Attainment in the Arts is assessed through both formative and summative tasks using a variety of mediums. We work hard to develop creative learning opportunities through which every child is able to reach the highest levels of the criteria, and have planned a curriculum that engages, stimulates and inspires.
Assessment in the Arts can take many forms, including video blogs and voice overs, written papers, research presentations, performance, music and art work, reflective activities, process and portfolio work, response work, discussion, designs and mind-maps, compositions and statements of artistic intent. Students are sometimes free to choose the format of their submission according to their strengths and preferred learning styles. We recognise that there is no one 'correct' way to demonstrate knowledge and understanding. Technology is a vital element in teaching and learning, but key to our practice is 'blended' learning; the effective integration of digital content, 'face to face' teaching and practical exploration and experimentation.
Formative and summative assessment data is used alongside reflective practice in order to help us get things 'just right' so that all students have access to the curriculum. Differentiation and inclusion are key to our practice; allowing all students access to the curriculum regardless of background, language, ability and learning styles within a highly vibrant learning environment.
Please see the MYP Arts Guide and Assessment Criteria for further details, and please do get in touch if you have any specific questions.