Performing Arts

KS3 Intent

The aim of our Performing Arts curriculum is to support English in developing oracy skills, nurture creativity and create strong, confident young ladies. Performing Arts supports the school ethos of crafting ‘well rounded’ individuals who are ‘articulate thinkers, speakers and writers’. It nurtures creative skills and fosters personalities and imaginations as pupils make their journey through school. Performing Arts develops artistic passions, and simultaneously teaches children language and communication skills, helping them to communicate effectively with others with confidence. Pupils learn to listen to one another building trust.  Studying all subjects individually followed by a musical theatre topic, links all three areas together developing collaboration, team work and focus. Performing Arts believes in self-expression, exploring alternative options and embracing individuality. Pupils finish our key stage three with self-confidence and belief in themselves. With improved self-confidence and self-belief, comes a natural pathway for children to go on to master many more skills that will equip them for life. Healthy and active lifestyles are at the heart of our activities. Key stage three significantly contributes to pupil’s culture capital development through their experience of historical and culture experiences. Every year group at St Julie’s High School attend the theatre as part of their curriculum. Our fully inclusive and ambitious curriculum is sequenced to allow personal development at each stage making links to all art forms as well as cross curricular links. Pupils see how performing arts skills are transferable and can be utilised outside the classroom and across their curriculum regardless whether they choose a pathway in the Arts. 

Implementation

Dance

Year

Term

Topic

Knowledge, skills and understanding

Window for Assessment

7

1

Dance Actions

Shrek The Musical

Previously, pupils will have developed skills in flexibility, strength, technique, control and balance at KS2.

Unit 1, Dance actions introduces pupils to perform advanced dance techniques within a range of dance styles. Pupils develop physical, technical, expressive and mental skills. A range of styles introduces pupils to cultural differences and the historical context of dance.

Unit 2 starts to embed the first half term skills from Dance, Drama and Music simultaneously. The musical theatre curriculum consists of scenes, dance and song from the selected musical. Musical theatre, allows pupils to understand collaboration, teamwork and focus.

An assessment for each unit takes place at the end of each half term through a performance and vocabulary check.

7

2

Darkwood Manor

Mary Poppins the Musical

Unit 3 focuses on imagination and storytelling. A focus on Contemporary dance takes place in this unit to allow freedom of expression within movement. Pupils develop a deeper understanding of choreographic structure and form, allowing time for decision making, promotion of self-esteem and independent thinking.

Unit four builds on the previous three units as pupils return to their musical theatre curriculum. Pupils create a class performance using all art forms this time to an audience. Musical theatre teaches pupils to listen, trust and respect one another. This unit builds confidence.

An assessment for each unit takes place at the end of each half term through a performance and vocabulary check.

7

3

Arts Award

Arts Award deepens pupil engagement, builds creative and leadership skills and provides pupils the chance to achieve a national qualification. Arts award not only allows for a class performance to an outside audience but increases young people’s experience and understanding of arts practitioners and cultural organisations. Art award fosters a social awareness through exposure to the social issues, events and cultures portrayed in the scripts. Pupils become young leaders through teaching master classes to their peers. Pupils draw upon research and present their findings giving short speeches and presentations, expressing their own ideas. All pupils have the opportunity to attend a theatre trip to develop their cultural awareness and experience a professional setting.

An assessment for this unit takes place at the end of the term with a performance to their year group. Pupils complete a working logbook which is assessed.

8

1

Dance Performance

Chicago the Musical

Unit 1, Dance performance develops skills of learning set repertoire as a solo performer, chorography through stimuli and working with others in contact work. This unit focuses on self- expression and transcend gender roles. This unit improves their understanding of a balanced diet and the importance of a healthy lifestyle.

Unit 2, Chicago the musical consists of scenes, dance and song from the selected musical. Pupils create a class performance using all art forms. Pupils use their body as an instrument of expression and communication.

An assessment for each unit takes place at the end of each half term through a performance and vocabulary check.

8

2

Dance Choreography

Hairspray the Musical

Unit three, Dance choreography is a creative unit which adapts pupils mind set on choreographer’s inspiration for dance. This unit fosters a pupil’s ability to better interpret interpersonal nonverbal communication. They develop their historical and cultural understanding of dance. Creative thinking skills are developed in this unit, as well as learning the value of discipline, commitment and work ethic. Self-confidence develops our pupils to overcome challenges and master new goals, learning to apply themselves and accomplish any task/ stimuli put before them.

Unit 4 builds on all the work in KS3. Pupils return to musical theatre. Pupils create a class performance using all art forms. This time pupils showcase their learning from throughout the year to their Progress leader and peers. This unit in a culmination of all skills developed throughout the two years. Pupils lead on this unit, selecting members of their class to be the directors, choreographers, vocal coaches, performers, designers, and stage crew. Pupils draw upon their social and historical understanding of the era 1960 and present their findings in their work. Leadership skills are essential here. Giving the opportunity to express their own ideas to create, compose, remember, apply, evaluate and analyse means pupils take ownership.

An assessment for each unit takes place at the end of each half term through a performance and vocabulary check.

8

3

Arts Award

Arts Award deepens pupil engagement, builds creative and leadership skills and provides pupils the chance to achieve a national qualification. Arts award not only allows for a class performance to an outside audience but increases young people’s experience and understanding of arts practitioners and cultural organisations. Art award fosters a social awareness through exposure to the social issues, events and cultures portrayed in the scripts. Pupils become young leaders through teaching master classes to their peers. Pupils draw upon research and present their findings giving short speeches and presentations, expressing their own ideas. All pupils have the opportunity to attend a theatre trip to develop their cultural awareness and experience a professional setting.

An assessment for this unit takes place at the end of the term with a performance to their year group. Pupils complete a working logbook which is assessed.

9

1

Unit 1

Theory: A Linha Curva

Practical: Stylised Dance

Unit 2

Theory: Shadows

Practical: Contemporary

Term one in year 9 focuses one building skills in stylised dance. Pupils continue to build confidence as they develop their ensemble skills. Pupil’s knowledge and understanding of different cultures, their style and history of dance develops. Pupils learn to critically analyse and evaluate performances.

Two assessments for each unit take place at the end of each half term. Pupils complete a theory and practical assessment.

9

2

Unit 3

Theory: Infra

Practical: Ballet

Unit 4

Theory: Emancipation of Expressionism

Practical: Commercial

Term two builds historical and cultural knowledge and understanding of dance in Britain, France and the USA. Pupils use their body as an instrument of expression and communication. They develop interpersonal skills working positively, collaboratively and respectfully with different peer groups. Pupils continue to analysis, reason, evaluate, and apply their knowledge and skills to different concepts.

Two assessments for each unit take place at the end of each half term. Pupils complete a theory and practical assessment.

9

3

Unit 5

Theory: Within her eyes

Practical: Site sensitive

Unit 6

Theory: Artificial Things

Practical: Inclusive Dance

Term three focuses on critical thinking and problem solving. Pupils are taken to site specific areas to create dance in a non-formal setting. Pupils develop an understanding of inclusive dance looking at social and physical issues. Pupils continue to analysis, reason, evaluate, debate and apply their knowledge and skills to different concepts.

Two assessments for each unit take place at the end of each half term. Pupils complete a theory and practical assessment.

 

 

Drama

 

Year

Term

Topic

Knowledge, skills and understanding

Window for Assessment

7

1

Introduction to Drama

Matilda

Previously, at KS2 students will have gained knowledge, skills and understanding to be able to adopt, create and sustain a range of roles, responding appropriately to others in role.

Unit 1 introduces students to the core skills needed in drama such as teamwork, concentration, communication and imagination They establish characters and are introduced to devising explorative strategies including still images and mime. They gain an understanding of transferable skills and gain perspective of how drama can aid and support many aspects of life outside the classroom.

Unit 2 starts to embed the first half term skills from Dance, Drama and Music simultaneously. The musical theatre curriculum consists of scenes, dance and song from the selected musical. Musical theatre, allows pupils to understand collaboration, teamwork and focus.

An assessment for each unit takes place at the end of each half term through a performance and vocabulary check.

7

2

Darkwood Manor

Lion King

Unit three focuses on imagination and storytelling. Pupils create their own story through drama looking at setting, plot and characterisation. A focus on introducing further explorative strategies and styles of theatre, including physical theatre are introduced. Students develop knowledge, understand and create physical theatre performances with narration and thought tracking techniques to break down the fourth wall.

Unit four builds on the previous three units as pupils return to their musical theatre curriculum. Pupils create a class performance using all art forms this time to an audience. Musical theatre teaches pupils to listen, trust and respect one another. This unit builds confidence.

An assessment for each unit takes place at the end of each half term through a performance and vocabulary check.

7

3

Arts Award

Arts Award deepens pupil engagement, builds creative and leadership skills and provides pupils the chance to achieve a national qualification. Arts award not only allows for a class performance to an outside audience but increases young people’s experience and understanding of arts practitioners and cultural organisations. Art award fosters a social awareness through exposure to the social issues, events and cultures portrayed in the scripts. Pupils become young leaders through teaching master classes to their peers. Pupils draw upon research and present their findings giving short speeches and presentations, expressing their own ideas. All pupils have the opportunity to attend a theatre trip to develop their cultural awareness and experience a professional setting.

An assessment for this unit takes place at the end of the term with a performance to their year group. Pupils complete a working logbook which is assessed.

8

1

Scripted Performances

Charlie and the Chocolate Factory

Unit 1 begins withScripted performance where students develops skills of learning a GCSE set text and performing as a duologue. This unit focuses on exploring the work of established playwright and practitioner Willy Russell and challenges students to master physical and vocal techniques to embody a role.

Unit 2, Charlie and the Chocolate Factory the musical consists of scenes, dance and song from the selected musical. Pupils create a class performance using all art forms. Pupils use their body as an instrument of expression and communication whilst developing accent work from across the globe.

An assessment for each unit takes place at the end of each half term through a performance and vocabulary check.

8

2

Devised Performances

Alice in Wonderland

Unit 3 is a creative unit which adapts pupils mind set on creating theatre. This unit allows students to develop knowledge of historical and cultural events and the freedom to explore them through a range of explorative strategies. Pupils hone their performance skills whilst developing skills in script writing and directing. The creative process allows students to learn the value of discipline, commitment and work ethic.

Unit 4 builds on all the work in KS3. Pupils return to musical theatre. Pupils create a class performance using all art forms. This time pupils showcase their learning from throughout the year to their Progress leader and peers. This unit in a culmination of all skills developed throughout the two years. Pupils lead on this unit, selecting members of their class to be the directors, choreographers, vocal coaches, performers, designers, and stage crew. Leadership skills are essential here. Giving the opportunity to express their own ideas to create, compose, remember, apply, evaluate and analyse means pupils take ownership. This unit teaches the values of creativity, problem solving, making judgments in the absence of rules and higher-order thinking skills.

An assessment for each unit takes place at the end of each half term through a performance and vocabulary check.

8

3

 Arts Award

Arts Award deepens pupil engagement, builds creative and leadership skills and provides pupils the chance to achieve a national qualification. Arts award not only allows for a class performance to an outside audience but increases young people’s experience and understanding of arts practitioners and cultural organisations. Art award fosters a social awareness through exposure to the social issues, events and cultures portrayed in the scripts. Pupils become young leaders through teaching master classes to their peers. Pupils draw upon research and present their findings giving short speeches and presentations, expressing their own ideas. All pupils have the opportunity to attend a theatre trip to develop their cultural awareness and experience a professional setting.

An assessment for each unit takes place at the end of each half term with a performance and vocabulary test. The final unit is performed to an audience of peers and the students’ progress leader.

9

1

Unit 1

Theory: Understanding Drama: 6.1 Costume and Set

Practical: Understanding Drama: Blood Brothers Act 1

Unit 2

Theory: Understanding Drama: 6.1 Lighting and Props and Furniture

Practical: Understanding Drama: Blood Brothers Act 1+Act 2

Term one in year 9 focused on Understanding Drama working with the set text Blood Brothers. Pupils build confidence through regular performances and develop knowledge and practical exploration of performance skills. Pupils knowledge and understanding of social and cultural context develops.

Pupils learn to critically analyse and evaluate performances.

Two assessments for each unit take place at the end of each half term. Pupils complete a theory and practical assessment.

9

2

Unit 1

Theory: Understanding Drama: 6.2

Practical: Understanding Drama: Blood Brothers Act 2

Unit 2

Theory: Understanding Drama: 6.2

Practical: Devising Drama

 

Term two builds historical and cultural knowledge and understanding of Liverpool during the 1960-80. Pupils look at the role of a performer on stage and learn how to communicate meaning through physical and vocal skills. They develop interpersonal skills working positively, collaboratively and respectfully with different peer groups. Pupils continue to analysis, reason, evaluate, and apply their knowledge and skills to different concepts.

Two assessments for each unit take place at the end of each half term. Pupils complete a theory and practical assessment.

9

3

Unit 1

Theory: Understanding Drama: 6.3

Practical: Devising Drama

Unit 2

Theory: Theatre roles and Terminology  

Practical: Text in Practice

 

Term three focuses on explorative strategies and theatrical techniques which can add interest to a performance. Pupils look at a performance from an audience perspective. Pupils continue to develop practical skills through performance opportunities and work creatively and imaginatively in peer groups. Pupils continue to analysis, reason, evaluate, debate and apply their knowledge and skills to different concepts.

Two assessments for each unit take place at the end of each half term. Pupils complete a theory and practical assessment.

 

Music

Year

Term

Topic

Knowledge, skills and understanding

Window for Assessment

7

1

Introduction to Music Notation

Introduction to Music Notation. This scheme introduces pupils to rhythmic notation.  Pupils’ will have developed knowledge and understanding of the staff and other musical notations as part of the KS2 curriculum and this unit will recap and build on the knowledge and skills embedded from KS2. The unitinvites pupils to compose and perform music both as individuals and in a group setting, using instruments and their voices. This unit develops performance, self-confidence, independence and team-working skills along with teaching knowledge and understanding of musical notation and language. Pupils will learn to give constructive feedback to each other in end of unit performances and assessments.

An assessment for each unit takes place at the end of each half term through a performance and vocabulary check.

7

2

Keyboards

Pupils will learn to play the keyboard whilst further developing their understanding of rhythmic notation and note values by learning how to read notes on the treble clef. This unit will allow pupils to learn to play a musical instrument, develop their performance skills and read and play music using staff notation. The unit is differentiated at several levels to support pupils with little instrument experience and challenge pupils who have prior keyboard skills. The unit will end with a solo performance which develops pupil’s self-assurance and confidence. Pupils will analyse their performance weekly and articulate improvements to achieve their personal best.

An assessment for each unit takes place at the end of each half term through a performance and vocabulary check.

7

3

Samba

The unit will begin with pupils listening to and discussing key features of Samba creating an appreciation and understanding of the style in contrast to other countries. Pupils develop emotionally through this unit displaying empathy for other cultures. Pupils will play and perform in solo and ensemble contexts, playing musical instruments. The unit will end with an ensemble Samba performance in which pupils will self and peer assess their own and others’ performances using musical language and terminology. The unit highlights Liverpool’s title as a Cultural Capital and explains Samba music’s place in our city’s culture being performed at festivals, parades and celebrations.

An assessment for each unit takes place at the end of each half term through a performance and vocabulary check.

8

1

Class Band

Pupils will play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression. All pupils will have the opportunity to play keyboard, piano, acoustic guitar, bass guitar, percussion instruments and sing. Pupils will develop and learn new skills of singing, microphone technique, playing chords on acoustic guitar and baseline on bass guitar while reading musical notation and guitar tablature. Pupils will rehearse and create a class performance of the song which will be recorded at the end of the unit. Team spirit is created as pupils work together. Throughout the unit pupils will discuss and review their individual performance and the performance of the ensemble.

An assessment for each unit takes place at the end of each half term through a performance and vocabulary check.

8

2

African Drumming

The unit will begin with pupils listening to and discussing key features of African Drumming creating an appreciation and understanding of the style and culture. Pupils will play and perform in solo and ensemble contexts, playing musical instruments from Africa with increasing accuracy, fluency, control and expression. The unit will end with an ensemble African Drumming performance in which pupils will peer and self-assess their own and others’ performances using musical language and terminology. The unit strives to highlight Liverpool’s title as a Cultural Capital as explains African music’s place in our city’s culture being performed at festivals, parades and celebrations.

An assessment for each unit takes place at the end of each half term through a performance and vocabulary check.

8

3

Keyboards

Pupils will learn to play the keyboard whilst further developing their understanding of rhythmic notation and note values by learning how to read notes on the treble and bass clefs. Rehearsal discipline is developed once again as pupil's work independently to improve and master their instrument. This unit will allow pupils to learn to play a musical instrument, develop their performance skills and read and play music using staff notation. The unit will end with a solo performance which develops pupil’s self-assurance and confidence.

An assessment for each unit takes place at the end of each half term through a performance and vocabulary check.

9

1

Unit 1

Exploring your Instrument/Voice

Unit 2

Solo Performance

Pupils will explore their voice/instrument by completing a research project. The project will explore the history of their voice/instrument and allow pupils to research famous artists/instrumentalists and pieces of music for their voice/instrument.

Pupils will research a piece of music or song for the voice/instrument practice and perform for the end of unit assessment.    

Two assessments for each unit take place at the end of each half term. Pupils complete a theory and practical assessment.

(Research Project and Solo Performance)

9

2

Unit 3

AOS5 Conventions of Pop Music

 

This unit will allow pupils to learn about the history and development of Pop music from 1950s Rock and Roll to Solo artist of the present. Pupils will learn how to identify specific styles of Pop music through listening and identify key features of the music such as instruments and what they are playing. AOS5 Conventions of Pop is one of the 4 topics which make up the listening exam element of the course. Pupils will practice exam style questions on a lesson by lesson basis

End of unit assessment based on AOS 5 Conventions of Pop Music.

9

3

Unit 4

Composition

 

Pupils will compose a piece of music of their own choice. Depending on the pupil’s instrument/voice it will determine the style of composition written. Pupils will review their progress lesson by lesson and will be set steps to progress and improve their writing. Each composition will be completed and recorded in the recording studio. Pupils will write out any sheet music or lyrics written for their compositions.

Pupils complete their free choice composition as assessment.

 

KS4 Intent

Our key stage four curriculum continues to provide pupils with an opportunity to develop performing arts skills that are essential for everyday life and support the next stage of their education whilst building on prior knowledge and skills developed at key stage three. Through the study of the arts (dance, drama and music) students learn to create, perform and appreciate whilst physical education guides pupils to lead healthy and active lifestyles. This holistic engagement develops pupils creatively and artistically as individuals, and broadens their aesthetic, social, historical and cultural experience. Performing Arts believes in self-expression, exploring alternative options and embracing individuality. Pupils finish our key stage four with self-confidence and belief in themselves. Healthy and active lifestyles are at the heart of our activities. Key stage four significantly contributes to pupil’s culture capital development through their experience of historical and culture experiences. Every pupil at St Julie’s High School have the opportunity to attend the theatre whether or not they select an arts route. There is an extensive extra-curricular programme that allows activity and experience for all. Our fully inclusive and ambitious curriculum is sequenced to allow personal development at each stage making links to all art forms as well as cross curricular links. Pupils see how performing arts and physical education skills are transferable and can be utilised outside the classroom and across their curriculum regardless whether they choose a pathway in the Arts or choose to participate in core PE. 

Implementation

Dance

Year

Term

Topic

Knowledge, skills and understanding

Window for Assessment

10

1

Unit 1

Theory: Starting points/stimuli

Practical: Group performance

Unit 2

Theory: Movement

Practical: Group performance

 

Dance will enable students to:

  • develop as creative and artistic individuals and broaden their aesthetic, social and cultural experience through a holistic engagement with dance
  • participate in and appreciate dance from more than one style
  • critically appreciate six professional works by six choreographers
  • work collaboratively with others
  • develop knowledge, skills and understanding of health, well-being and safe and professional
  • practice relevant to dance
  • improve own work through analysis, critical self-reflection and evaluation.

Dance will enable students to engage as choreographers through the:

  • creative and imaginative response to a range of stimuli
  • learn to choreograph, perform and appreciate dance as an art form
  • use of imagination, problem solving, creativity and the synthesis of ideas
  • application of knowledge, skills and understanding of choreographic forms and devices
  • communication of ideas, feelings, emotions, meanings and moods.

Dance will enable students to engage as performers through the:

  • application of knowledge, skills and understanding of performing
  • development of physical, technical, mental and expressive skills
  • communication of choreographic intention and artistry.
  • Dance will enable students to appreciate dance through the:
  • articulation of knowledge and critical reflection to inform artistic practice
  • critical appreciation of dance in its physical, artistic, aesthetic and cultural contexts
  • critical analysis, interpretation, evaluation and appreciation of professional dance works.

An assessment for each unit takes place at the end of each half term both practically and theoretically.

 

Mock examination section A/B written examination.

 

10

2

Unit 3

Theory: Costume

Practical: Set phrase

Unit 4

Theory: Set design

Practical: Set phrase

An assessment for each unit takes place at the end of each half term both practically and theoretically.

 

Mock examinations on two set phrases (Breathe and Flux) and full written paper.

10

3

Unit 5

Theory: Lighting

Practical: Group performance

Unit 6

Theory: Accompaniment

Practical: Creative process

An assessment for each unit takes place at the end of each half term both practically (choreography) and theoretically.

 

Mock Examination on group performance and full written paper.

11

1

Unit 1

Theory: Starting points/stimuli and Set design /Lighting

Practical: Choreography

Unit 2

Theory: Movement /Costume

Practical: Choreography

Dance will enable students to:

  • develop as creative and artistic individuals and broaden their aesthetic, social and cultural experience through a holistic engagement with dance
  • participate in and appreciate dance from more than one style
  • critically appreciate six professional works by six choreographers
  • work collaboratively with others
  • develop knowledge, skills and understanding of health, well-being and safe and professional
  • practice relevant to dance
  • improve own work through analysis, critical self-reflection and evaluation.

Dance will enable students to engage as choreographers through the:

  • creative and imaginative response to a range of stimuli
  • learn to choreograph, perform and appreciate dance as an art form
  • use of imagination, problem solving, creativity and the synthesis of ideas
  • application of knowledge, skills and understanding of choreographic forms and devices
  • communication of ideas, feelings, emotions, meanings and moods.

Dance will enable students to engage as performers through the:

  • application of knowledge, skills and understanding of performing
  • development of physical, technical, mental and expressive skills
  • communication of choreographic intention and artistry.
  • Dance will enable students to appreciate dance through the:
  • articulation of knowledge and critical reflection to inform artistic practice
  • critical appreciation of dance in its physical, artistic, aesthetic and cultural contexts
  • critical analysis, interpretation, evaluation and appreciation of professional dance works.

Mock examination on choreography.

 

Mock examination on full written paper.

11

2

Unit 3

Theory: Accompaniment

Practical: Choreography /Assessments for all

Unit 4

Theory: Revision

 

Practical. Examination.

 

Mock examination on full written paper.

11

3

Unit 5

Theory: Revision

 

Mock examinations.

 

Drama

Year

Term

Topic

Knowledge, skills and understanding

Window for Assessment

10

1

Unit 1

Theory: Understanding Drama: 6.1

Practical: Devising Drama

 

Unit 2

Theory: Understanding Drama: 6.2

Practical: Devising Drama

 

Drama will enable students to

  • The roles and responsibilities of theatre makers in contemporary professional practice
  • Create and develop ideas to communicate meaning for theatrical performance.
  • Apply theatrical skills to realise artistic intentions in live performance.
  • Demonstrate knowledge and understanding of how drama and theatre is developed and performed.
  • Analyse and evaluate their own work and the work of others.
  • Understand drama and theatre terminology and how to use it appropriately
  • Apply knowledge and understanding when making, performing and responding to drama
  • Explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created
  • Work collaboratively to generate, develop and communicate ideas
  • reflect on and evaluate their own work and that of others
  • Develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice
  • Adopt safe working practices.

Drama will enable students to engage as performers by

  • Developing a range of theatrical skills and applying them to create performance
  • Developing as creative, effective, independent and reflective students who can make informed choices in process and performance
  • Contributing as an individual to a theatrical performance
  • How meaning is interpreted and communicated
  • Developing characteristics of performance text(s) and dramatic work(s) including
    • genre
    • structure
    • character
    • form
    • style
    • language
    • sub-text
    • character motivation and interaction
    • the creation of mood and atmosphere
    • the development of pace and rhythm
    • dramatic climax
    • stage directions
    • the practical demands of the text

An assessment for each unit takes place at the end of each half term both practically and theoretically.

 

Mock examinations on Understanding Drama 6.2 + 6.2.

10

2

Unit 1

Theory: Understanding Drama: 6.3

Practical: Devising Drama

 

Unit 2

Theory: Devised logbooks

Practical: Devising Drama

An assessment for each unit takes place at the end of each half term both practically and theoretically.

 

Mock examinations on Devised Drama and full written paper.

10

3

Unit 1

Theory: Devised logbooks

Practical: Devising Drama

 

Unit 2

Theory: Understanding Drama: 6.4 + Introduction to Live Theatre

 

 

An assessment for each unit takes place at the end of each half term both practically and theoretically.

 

Formal Examination of Devised Drama.

 

11

1

Unit 1

Theory: Understanding Drama: 6.4 + Live Theatre

Practical: Text in practice

 

Unit 2

Theory: Understanding Drama: 6.4 + Live Theatre

Practical: Text in practice

Drama will enable students to

  • The roles and responsibilities of theatre makers in contemporary professional practice
  • Create and develop ideas to communicate meaning for theatrical performance.
  • Apply theatrical skills to realise artistic intentions in live performance.
  • Demonstrate knowledge and understanding of how drama and theatre is developed and performed.
  • Analyse and evaluate their own work and the work of others.
  • Understand drama and theatre terminology and how to use it appropriately
  • Apply knowledge and understanding when making, performing and responding to drama
  • Explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created
  • Work collaboratively to generate, develop and communicate ideas
  • reflect on and evaluate their own work and that of others
  • Develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice
  • Adopt safe working practices.

Drama will enable students to engage as performers by

  • Developing a range of theatrical skills and applying them to create performance
  • Developing as creative, effective, independent and reflective students who can make informed choices in process and performance
  • Contributing as an individual to a theatrical performance
  • How meaning is interpreted and communicated
  • Developing characteristics of performance text(s) and dramatic work(s) including
    • genre
    • structure
    • character
    • form
    • style
    • language
    • sub-text
    • character motivation and interaction
    • the creation of mood and atmosphere
    • the development of pace and rhythm
    • dramatic climax
    • stage directions
    • the practical demands of the text

An assessment for each unit takes place at the end of each half term both practically and theoretically.

 

Mock examination on Text in Practice.

 

Mock examination on Understanding Drama 6.4.

 

Music

Year

Term

Topic

Knowledge, skills and understanding

Window for Assessment

10

1

Unit 1

Practical: Group performance

 

 

 

 

 

 

 

Pupils will:

  • engage actively in the process of music study
  • develop performing skills individually and in groups to communicate musically with fluency and control of the resources used
  • develop composing skills to organise musical ideas and make use of appropriate resources
  • recognise links between the integrated activities of performing, composing and appraising and how this informs the development of music
  • broaden musical experience and interests, develop imagination and foster creativity
  • develop knowledge, understanding and skills needed to communicate effectively as musicians
  • develop awareness of a variety of instruments, styles and approaches to performing and composing
  • develop awareness of music technologies and their use in the creation and presentation of music
  • recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology
  • develop as effective and independent learners with enquiring minds
  • reflect upon and evaluate their own and others’ music
  • engage with, and appreciate the diverse heritage of music, in order to promote personal, social, intellectual and cultural development.

 

 

An assessment for each unit takes place at the end of each half term both practically and theoretically.

10

2

Unit 2

AOS4 Film Music

 

 

 

 

 

An assessment for each unit takes place at the end of each half term both practically and theoretically

10

3

Unit 3

AOS3 Rhythms of the World

 

 

 

 

 

 

An assessment for each unit takes place at the end of each half term both practically and theoretically

11

1

Unit 1

Set Composition

(Brief Released by OCR)

 

 

 

 

Pupils will:

  • engage actively in the process of music study
  • develop performing skills individually and in groups to communicate musically with fluency and control of the resources used
  • develop composing skills to organise musical ideas and make use of appropriate resources
  • recognise links between the integrated activities of performing, composing and appraising and how this informs the development of music
  • broaden musical experience and interests, develop imagination and foster creativity
  • develop knowledge, understanding and skills needed to communicate effectively as musicians
  • develop awareness of a variety of instruments, styles and approaches to performing and composing
  • develop awareness of music technologies and their use in the creation and presentation of music
  • recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology
  • develop as effective and independent learners with enquiring minds
  • reflect upon and evaluate their own and others’ music

engage with, and appreciate the diverse heritage of music, in order to promote personal, social, intellectual and cultural development.

 

An assessment for each unit takes place at the end of each half term both practically and theoretically

11

2

Unit 2

AOS2 The Concerto Through Time

 

 

 

 

 

 

An assessment for each unit takes place at the end of each half term both practically and theoretically

11

3

Unit 3

Exam Revision

 

 

 

 

Mock Examination/Past Paper Practice

 

KS5 Intent

The key stage five curriculum offers BTEC Level 3 National Extended Certificate in Performing Arts, A Level Drama and Theatre studies and Cambridge Technical Performing Arts (Music). The Performing Arts curriculum continues to provide pupils with transferable skills that are essential for everyday life and support the next stage of their education whilst building on prior knowledge and skills developed at key stage three and four. Our fully inclusive and ambitious curriculum is sequenced to allow personal development at each stage making links to all art forms as well as cross curricular links. The arts are a channel for which pupils can express themselves creatively. It builds confidence, independence and teamwork.  Key stage five significantly contributes to pupil’s culture capital development through their experience of historical and culture experiences. Every pupil at St Julie’s High School have the opportunity to attend the theatre whether or not they select an arts route. There is an extensive extra-curricular programme that allows activity and experience for all.

Implementation:

Dance

Year

Term

Topic

Knowledge, skills and understanding

Window for Assessment

12

1

Unit 1- Investigating Practitioners’ work

Unit 2- Developing skills and technique for Live Performance

Year 12 course of study is exciting and engaging both practically and theoretically. The course develops pupils cultural and historical understanding and knowledge of dance and its effects on society with a focus on Jazz/Musical theatre Dance. Dance prepares pupils for progression to higher education/training with valuable transferable skills:

 

  • creative development
  • extended writing
  • Independence
  • cognitive and problem-solving skills: critical thinking and using systems and technology
  • intrapersonal skills: communicating, working collaboratively, negotiating and influencing, self-presentation
  • interpersonal skills: self-management, adaptability and resilience, self-monitoring and development.

 

Assessments take place at the end of each half term for practical and theory.

 

December External Examination Unit 2

 

January External Examination Unit 1

 

 

 

2

Unit 2- Developing skills and technique for Live Performance

 

3

Unit 12- Contemporary Technique

13

1

Unit 1- Investigating Practitioners’ work

Unit 12- Contemporary Technique

Year 13 course of study is exciting and engaging both practically and theoretically. The course develops pupils cultural and historical understanding and knowledge of dance and its effects on society with a focus on Contemporary dance movement. Dance prepares pupils for progression to higher education/training with valuable transferable skills:

 

  • creative development
  • extended writing
  • Independence
  • cognitive and problem-solving skills: critical thinking and using systems and technology
  • intrapersonal skills: communicating, working collaboratively, negotiating and influencing, self-presentation
  • interpersonal skills: self-management, adaptability and resilience, self-monitoring and development.

 

Assessments take place at the end of each half term for practical and theory.

 

December External Examination Unit 12

 

January External Examination Unit 1

 

May External Examination Unit 3

 

 

Drama

Year

Term

Topic

Knowledge, skills and understanding

Window for Assessment

12

1

Unit 1

Theory – Comp 1 Drama and Theatre

Drama through the Ages – Antigone

 

Practical – Drama through the Ages – Antigone

 

 

Unit 2

Theory – Comp 1 Drama and Theatre

Drama through the Ages – Antigone

Live Theatre Review

 

Practical - Comp 2 Creating Original Drama 

Drama and Theatre Studies encourage students to:

  • create, perform and respond to drama and theatre
  • develop an understanding and appreciation of how social, cultural and historical contexts of performance texts have influenced the development of drama and theatre
  • understand the practices used in 21st century theatre making
  • experience a range of opportunities to create theatre both published text-based and devised work
  • participate as a theatre maker and as an audience member in live theatre
  • understand and experience the collaborative relationship between various roles within theatre
  • develop and demonstrate a range of theatre making skills
  • develop the creativity and independence to become effective theatre makers
  • adopt safe working practices
  • analyse and evaluate work
  • develop independence to become effective theatre makers
  • explore the relationship between theory and practice in a range of theatrical styles and periods and historical, social and cultural contexts
  • learn how relevant research, independent thought and analysis of live theatre production can inform decision making in their practical work and put this understanding into practice
  • experience the ways in which theatre makers collaborate to create theatre.

Drama practical performances will enable students to:

  • learn how to interpret characters or develop roles
  • develop vocal/ physical skills and techniques
  • develop facial expression and techniques
  • develop understanding of the configuration of the performer/audience relationship
  • develop interpretative skills and invention to communicate meaning
  • adopt the latest safe working practices.

An assessment for each unit takes place at the end of each half term both practically and theoretically.

 

12

2

Unit 3

Theory – Comp 1 Drama and Theatre

Drama through the Ages – Antigone

Live Theatre Review

 

Practical – Comp 2 Creating Original Drama 

 

 

Unit 4

Theory – Comp 1 Drama and Theatre

Live Theatre Review

Working Notebook

 

Practical – Comp 2 Creating Original Drama 

An assessment for each unit takes place at the end of each half term both practically and theoretically.

 

Mock Examination: Comp 1 Drama and Theatre

 

Mock Examination: Comp 2 Creating Original Drama 

 

12

3

Unit 5

Theory – Comp 1 Drama and Theatre

Live Theatre Review

Working Notebook

 

Practical – Comp 2 Creating Original Drama 

 

 

Unit 6

Theory – Comp 1 Drama and Theatre

Drama through the Ages – Antigone

Live Theatre Review

An assessment for each unit takes place at the end of each half term both practically and theoretically.

 

Formal Examination: Comp 2 Creating Original Drama 

13

1

Unit 1

Theory – Comp 1 Drama and Theatre 20th and 21st century drama – Our Country’s Good

Live Theatre Review

 

Practical - Comp 3 Making Theatre – Scripted Drama

 

Unit 2

Theory – Comp 1 Drama and Theatre 20th and 21st century drama – Our Country’s Good - 18.1

Reflective Report

 

Practical - Comp 3 Making Theatre – Scripted Drama

 

Drama and Theatre Studies encourage students to:

  • create, perform and respond to drama and theatre
  • develop an understanding and appreciation of how social, cultural and historical contexts of performance texts have influenced the development of drama and theatre
  • understand the practices used in 21st century theatre making
  • experience a range of opportunities to create theatre both published text-based and devised work
  • participate as a theatre maker and as an audience member in live theatre
  • understand and experience the collaborative relationship between various roles within theatre
  • develop and demonstrate a range of theatre making skills
  • develop the creativity and independence to become effective theatre makers
  • adopt safe working practices
  • analyse and evaluate work
  • develop independence to become effective theatre makers
  • explore the relationship between theory and practice in a range of theatrical styles and periods and historical, social and cultural contexts
  • learn how relevant research, independent thought and analysis of live theatre production can inform decision making in their practical work and put this understanding into practice
  • experience the ways in which theatre makers collaborate to create theatre.

Drama practical performances will enable students to:

  • learn how to interpret characters or develop roles
  • develop vocal/ physical skills and techniques
  • develop facial expression and techniques
  • develop understanding of the configuration of the performer/audience relationship
  • develop interpretative skills and invention to communicate meaning

adopt the latest safe working practices.

An assessment for each unit takes place at the end of each half term both practically and theoretically.

 

Mock Examination: Comp 3 Making Theatre  

13

2

Unit 3

Theory – Comp 1 Drama and Theatre 20th and 21st century drama – Our Country’s Good - 18.2

Reflective Report

 

Practical - Comp 3 Making Theatre – Scripted Drama

 

Unit 4

Theory – Comp 1 Drama and Theatre 20th and 21st century drama – Our Country’s Good - 18.3

Live Theatre Review

 

 

An assessment for each unit takes place at the end of each half term both practically and theoretically.

 

Formal Examination: Comp 3 Making Theatre  

 

Mock Examination: Comp 1 Drama and Theatre

 

 

 

13

3

Unit 5

Theory – Revision

 

 

An assessment for each unit takes place at the end of each half term both practically and theoretically.

 

Mock Examinations: Comp 1

Drama and Theatre

 

Formal Examination: Comp 1 Drama and Theatre

 

Music

Year

Term

Topic

Knowledge, skills and understanding

Window for Assessment

12

1

Unit 1 – Preparing to work in the Performing Arts Sector

 

 

 

 

 

 

 

 

 

 

 

  • Provide learners with the skills, knowledge and understanding to progress onto a higher education Performing Arts (Music) programme or specialist Music degree.
  • Understanding of the performing arts in wider contexts, including the way the sector works, job roles and progression opportunities.
  • How to build strategies for sustaining a freelance career, and how to plan and develop projects.
  • Creating music, mastering techniques as an instrumentalist, producing music using technology, singing or performance as well as an opportunity to explore writing songs or managing the equipment used in the music-making process.
  • Study the work of performing arts practitioners and learn how to demonstrate practical ideas for performance.
  • Develop transferable skills such as planning, communication and adaptability

 

Units 1, 2 and 3 are External units conducted by OCR in examination windows January and May/June.

 

Units 4 and 8 are Internally assessed unit conducted at a time set by the centre.    

 

 

 

 

 

 

 

2

Unit 8 – Performing Repertoire

 

 

 

 

 

 

 

3

Unit 4 – Combined Arts

13

1

Unit 2 – Proposal for a Commission

 

 

 

 

 

 

 

  • Provide learners with the skills, knowledge and understanding to progress onto a higher education Performing Arts (Music) programme or specialist Music degree.
  • Understanding of the performing arts in wider contexts, including the way the sector works, job roles and progression opportunities.
  • How to build strategies for sustaining a freelance career, and how to plan and develop projects.
  • Creating music, mastering techniques as an instrumentalist, producing music using technology, singing or performance as well as an opportunity to explore writing songs or managing the equipment used in the music-making process.
  • Study the work of performing arts practitioners and learn how to demonstrate practical ideas for performance.
  • Develop transferable skills such as planning, communication and adaptability

 

 

Units 1, 2 and 3 are External units conducted by OCR in examination windows January and May/June.

 

Units 4 and 8 are Internally assessed unit conducted at a time set by the centre.    

 

 

2

Unit 3 – Influential Performance Practice

 

 

 

 

 

 

 

3

External Exam Finals/Resits