Early Years and Primary Performing Arts Coordinator

We are looking for an Early Years and Primary Performing Arts Coordinator to spearhead and implement a dynamic, inclusive, and high-quality performing arts curriculum spanning Early Years and Primary education, with Music and Drama as foundational components, and ideally incorporating elements of dance. This position merges effective classroom teaching with curriculum leadership by crafting a coherent progression of skills, enhancing PYP Units of Inquiry with genuine arts integration, and organizing consistent, well-structured performance opportunities that foster confidence, creativity, and a sense of community.

The Performing Arts Coordinator will be responsible for planning and executing a calendar of student performances throughout the academic year, ensuring they are purposeful, age-appropriate, thoroughly rehearsed, and in line with the school’s values, safeguarding standards, and operational necessities.

Key Responsibilities

Curriculum Leadership and Programme Development

• Create, lead, and continuously refine the Primary Performing Arts curriculum, establishing a clear scope and sequence (Music, Drama, and Dance) from Early Years transition through upper Primary.

• Align the learning experience with the PYP framework, supporting transdisciplinary learning and nurturing the PYP learner profile through performing arts.

• Ensure uniformity in expectations, assessment methods, and progression across year groups and campuses (when applicable).

• Organize and oversee resources (instruments, costumes/props, audio equipment) while ensuring their safe and responsible usage.

Teaching and Learning

• Instruct Music and Drama (with dance integrated whenever feasible) to designated year groups, designing engaging lessons that enhance technique, creativity, collaboration, and performance skills.

• Effectively differentiate instruction to assist multilingual learners and students with additional needs, collaborating closely with EAL and Learning Support teams.

• Utilize formative and summative assessments to monitor student progress and deliver constructive feedback.

• Encourage student agency by promoting choice, composition/creation, reflection, and goal-setting.

Performance Programme and Production Leadership

• Organize and lead an annual lineup of performances and showcases (such as seasonal concerts, year-level performances, assemblies, PYP Exhibition support, and school events).

• Define a clear production cycle for each event: repertoire selection, rehearsal timelines, roles/responsibilities, risk assessments, stagecraft, technical requirements, costumes/props, and communication with families and staff.

• Mentor students on performance readiness: stage presence, ensemble skills, confidence, audience etiquette, and providing constructive feedback.

• Schedule rehearsals to minimize disruption to learning, ensuring efficient use of time and setting clear expectations for staff support and supervision.

• Work in collaboration with leadership and operations to ensure that events are conducted safely, well-managed, and in accordance with safeguarding and school policies.

Enrichment and Co-Curricular Provision

• Develop and/or oversee co-curricular performing arts initiatives (such as choir, ensembles, drama clubs, and dance groups) that align with student interests and the school's capacity.

• Where suitable, coordinate with visiting artists, workshops, or partnerships to enrich the programme and expand cultural perspectives.

• Support opportunities for student leadership (e.g., student stage crew helpers, peer mentoring, hosting).

Community and Culture

• Cultivate a positive performing arts culture that values effort, improvement, teamwork, and enjoyment in learning.

• Promote inclusive participation, ensuring that performance opportunities are accessible and respectful of diverse backgrounds.

• Clearly communicate with families regarding events, expectations, rehearsal needs, and ways to positively support students at home.

• Contribute to the broader school community and events in a sustainable and professional manner.

Operational, Professional, and Safeguarding Expectations

• Maintain accurate planning documents, assessment records, and performance calendars.

• Operate within set budgets; submit procurement requests and manage inventory prudently.

• Adhere to safeguarding standards at all times, ensuring the safe use/storage of equipment and appropriate supervision during rehearsals and events.

• Engage in professional development and contribute to staff training where relevant (e.g., utilizing drama for oracy, music for language and memory).

• Undertake other reasonable duties aligned with the role and the needs of the school.

Safeguarding Statement:
ICS Milan is dedicated to safeguarding and promoting the welfare of children, young people, and vulnerable adults, and expects all staff and volunteers to share this commitment. We particularly encourage applications from underrepresented groups, including those related to ethnicity, gender, transgender, age, disability, sexual orientation, or religion.

Successful candidates will undergo child protection screening, which includes thorough vetting procedures, checks with previous employers, and relevant safeguarding assessments.