Year 7 Schedule of Learning:
- Module 1- Greek Theatre
- Module 2- Commedia dell’arte
- Module 3- Shakespeare
- Module 4- Wonder
- Module 5- Voice
- Module 6- Genres
KS3: MYP Drama (Arts)
Intent
Our aim is to encourage creativity, spontaneity as well as confidence in every student. Drama will give learners self-discipline, acceptance of and positive response to criticism, and cooperation with others, pupils will become more creative, critical and reflective thinkers.
At key stage 3 Drama will address holistically students’ intellectual, social, emotional and physical well-being. It will provide students opportunities to develop the knowledge, attitudes and skills they need in order to manage complexity and take responsible action for the future. Drama helps to prepare students for further education, the workplace and a lifetime of learning.
Implementation
At Key Stage 3 Pupils will learn a variety of different skills including self- confidence, imagination, co-operation, concentration, reflection as well as having a good understanding of drama techniques and performance skills.
Year 8 Schedule for Learning
- Module 1- Advertising
- Module 2- Missing
- Module 3- Genres
- Module 4- Macbeth
- Module 5- Blood Brothers
- Module 6- Script Writing
Additional Resources
Year 9 Schedule of Learning:
- Module 1- DNA
- Module 2- Hard to swallow
- Module 3- Alice
- Module 4- Theatre Practitioners
- Module 5- Boys don’t cry
- Module 6- An Inspector calls
Additional Resources
Impact
The impact of the curriculum will be seen through obtaining life skills which they have acquired and will be able to use for the rest of their life, also pupils will have gained extensive amounts of knowledge and skills which enable them to access the next steps in their education and life. This is evidenced through the encouraging exam results at BTEC 100% achievement for grades 4-9. (2020)
The impact is also evident in the future destinations of our students. Many of our students continue with their passion for Drama by studying Drama at further education.
Students will be assessed under four different criteria:
- Criterion A: Investigating
- Criterion B: Developing
- Criterion C: Creating/ performing
- Criterion D: Evaluating
Each criterion is divided into various achievement levels. The level descriptors for each band describe a range of student performance in the various strands of each objective.
The four MYP criteria will be summatively assessed and reported on twice a year (Modules 3 and 6). A final grade will be provided at the end of the year (Module 6).
For more information, please read our assessment recording and reporting cycle.
KS3: MYP Music (Arts)
In the Arts (Music) Middle Years Programme (MYP), students embark on an exciting musical journey to explore the rich tapestry of music. Our curriculum empowers students to delve into music’s fundamental elements, including musical techniques and features, across various genres, while developing performance, composition, and notation skills. Creativity is encouraged, as students learn to interpret music in innovative ways. Moreover, they gain the ability to critically listen and evaluate music.
Our objectives and strands ensure a comprehensive understanding of musical concepts and techniques, equipping students with the knowledge, skills, and attitudes necessary for performing, composing, and evaluating music in diverse styles and contexts.
Intent
At Key Stage 3, music is taught in mixed ability groups. The curriculum is aligned to the Year 1 MYP framework for Year 7. The MYP Music framework encompasses Investigating, Developing, Creating/ Performing and Evaluating music. Learn more about the framework in the ‘impact’ section below.
Year 7 Schedule of Learning:
- Module 1: Elements of Music & Junk Music ensemble.
- Module 2: Elements of Music & Music Theory
- Module 3: Keyboard Skills
- Module 4: Vocal Skills
- Module 5: Song Writing
- Module 6: Band Performance Skills
Intent
At Key Stage 3, music is taught in mixed ability groups. The curriculum is aligned to the Year 1 MYP framework for Year 8. The MYP Music framework encompasses Investigating, Developing, Creating/ Performing and Evaluating music. Learn more about the framework in the ‘impact’ section below.
Year 8 Schedule of Learning:
- Module 1: Samba Fusion
- Module 2: Reggae and Blues Music
- Module 3: Japanese Music
- Module 4: Introduction to music production
- Module 5: Music for Film/ Media
- Module 6: Music Project
Intent
At Key Stage 3, music is taught in mixed ability groups. The curriculum is aligned to the Year 2 MYP framework for Year 9. The MYP Music framework encompasses Investigating, Developing, Creating/ Performing and Evaluating music. Learn more about the framework in the ‘impact’ section below.
Year 9 Schedule of Learning:
- Module 1: Genres
- Module 2: Mental Health in Music
- Module 3: Careers in Music
- Module 4: Rap/ Poetry/ Spoken word
- Module 5 & 6: Music Project
Implementation
The MYP Arts Music program is a dynamic educational journey designed to provide students with a rich foundation of musical knowledge and versatile skills. Our goal is to prepare students for advanced music courses while nurturing creative thinking, a skill valuable in future studies and careers. We believe that cultivating these skills is essential in shaping well-rounded individuals ready to make a significant impact on the world. The MYP Arts Music program promises a transformative experience that goes beyond music, nurturing a lifelong appreciation for creative thinking.
Impact
Assessment practices in the MYP aim to: support student learning by providing consistent feedback on the learning process, provide opportunities for students to demonstrate transfer of skills across disciplines, develop critical and creative thinking skills , assign the most accurate achievement level for student performance, rather than averaging achievement levels over a given period of time and assess student understanding at the end of a course
Students will be assessed under four different criteria:
- Criterion A: Investigating
- Criterion B: Developing
- Criterion C: Creating/ performing
- Criterion D: Evaluating
Each criterion is divided into various achievement levels. The level descriptors for each band describe a range of student performance in the various strands of each objective. At the lowest levels, student achievement in each of the strands will be minimal. As the numerical levels increase, the level descriptors describe greater achievement levels in each of the strands.
The four MYP criteria will be summatively assessed and reported on twice a year (Modules 3 and 6). A final grade will be provided at the end of the year (Module 6).
For more information, please read our assessment recording and reporting cycle.
Useful Links
KS4: BTEC Drama
Intent
This course is for learners who want to acquire technical knowledge and technical skills through vocational contexts by studying acting, as part of their Key Stage 4 learning. The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. The qualification will broaden the learners experience and understanding of the varied progression options available to them. The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment.
Assessment
For assessment, learners will be given a brief and stimulus to create a performance. Learners will capture their ideas on planning, development and effectiveness of the production process in a written log and an evaluation report which will be written under controlled conditions.
Implementation
Component 1: Exploring the Performing Arts
To develop as a performer pupils will need a broad understanding of performance work and influences. This component will help students to understand the requirements of being a performer across a range of performances and performance styles. Pupils will look at elements such as roles, responsibilities and the application of relevant skills and techniques. Learners will broaden their knowledge through observing existing repertoire and by learning about the approaches of practitioners, and how they create and influence performance material.
Component 2: Developing Skills and Techniques in the Performing Arts
Working as a performer requires the application of skills, techniques and practices that enables students to produce and interpret performance work. Pupils will communicate intentions to an audience through a variety of disciplines such as through performing or designing in any performance style from acting, In this component, pupils will develop performing or design skills and techniques. Throughout the students development, they will review their own progress and consider how to make improvements.
Component 3: Responding to a Brief
In this component, pupils will be given a brief that outlines the performance and design requirements and that asks students to consider their target audience and to start the creative process by using the given stimulus included in the brief. Working as part of a group, pupils will develop their ideas for a workshop performance and apply their skills and techniques to communicate their creative intentions to the audience.
Impact
This is evidenced through the encouraging exam results at BTEC 100% achievement for grades 4-9. (2020)
The impact is also evident in the future destinations of our students. Many of our students continue with their passion for Drama by studying Drama at further education.
Further information about the course is available here.
Assessment
Components 1 and 2 are assessed through internal assessment. Internal assessment for these components has been designed to relate to achievement of application of the conceptual underpinning for the sector through realistic tasks and activities. This style of assessment promotes deep learning through ensuring the connection between knowledge and practice.
For more information, please read our assessment recording and reporting cycle.