Intent
At KS4, students study music, acting, dance and/or musical theatre with a focus on practitioner studies/research, performance work, original composition/devising and industry experience through the planning and presenting of a performing arts festival.
Throughout KS4, students work as performing artists either as an individual or withing a group, as they explore professional works and the impact of practitioners on the world of performing arts, and most students complete performances that include acting monologues, solo/group music performances or short scenes from a musical.
As stated above, there are opportunities for ensemble work, most notably the music performance work in Y10, devised drama work in Y10 and the unit 3 external assessment in Y11. The mixture of solo and ensemble work allows individuals to explore their own growing interests, skills and knowledge within the world of performing arts.
A theme throughout the KS4 curriculum involves looking at the wider world of preparing professional work for public showcase, and students explore the wider roles and responsibilities required for taking a piece of performing arts all the way through to opening night.
The curriculum is designed to encourage students to flourish as individual artists, whilst also exploring styles of art outside of their comfort zones. The curriculum is also designed to support the development and growth of life skills, which are an integral part of the development of the subject specific skills as well as creating well-rounded individuals.
The core principles that are developed would include: problem solving, perseverance, diligence, team work, time management, organisation, responsibility, cultural history, listening skills, confidence, social skills, discipline, self-evaluation, interpersonal skills, sense of achievement.
Learning Journey
Name of Staff, roles & contact details
Mr R Shillitoe
Acting Assistant Headteacher
rsh@baines.lancs.sch.uk
Mr P Kaseke
Teacher of Music & Performing Arts
pka@baines.lancs.sch.uk
| HT1 | HT2 | HT3 | HT4 | HT5 | HT6 | |
|---|---|---|---|---|---|---|
| Year 10 | Unit 1 Performance: Exploration & introduction, rehearsal skills, repertoire choice and wider research Controlled Assessments – c. 2 hours | Unit 1 Performance: Rehearsal schedule, milestone 1 recording, rehearsal diary/logbook Controlled Assessment – c. 1.5 hours | Unit 1 Performance: Continued preparation for final performance, rehearsal diary/logbook Controlled Assessment – c. 1.5 hours | Unit 1 Performance: Milestone 2 recording, continue preparation for final performance, rehearsal diary/logbook Controlled Assessment – c. 1.5 hours | Unit 1 Performance: Final performance of chosen repertoire in front of audience, rehearsal diary/logbook to be maintained Controlled Assessment – c. 30 minutes | Unit 1 Performance: Evaluation, responding to feedback, rehearsal diary/logbook to be maintained Controlled Assessment – c. 2 hours |
| Unit 2 Creating: Responding to a brief, wider research, composition theory and foundations Controlled Assessments – c. 2 hours | Unit 2 Creating: Begin work on original composition, diary/logbook to be maintained Controlled Assessment – c. 2.5 hours | Unit 2 Creating: Continued work on original composition, diary/logbook to be maintained Controlled Assessment – c. 2.5 hours | Unit 2 Creating: Final presentation of completed original composition in front of an audience, diary/logbook to be maintained Controlled Assessment – c. 30 minutes | Unit 2 Creating: Evaluation, responding to feedback, diary/logbook to be maintained Controlled Assessment – c. 2.5 hours | ||
| Year 11 | Unit 3: Performing Arts in Practice – external controlled assessment (to commence September 2023 – more detail to follow) | |||||
How and when is my child assessed?
At KS4, teachers will formally mark relevant and recent written work in logbooks twice per half term. As and when appropriate, teachers will mark student and provide formative feedback (WWW & EBI). The EBIs provided will inform students of what they need to work on before their next recording slot. With regards to composition work, teachers will aim to provide formative WWW/EBI feedback each half term.
Teaching Strategies
Challenge – all teachers will set high expectations of every student, setting a single goal for each lesson. Depending on student needs, teachers will then adapt their teaching and approaches accordingly to best support students on differing pathways as we all strive towards the aspirational outcome.
Regular literacy retrieval tasks at the start of lessons – focus on developing strong understanding and use of specialist subject terminology (tier 3 language), with tasks being a mixture of oral and written activities.
Expert teacher modelling – through live demo table setups, or use of a digital visualiser, teachers will draw on their subject expertise to model/demo key skills and knowledge required in lessons.
Teacher & Student WAGOLLs – teachers will make use of pre-made, excellent exemplars to give students clarity of what is expected of them. Whether it be a teacher prepared example or a high quality piece of student work by an earlier cohort, WAGOLLs (What A Good One Looks Like) will help support teacher explanation and student understanding of their learning journey.
Questioning – throughout lessons, whether it be a literacy retrieval starter and/or practical task, students will be called upon repeatedly to answer questions based on what is being taught. Teachers will direct questions at students, with the vast majority being delivered using a ‘no hands up’ approach.
Practical learning – learning time in this subject will be wholly practical based, with students taking on board a concept delivered by their teacher, and then independently trying to apply this knowledge and skill to their own work.
Homework – regular homework is set in line with whole school guidance that enhances classroom learning. On some occasions, this homework might be ‘flipped’ in nature, where students carry out learning ahead of covering the topic in class.
Last updated September 2023