Performing Arts

Overview:

The roots of the Arts are embedded in human nature and are a powerful tool when driving forward student success in the modern world. Contemporary facilities and teaching methods lead to an innovative curriculum which encompasses forward thinking, positivity and creative responses to change.

The Arts (Art, Creative Writing & Learning, Dance, Drama, Digital Arts, Media & Music) work collaboratively to equip students with a range of skills for life, future education and cultural experiences. An outstanding provision of learning and opportunities throughout the whole school is provided to promote progression in the arts at both key stages in and out of curriculum time.

We strive to develop respectful relationships between students, staff, artists and the local & national communities, driving forward and continuously responding to change.

Career links

Careers in the Arts are interwoven into lessons and the cultural ‘point’ of the Arts is an underpinning focus.

External links/ contexts:

  • Civic Theatre
  • Outside Artists/ bands/ Arts professionals into school
  • Q & A Sessions
  • Trips (Theatre/Professional Environments)
  • Job Opportunities e.g. Festivals/auditions
  • Arts Volunteers work with our learners

Intent:

Our vision is for every student, at any level, with any need, to enjoy, explore and express themselves creatively through the arts. Leading to increased confidence and self-esteem, showcasing talent through the mediums of live performances both in and out of the school setting, audio recording, media releases, internet broadcasts, films, radio and exhibitions.

An ingrained environment of positivity and challenge within the arts empowers students with a thirst for success.

Making drama and theatre is an essential part of being human. Participating helps us to express what we care about, and why; reminding us of who we are and what we can be. Drama is a source for cultural capital, identity and heritage; it inspires us to take risks, think critically and builds social cohesion through collaboration. It can change and shape our lives through developing creativity, cognition, empathy and resilience.

The value of learning drama is educational, social, moral and economic, but it is more than the sum of these parts. Children and young people thrive in schools where drama is accessible to all through the curriculum. When they are taught by trained, confident specialist teachers who are recognised and supported, children and young people’s creative potential is developed, and their wellbeing strengthened.

 

Subject progression & sequencing (topic length in weeks)

 
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Year 7
  • Creating future artists (8)
  • Creating future artists (1)
  • Devised performances (6)
  • Devised performances (3)
  • Responding to a stimulus (3)
  • Responding to a stimulus (5)
  • Responding to a stimulus (1)
  • Production project (6)
  • Production project (3)
Year 8
  • Responding to events (8)
  • Responding to events (1)
  • Social, local & global study (6)
  • Social, local & global study (3)
  • Careers in the Performing Arts industry (3)
  • Careers in the Performing Arts industry (5)
  • Careers in the Performing Arts industry (1)
  • Production project (6)
  • Production project (3)
Year 9
  • Understanding Scripts and Plays (8)
  • Understanding Scripts and Plays (7)
  • Understanding Scripts and Plays (3)
  • Social, Local, National & Global study (3)
  • Social, Local, National & Global study (5)
  • Social, Local, National & Global study (1)
  • Production project (6)
  • Production project (3)
Year 10

WJEC Level 1/2 Vocational Award in Performing Arts (Technical Award)
  • Introduction to the RSL course – Breakdown of units/choices of specialism and expectations (1)
  • Team work & Confidence building, workshops (theatre practitioners e.g. Brecht & Stanislavski, choreographers e.g. Lea Anderson, Matthew Bourne (7)
  • Preparation for the Performing Text unit 212 (7)
  • or Choreography unit 222 (7)

 
  • Preparation for the Performing Text unit 212 (6)
  • or Choreography unit 222 (6)

 
  • Devising and Choreographing  – preparation for CAPA external assessment (5)
  • Recap of 212/222 & CAPA external assessment mock (7)
  • Recap of 212/222 & CAPA external assessment mock
Year 11

RSL Level 2 Certificate in Creative and Performing Arts (RQF)
  • Performing Text (Actors) – Unit 212 – Pre 1940s Script – final exam – Choreography (Dancers) Unit 222 – First assessed dance piece and notebooks (or video/podcast style AC work if the learner chooses not to do any written element) & Performance Video evidence for both units.
  • Performing Text (Actors) – Unit 212 – Pre 1940s Script – final exam – Choreography (Dancers) Unit 222 – First assessed dance piece and notebooks (or video/podcast style AC work if the learner chooses not to do any written element) & Performance Video evidence for both units.
  • Performing Text (Actors) – Unit 212 – Post 1940s Script (Whole School musical or monologue) – Choreography (Dancers) Unit 222 – Final Assessed dance piece/whole school musical choreography – notebooks (or video/podcast style if the learner chooses not to do any written element) & Performance Video evidence for both units. Any outstanding work/AC updated and completed
  • 30 hrs CAPA External Live Performance Exam – 4 days off timetable to undertake the exam
  • Performing Text (Actors) – Unit 212 – Post 1940s Script (Whole School musical or monologue) – Choreography (Dancers) Unit 222 – Final Assessed dance piece/whole school musical choreography – notebooks (or video/podcast style if the learner chooses not to do any written element) & Performance Video evidence for both units. Any outstanding work/AC updated and completed
  • CAPA Resubmission if required for any learner for the external exam – dates confirmed by RSL each year.
  • Resubmission for Unit 212/222 if applicable.
  • Further study within each learners specialism in preparation for future courses, the wider world and the professional Performing Arts Industry.
  

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