Expressive Arts

Art education benefits both the pupil and society. It benefits the pupil as it cultivates the whole child, gradually building many varieties of literacy while developing intuition, reasoning, imagination, and dexterity into unique forms of expression and communication. We see the Arts as a journey not just a destination. This process requires not merely an active mind but also a trained one. Arts education also helps students by initiating them into a variety of ways of perceiving and thinking – a crucial component in the development of the essential skills for the 21st Century. Pupils will learn and experience from a variety of 2D and 3D materials, techniques and processes alongside studying a range of artists, designers and craftspeople.

KS3 Art

Year 7

Term 1 - Passport Project

Formal elements, dot and line, accuracy and range of tones in shoe drawing, accuracy of painting and colour mixing.

Term 2 - Colour Wheel

Accuracy of handling a paintbrush, accuracy of colour mixing, understanding of colour theory and application of colour theory.

Term 3 - Kandinsky Project, Artist Research, Printmaking

Understanding of colour kinaesthesia, formal elements of shape and line, watercolour application and use of collagraph.

Term 4 - Observational Drawing

Understanding of observational drawing, use of line, composition, use of tone and variety of mark-making. Investigation of mark-making in ceramics.

Term 5 - Ceramic Owl Project

Use of mark-making in drawings, exploring ideas through design and drawing, use of ceramic techniques (pinch pot, ceramic addition and ceramic subtraction), accurate application of paint.

Term 6 - Hundertwasser

Understanding of Hundertwasser’s use of line and shape, accuracy of copied drawings, imaginative use of colour theory and line, accurate and meaningful use of collage.

Year 8

Term 1 - Portraits

Understanding what a portrait is, understanding and use of proportion in portraits, application of a variety of tones using pencil, application of a variety of tones using chalk and charcoal, understanding of continuous line, application of wire to make a drawing, accurate and imaginative use of photography to recreate a famous portrait painting.

Term 2 - Portraits, Cubism, Ceramics

Understanding of cubist theory, understanding and use of proportion in portraits, imaginative application of line and colour to design a ceramic relief portrait, use of ceramic techniques (slab building, ceramic addition and ceramic subtraction), accurate application of paint.

Term 3 - Art Around the World

Basic understanding of Australian Aboriginal culture/art theory, accurate and imaginative application of Australian Aboriginal painting techniques, understanding of symbols, exploring ideas through design and drawing. Basic understanding of Japanese Anime culture and introduction to basic Anime techniques. Exploration of Indian Mehndi designs, understanding of pattern and symbolism.

Term 4 - Observational Drawing

Understanding of Observational drawing, use of line, composition, use of tone and variety of mark-making. Use of pen drawing techniques.

Term 5 - Animal Project

Accurate and imaginative use of collage, accurate use of line, composition and tone to copy collage, understanding of monoprint theory, application of monoprint.

Term 6 - David Hockney

Artist research into Hockney, understanding of Hockney’s varied styles, accurate use of coloured pencil, imaginative and informed design for final painting, relevant use of photography to explore landscape theme, Accuracy of handling a paintbrush, accuracy of colour mixing, understanding of colour theory and application of colour theory.

Year 9

Term 1 - Observational Drawing

Understanding of varied use of drawing techniques, use of line, composition, use of tone and variety of mark-making, use of pen drawing techniques, use of bracelet drawing, hatching, cross-hatching and stippling.

Term 2 - Paul Klee

Artist research into Klee, understanding of ‘taking a line for a walk’, accurate use of coloured pencil, imaginative use of colour for lettering, accuracy of handling a paintbrush, accuracy of watercolour mixing, understanding of colour theory and formal elements (shape, line).

Term 3 - Pop Art

Artist research into Lichtenstein, imaginative and exploratory responses to Lichtenstein’s work, understanding of Pop Art characteristics, accurate copy of complex image, understanding of linocut theory, application of linocut theory.

Term 4 - Coil Pots

Understanding of variety of uses for ceramics, ceramic coil pot theory, imaginative application of ceramic coil pot theory for a design, production of accurate and supported coil pot.

Term 5 - Graffiti

Understanding of Graffiti theory and styles, accurate drawings of three main styles, accurate application of coloured pencil, imaginative and informed design for final outcome, accurate and attractive application of graffiti concepts in final design. Artist research into Banksy, accurate drawing and application of coloured pencil in reproductions of Banksy, imaginative design for a Banksy-style stencil, accurate stencil-cutting, successful application of stencil.

Term 6 - Kate Malone

Artis research into Kate Malone and Peter Randall-Page. Observational drawings of natural forms, also monoprinting, collage and mixed media techniques.

GCSE Art

Year 10

Term 1 - Natural Forms

Drawing, watercolour, acrylic painting, collage, monoprinting and introduction to mounting techniques and coursework presentation.

Term 2 - Portraiture (Matisse)

Artist research, drawing, acrylic painting.

Terms 3 & 4 - Everyday Objects

Artist research, photography, drawing, acrylic painting.

Terms 5 & 6 - Portraiture (Pop Art)

Artist research, drawing, acrylic painting.

Year 11

Terms 1 & 2 - Identity (Mock Exam)

Terms 3-5 - GCSE Art Exam

BTEC Art & Design

Year 12

Terms 1 & 2 - Library Project

Terms 3, 4 & 5 - Rainforest Project

Term 6 - Metamorphosis Project

Year 13

Terms 1 & 2 - Metamorphosis Project

Terms 3, 4 & 5 - External exams

 

Drama is an essential part of development for all students; harnessing the ability to understand themselves and the world around them. The very core of the subject is centred on the development of communication and articulation skills which feed into every aspect of the students’ lives, equipping them to be expressive and empathetic within society. Drama empowers students with self-awareness and confidence which are transferable skills essential to presentation and public speaking. Drama is accessible for all students regardless of their ability, which makes it an extremely effective learning medium in all aspects of their education. Through a robust and inclusive curriculum, students not only develop knowledge of performance, but also knowledge of the technical aspects of theatre, giving them a pathway into the industry should they choose. Drama not only gives pupils greater opportunities to develop their emotional intelligence and resilience, but also provides a safe space in order to grow confidence in their everyday lives.

KS3 Drama

Year 7

Term 1 - Introduction to Drama

Establishing disciplines for practical drama work and collaborative group work. Developing concentration, cooperation and control. Understanding basic performance skills; awareness of facial expression and body language to portray meaning.

Term 2 - Silent Movie

Understand the concept of situation comedy and melodrama. Develop skills in mime and exaggerated, physical acting style. Use group work and time-management skills. Develop confidence in performing in front of an audience by having the vocal aspect removed, allowing them to concentrate on physical movement.

Term 3 - Ernie's Incredible Illucinations (script work)

Develop skills in interpreting and performing a scripted piece. Use imagination in off text improvisations. To learn how to read a play script and learn lines for performance.

Term 4 - Ernie's Incredible Illucinations (script work) continued...

Develop skills in interpreting and performing a scripted piece. Use imagination in off text improvisations. To learn how to read a play script and learn lines for performance.

Term 5 - Tempest

Use physical theatre skills, soundscape and group work to create atmosphere of the opening ‘tempest’. Understand the plot, characters and themes. Develop skills in using the language of Shakespeare in performance.

Term 6 - History of Theatre

Move through the history of theatre from Greek theatre to Shakespeare, Melodrama and finally Musical Theatre.

Year 8

Term 1 - Physical Theatre

Use non-naturalistic techniques to present a story in an imaginative. Understand convention of physical theatre and develop skills of narration, ensemble work, soundscape and chorus work.

Term 2 - Brecht / Grimm Tales

Understand how to apply physical theatre style through the retelling of a Grimms Brothers’ fairy tale. Introduce the work of the practitioner Brecht and his techniques such as placards, multi-rolling, stereotype and direct address.

Term 3 - Commedia Dell'Arte

History of theatre – Commedia Dell’ Arte. Introduce stock character, lazzi, non-verbal comedy techniques and exaggeration to create a universal comedy.

Term 4 - Script Work - Commedia Influenced

Applying the techniques learned from Commedia Dell’Arte to a script – ‘Alota Chocolata’. Assessment based on script work and interpretation in light of physical comedy skills.

Term 5 - Mystery Pictures

Process Drama based on the theme of mental health. Developing understanding of world around them. Use of teacher in role, role-play, empathy and development of abstract Drama techniques.

Term 6 - Macbeth

Understand the plot and themes of Macbeth. Learn the basic principles of set, sound, costume and make-up design. Create own interpretation to create an original and imaginative setting for the play.

Year 9

Term 1 - Script: DNA

GCSE script introduction – National theatres play DNA. Themes of peer pressure, guilt, responsibility. Use status, ensemble, split stage, atmosphere to recreate and interpret key moments.

Term 2 - Monologue / Duologue

Develop a monologue or duologue taken from the text studied in term 1. Focus on presentation skills and public speaking. Skills in interpreting script for an audience creating character and intention.

Term 3 - Theatre Review

Links with GCSE Drama – live theatre review. Using analytical skills to identify use of production elements in the ‘mise-en-scene’ and evaluate the effect. Identify different design elements of theatre – Lighting, Sound, Costume, Set, Staging, Props/stage furniture.

Term 4 - Bloody Shakespeare

Explore some of Shakespeare’s most gruesome plays and use stage skills to express the full potential of the key moments.

Term 5 - Script: Blood Brothers

Links to GCSE script work. Understanding how to interpret a character from a script. Develop understanding of the context of the play and explore vocal and movement skills in playing the same character at different ages.

Term 6 - Drama Revision

Use team work skills and demonstrate a variety of expertise learned in Drama over KS3 such as storytelling skills, evaluating skills, analytical skills, design skills and performance skills.

GCSE Drama

Year 10

Term 1 - Development of Monologue

Term 2 - Grimm Tales Performance

Frantic Assembly techniques to create atmospheric and emotive drama in retelling of Hansel and Gretel.

Terms 3 & 4 - Inspector Calls

Study of Inspector Calls from the point of view of a theatre maker.

Term 5 - Devised Performance

Term 6 - Devised Portfolio

Year 11

Term 1 - Devised Performance

(carried over from lockdown absence in Yr 10)

Term 2 - Devised Portfolio (30% of GCSE)

Carried over from lockdown absence in Yr10

Term 3 - Scripted performance rehearsals for Component 2 - Live Performance Examination (20%)

Live theatre viewing for Section C of written examination - Digital Theatre performance in place of live theatre visit due to Covid19 restrictions.

Term 4 - Exam Preparation, Exam Question Skills / Practise Live Theatre

Term 5 - Exam (dates TBC)

A Level Theatre Studies

Year 12

Term 1

Focus on exam questions for Live Theatre - live theatre viewings where possible depending on availability of digital performances.

Study of Component 3 exam - section 2 plays in light of designer skills.

Study of three practitioners – Artaud, Brecht and Stanislavski.

Begin Component 2 practise – monologues and duologues.

Terms 2 & 3

Study of chosen play for section 2 of component 3 written exam. Practise of component 2 group performance in light of practise component 2 assessment criteria.

Rehearse monologues and duologues in light of practise component 2 assessment criteria.

Term 4

Begin Component 3 section 3 exam criteria – study of  set play text ‘Antigone’ in light of the practitioner ‘Brecht’.

Term 5

Mock Exam preparation.

Component 1: Devised project and 2500-word portfolio

Term 6

Completion of devised project recorded performance (10%) and completion of portfolio (30%)

Dance is not simply about performance. It is a whole process; starting with an initial idea and creatively developing this idea into a final piece, consisting of many carefully considered elements. Dance gives pupils the freedom to express, to develop physical skills, technique and to also form critical appreciation of their own and others' work. Pupils will learn and experience a wide variety of professional choreographer's work, appreciating and analysing key constituent features.

GCSE Dance

Year 10

Term 1

Safe practice, actions/dynamics/space/relationships, 'Emancipation of Expressionism'

Term 2

Appreciation and comparisons of constituent features, 'Shadows'

Term 3

Performance skills, Duo/Trio performance, 'A Linah Curva'

Term 4

Using stimuli as a starting point, Set phrase: Breathe, Shift,'Infra'

Term 5

Set phrase: Flux, 'Within Her Eyes'

Term 6

Structuring, 'Artificial Things'

Year 11

Terms 1 & 2

Duo/Trio performance, Choreography

Term 3

Rehearsal and preparation for practical exam.

Term 4

Revision of hypothetical choreography questions. Knowledge and appreciation of professional works.

Term 5

Revision: answering exam questions.

The subject requires students to closely analyse and compare media products in relation to relevant key social, cultural, economic, political and historical contexts. Not every question in every exam series will require the analysis of the five contexts but students will need to be familiar with all of them in relation to a range of media products. Knowledge and understanding should be developed through the practical analysis or creation of media products. The subject content is detailed in relation to each area of the theoretical framework.

A Level Media Studies

Year 12

Term 1 - TV Drama

Term 2 - Gaming

Term 3 - Social Media / Online / Radio

Term 4 - Advertising

Term 5 - Music Videos

Term 6 - Magazines / Newspapers / Non-examined assessment (NEA)

Year 13

Term 1 - NEA continued

Term 2 - Film, Revision on TV Drama

Term 3 - Revision on Gaming / Social Media Online & Radio

Term 4 - Revision on Advertising & Music Videos

Term 5 - Revision on Magazines/Newspapers

Term 6 - Exam practice, Theory impact sessions on key theorists

Music is a universal language that embodies one of the highest forms of creativity. Studying Music:

  • Increases confidence and self-esteem
  • Improves health and well-being
  • Provides important life and social skills
  • Develops creativity and self- expression
  • Improves cognition, literacy and numeracy
  • Can be the key to unlocking potential and helps engagement in other areas

We aim to provide a high-quality music education which engages and inspires students to develop a love of music and their talent as musicians.

Through the schemes of work at KS3/4/5 students will perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians. Students will learn to create and compose music on their own and with others, have the opportunity to learn a musical instrument, and use technology appropriately. Students will understand and explore how music is created, produced and communicated, through the musical elements: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

We are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts.

KS3 Music

Year 7

Term 1 - Instruments of the orchestra, theory, keyboard skills.

Term 2 - Variations, Christmas song cycle

Term 3 - Ukulele project

Term 4 - Programme music

Term 5 - World music

Term 6 - Blues

Year 8

Term 1 - Reggae

Term 2 - Waltz

Term 3 - Musicals

Term 4 - Form and Structure

Term 5 - Film Music

Term 6 - Ukulele and Ensemble Skills

Year 9

Term 1 - Latin Music

Term 2 - Rock Music

Term 3 - Baroque Music

Term 4 - Folk

Term 5 - Protest Songs

Term 6 - Free performance / presentation

GCSE Music

Year 10

Term 1

  • Composing
  • Music theory and listening skills

Term 2

  • Traditional Music and composing
  • Western Classical Tradition 1650-1910 and listening skills

Term 3

  • Graceland (Paul Simon) and composing
  • Clarinet Concerto Mozart

Term 4

  • Graceland (Paul Simon) and composing
  • Clarinet Concerto Mozart and listening skills

Term 5

  • Performing
  • Popular music and listening skills

Term 6

  • Graceland (Paul Simon) and composing
  • Traditional music and listening skills

Year 11

Terms 1 & 2

  • Traditional Music, Clock revision and composing
  • Mock paper and Beatles revision and listening skills

Term 3

  • Listening skills - western Classical Tradition 1650-present day revision and composing
  • Music theory and listening skills, practical performance

Term 4

  • composition completion and programme notes
  • Popular Music and Traditional music revision and practical performance

Term 5

  • Revision
  • listening skills/Beatles revision

Term 6

  • Exam

A Level Music

Year 12

Term 1

  • Romantic Piano Music - Grieg
  • 10 marker technique
  • Composing skills

Term 2

  • Romantic Piano Music - Brahms
  • Composing skills
  • Music for Media
  • Essay skills

Term 3

  • Romantic Piano Music - Chopin
  • Composing skills
  • Music for Media
  • Essay skills

Term 4

  • Composing free brief
  • Listening skills
  • Music for Media

Term 5

  • Composing free brief
  • Listening skills
  • Music for Media
  • Consolidation of Romantic Piano Music

Term 6

  • Baroque Concerto - Purcell
  • Composing free brief
  • Listening skills
  • Music for Media

Year 13

Term 1

  • Romantic Piano Music – Chopin Nocturne
  • Composing free brief
  • Listening skills
  • Jazz

Term 2

  • Baroque Concerto - Vivaldi
  • Composing-  brief
  • Listening skills
  • Jazz

Term 3

  • Baroque Concerto - Bach
  • Composing-  brief
  • Listening skills
  • Jazz

Term 4

  • Consolidation - Baroque Concerto
  • Composing-  brief
  • Listening skills

Term 5

  • Listening skills
  • Revision

Term 6

  • Exam