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.
|
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. |
|
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: Theatre roles and Terminology Practical: Devising Drama Unit 2 Theory: Understanding Drama: 6.1 Costume and Set Practical: Understanding Drama: Blood Brothers Act 1
|
Term one focuses on introducing pupils to specialist terminology and theatre roles and responsibilities. Pupils gain a foundation in theory work which can be implemented throughout the course. Pupils explore 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. |
|
9 |
2 |
Unit 1 Theory: Understanding Drama: 6.1 Lighting and Props and Furniture Practical: Understanding Drama: Blood Brothers Act 1+Act 2
Unit 2 Theory: Understanding Drama: 6.2 Practical: Understanding Drama: Blood Brothers Act 2
|
Term two 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 |
3 |
Unit 1 Theory: Understanding Drama: 6.3 Practical: Text in Practice
Unit 2 Theory: Theatre Terminology - Blood Brothers Recall Practical: Devising Drama
|
Term three 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. |
|
Year |
Term |
Topic |
Knowledge, skills and understanding |
Window for Assessment |
|
7 |
1 |
Introduction to Music Notation Keyboard Performance |
Introduction to music notation introduces pupils to rhythmic notation and invites 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. Keyboard performance allows pupils to learn to play a musical instrument and develop their performance skills. 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. |
An assessment for each unit takes place at the end of each half term through a performance and vocabulary check. |
|
7 |
2 |
Samba Class Band |
In Samba pupils will play and perform in solo and ensemble contexts, playing musical instruments from Brazilian culture. The unit will end with an ensemble Samba performance in which pupils will self and peer assess their own and others’ performances. The unit highlights Liverpool’s title as a Cultural Capital and explains Samba music’s place in our city’s culture. Class Band encourages pupils to play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression. Pupils will have the opportunity to play keyboard, piano, acoustic guitar, bass guitar, percussion instruments and sing. Pupils will create a class performance of the song Stand by Me which will be recorded at the end of the unit. |
An assessment for each unit takes place at the end of each half term through a performance and vocabulary check. |
|
7 |
3 |
Listening Skills Hairspray the Musical |
Listening and Appraising unit encouragespupils to listen to music from a wide range of genres and styles in order to develop pupil’s musical vocabulary, language and cultural experience. Pupils will learn to appreciate and understand a wide range recorded music drawn from different traditions and from great composers and musicians. Pupils will listen with attention to detail and recall sounds developing and increasing their aural skills and memory. Hairspray the Musical, allows pupils to explore the musical theatre genre through listening, rehearsing and performing. Pupils will again have an opportunity to work in groups and sing both as soloists and members of an ensemble. Pupils will learn new skills such as vocal warms-up and harmony singing. The unit will end with a group performance of their chosen song from the musical. |
An assessment for each unit takes place at the end of each half term through a performance and vocabulary check. |
|
8 |
1 |
Class Band African Drumming |
Class Band encourages pupils to play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression. Pupils will have the opportunity to play keyboard, piano, acoustic guitar, bass guitar, percussion instruments and sing. Pupils will create a class performance of the song Somebody That I Used to Know which will be recorded at the end of the unit. African Drumming will create an appreciation and understanding of the style and culture of African music. 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. The unit strives to highlight Liverpool’s title as a Cultural Capital as explains African music’s place in our city’s culture. |
An assessment for each unit takes place at the end of each half term through a performance and vocabulary check. |
|
8 |
2 |
West Side Story (Gangs) Song Writing |
West Side Story allows pupils to explore the musical theatre genre through listening, rehearsing and performing. Pupils will again have an opportunity to work in groups and sing both as soloists and members of an ensemble. Pupils will learn new skills such as vocal warms-up and harmony singing and continue to develop personal skills such as confidence, leadership, teamwork and independence. Pupils will perform to a live audience and both peer and self-assess their own and others’ performances.Song Writing unit builds on pupils’ compositional skills from year 7. The unit teaches pupils the new skills of lyric and melody writing and allows them to combine it with their vocal, keyboard and guitar performance skills from previous units. Pupils will compose, rehearse and record a song in the recording studio giving them experience of working with recording equipment and technology. |
An assessment for each unit takes place at the end of each half term through a performance and vocabulary check. |
|
8 |
3 |
Listening Skills Keyboard Performance |
Listening and Appraising unit encouragespupils build on their skills from year 7 by listening to music from a wide range of genres and styles. The unit will develop pupil’s musical vocabulary, language and cultural experience. Pupils will learn to appreciate and understand a wide range recorded music drawn from different traditions and from great composers and musicians. Pupils will listen with attention to detail and recall sounds developing and increasing their aural skills and memory. Keyboard performance allows pupils to learn to play a musical instrument and develop their performance skills. 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. |
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. |
|
Year |
Term |
Topic |
Knowledge, skills and understanding |
Window for Assessment |
|
7 |
1 |
Active and Curious Resilience and Boundaries |
The PE curriculum begins with a unit of work called Active and Curious. This follows on from the previous study at KS1/2 were pupils develop knowledge and understanding of Athletics, Competitive games, Gymnastics, Dance and Outdoor and Adventurous Activities. Pupils develop their strength, flexibility, control, agility and balance. They improve in leadership, communication and awareness of rules, safety and technique. Active and Curious starts with the Welsh Dragon and multi skills challenge. This base lines pupils and allows them to self-assess their own development into year 8. Welsh dragon follows nicely into Gymnastics as it determines pupil ability in fundamental skills. Alongside this, pupils also participate in indoor Athletics which develops their multi skills such as running, jumping, throwing, catching, hopping and skipping. Unit 2: Resilience and boundaries looks at building pupils’ confidence and commitment to sport through volleyball. During volleyball pupils build their resilience based on the nature of this technical sport developing skills in hand eye co-ordination. Alongside this pupils explore disability in sports which develops awareness and brakes down boundaries through blind football, goalball and Boccia. |
An assessment for each unit takes place at the end of each half term through a performance and vocabulary check. |
|
7 |
2 |
Teamwork Full of life |
Unit 3: Teamwork. Pupils have developed their awareness of challenges in sport and now transfer these skills into a team situation. During this unit pupils learn the skills for netball and hockey such as passing, shooting, tactical awareness and control. They improve their communication, decision making and inter personal skills. Working as a team creates relationships within class groups which leads onto unit 4: full of Life. This unit looks at physical fitness and wellbeing through Kinball, Yoga, Circuits and the creation of personal fitness plans. Pupils progress in their ability of physical exercise and understand the transferrable skills that sport can bring. Students step outside their comfort zone to take on new social, physical, and emotional challenges. |
An assessment for each unit takes place at the end of each half term through a performance and vocabulary check. |
|
7 |
3 |
Respect Engagement |
Unit 5: Respect allows pupils to work both individually and as part of a team. They look at the sports tennis and outdoor athletics continuing to develop skills from previous units of work. This unit allows pupils to demonstrate competitive attitudes and good sportsmanship. Finally, unit 6: Engagement pupils study Rounder’s and Outdoor Adventurous Activities. This unit allows pupils ownership of their tasks set during OAA. They become aware of safety, measures and dangers developing their skills in leadership. Rounder’s promotes active lifestyles as well as thinking and action in a fun environment. |
An assessment for each unit takes place at the end of each half term through a performance and vocabulary check. |
|
8 |
1 |
Active and Curious Resilience and Boundaries |
This follows on from the previous study in year 7 were pupils develop knowledge and understanding of indoor athletics, gymnastics, netball, hockey, badminton, tennis, outdoor athletics and rounders. Pupils developed their strength, flexibility, control, agility and balance alongside improving in leadership, communication and awareness of rules, safety and technique. Unit 1: Active and Curious starts with the Welsh Dragon and multi skills challenge. This base lines pupils and allows them to self-assess their own development against their previous work in year 7. Welsh dragon follows nicely into Gymnastics as it determines pupil ability in fundamental skills. Alongside this, pupils also participate in indoor Athletics which develops their multi skills such as running, jumping, throwing, catching, hopping and skipping. Unit 2: Resilience and boundaries looks at building pupils’ confidence and commitment to sport through handball. This is the first experience of handball pupils will have received. They build their resilience by developing their movement competence and confidence. Key skills in this unit are passing, dribbling, shooting. Attacking and defending principles. Alongside this pupils explore disability in sports which develops their knowledge and appreciation of barriers to participation in sport. |
An assessment for each unit takes place at the end of each half term through a performance and vocabulary check. |
|
8 |
2 |
Teamwork Full of life |
Unit 3: Teamwork. Pupils have developed their awareness of challenges in sport and now transfer these skills into a team situation. During this unit pupils learn the skills for basketball and football through isolation tasks which they apply in competitive and progressive game applications. They continue to improve their communication, decision making and inter personal skills. Working as a team creates relationships within class groups which leads onto unit 4: full of Life. This unit is looks at physical fitness and wellbeing through Kinball, Yoga, Circuits and the creation of personal fitness plans. During this unit pupils compare and identify changes their personal fitness and well-being. This will allow them to set challenging and realistic goals for themselves. Pupils progress in their ability of physical exercise and understand the transferrable skills that sport can bring. Students should now understand the importance of physical education on their mind, body and soul. |
An assessment for each unit takes place at the end of each half term through a performance and vocabulary check. |
|
8 |
3 |
Respect Engagement |
Unit 5: Respect allows pupils to work both individually and as part of a team. They look at the sports cricket and outdoor athletics continuing to develop skills from previous units of work. This unit allows pupils to demonstrate competitive attitudes and good sportsmanship. Finally, unit 6: Engagement studies Rounder’s and Outdoor Adventurous Activities. This unit allows pupils ownership of their tasks set during OAA. This unit progresses on from the year 7 unit of study allowing for further challenge, awareness of safety, measures and dangers developing their skills in leadership. Rounder’s promotes active lifestyles as well as thinking and action in a fun environment. |
An assessment for each unit takes place at the end of each half term through a performance and vocabulary check. |
|
9 Core |
1 |
Netball, Badminton, Glowfit, Basketball, Football and Benchball. |
Pupils will complete a 3/4 week cycle of each sport within the term. Continuing from year 8 PE, pupils will continue to develop their ability to work as part of a team and take on different roles within a team environment. This is developed through the study of Netball, Basketball and Benchball. Term 1 allows pupils to continue to demonstrate competitive attitudes and good sportsmanship. Pupils can now use previous experience in year and 8 to apply tactical decisions and demonstrate skills, qualities and characteristics of a good leader. Pupils will continue to develop their knowledge of leading an active lifestyle through the study of Glowfit. Pupils will begin to take ownership of their own fitness, understanding the importance of regular exercise to maintain a healthy lifestyle.
|
No assessment |
|
9 Core |
2 |
Basketball, Football, Benchball, volleyball, OAA and insanity. |
Pupils will complete a 3/4 week cycle of each sport within the term. Following on from year 8 PE, pupils will continue to develop their ability to work as part of a team and take on different roles within a team environment. This is developed through the study of Football, Volleyball and OAA. This allows pupils to continue to demonstrate competitive attitudes and master their knowledge of rules and regulations which they can link to fair play and sportsmanship. Pupils can now use previous experience in year 8 to apply tactical decisions and evaluate tactics and strategies when put into practice. This will also be demonstrated through the study of OAA which will allow pupils to create their own maps and begin to apply links between fitness and OAA. Pupils will now be able to make clear links between physical activity in PE and the positive mental, physical and social impact through the study of Insanity. Pupils will begin to take ownership of their own fitness, understanding the importance of regular exercise to maintain a healthy lifestyle.
|
No assessment |
|
9 Core |
3 |
Volleyball, OAA and insanity, Tennis, Cricket and Rounders. |
Pupils will complete a 3/4 week cycle of each sport within the term. Following on from year 8 PE, pupils will develop their ability to now lead a team in sport focused warmups and drills. These are developed through the study of Cricket and Rounders. This allows pupils to continue to demonstrate competitive attitudes and good sportsmanship. This is demonstrated in both lesson and during interform rounder tournaments. Pupils can now use previous experience in year and 8 to apply tactical decisions and demonstrate skills, qualities and characteristics of a good leader. Pupils will be given the opportunity to work independently when studying Tennis. Pupils can draw on professional athletes’ skills, evaluating their performance in global events such as Wimbledon. Being inspired by such performances, pupils will be able to master the fundamental skills which underpin all physical activity.
|
No assessment |
|
9 GCSE |
1 |
Unit 1.1 Health, training and exercise
Practical Football/Fitness testing |
Unit 1.1 Pupils will: Understand the relations between health, fitness and wellbeing.
Practical
|
Two assessments for each unit take place at the end of each half term. Pupils complete a theory and practical assessment.
Practical assessment in Football against assessment criteria. Record fitness testing results and compare from start of term to the end of term. |
|
9 GCSE |
2 |
Unit 1.1 Health, Training and Exercise Continued Unit 1.2 Exercise Physiology
Practical Judo |
Unit 1.1 Pupils will develop knowledge of
Unit 1.2 Pupils will develop knowledge of
Practical
|
Two assessments for each unit take place at the end of each half term. Pupils complete a theory and practical assessment.
Practical assessment in Judo against assessment criteria. |
|
9 GCSE |
3 |
Unit 1.2 Exercise Physiology
Practical Rounders
|
Unit 1.2 Pupils will develop knowledge of
Practical
|
Two assessments for each unit take place at the end of each half term. Pupils complete a theory and practical assessment.
Practical assessment in Rounders against assessment criteria. |
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.
|
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:
Dance will enable students to engage as choreographers through the:
Dance will enable students to engage as performers through the:
|
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:
Dance will enable students to engage as choreographers through the:
Dance will enable students to engage as performers through the:
|
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. |
|
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
Drama will enable students to engage as performers by
|
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
Drama will enable students to engage as performers by
|
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. |
|
11 |
2 |
Unit 1 Theory: Live Theatre Practical: Text in practice
Unit 2 Theory: Understanding Drama: 6.3+6.4 + Live Theatre |
An assessment for each unit takes place at the end of each half term both practically and theoretically.
External examination on Text in Practice.
Mock examination on full written paper. |
|
|
11 |
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. |
|
Year |
Term |
Topic |
Knowledge, skills and understanding |
Window for Assessment |
|
10 |
1 |
Unit 1 Practical: Group performance
|
Pupils will:
|
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 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 |
|
Year |
Term |
Topic |
Knowledge, skills and understanding |
Window for Assessment |
|
10 |
1 |
Unit 1.2 Exercise Physiology Continued
Practical
Football |
Unit 1.2 Pupils will develop knowledge of
Practical
understand key socio-cultural influences which can affect people’s involvement in physical activity and sport in Wales and the wider world. |
Two assessments for each unit take place at the end of each half term. Pupils complete a theory and practical assessment.
Practical assessment in Football against assessment criteria. |
|
10 |
2 |
Unit 1.3 Movement Analysis
Practical PEP |
Unit 1.3 Pupils will develop knowledge of
Practical
|
Two assessments for each unit take place at the end of each half term. Pupils complete a theory and practical assessment.
Coursework completed at end of term. Pupils complete a personal exercise programme for their main chosen sport. |
|
10 |
3 |
Unit 1.3 Movement Analysis continued Unit 1.4 Psychology
Practical Rounders |
Unit 1.3 Pupils will develop knowledge of
Unit 1.4
Practical
|
Two assessments for each unit take place at the end of each half term. Pupils complete a theory and practical assessment.
Practical assessment in Rounders against assessment criteria. |
|
11 |
1 |
Unit 1.4 Psychology continued
Practical Handball- HT1 Coursework- HT2
|
Unit 1.4
Practical
|
Two assessments for each unit take place at the end of each half term. Pupils complete a theory and practical assessment.
Practical assessment in Handball recorded and assessed against assessment criteria. Coursework completed and marked by end of HT2 on Handball- Analysis of performance. |
|
11 |
2 |
Unit 1.5 Sociocultural studies
Practical Badminton and review of additional sports. |
Unit 1.5
Practical
|
Two assessments for each unit take place at the end of each half term. Pupils complete a theory and practical assessment.
Practical assessment in Badminton recorded and other sports with video evidence assessed against assessment criteria.
Practical moderation completed |
|
11 |
3 |
Unit 1.1 – 1.5 Revision Practical Revision to support theory in preparation for exams. |
Exam style question practice focusing on A01,2 and 3
Practical
|
Two assessments for each unit take place at the end of each half term. Pupils complete a theory assessment.
Examination takes place. |
|
Year |
Term |
Topic |
Knowledge, skills and understanding |
Window for Assessment |
|
10 |
1 |
Netball, Circuits, Basketball and Glowfit |
The study of Netball and Basketball progresses allowing pupils to apply their previous knowledge of the sports from Year 9 and develop their tactics and strategies specific to the positions in Netball and Basketball to allow them to achieve success within a team. They will understand how to use different types of communication (verbal and nonverbal) to communicate with their team. They will explore different leadership styles to find a style most suited to them and their peers and discuss how this can be linked to the outside world. Pupils will continue to maintain their levels of fitness developed throughout KS3 and year 9 through the study of glow fit and circuits. Pupils should have a clear understanding of the benefits of maintaining an active lifestyle and be motived by the introduction of fitness-based lessons and continue to exercise outside of school. |
No assessment |
|
10 |
2 |
Football, Benchball, HIIT, OAA |
The study of Football and Benchball allows pupils to apply their previous knowledge of the sports from Year 9 and develop their tactics and strategies specific to Benchball and the different positions in Football. They will understand how to use different types of communication (verbal and nonverbal) to communicate with their team. They will understand the understanding the role of refereeing and implement the rules. Pupils will continue to maintain their levels of fitness developed throughout year 9 through the study of HIIT. They will develop their own HIIT workouts with specific body focuses for each session. Pupils should have a clear understanding of the benefits of maintaining an active lifestyle through PE lessons and exercise outside of school. Through studying OAA pupils will draw from prior knowledge to develop their ability to create orienteering courses and draw maps with accurate markings. This will allow pupils to progress in their teamwork and communication skills which can be applied to cross curricular projects such as The Duke of Edinburgh Award. |
No assessment |
|
10 |
3 |
Insanity, Cricket, Tennis and Rounders |
The study of Cricket and Rounders allows pupils to apply their previous knowledge of the sports from Year 9 to develop their tactics and strategies further in Cricket and Rounders. They will be able to observe other teams and analyse and adapt their own tactics to achieve success. Tennis will further develop pupil’s confidence to perform and master fundamental movement skills and link the movements together to perform complex skills such as topspin and volleys. Pupil’s will continue to maintain their levels of fitness developed throughout Year 10 through the study of Insanity. Pupils should have a clear understanding of the benefits of maintaining an active lifestyle through PE lessons and exercise outside of school. They will use their knowledge of insanity to create workouts for their group with a clear focus on an explosive movement which develop their cardiovascular fitness and stamina. Pupils will be able to see the positive effects of exercise through enjoyable and engaging summer sports. |
No assessment |
|
11 |
1 |
Glowfit and Benchball |
Pupils will complete a 3-4- week cycle of different sports and activities within PE. They will start the term with Glowfit and Benchball. Pupils will use their knowledge of the exercises in glow fit to incorporate both exercises and dance to music. They will be able to successfully lead their group in a warmup and stretches. They will incorporate progressive overload when creating their own Glowfit workouts to challenge themselves within lessons. Pupils will demonstrate their ability to work within the different roles of a team through the study of Benchball. They will be able to demonstrate the key points of a good leader and understand the impact of these key points such as delivering clear instructions, so everyone understands what is expected of them. Pupils will implement from year 10 their most suited style of leading their team. They will be able to evaluate their own and peer’s performance as a leader. |
No assessment |
|
11 |
2 |
Circuits and Volleyball |
Pupils will complete a 3-4- week cycle of different sports and activities within PE. They will start the term with Circuits and Volleyball. Pupils will have a clear understanding of the positive impact exercise has on social, mental and physical wellbeing. Pupils will use their knowledge of the exercises in circuits to incorporate progressive overload when creating their own circuit workouts to challenge themselves within lessons. They will be able to clearly define and demonstrate exercises that can be used in circuits and link the exercises to the parts of the body that are being worked. They will be able to successfully lead their group in a warmup and stretches. Pupils will apply their knowledge of rules in Volleyball to be able to play and umpire games. Pupils will demonstrate their ability to work within the different roles of a team through the study of Volleyball. They will be able to demonstrate the key points of a good leader and understand the impact of these key points such as delivering clear instructions, so everyone understands what is expected of them. Pupils will implement from year 10 their most suited style of leading their team. They will be able to evaluate their own and peer’s performance as a leader. |
No assessment |
|
11 |
3 |
GCSE Intervention |
|
No assessment |
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.
|
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:
|
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:
|
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
|
|
|
2 |
Unit 12- Contemporary Technique |
||
|
|
3 |
Unit 3 Group Workshop |
|
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:
Drama practical performances will enable students to:
|
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:
Drama practical performances will enable students to:
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 |
|
Year |
Term |
Topic |
Knowledge, skills and understanding |
Window for Assessment |
|
12 |
1 |
Unit 1 – Preparing to work in the Performing Arts Sector
|
|
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
|
|
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
|
|
Year |
Term |
Topic |
Knowledge, skills and understanding |
Window for Assessment |
|
12 |
1 |
Unit 1: Anatomy and Physiology
Unit 4: Sports Leadership Aim A- Roles, qualities and characteristics of an effective sports leader. Aim B- Psychological factors and their link with effective leadership
|
|
Unit 4 is Internally assessed unit conducted at a time set by the centre.
Unit 1 – external assessment in June 2021. 80-minute examination. Unit 4 is Internally assessed unit conducted at a time set by the centre.
|
|
|
2 |
Unit 1: Anatomy and Physiology
Unit 4: Sports Leadership- Effective leadership style when leading a team during sport and exercise activities.
|
||
|
|
3 |
Unit 1: Anatomy and Physiology
Resubmissions and Revision for Unit 1. |
||
|
13 |
1 |
Unit 3: Professional Development Aim A Understand the career and job opportunities in the sports industry Aim B Explore own skills using a skills audit to inform a career development action plan |
|
Unit 3 is Internally assessed unit conducted at a time set by the centre.
|
|
|
2 |
Unit 3: Professional Development Aim C Undertake a recruitment activity to demonstrate the processes that can lead to a successful job offer in a selected career pathway. Aim D Reflect on the recruitment and selection process and individual performance.
|
|
Unit 3 is Internally assessed unit conducted at a time set by the centre.
|
|
|
3 |
Resubmissions and Revision for Unit 2. |
|
|
| Headteacher: Mr. T. Alderman | |
 |
Speke Road, Liverpool, L25 7TN |
 |
0151 428 6421 |
 |
0151 421 1399 |
 |
reception@stjulies.org.uk |
 |
@StJulies | @StJuliesNotices |
All original content © St. Julie's Catholic High School 2020