Expressive Arts

Theatre Studies and Drama Year 12 – AQA

 Unit 1: Live Theatre Production Seen and

Prescribed Play. 60%

SECTION A requires a personal response to various aspects of live theatre seen during course. Candidates will need to communicate their understanding of how the presentation contributed to the total effect of the production seen.

SECTION B requires students to answer one question on a set play from the viewpoint of an actor, director or designer.

Unit 2: Presentation of an Extract from a Play 40%

Unit 2 requires students to present for an audience an extract from a published play of their choice. Students will study their chosen text in direct relation to the theories and practice of an influential director, practitioner, or designer working as a production team responsible for all aspects of the presented extract.

Theatre Studies Year 13 – AQA

 

The A2 course is a natural extension of the AS course, and once again is divided into three units. The students are required to create their own production for assessment, supported by research and analysis of all areas of production and design. In the spring term the students are required to edit and adapt a script which is then assessed in performance. The final unit is examined in the summer term and is focused on the students understanding of a script chosen by the Board. They are assessed on their knowledge of the production requirements and the historical context in which it was originally performed. Regular theatre visits are an essential part of the course.

STB4551Drama Year 7
Drama is taught in mixed ability groups at KS3. The emphasis in Year 7 is on the development of group skills and the basics of performance techniques.

In the first term the class has been introduced to trust exercises, warm-up games and simple acting styles such as mime and physical theatre. They have presented their work to the rest of the class in order to develop their self-confidence.

Over the next two terms they will be working through improvisation and script work in order to experiment with a variety of theatrical styles ranging from forum theatre through to large scale dance drama. They will be expected to create a meaningful presentation as an entire class by the end of the summer term.

Drama Year 8
Drama is taught in mixed ability groups at KS3. The emphasis in Year 8 is on the development of performance skills and a widening of the students’ dramatic experience. Students have been working for more extended time periods and in a wider range of theatrical styles. They have been presenting their work to the rest of the class on a regular basis and have performed in both improvised and scripted pieces. Dance continues to be explored as an element of the Drama curriculum.

Drama Year 9
Drama is taught in mixed ability groups at Key stage 3. The emphasis in Year 9 is on the development of a greater understanding of the variety of ways in which a plot structure can be created. Students will use models provided by scripts, soap operas and class generated improvisations to explore the strengths and weaknesses of various formats and produce their own performances using the ideas studied. All students should be capable of producing a plausible character in a number of different performance styles and work independently, in pairs and groups of up to twelve. Dance continues to be explored as an element of the Drama curriculum.

Drama Year 10 – OCR
Drama is taught in mixed ability groups at GCSE. The OCR specification is concerned with the drawing together of all those skills which can be described as drama activity. By following the course candidates will have gathered knowledge and understanding of character study, practitioners of theatre, genre, style and conventions, and of the cultural, historical, and social influences that inform the way drama is devised and structured. Both the process and the final product are assessed in two coursework units and a final realisation test. The primary purpose of the course is the creation of practical drama, but all practical pieces are supported by a written working record.  Students are also expected to keep a log book of usual information to support their learning.

Drama Year 11 – OCR
Drama is taught in mixed ability groups at GCSE. The specification is concerned with drawing together of all those skills which can be described as drama activity. By following the course candidates will have gathered knowledge and understanding of genre, style and conventions, and of the cultural, historical, and social influences that inform the way drama is devised and structured. Both the process and the final product are assessed in two coursework units and a final realisation test. The primary purpose of the course is the creation of practical drama, but all practical pieces are supported by a written working record.  Students are also expected to keep a log book of usual information to support their learning.

DANCE

Dance Year 7
Dance is taught in mixed ability groups at KS3. The emphasis in Year 7 is on the development of basic dance technique, choreographic skills, performance skills and appreciation. Students will study Still Life at the Penguin Cafe, Swansong, and Numeracy through street dance. They will perform their work to the rest of the class and gain confidence through these regular performances. Dance clubs are offered on a weekly basis with students able to participate in a Christmas dance performance, House dance competition, and a summer dance performance.

Dance Year 8
Dance is taught in mixed ability tutor groups at KS3. The focus in Year 8 is to develop and enhance the skills and technique acquired in Year 7. Students are given more opportunity to develop their own work in groups. They are introduced to the use of contact work and relationships in their second unit. Students will study Sport and Dance, West Side Story, and the Car Man. Students still present their work to rest of the class and are expected to give constructive feedback on what they have seen. Dance clubs are offered on a weekly basis with students able to participate in a Christmas dance performance, House dance competition, and a summer dance performance.

danceDance Year 9
Dance is taught in mixed ability groups at KS3. The focus in Year 9 is for students to develop their understanding of the structures and techniques used in dance. Students continue to work on contact work in dance, extending this to include lifting. Students will study Ghost Dances, Guernica, and dance through poetry. Students will be expected to work cooperatively in a range of groups and perform and appreciate their work. Dance clubs are offered on a weekly basis with students able to participate in a Christmas dance performance, house dance competition, and a Summer dance performance.

Dance Year 10
The course is divided into 80% practical and 20% theory. Students study dance through choreography, performance and appreciation which are taught through a range of dance styles, with a strong emphasis on contemporary dance. Students will be expected to choreograph dances both as an individual and in groups and then perform work to the rest of the class. Appreciation is taught through class work and professional works. Students are expected to be passionate about dance and be prepared to spend time rehearsing and completing written homework as part of this course. Students will study Still Life at the Penguin Cafe, Swansong, Rosas danst Rosas, Nutcracker!, Overdrive, as well as focusing on a set dance choreographed by AQA. Dance clubs are offered on a weekly basis with students able to participate in a Christmas dance performance, House dance competition, and a summer dance performance.

Dance Year 11
The course is divided into 8% practical and 20% theory. Students study dance through choreography, performance and appreciation which are taught through a range of dance styles, with a strong emphasis on contemporary dance. Students will be expected to choreograph dances both as an individual and in groups and then perform work to the rest of the class. Appreciation is taught through class work and professional works. Students are expected to be passionate about dance and be prepared to spend time rehearsing and completing written homework as part of this course. Students will study Still Life at the Penguin Cafe, Swansong, Rosas danst Rosas, Nutcracker!, Overdrive, as well as focusing on a set dance choreographed by AQA. Dance clubs are offered on a weekly basis with students able to participate in a Christmas dance performance, House dance competition, and a summer dance performance.

Dance Year 12
Students follow the AQA specification which encompasses both practical and theory work. Dance is studied through the following modules: The Dancer in Action, Dance Appreciation, Choreography and Technique. Students are assessed through two units: Unit 1 – Understanding Dance in which you will be required to answer compulsory short answer questions and structured essay questions. Unit 2 – Choreography and Performance – Section A – Solo choreography and Performance (60 Marks), in which you will be required to choreograph and perform a solo dance. Section B – Performance in a duo/trio (30 Marks), in which you are required to perform a duo/trio dance. Dance clubs are offered on a weekly basis with students able to participate in a Christmas dance performance, House dance competition, and a summer dance performance.

Dance Year 13
Students follow the AQA specification which encompasses both practical and theory work. Students continue to develop their knowledge and understanding of dance through the units at AS Level. Students are assessed through two units: Unit 3 – Understanding Dance in which you will be required to answer 2 compulsory essay questions based on a set professional work and an area of study. Unit 4 – Choreography and Performance – Section A – Group Dance Choreography (45 marks), in which you will be required to choreograph a group dance but not perform in it yourself. Section B – Performance in relation to a specific practitioner (45 Marks), in which you are required to perform a solo dance based on one of the choreographers you are studying. Dance clubs are offered on a weekly basis with students able to participate in a Christmas dance performance, House dance competition, and a summer dance performance.

 

MUSIC

Music Year 7
Students experience a wide range of musical genres, styles and traditions and learn about theoretical aspects of music including reading traditional and graphical musical notation, how music can be structured, creating melodies and building chords. These concepts are reinforced through practical activities. Students compose in small groups, pairs or individually and perform the compositions to their peers who appraise and assess them. They sing and perform, on a range of instruments, various pieces of music, which develop performing and ensemble skills. Students are encouraged through experiencing a wide selection of musical styles; traditions and genres, to form opinions, discuss their impressions and are set music in its wider social and historical contexts. We also look at how Music Technology has impacted on the creation and dissemination of music in today’s world, and students build their skills in composing using GarageBand in our Mac Suite.

Topics covered include

  • Exploring Musical Processes
  • Understanding the conventions of Gamelan
  • Understanding the conventions of music for multimedia presentations
  • Mapping the Myriad Mysteries of Medieval Music
  • Understanding the conventions of Latin American Dance Styles
  • Voiceworks

Music Year 8
Students are given the opportunity to develop their aural, performing, composing and appraising skills whilst being introduced to a variety of musical styles. Students have looked at traditional music of the British Isles, the music of the 1950s and orchestral music. These topics allow students to develop their awareness of chords and the different ways that they can be used to create desired effects, how instruments work and their sound and various ways of structuring pieces of music. Students continue to develop their skills with ICT as a means of creating and recording their music.

Topics covered include:

  • Understanding the conventions of the Blues
  • Christmas musical traditions around the world
  • Understanding the conventions of neo-classicism
  • The Orchestra & Programme Music
  • Understanding the conventions of 1930-50s Jazz
  • Understanding the conventions of African Music

Music Year 9
In Year 9 students are engaged in performing, composing and listening in a variety of musical styles and genres. Topics explored include music for film, TV and the media, ground bass techniques in the Music Theatre, revising chords, and an exploration of the pop industry with the opportunity to compose in a pop style. Students have the opportunity to continue developing their skill in using Music ICT in different aspects of their work.

Topics covered include:

  • Understanding the conventions of music for Film, TV and the Media
  • Understanding the conventions of 20th Century Popular Music
  • Ground Bass
  • Musical Theatre

Music Year 10
In Year 10 the focus for all work undertaken in Music is the four Areas of Study set out in the Edexcel Specification. Students are engaged in integrated composing, listening and performing tasks focusing this year in the following musical genres styles and traditions:

  • Western Classical Music 1600-1899
  • Music in the 20th Century
  • Popular Music in context
  • World Music

There are three set works to be studied in each of these areas of focus which deepen students understanding and analytical skills in a wide variety of musical contexts, genres, styles and traditions.

Composition tasks have moved away from group project to individual assignments that could be used as a basis for coursework submissions. Students are also encouraged to perform regularly as soloists and as members of ensembles both inside and outside of the classroom.

Music Year 11
During Year 11 students continue to explore composing, performing and listening and understanding. They compose music in a wide variety of styles and genres, related to the set works and areas of study already mentioned, and are in a position to choose two compositions from different Areas of Study to submit for final Assessment. They have opportunities to perform within the class and at public concerts, the best performances of which are submitted as their performing coursework. Regular listening tasks related to the Areas of Study are set, along with extensive material for self-study at home. Members of the Music staff are always willing to discuss students’ work with them outside the classroom, and to record pieces with candidates, when notice is given and appointments are made.

Music Year 12
Throughout Year 12 students are actively engaged in preparing for Units 1, 2 and 3 of the Edexcel AS Music Course. Opportunities to perform in and out of the classroom are actively encouraged, and any performances viewed by staff are eligible for inclusion in the student’s portfolio. Musical techniques and composition have been taught in groups and on a one-to-one basis, where regular monitoring and feedback with formative targets for improvement are the expectation. Musical Understanding and Listening are taught as a class, and regular exam-style questions are set at the end of each unit to test knowledge and understanding.

Music Technology Year 12:
This is a very practical course, where students will have the opportunity to learn how to sequence MIDI and audio, record live instruments, produce CDs and arrange using Music Technology. They will also have the opportunity to build their knowledge and understanding of the technical processes and principles that underpin the effective use of Music technology, and be able to demonstrate this knowledge in writing. Students will develop their MIDI sequencing and arranging skills in Unit 1 using Cubase, and develop their understanding of the development of Music Technology and Popular Music from 1910 to the present day, along with some focus styles. They will be expected to demonstrate a secure working knowledge of traditional music notations.

Music Year 13
Throughout this year students have been actively engaged in preparing for Units 4, 5 and 6 of the Edexcel A2 Music Course. Opportunities to perform in and out of the classroom are actively encouraged, and any performances viewed by staff are eligible for inclusion in the student’s portfolio. Musical techniques and composition have been taught in groups and on a one-to-one basis, where regular monitoring and feedback with formative targets for improvement are the expectation. Musical Understanding and Listening are taught as a class, and regular exam-style questions are set at the end of each unit to test knowledge and understanding of the set works covered.

  

 

 

Music Technology Year 13

Unit 3 of this course focuses in the integration of MIDI and audio in a set-sequencing task, and allows students to further develop their sequencing and aural awareness skills. Studio recording now needs to have a minimum of 12 tracks and the inclusion of acoustic instruments. Students are free to choose a composition task that demonstrates their skills as music technologists. Unit 4 is an examination testing real ability to produce a mix under timed conditions to a brief, and have a detailed understanding of music technology in practice.

 

ART

Art Year 7
We teach our students in mixed ability groups. They remain with their teacher throughout the year. We follow the National Curriculum framework throughout the Key Stage as we introduce the different stages of the art process. Students engage in research, observational work, art historical studies and development of ideas as they experience various techniques and approaches in Drawing and Painting, Mixed Media and Sculpture to produce major pieces of work. We introduce shorter exercises in the summer term, designed to stimulate the imagination and emphasise enjoyment. Students’ work is marked throughout the year to assess their attainment in the form of a KS3 level; advice is given on ‘how to improve’ to try to ensure that students make good progress.

Art Year 8
We teach our students in mixed ability groups. They remain with their teacher throughout the year. We follow the National Curriculum framework throughout the Key Stage as we introduce the different stages of the art process. Students engage in research, observational work, art historical studies and development of ideas as they experience various techniques and approaches in Drawing and Painting, Mixed Media and Sculpture to produce major pieces of work. We introduce shorter exercises in the summer term, designed to stimulate the imagination and emphasise enjoyment. Students’ work is marked throughout the year to assess their attainment in the form of a KS3 level, advice is given on ‘how to improve’ to try to ensure that students make good progress.

Art Year 9
We teach our students in mixed ability groups. They remain with their teacher throughout the year. We follow the National Curriculum framework throughout the Key Stage as we introduce the different stages of the art process. Students engage in research, observational work, art historical studies and development of ideas as they experience various techniques and approaches in Drawing and Painting, Mixed Media, Sculpture to produce major pieces of work. We introduce shorter exercises in the summer term, designed to stimulate the imagination and emphasise enjoyment. Students’ work is marked throughout the year to assess their attainment in the form of a KS3 level; advice is given on ‘how to improve’ to try to ensure that students make good progress.

Art Year 10
GCSE AQA Art & Design divides into two assessment areas: 60% coursework and 40% externally set assignment. Coursework consists of two units and students aim to complete their first in Year 10. Each unit of coursework involves students developing a coursework theme which involves research, observational work, art historical studies and development of ideas as they experience various new techniques and approaches to produce major pieces of work. Students are taught skill and processes from a wide range of art areas – painting, drawing, printing and sculpture, and are able to select the materials they wish to use to create major pieces of work. A visit to Oxford or London is arranged to provide an opportunity for first hand art historical research. During this unit students are given weekly tutorials where quality and quantity is monitored and planning for the next week’s work is agreed. It is vital that students bring their work to school each week if our tutorial system is to work to their advantage. We offer individual attention; students are expected to make the most of this opportunity.

Art Year 11
GCSE AQA Art & Design divides into two assessment areas: 60% coursework and 40% externally set assignment. Coursework consists of two units and students aim to complete unit 2 in Year 11 and refine and resolve unit 1. Students complete unit 2 by the beginning of the spring term. At this point they will then refine unit 1, acting on teacher assessment advice. They have weekly tutorials where quality and quantity is monitored and planning for the next week’s work is agreed; it is vital that work is brought to school; students are expected to make the most of this individual attention. Constructive use of studio time and regular homework ensure course coverage. The final submission for both coursework units is during the first lesson of the week after the spring half-term. Preparation for the exam also starts at this point and lasts for eight weeks. Ten hours are focussed on a major piece under exam conditions early in the summer term. Success is celebrated in a summer exhibition where parents and friends are invited.

Art Year 12
We follow the A Level Edexcel Art & Design specification. This course consists of two units: Unit 1 is based on coursework (60%) and Unit 2 is the externally set assignment (40%). In the autumn and spring terms students undertake the coursework unit. In weekly tutorials, quality & quantity is monitored and the next week’s work agreed; it is vital that work is brought to school; students are expected to make the most of this individual attention. Constructive use of studio time and regular homework ensure course coverage. After ‘First Marking’ of Unit 1, staff discuss a detailed assessment sheet showing the present standard and how to improve, with students. Preparation for the examination starts just after half term of the spring term. Eight hours are focused on producing a major piece under exam conditions early in the summer term. Final submission of the coursework units is during the middle of the first half of the summer term. Both units are marked internally before moderation by a visiting examiner. The A2 course begins during the last five weeks of the summer term; attendance is vital.

Art Year 13
We follow the A Level Edexcel Art & Design specification. This course consists of two units: Unit 3 is based on coursework (60%) and Unit 4 is the externally set assignment (40%). In the autumn term of the A2 course students complete their personal study and coursework development work for Unit 3. In January students start eight weeks of preparation for their externally set assignment which will take place in the middle of March. During a 12 hour exam period students will produce a major piece in response to their preparation work. After the exam students will make their major piece for their coursework Unit 3. Final submission for the coursework unit is the middle of May. In weekly tutorials, quality and quantity is monitored and the next week’s work agreed. It is vital that work is brought to school; students are expected to make the most of this individual attention. Constructive use of studio time and regular homework ensure course coverage. After ‘First Marking’ of Unit 3, staff discuss a detailed assessment sheet showing the present standard and how to improve, with students. We celebrate our students’ success in an exhibition which normally takes place in May/June. Parents & friends are invited to the Private View.