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PERFORMING ARTS

PERFORMING ARTS

“Creativity is inventing, experimenting, growing, taking risks, making mistakes and having fun” Mary Lou Cook

Drama Department

At the centre of all drama is COMMUNICATION. Like all the arts, drama allows students to communicate with and understand others in new ways. It can CHALLENGE STDUENTS’ PERCEPTIONS about their world and about themselves. Dramatic exploration can provide students with an outlet for emotions, thoughts, and dreams that they might not otherwise have means to express. A student can, if only for a few moments, BECOME ANOTHER, explore a new role, try out and experiment with various personal choices and solutions to problems from their own life, or problems faced by characters in literature or historical figures. This can happen in a SAFE ATMOSPHERE, where actions and consequences can be examined, discussed, and in a very real sense EXPERIENCED without the dangers and pitfalls that such experimentation would obviously lead to in the "real" world. Students in drama will learn to WORK TOGETHER, to cooperate, and to listen to and accept the viewpoints and contributions of others. Students who have participated in dramatic activities are less likely to have difficulty SPEAKING IN PUBLIC, will be more PERSUASIVE in their communications, both written and oral, will be better able to put themselves into others' shoes and relate to them, and will have a more POSITIVE, CONFIDENT SELF IMAGE.

 

Drama Curriculum Intent

Throughout the course there will be opportunities to act, devise, design, review and analyse. It is an active course where students will not only be up and doing, but also one where they must be able to reflect on their work and the work of others. 

The department also offers a variety of extra-curricular activities for pupils including talent shows, drama clubs, GCSE parent showcases and a whole school production.

The Drama department has high expectations of all pupils and aims to develop creative, resourceful and independent learners and to prepare and equip them for life for when they leave Little Lever School, for further study or employment in a Performing Arts career pathway.

 

Assessments

Each half term will host a new unit of work. During each of the units of work there will be two assessment points, as well as regular verbal feedback and peer assessment during lessons. The main assessment point will be the final assessment where students are graded from 1-9 in respect of the target grades. The mid unit assessment will give focus of where they are at that point and give non formal feedback on how to ensure they meet their target grades.

All assessments will be uploaded to Google drive and will be marked as 1-9 in line with the school assessment criteria. Marksheets can be generated from this and used for Parent’s Evenings and SIMS marksheets.

Pupils will receive personalised feedback via the google drive system.

 

GCSE Drama

Drama can continue after KS3 with pupils choosing during the options process to study GCSE Drama.

Currently we study the AQA GCSE course. We believe, after extensive research, this is the best specification for our students to study Drama GCSE. The course is broken down into three main areas:

Component 1: Understanding Drama (written examination) = 40% of the final grade

What is assessed?

  • Knowledge and understanding of drama and theatre
  • Study of one set play (Blood Brothers)
  • Analysis and evaluation of the work of live theatre makers

 

Component 2: Devising Drama (practical and devising log) = 40% of the final grade

What is assessed?

  • Process of creating devised drama
  • Performance of devised drama
  • Analysis and evaluation of own work

 

 

Component 3: Texts In Practice (practical) = 20% of the final grade

What is assessed?

  • Performance of two extracts from on play. Free choice of play but it must contrast with the set play for Component 1.

 

 

Music Department

Intention

We work together as an enthusiastic team and promote an environment where all students develop personal responsibility and self-motivation but consider the needs and achievements of others. We achieve this by offering a broad balanced curriculum, which allows students to achieve their maximum potential. Programs of study are differentiated to match the ability, attitude and developmental level of individual pupils.

We strive to stimulate a lasting interest in learning through problem solving and technological activities. We attempt to help students to develop their imaginations, sensitivity and creative responses to a wide range of aesthetic experiences. Technology has an important part to play in helping all students to acquire the knowledge and skills that will be needed for them to take an active role in future developments.

The study of music technology fosters a wide range of desirable qualities, which we value. Students should develop lively enquiring minds, the ability to question and argue rationally and to apply themselves to tasks and physical skills, both on their own and in groups

Our department’s aim is to provide all learners with a stimulating and challenging curriculum, in an encouraging, supportive environment, providing opportunities to develop their musical knowledge and skills including listening and appraising, composing and performing.

The Music Department aims to aid pupils in finding their own star qualities. Pupils take part in music and drama lessons where they are encouraged to develop skills as performers, composers and creators. Work is completed through whole class and group activities, with opportunities for solo work in the projects that are completed. We encourage pupils to take an active role in lessons, supporting them to build their confidence as musicians and actors in each area of the curriculum.

The department also offers a variety of extra-curricular activities for pupils including Peripatetic music lessons on a variety of instruments.

The Music department has high expectations of all pupils and aims to develop creative, resourceful and independent learners and to prepare and equip them for life for when they leave Little Lever School, for further study or employment in a Performing Arts career pathway.

“Creativity is intelligence having fun” Albert Einstein

 

KS3 Music Curriculum Intent

The National Curriculum aims for all children to:

Perform, listen to, review and evaluate music from a range of historical periods, genres, styles and traditions, including the works of famous composers and musicians.

Learn to sing, and to use their voices to create and compose music on their own and with others.

Have the opportunity to learn a musical instrument, and use music technology appropriately.

Understand and explore how music is created, produced and communicated, including a knowledge of pitch, dynamics, tempo, timbre etc.

 

By the end of KS3 they should be able to:

Play and perform confidently alone and in an ensemble, using their voice and instruments musically, fluently and with accuracy and expression.

Improvise and compose, and extend and develop their musical ideas.

Use musical notations accurately in a range of genres, styles and traditions.

Identify and use dimensions such as tones and scales.

Listen with discrimination to music from a wide range of composers and musicians.

Develop an understanding of the music they perform and listen to, and its history.

Timing plan

We believe the KS3 curriculum offered at Little Lever gives all pupils the opportunity to experience all aspects of music including composing, performance, listening and appraising and music technology. The below plan shows the times in which the units of work are to be taught at KS3. 

Half Term

Year 7

Year 8

1

Introduction to Music

Radio Shows

2

Keyboard Skills One

Keyboard Skills Two

3

Music in Animation

Music in Film

4

Musical Sequencing One

Music Sequencing Two

5

Musical Futures One

Musical Futures Two

6

Instruments of the Orchestra

Music from Around the World

 

Developing Skills Sets

The following chart shows the development of skills through each of the units.

Performance

Listening And Appraising

Composition

Introduction to Music

Keyboard Skills One

Musical Futures One

Keyboard Skills Two

Music in Film

Musical Futures Two

Music from Around the World

 

Introduction to Music

Music in Animation

Musical Sequencing One

Musical Futures One

Instruments of the Orchestra

Music in Film

Musical Futures Two

Music from Around the World

(Plus every starter activity)

 

Introduction to Music

Music in Animation

Radio Shows

Keyboard Skills Two

Music in Film

Music from Around the World

 

 

Assessments

Each half term will host a new unit of work. During each of the units of work there will be two assessment points, as well as regular verbal feedback and peer assessment during lessons. The main assessment point will be the final assessment where students are graded from 1-9 in respect of the target grades. The mid unit assessment will give focus of where they are at that point and give non formal feedback on how to ensure they meet their target grades.

All assessments will be uploaded to google drive and will be marked as 1-9 in line with the school assessment criteria. Marksheets can be generated from thisand used for Parent’s Evenings and SIMS marksheets.

Pupils will no longer have booklets and will receive personalised feedback via the googledrive system.

 

KS4 Music Curriculum Intent

Music can continue after KS3 with pupils choosing during the options process to study with GCSE Music or BTEC Music Technology.

GCSE Music

Currently we study the Eduqas GCSE course. We believe, after extensive research, this is the best specificationfor our students to study Music GCSE. The course is broken down into three main areas

Component 1: Performing – 30% of the final grade

Performing A minimum of two pieces, one of which must be an ensemble performance of at least one minute duration. The other piece(s) may be either solo and/or ensemble.

Component 2: Composing – 30% of the final grade

Two compositions, one of which must be in response to a brief set by WJEC. Learners will choose one brief from a choice of four, each one linked to a different area of study. The second composition is a free composition for which learners set their own brief.

Component 3: Appraising – 40% of the final grade

This component is assessed via a listening examination. Eight questions in total, two on each of the four areas of study. Two of the eight questions are based on extracts set by Eduqas.

Each week the students will receive three GCSE lessons and one instrumental lesson. Students have one practical lesson, one composition lesson and one theory/listening lesson each week. Throughout the course pupils will build up a bank of compositions and performance recordings that will also assist with the knowledge required for the Listening paper and final submissions in Year 11.

Music Technology

This qualification is taught over 120 guided learning hours (GLH).

These units include: two mandatory units (60 GLH) and two optional specialist units (60 GLH).

Mandatory Units:
Unit 1: The Music Industry
Unit 2: Managing a Music Product

Optional Units:
Unit 6: Introducing Music Recording
Unit 7: Introducing Music Sequencing

How will I be assessed?
Grading grids with level descriptors for the 4 different levels (L1, L2 Pass, Merit, Distinction and Distinction*) are used to assess the standard of the work.
There is a formal exam for Unit 1 which is externally assessed. The other 3 units are all assignment based and internally assessed.

When will I be assessed?
Assignments are regularly set throughout the course and follow a detailed assessment plan. Students will be given one further opportunity to improve the level they receive for their work.

 

 

WHOLE SCHOOL CURRICULUM INTENT ART COMPUTING BUSINESS & MEDIA KS4 ENGLISH GEOGRAPHY HISTORY MATHS MODERN FOREIGN LANGUAGES PERFORMING ARTS PHYSICAL EDUCATION RELIGIOUS EDUCATION SCIENCE TECHNOLOGY