Our curriculum is designed to offer exciting and stimulating opportunities, differentiated to meet the needs of all our learners. At the heart of this is the teaching of core skills, knowledge, concepts and values which are a spiralled and recurring across all Years. Equally important is the development of inter-personal skills that will contribute to the development of happy, well-rounded students who can thrive. We aim to build on prior learning with the aim of developing responsible, independent and confident performers (RIC) who can adapt and apply their skills within a range of situations and disciplines. This gives students the best opportunity to develop a genuine love of the subject as well as being able to showcase their talent and develop their skills.
As well as a stimulating class-based learning environment, we aim to offer our students a rich and diverse extra-curricular programme including lunch and after school clubs, Theatre trips and our own productions set in local theatres with live audiences.
Gold Standard Teaching and Learning
- Students are expected to make excellent progress, mapping their own journey of development using assessment maps.
- Students understand the Big Picture, what they are learning and why: links to prior learning are made clear.
- Clearly identified links to Personal Development (RIC) will enrich the character of our students, developing well-rounded, confident young people
- Highly effective questioning and teacher intervention is used to identify and address misconceptions, with Formative and Summative Assessment used to diagnose and inform next steps.
Open dialogue (Feedback for improvement)
- High quality feedback is given in response to performances and written pieces of work.
- Highly effective questioning and teacher intervention to identify and address misconceptions.
- Students will master effective self and peer-assessment using ‘What?Why?What?’ assessment tool, sharing and modelling good practice, and using this to direct their ‘next steps’ along their learning journey
- DIRT time will be provided, giving the students time to upgrade their performance and to begin taking those ‘next steps’
- Students will be encouraged to respect their learning environment, the theatrical equipment they use, and their fellow students and teachers, fostering a supportive atmosphere of mutual respect
- Effort and resilience will be encouraged, providing opportunities for students to take risks, perform, and make mistakes in a mutually supportive atmosphere
Differentiation for Challenge and support
- Targeted challenge will be used to stretch all students regardless of ability, and Teachers will provide additional support and challenge where it is needed
Key Stage 3 Overview
|When||What we are Studying? e.g. Topics/ Skills etc|
|Autumn 1||Introductory Unit:
Part (a) Saving the Universe. Rehearsal etiquette skills are introduced (for example team-work, problem-solving, working within given time-limits).
|Autumn 2||Part (b) Baseline Assessment. Students are formally assessed against the Performance Assessment Map. This covers both characterisation and audience awareness skills (L1 – L3+)|
|Spring 1||Introduction to Devised Performance Work using
Either: “It was Terrifying!”
Or: “Haunted & Hunted!” Project.
|Spring 2||Devised Theatre using The Rime of the Ancient Mariner as stimulus. Skills reiterated and developed are: characterisation, maintaining a role, audience awareness, use of performance space, tableau(x), freeze-framing, soundscapes, elements of un-naturalistic theatre, Proscenium, In the Round, Thrust and Traverse staging arrangments. Students are assessed primarily against the Rehearsal Assessment Map. Due to this, they are introduced to the rehearsal job-roles of Acting Coach, Director and Story-Teller.|
|Summer 1||Introduction to Scripted Work, using the script of Ernie’s Incredible Illucinations by Alan Ayckbourne. All above skills are further embedded with the addition of: how to bring a script to life? How to interpret given characters from a script? How to memorise lines? How to utilise the use of rehearsal job-roles for maximum team impact.|
|Summer 2||As above|
|When||What we are Studying? e.g. Topics/ Skills etc|
|Autumn 1||Surrealistic Drama – using Dreams as the Stimulus. Y7 skills / techniques plus: physical theatre and montage.|
|Autumn 2||As above.|
|Spring 1||Introduction to Musical Theatre – SMIKE. Exploration of dance, acting and singing and associated performance skills.|
|Spring 2||Surrealistic Drama – Using The Mysterious Case of Jo(e) as a stimulus. Above skills/ techniques plus: naturalistic theatre as opposed abstract theatre; introduction to Bertolt Brecht and Antonin Artaud (theatre of cruelty) techniques.|
|Summer 1||Stage 2 of Musical Theatre – SWEENY TODD. Exploration of acting and movement as used in Greek Choral work. This then leads into students being introduced to a brief: students presented with a choice of all topics studied to carry forward into a formal performance assessment. Technical workshops interweaved in as applicable to individual group and student needs.|
|Summer 2||Curtains Up! – Final rehearsals and performance which is video recorded/ watched back and used as a reflection of targets set and achieved over the academic year. Any students who then do choose to carry on the subject into KS4 use this as a starting point for the KS4 SOW.|
Key Stage 4 Overview
|When||What we are Assessing
e.g. Topics/ Skills etc
|Autumn 1||Greek Chorus – further development of technique concluding in the use of an extract from the Greek Play Oedipus Rex.|
|Autumn 2||Baseline Musical Theatre piece (different one chosen each year according to progress seen in Autumn 1 and better understanding of individual student skills and interests).|
|Spring 1||Focus into Acting as a separate discipline, using Scene 3 from The Tempest (duologue between Caliban and Prospero).|
|Spring 2||Focus into Dance as a separate discipline, based on a mix between physical theatre and contemporary techniques.|
|Summer 1||Mini version of Component 1 Exam Work (using one of the Set pieces studied in Y10), i.e. Wicked.|
|Summer 2||Mini version of Component 3 Exam Work (external exam that students do in Y11). Brief is issued and students explore resulting in a performance piece.|
Key Stage 4 Examination Overview
Edexcel BTEC Performing Arts
Component 1: all of KS3 work +Performance techniques and Production elements
Component 2: in-depth structural development in either acting, dance, or musical theatre
Component 3: exam based on analytical research and evaluation
What can I do to encourage my child to take further interest in Performing Arts?
Participation in Academy Productions, such as The Rep showcase – each January; whole-school musical theatre show – Spring Term 2.
What after school or other extracurricular activities are available in Drama/ Performing Arts and when are they?
In KS3 there is a Musical Theatre/ Drama Club that operates every Thursday lunchtime.
In KS4, Monday and Wednesday lunch-times, the Drama Studio is set aside for students to rehearse examination work.
- Amanda McHugh
- Emma Dale – Head of Performing and Creative Education
- Rachael Thomas-Nash – Federation Director of Music
To find out more about the curriculum we are studying please contact staff via email