KS3 Performing Arts
Curriculum Overview – Year 7
In Performing Arts at year 7, students study a bespoke curriculum exploring a range of topics across Music, Dance and Drama. The topics include Junkyard Jam, Samba v Rock ‘n’ Roll, Tinkling the Keys, Charlie and the Chocolate Factory and Let’s Tell a Story. Students will explore the topics through a range of performance, composition and appreciation tasks along with developing important life skills like team work, communication, creativity and leadership. Through the Performing Arts curriculum students will learn new skills as well as developing existing skills to fully equip them moving into year 8.
Curriculum Overview – Year 8
In Performing Arts at year 8, students deepen their understanding of the Performing Arts through exploring a new range of topics across Music, Dance and Drama. The topics include Our House, SOnic Sounds, Blood Brothers, St Bernard’s Blues and Rockjam. The key focus in Year 8 is to deepen and develop student knowledge as a performer, composer and critique of their own work. These are important skills to support students should they opt for one of the subjects moving into KS4. All the topics build on the life skills covered in year 7 and prepare students for the future.
KS4 BTEC Music
Curriculum Overview – Year 9
As this is the year that students have opted into BTEC Music, the curriculum is designed to allow students to sample the subject in more depth deepening their knowledge and understanding. This knowledge will be applied to practical and composition tasks in preparation for the qualification of the course in year 10 and 11. Students will experience a range of music genres and styles, learn new instrumental skills, develop as performers and composers through solo and ensemble opportunities as well as working with external practitioners through workshops.. Students will apply their learning to a mock component task in preparation for the first assessment window.
Curriculum Overview – Year 10
As a continuation of Year 9, the Year 10 curriculum is designed to implement elements learnt and complete component 1 and 2. Both components are set by the exam board and include a theme e.g. travelling or inspiration. This theme guides students and gives them a focal point for their coursework.
Component 1: Exploring Music Products and Styles
Component 2: Music Skills Development
These two components are internally assessed with external moderation and are worth 60% of the course. They will be delivered and completed in two assessment windows during the autumn and spring term. Students will continue to develop as young confident musicians, expand their understanding of music, the industry and techniques to perform and create music as well as being reflective learners.
Curriculum Overview – Year 11
As a continuation of Y10, the Year 11 curriculum builds on the professional and commercial skills and encourages students to apply these to their own individual skills and talents. Students will revisit and draw on all knowledge and understanding over the course to complete the last component.
Component 3: Responding to a music brief
The brief is set by the examination board and carries with it a theme that students use to apply their knowledge to perform, produce or create a music product. Students are allocated a certain amount of time to plan, prepare and complete their practical work while also putting together a personalised portfolio of work in response to the chosen brief that will be submitted to the exam board. Component 3 is externally assessed by Pearson. Once the brief is released students are allocated a certain amount of time to plan and prepare before submitting their final work through the skills of their choice.
The level 2 BTEC course provides students the stepping stone should they want to pursue a career or further education in music or music technology at A-level or as a vocational level 3 qualification.
KS4 BTEC Dance
Curriculum Overview – Year 9
As this is the year that students have opted into BTEC Dance, the curriculum is designed to allow students to sample the subject in more depth deepening their knowledge and understanding. As a foundation to the course the curriculum is designed to support students to be confident dancers, successful reflectors and begin to understand the independent skills required to choreograph, rehearse and perform as well as working with external practitioners through workshops.. Students will apply their learning to a mock component task in preparation for the first assessment window in year 10.
Curriculum Overview – Year 10
As a continuation of Year 9, the Year 10 curriculum is designed to implement skills learnt through rehearsing and performing and complete component 1 and 2. Both components are set by the exam board and include a theme e.g. better together or inspiration. This theme guides students and gives them a focal point for their coursework.
Component 1: Exploring the Performing Arts (Dance pathway)
Component 2: Developing Skills and Techniques in the Performing Arts (Dance pathway)
These two components are internally assessed with external moderation and are worth 60% of the course. They will be delivered and completed in two assessment windows during the autumn and spring term. Students will continue to develop as young confident dancers and give them techniques and skills that will challenge them to improve on their dance ability.
Curriculum Overview – Year 11
As a continuation of Y10, the Year 11 curriculum builds on the performing industry and the skills required to succeed by enabling students to apply these to their own individual skills and talents. Students will revisit and draw on all knowledge and understanding over the course to complete the last component.
Component 3: Responding to a brief
The brief is set by the examination board and carries with it a theme that students use to apply their knowledge to plan, rehearse and perform a scene. Students are allocated a certain amount of time to plan, prepare and complete their practical work while also putting together a personalised portfolio of work in response to the chosen brief that will be submitted to the exam board. Component 3 is externally assessed by Pearson. Once the brief is released students are allocated a certain amount of time to plan and prepare before submitting their final work through the skills of their choice.
The level 2 BTEC course provides students the stepping stone should they want to pursue a career or further education in the Performing Arts or Dance at A-level or as a vocational level 3 qualification.
KS4 BTEC Drama
Curriculum Overview – Year 9
As this is the year that students have opted into BTEC Drama, the curriculum is designed to allow students to sample the subject in more depth deepening their knowledge and understanding. As a foundation to the course the curriculum is designed to support students to be confident performers, successful reflectors and begin to understand the independent skills required to devise, rehearse and perform as well as working with external practitioners through workshops.. Students will apply their learning to a mock component task in preparation for the first assessment window in year 10.
Curriculum Overview – Year 10
As a continuation of Year 9, the Year 10 curriculum is designed to implement skills learnt through rehearsing and performing and complete component 1 and 2. Both components are set by the exam board and include a theme e.g. better together or inspiration. This theme guides students and gives them a focal point for their coursework.
Component 1: Exploring the Performing Arts
Component 2: Developing Skills and Techniques in the Performing Arts
These two components are internally assessed with external moderation and are worth 60% of the course. They will be delivered and completed in two assessment windows during the autumn and spring term. Students will continue to develop as young confident actors and give them techniques and skills that will challenge them to improve on their ability.
Curriculum Overview – Year 11
As a continuation of Y10, the Year 11 curriculum builds on the performing industry and the skills required to succeed by enabling students to apply these to their own individual skills and talents. Students will revisit and draw on all knowledge and understanding over the course to complete the last component.
Component 3: Responding to a brief
The brief is set by the examination board and carries with it a theme that students use to apply their knowledge to plan, rehearse and perform a scene. Students are allocated a certain amount of time to plan, prepare and complete their practical work while also putting together a personalised portfolio of work in response to the chosen brief that will be submitted to the exam board. Component 3 is externally assessed by Pearson. Once the brief is released students are allocated a certain amount of time to plan and prepare before submitting their final work through the skills of their choice.
The level 2 BTEC course provides students the stepping stone should they want to pursue a career or further education in the Performing Arts or Drama at A-level or as a vocational level 3 qualification.
Curriculum Leader
Mrs L Beck – lbeck@sbch.org.uk
Teacher of Performing Arts
Mrs K Ratcliffe – kratcliffe@sbch.org.uk