We are seeking for aEarly Years and Primary Performing Arts Coordinator who will lead and deliver an engaging, inclusive and high-quality performing arts programme across Early
Years and Primary, with Music and Drama as core pillars, ideally with elements of dance integrated. The role combines strong classroom practice with curriculum leadership: developing a coherent progression of skills, supporting PYP Units of Inquiry through authentic arts integration, and creating regular, well-managed performance opportunities that build confidence, creativity and community. The Performing Arts Coordinator is responsible for planning and delivering a schedule of student performances across the year, ensuring these are purposeful, age-appropriate, well-rehearsed, and aligned with school values, safeguarding expectations and operational realities.
Key responsibilities
Curriculum leadership and programme development
• Design, lead and continually improve the Primary Performing Arts
programme, including a clear scope and sequence (Music, Drama and
Dance) from Early Years transition through upper Primary.
• Align learning to the PYP framework, supporting transdisciplinary learning
and developing the PYP learner profile through performing arts.
• Ensure consistency of expectations, assessment approaches, and
progression across year levels and campuses (where relevant).
• Curate and manage resources (instruments, costumes/props, audio
equipment), ensuring safe and responsible use.
Teaching and learning
• Teach Music and Drama (dance incorporated where possible) to allocated
year groups, planning engaging lessons that develop technique, creativity,
collaboration, and performance skills.
• Differentiate effectively to support multilingual learners and students with
additional needs, working closely with EAL and Learning Support teams.
• Use formative and summative assessment to track progress and provide
high-quality feedback to students.
• Promote student agency through choice, composition/creation, reflection
and goal-setting.
Teaching and learning
• Teach Music and Drama (dance incorporated where possible) to allocated
year groups, planning engaging lessons that develop technique, creativity,
collaboration, and performance skills.
• Differentiate effectively to support multilingual learners and students with
additional needs, working closely with EAL and Learning Support teams.
• Use formative and summative assessment to track progress and provide
high-quality feedback to students.
• Promote student agency through choice, composition/creation, reflection
and goal-setting.
Performance programme and production leadership
• Plan and lead an annual schedule of performances and showcases (e.g.,
seasonal concerts, year-level performances, assemblies, PYP Exhibition
support, school events).
• Establish a clear production cycle for each event: repertoire selection,
rehearsal schedule, roles/responsibilities, risk assessment, stagecraft, tech
requirements, costumes/props, communication with families and staff.
• Coach students in performance readiness: stage presence, ensemble skills,
confidence, audience etiquette and constructive feedback.
• Coordinate rehearsals to minimise disruption to learning, ensuring efficient
use of time and clear expectations for staff support/supervision.
• Collaborate with leadership and operations to ensure events are safe, wellmanaged and aligned with safeguarding and school procedures.
Enrichment and co-curricular provision
• Develop and/or oversee co-curricular performing arts opportunities (e.g.,
choir, ensemble, drama club, dance group), aligned with student interest
and school capacity.
• Where appropriate, coordinate visiting artists, workshops or partnerships
that enrich the programme and broaden cultural perspectives.
• Support student leadership opportunities (e.g., student stage crew helpers,
peer mentoring, hosting).
Community and culture
• Build a positive performing arts culture that celebrates effort, improvement,
teamwork and joy in learning.
• Foster inclusive participation, ensuring performance opportunities are
accessible and respectful of diverse backgrounds.
• Communicate clearly with families about events, expectations, rehearsal
requirements and how to support students positively at home.
• Contribute to whole-school life and community events in a sustainable and
professional way.
Operational, professional and safeguarding expectations
• Maintain accurate planning documents, assessment records, and
performance calendars.
• Work within agreed budgets; submit procurement requests and manage
inventory responsibly.
• Uphold safeguarding expectations at all times, including safe use/storage
of equipment and appropriate supervision during rehearsals and events.
• Participate in professional learning and contribute to staff development
where relevant (e.g., use of drama for oracy, music for language and
memory).
• Undertake other reasonable duties aligned with the role and the needs of
the school.