The Aesthetics framework consists of three parts. The core of the framework encapsulates the Aesthetics vision and the desired learner outcome. Extending outwards from the core are interdependent skills, techniques, values and ethics that students will learn to support them in becoming the desire learner. On the outer ring are Aesthetics pedagogical approaches and Character education that are integrated to enable the acquisition of these skills and values.

The Core of the framework encapsulates the Aesthetics Vision: Students to discover their strengths and talents; and become thinking, creative and individuals who contribute to the community. Through appreciation, expression and practice in the Aesthetics, the students acquire a set of skills, competencies and learn moral values and good attitudes that will prepare them to be responsible and useful citizens. The learner outcomes of the vision are crystallised into three key attributes: to be able to connect within self and with others; to be able to create ideas and works of value and to be willing and ready to contribute to the community.

To support the development of the students in becoming the desired learner, the students are equipped with specific behavioral and cognitive skills, values and ethics through the three Aesthetics disciplines.

Behavioural Skills

The Aesthetics department adopts eight of Arthur L.Costa’s Habits of Mind (HOM) in its instructional content, with the aim to equip students with behavioral skills and habits that will build their self-management and relationship management in order to sustain them in their studies and vocational work.

Persisting
Striving for accuracy
Managing impulsivity
Questioning
Listening with understanding and empathy
Taking responsible risks
Thinking flexibly
Creating, imagining and innovating

Cognitive Skills

Students are taught how to think critically, reason analytically, think creatively and rightly. Nine key sets of thinking skills, in support of the development of the desired learner outcome, can be taught through the three Aesthetics disciplines:

Observing and analyzing
Making connections
Sequencing and organizing
Considering perspectives
Interpreting and applying
Synthesizing and conceptualising
Generating ideas
Developing and expanding
Re-thinking, reflecting, reviewing and refining

Values & Ethics

The values to be inculcated include a set of moral values and ethics are based on the school’s five SHINE values of Sincerity, Honesty, Innovation, Networking and Excellence.

Approach & Focus

The acquisition of skills and values in the four domains of the framework is enabled by three Aesthetics pedagogical approaches integrated with character education. Character education in the Aesthetics focuses on the teaching of self-management and relationship management. Each discipline focuses on different aspects of student development via the teaching of Habits of Mind and Aesthetics skills and concepts.

Drama	Music & Movement	Visual Art
Development through Drama approach (Year 1-3)	Orff-Schulwerk approach and guitar ensemble (Year 1-2)	Thematic-process oriented and student-centred approach (Year 1-2)
Develops self-awareness and skills in speaking, listening, responding, thinking and decision-making.	Develops thinking and listening and music perception skills; and nurturing the attitude of being a team player through singing, instrumental playing and movement.	Develops visual literacy and perception; and expression of ideas, feelings and experiences in visual form
Concepts and skills: An awareness of Belief Role and character Action Place Time Tension Significance Genre	Concepts and skills: An awareness of Pulse Duration Tempo Pitch Dynamics Structure Timbre Style	Concepts and skills: An awareness of Line Shape Form Space Color and tone Patterns and rhythms

Assessment

The assessment of students’ learning considers the practice and application of (i) Aesthetics skills and techniques; (ii) cognitive skills; (iii) the Habits of Mind; and (iv) values and ethics. Two modes of assessment are used to provide feedback to students on their learning in each of these areas; to inform teaching approaches and to increase student engagement in the learning process.

Performance and portfolio
Self and facilitator evaluation