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.
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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 - Day of the Dead
A project looking at the Mexican Day of the Dead festival. We design our own brightly coloured skulls, investigate animal patterns and ultimately make our very own Alebrije!
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 - Comics
A look at cartoons, comics, characters and comic strips through the 20th Century and beyond. Common conventions are analysed along with an opportunity to use the visual language of comics to create our own inked masterpiece.
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 - Ceramic Cakes
Understanding of different ceramic techniques to design and produce a colourful cake in ceramics.
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 - Great Artists
A series of short projects looking at a variety of techniques and materials through the prism of great artists including Keith Haring, Alberto Giacometti and Peter Blake.
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 - Workshops investigating a variety of materials, techniques and processes.
Terms 3, 4 & 5 - Library Project (unit 12)
Term 6 - Metamorphosis Project
Year 13
Terms 1 & 2 - Metamorphosis Project
Terms 3, 4 & 5 - External exams (units 1 and 2)
A Level Art
Year 12
Terms 1 & 2 - Workshops investigating a variety of materials, techniques and processes.
Terms 3, 4, 5 & 6 - Personal Investigation
Year 13
Terms 1 & 2 - Personal Investigation
Terms 3, 4 & 5 - External exam project
A Level Photography
Year 12
Terms 1 & 2 - Workshops investigating a variety of materials, techniques and processes.
Terms 3, 4, 5 & 6 - Personal Investigation
Year 13
Terms 1 & 2 - Personal Investigation
Terms 3, 4 & 5 - External exam project
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.
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KS3 Drama
Year 7
Term 1 - Intro - Mime and Silent Movie
Students develop key performance and collaboration skills, focusing on concentration, cooperation, and control in group work. They explore situation comedy, and mime, using facial expression, body language, and exaggerated movement to communicate meaning. By removing dialogue, students build confidence and refine their physical storytelling and non-verbal communication.
Term 2 - Ernie
Students develop skills in interpreting and performing scripted scenes, using improvisation to explore character and context. They learn how to read a play script, rehearse effectively, and learn lines for performance.
Term 3 - Darkwood Manor
Students explore atmosphere, character, and story development through techniques such as teacher-in-role, hot-seating, soundscape, and working in role, developing creativity and confidence in performance.
Term 4 - History of Theatre: Greek Theatre
Students explore the origins of theatre through Ancient Greek performance, learning about chorus, mask, and amphitheatre staging. They develop an understanding of how early theatre shaped storytelling, characterisation, and performance conventions still used today.
Term 5 - Shakespeare by Heart - Speaking Shakespeare
Students support their English learning by exploring Shakespeare’s language through performance. They develop confidence in speaking verse aloud, understanding meaning, rhythm, and emotion, and bringing Shakespeare’s words to life on stage.
Term 6 - Tempest Design and Shadow Puppetry
Students explore Shakespeare’s The Tempest through shadow puppetry, soundscape, and physical theatre. They develop skills in storytelling, atmosphere, and ensemble work, using light, movement, and sound to bring the play’s magical world to life.
Year 8
Term 1 - Physical Theatre
Students use non-naturalistic techniques to present stories imaginatively, exploring the conventions of physical theatre. They develop skills in narration, ensemble performance, soundscape, and chorus work to create dynamic and expressive pieces.
Term 2 - Melodrama
Students explore the style and conventions of melodrama, developing exaggerated characters and clear storytelling through gesture, expression, and physicality. They learn to use stock characters, heightened emotion, and dramatic action to engage and entertain an audience
Term 3 - Blood Brothers
Students explore Blood Brothers as preparation for GCSE script work, developing skills in interpreting character and understanding context. They experiment with voice and movement to portray the same character at different ages, deepening their awareness of performance choices and storytelling.
Term 4 - Commedia dell'arte
Students explore the history of theatre through Commedia dell’Arte, learning about stock characters, lazzi, non-verbal comedy, and exaggeration to create universal humour. They apply these techniques to a scripted performance of Alota Chocolata, developing skills in physical comedy and character interpretation.
Term 5 - Shakespeare by Heart - Speaking Shakespeare
Students support their English learning by exploring Shakespeare’s language through performance. They develop confidence in speaking verse aloud, understanding meaning, rhythm, and emotion, and bringing Shakespeare’s words to life on stage.
Term 6 - Horror - Frankenstein and Dracula
Students explore the horror genre through Dracula and Frankenstein, focusing on creating atmosphere and tension. They experiment with sound effects, lighting, and performance techniques to build suspense and engage the audience.
Year 9
Term 1 - Masks
Students explore the conventions of mask work using Trestle masks, developing physical approaches to communicate character and tell stories without speech. They learn to use movement, gesture, and focus to express emotion and create clear, engaging performances.
Term 2 - DNA
Students are introduced to the GCSE script DNA by the National Theatre. They explore themes of peer pressure, guilt, and responsibility, using techniques such as status, ensemble work, split staging, and atmosphere to interpret and recreate key moments from the play.
Term 3 - Gory Shakespeare / Stage Fighting
Students explore Shakespeare’s most gruesome plays, using stagecraft and performance techniques to bring dramatic moments to life. They develop skills in characterisation, tension, and stage combat to safely and effectively stage scenes of conflict and intensity.
Term 4 - Macbeth
Students are introduced to Macbeth in a practical and engaging way, exploring character, plot, and key themes. Through performance and workshop activities, they develop a deeper understanding of the play they will later study for GCSE English.
Term 5 - Noughts and Crosses
Students explore Noughts and Crosses by Malorie Blackman through practical drama activities, focusing on character, relationships, and key moments. They engage with the play’s powerful and thought-provoking themes of prejudice, identity, and social inequality.
Term 6 - Devising Project
Students work collaboratively to create their own original performance, applying the storytelling, analytical, evaluative, design, and performance skills developed throughout KS3. They use teamwork and creativity to devise, rehearse, and present an engaging and imaginative piece of theatre.
GCSE Drama
Year 10
Term 1
Students are introduced to key skills and drama terminology in preparation for GCSE. They begin work on Component 1 (Devising), responding to a given stimulus and applying strategies, rehearsal, and research techniques. Students are introduced to influential practitioners, including Frantic Assembly, and are required to keep a rehearsal journal to document their devising process.
Term 2
Students continue to develop their devised performances in preparation for the GCSE examined practical assessment, which accounts for 10% of the overall qualification. They refine their ideas, apply feedback, and demonstrate creative, technical, and performance skills in presenting their final devised piece.
Term 3
Students prepare for and perform their Component 1 devised examined piece during the week commencing 9th February. Alongside this, they are introduced to Component 3 exam-style questions based on An Inspector Calls to support their understanding of written analysis and prepare for the upcoming mock exam.
Term 4
Preparation for mock component 3 written.
Term 5
Students begin their 2,000-word written portfolio in response to their Component 1 devised process and performance. This work, worth 30% of the GCSE, requires them to analyse and evaluate their creative decisions, rehearsal process, and final performance.
Term 6
Students complete their 2,000-word typed portfolio, worth 30% of the GCSE. They are then introduced to Component 2, preparing scripted extracts for performance to a visiting examiner, focusing on interpretation, characterisation, and rehearsal techniques.
Year 11
Term 1
Students prepare for Component 3, the written examination worth 40% of the GCSE. They focus on An Inspector Calls and develop their understanding of design elements, including costume, lighting, set, stage furniture, props, and sound, to support their ability to analyse and interpret the play in performance.
Term 2
Students continue their preparation for Component 3, focusing on the live theatre section of the written exam. They attend a live performance and produce 500-word notes on key moments, analysing performance and design choices to support their ability to answer exam-style questions effectively.
Term 3
Students prepare for Component 2, rehearsing and performing two extracts from a published play for assessment by a visiting examiner. This component, worth 20% of the GCSE, develops their skills in interpretation, characterisation, and performance under exam conditions.
Term 4
Students continue rehearsals for Component 2 in preparation for their practical exam in March (date to be confirmed). They refine their performances, focusing on character development, timing, and interpretation to meet the assessment criteria.
Term 5
Students complete final preparation and revision for the public written examination (Component 3), a 1 hour 45 minute paper in early May. Revision focuses on An Inspector Calls, live theatre analysis, and exam technique.
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.
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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.
Media studies requires students to become experts at applying the four areas of the media studies framework:
- Media language
- Media representation
- Media audiences
- Media industries
There is a variety of texts to study across the two years from different areas of the mass media. These include: print advertising, audio-visual advertising, music videos, newspapers (print and online), gaming, film marketing and radio.
Students will be required to develop exam skills such as discursive essay writing and evaluating theoretical approaches. They will also submit coursework, worth 30% of the overall mark.
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A Level Media Studies
Year 12
Terms 1 and 2:
Component 1 Section A - media language and representation.
Terms 3 and 4:
Component 1 Section B - audience and industry.
Term 5:
Component 1 Section B continued.
Term 6:
Component 3 NEA - students will begin their coursework. This is an independent production following a brief released by the exam board.
Year 13
Term 1:
Component 3 NEA - students will finish their coursework by half term
Component 2 Section A - alongside completing coursework, students will begin Component 2 Section A, an ind-depth study of two set texts covering all areas of the media framework. Section A focuses on television productions, one made in the UK and one produced in another country.
Term 2:
Coponent 2 Section and Section B – students will finish studying television and begin to study Section B, which focuses on magazines. One magazine is a current publication and one is a historical text.
Term 3:
Component 2 Section B and Section C – students will finish studying magazines and begin to study Section C, which focuses on online media.
Term 4:
Revision starts – term 4 is dedicated to refining exam strategy and revising all areas of the curriculum. The focus is on enabling students to understand what they need to do to get the marks they need and on helping them plan revision.
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.
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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
Term 2 - 20th Music
Term 3 - Baroque
Term 4 - Rock
Term 5 - Folk
Term 6 - Free performance / portfolio
GCSE Music and Music Tech
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
- Queen - Seven Seas of Rye and composing
Term 4
- Queen - Bohemian Rhapsody and composing
- Listening skills
Term 5
- Performing
- Popular music and listening skills
Term 6
- Beethoven Symphony no 1 movement 1 and composing
- Traditional music and listening skills
Year 11
Terms 1 & 2
- Traditional Music, Queen - Love of My Life and composing
- Mock paper and Beethoven Symphony no 1 movement 1 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 revision
Term 6
- Exam
A Level Music
Year 12
Term 1
- Jazz Music
- Development of the Symphony and Composing skills
Term 2
- Essay skills and Haydn Symphony
- Jazz music
- Debussy Nuages
- Composing skills
Term 3
- Composing free brief
- Haydn Symphony
- Debussy Nuages/exam technique
Term 4
- Listening skills
- Haydn Symphony no 104
- Composing free brief
Term 5
- Composing free brief
- Haydn Symphony no 104 - exam technique
- Impressionism works
Term 6
- Composing free brief
- Performing skills
- Listening skills
Year 13
Term 1
- Poulenc set work
- Composing free brief
- Listening skills
- Jazz
Term 2
- Development of the Symphony revision
- Composing- brief
- Poulenc set work
- Jazz
Term 3
- Haydn Revision
- Composing- brief
- Listening skills
- Jazz
Term 4
- Nuages and Poulenc revision
- Composing- brief
- Listening skills
Term 5
- Listening skills
- Revision
Term 6
- Exam