its relevance and
value to support reasoned conclusions,
for example in selecting materials
researching local designer’s work and
providing design and product responses of
their own choices, whilst exploring the
possibilities of the outcome
develop own design outcome, taking in to
consideration work from other designers and
other design and product stimuli
use a varied range of media to present and
model research and final outcomes
take increasing responsibility for exploring
and experimenting with imaginative
ways of working
plan and prepare work effectively, by
designing, constructing and manufacturing
thoroughly
anticipate and manage risks, responding
positively to changing priorities and new
challenges as production proceeds
based on weekly feedback and target
setting, develop design work and final
design and product outcomes
address issues, suggesting practical ways
forward and breaking these down into
manageable steps
adopt a methodical approach to
construction of final product representation,
using effective assembly methods and
design stimuli
Effective Participators
Creative Thinkers
use and adapt creative ways to
communicate their ideas to a range of
audiences, including new technologies,
to investigate versions of work
initiate projects, demonstrating commitment
and perseverance and the ability to prioritise
their actions and work towards identified
goals
develop research and design response using
their own ideas and continuing to make
adjustments as the work progresses, adding
other design, tactile, product and visual
stimuli
develop work so that it reaches a conclusion
that is representative of a combined response
Team Workers
play a full part in the life of their school and
the wider community, identifying
improvements that would benefit themselves
and others
Reflective Learners
invite feedback from peers, teachers and
others and deal positively with praise,
setbacks and criticism concerning their
product design
allocate roles and tasks, identifying their
own strengths and those of others and
taking responsibility for their own
contributions
develop a method of group working to
ensure best possible design and product
outcome
critically assess against criteria, their own
performance and that of others for both
process and product
question their own and others’
assumptions in group design sessions to
address problems and agree solutions
share workings and provide peer feedback
on interim showings of progress
adapt and refine their ideas as their work
progresses, identifying opportunities for
further development
provide and respond to constructive
feedback while resolving increasingly
complex issues to achieve successful
outcomes.
adopt a reflective attitude to learning in both
design circle showings and take in to
consideration weekly feedback and working
targets
Self Managers
take responsibility for organising their own
time and resources to successfully
complete tasks for example to shape,
form, mix, assemble and finish materials,
components and ingredients
develop personalised learning and
independent study, through design and
construction in class and homework and
presenting work creatively in an installation
present final design and product outcomes
in an installation of work
based on weekly feedback and target
setting, enter in to regular discussions about
work in a design circle showing at the end of
each lesson
comment and assess own work using the
Skills Diary on a weekly basis
comment upon their own learning on a
weekly basis, using the comment areas in
the Skills Diary
Creative Curriculum: Embedding PLTS
ICT: Go Plymouth!
Independent Enquirers
plan and carry out their own research
and explore their own ideas to develop
solutions to issues or problems
determine for themselves the
information, ICT tools and techniques
they need to answer questions and test
hypotheses
develop their own ideas, explore
possibilities, seek innovative alternatives
and make new connections, for example
use ICT to model scenarios and identify
patterns
researching local developer’s work and
providing communicative and technological
responses of their own choices, whilst
exploring the possibilities of the outcome
develop own technological outcome, taking
in to consideration work from other
developers and other technological stimuli
use a varied range of media to present and
model research and final outcomes
take increasing personal responsibility for
developing how they think and work.
explore for themselves how ICT can be
used to communicate, collaborate and
share ideas on a local, national and
global scale
show responsibility when using ICT to
communicate safely with others
Self Managers
take personal responsibility for organising
their own time and resources, prioritising
actions and managing risks to carry out
and successfully complete a task, for
example using ICT effectively to organise
their time and resources
respond positively to new or changing
priorities, for example actively embracing
the challenges of applying concepts to new
or unfamiliar contexts.
make their own informed contributions to
local, national and international issues using
ICT for information exchange and
access, for example participating in edebates
develop work so that it reaches a conclusion
that is representative of a combined response
Reflective Learners
develop a method of group working to
ensure best possible communicative and
technological outcome
share workings and provide peer feedback
on interim showings of progress
adopt a reflective attitude to learning in both
interim presentations and take in to
consideration weekly feedback and working
targets
develop personalised learning and
independent study, through technological
and communicative acitivites in class and
homework and presenting work creatively in
an installation
plan and prepare work effectively, by
researching, editing and producing
thoroughly
based on weekly feedback and target
setting, develop technological work and
final communicative and technological
outcomes
Effective Participators
develop research and technological
response using their own ideas and
continuing to make adjustments as the work
progresses, adding other technological and
communicative stimuli
Team Workers
recognise their own strengths and those
of others when allocating roles and tasks
to achieve effective outcomes, for
example when applying ICT to carry out
extended tasks
make choices about how ICT can support
them in their learning and in their life outside
school
explore how communicating, exchanging
and presenting information and ideas in ICT
can be a force for change
Creative Thinkers
design their own information systems,
adapting and modifying their ideas, for
example refining information creatively
to combine text, sound and image
use perseverance, initiative and creativity to
address challenging tasks
negotiate and balance diverse sources of
information and views, including their own,
making independent decisions to solve
issues and problems.
reflect critically on available information, for
example to take account of its purpose,
author, currency and context
use and adapt creative ways to
communicate their ideas to a range of
audiences
continuously monitor their own progress,
identifying criteria for success and making
changes to further their learning.
adopt a methodical approach to
construction of final product representation,
using effective technological methods and
stimuli
present final product outcomes in an
installation of work
present final product outcomes in an
installation of work
based on weekly feedback and target
setting, enter in to regular discussions about
work in presentations at the end of each
lesson
comment and assess own work using the
Skills Diary on a weekly basis
comment upon their own learning on a
weekly basis, using the comment areas in
the Skills Diary
Creative Curriculum: Embedding PLTS
Music: Urban Soundscapes
Independent Enquirers
plan what to do and how to go about it
to determine successful outcomes, for
example in performing, composing and
listening
researching local composer’s work and
providing musical responses of their own
choices, whilst exploring the possibilities of the
outcome
recognise their own strengths and those of
others when allocating musical roles and
tasks and take responsibility for their own
contribution, from generating initial ideas to
final performance, for example in
designating musical leadership roles
make their own informed choices to
make reasoned decisions, for example in
selecting musical elements, devices,
tonalities and structures
develop own musical outcome, taking in to
consideration work from other composers and
other musical stimuli
explore different musical contexts and
styles, analysing music and judging the
value of information from different
perspectives and viewpoints, including
their own
researching local composer’s work and
providing musical responses of their own
choices, whilst exploring the possibilities of the
outcome
work with increasing independence and
apply their skills to a range of contexts
and activities.
record, edit and manipulate a varied range
of sources to present and perform research
and final outcomes
Self Managers
develop musical response using their own
ideas and continuing to make adjustments as
the work progresses, adding other musical
stimuli
take personal responsibility for organising
their time and resources and organise
themselves and show personal responsibility,
initiative, creativity and perseverance when
performing, composing and listening
Creative Thinkers
generate and explore their own ideas by
creating, developing and extending
musical ideas
experiment and improvise using their own
creative approaches, for example to
respond to contextual influences that
affect the way music is created,
performed and heard
make adjustments and adaptations
when performing in different contexts
and relating music to other art forms and
subject disciplines, for example within
different styles, genres and traditions
select imaginative ways of working to
improve their performance in a range of
new and unfamiliar musical contexts.
take account of how different views, beliefs
and attitudes impact on music in national
culture
enter in to regular discussions regarding
musical influence on the group according to
views and beliefs
provide and respond to constructive
feedback, working confidently and
cooperatively with others to achieve
successful outcomes.
use perseverance, initiative and creativity to
address challenging tasks
based on weekly feedback and target
setting, enter in to regular discussions about
work in presentations at the end of each
lesson
develop personalised learning and
independent study, through design and
construction in class and homework and
presenting work creatively in an installation
Effective Participators
develop work so that it reaches a conclusion
that is representative of a combined response
edit and manipulate recordings from a
variety of sources and stimuli and provide a
final outcome for an installation
adopt a reflective attitude to learning in both
interim presentations and take in to
consideration weekly feedback and working
targets
Team Workers
collaborate in order to work towards a
common goal in a range of contexts, for
example in group performing and
composing
work collaboratively in groups to record, edit
and manipulate found sounds, working to
provide a final outcome for installation
work in groups to record, edit and manipulate
found sounds and provide a final outcome for
an installation
engage with activities that they enjoy and
have selected for themselves
develop personal musical response as a final
outcome from a varied range of sources
play a full part in performance activities in
the school and in the wider community
produce a final outcome for an installation
Reflective Learners
reflect critically on available information, for
example to take account of its purpose,
author, currency and context
use and adapt creative ways to
communicate their ideas to a range of
audiences
continuously monitor their own progress,
identifying criteria for success and making
changes to further their learning.
comment and assess own work using the
Skills Diary on a weekly basis and provide a
final outcome for an installation
comment upon their own learning on a
weekly basis, using the comment areas in
the Skills Diary
Creative Curriculum: Embedding PLTS
Drama: People Watching
Independent Enquirers
structure their own research
analyse and examine information,
judging its relevance, value and validity
investigate with increasing
independence, challenging ideas and
assumptions.
generate their own ideas, making fresh
connections with the ideas of others
use their imagination to convey ideas
and create settings, moods and
characters
researching local practitioner’s work and
providing dramatic responses of their own
choices, whilst exploring the possibilities of the
outcome
use commitment, perseverance and
understanding to prioritise actions and work
towards their identified goals, for example in
completing an extended task
observe and develop own dramatic
outcome, taking in to consideration work from
other practitioners and other stimuli
make informed choices about how they
communicate formally and informally
researching local practitioner’s work and
providing dramatic responses of their own
choices, whilst exploring the possibilities of the
outcome
Creative Thinkers
identify and try out for themselves
alternative and imaginative solutions and
increasingly inventive approaches to
what they say and write in familiar and
unfamiliar contexts
observe, record and improvise a varied range
of drama pieces to present and perform
research and final outcomes
Team Workers
recognise their own strengths and those
of others to allocate roles and tasks, and
take responsibility for their own
contribution to achieve effective
outcomes, for example in organising a
presentation
select for themselves and use etechnologies to extend their language
experiences, for example use web or
satellite links with another school or
theatre workshops
provide and respond to constructive
feedback taking account of different
views and developing the confidence to
resolve issues.
work collaboratively in groups to observe,
record, improvise and perform personal
observations, working to provide a final
outcome for installation
develop work so that it reaches a conclusion
that is representative of a combined response
adopt a reflective attitude to learning in both
interim presentations and take in to
consideration weekly feedback and working
targets
Self Managers
take personal responsibility for organising
their time and resources to carry out and
successfully complete work, for example
preparing an individual presentation
develop personalised learning and
independent study, through improvisation
and performance in class and homework and
presenting work creatively in an installation
respond to new or changing priorities,
actively embracing change, for example
the challenges of investigating a new text or
role.
Effective Participators
engage actively with topics, issues and
events in school and beyond, which they
select for themselves, for example
participating in debates, discussions and
drama activities
take different views into account and
modify their own views in the light of what
others say
work collaboratively in groups to observe,
record and perform observations, working to
provide a final outcome for installation
enter in to regular discussions regarding
dramatic influence on the group according
to views and beliefs
develop through improvisation a work ethic
that involves responding confidently to
varied stimuli and personal observations
based on weekly feedback and target
setting, enter in to regular discussions about
work in presentations at the end of each
lesson
enter in to discussions based on
observations, working collaboratively to
produce a final outcome
develop listening and negotiation skills to
reach and express their own, well-reasoned
responses, for example on the qualities and
distinctiveness of texts of other cultures
enter in to regular discussions regarding
dramatic influence on the group according
to views and beliefs
consider alternatives represent or express
views and beliefs, including those that may
differ from their own.
enter in to regular discussions regarding
dramatic influence on the group according
to views and beliefs
Reflective Learners
invite feedback from peers and others,
evaluating their own strengths and
weaknesses to monitor and improve their
performance in speaking, listening, reading
and writing
provide opportunities for regular interim
performances of work in progress,
encouraging peer feedback and recording
work for self assessment
adapt and refine their ideas as work
progresses, identifying opportunities for
further development, setting themselves
realistic goals with criteria for success
comment and assess own work using the
Skills Diary on a weekly basis and provide a
final outcome for an installation
continuously self-monitor and seek
increasingly challenging ways to meet the
goals they have set for themselves.
comment upon their own learning on a
weekly basis, using the comment areas in
the Skills Diary