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The curriculum is a spiral to allow the students to learn new skills whilst returning to previous topics/themes /skills in order to develop their long term memory.
Students build on their KS2 skills of creating, performing and evaluating/appraising in dance, drama and music at KS3. Students are exposed to new skills and knowledge in each key stage however, from year 7, they establish the new skills, build on these skills and refine them skills in year 8 whilst developing them further through mastery within year 9. Within, KS4 student’s skills are enhanced and more depth and breadth is given to explore more complex skills within creating, performing and evaluation/appraisal.
When planning for the short, medium and long term the dept. starts at the end of the key stages using the National Curriculum guidance and what we would like the students to achieve by this point. The lessons are then sequenced with the topics/themes accordingly to support with their skill development and their culture capital, engagement levels, age appropriate topics/themes to support in the development of building the skills. At KS4, we use a similar process using the National Curriculum guidance and Exam board criterion’s as a starting point and then work backwards with the planning whilst taking into consideration the needs of the students.
The intentions and expectations are the performing arts curriculum are too:
Develop students' understanding of the Dance, Drama and Music world through theoretical and practical approaches.
To develop the love of learning across each performing arts subject area or across the all.
To develop transferable skills and employability skills.
To developstudents’knowledge and understanding of SMSC, PHSE issues, British Values, the schools core values (RACER)
Whilst supporting the development of student skills for their future careers
Gaining knowledge of culture capital
Engage, inspire students and develop their love of learning in by delivering a diverse, engaging and challenging curriculum across all Performing Arts subjects.
Create and build on existing skills and knowledge to consolidate the learning and to encourage all students towards a fulfilling career in the Performing Arts industry, where applicable.
Encourage students’ to explore their potential and develop their creative talents.
Stimulating an interest in, and enjoyment of, Dance, Drama and Music.
Providing a relevant Dance, Drama and Music curriculum that develop their creative, physical, emotional, intellectual capacity and Wellbeing of the students
Value and respect the existence of the Performing Arts within our culture as an expression of individualism, collective beliefs, time and place.
Understand the impact the Performing Arts has upon students’ life, their beliefs and their attitudes in society.
Provide students’ with the opportunities to stay connected with society through participation and appreciation of the Performing Arts.
Student and parent voice across the performing arts is extremely positive and high. This is demonstrated in the ATL/BFL data.
Achievement and progress is high and has remained high at Halewood Academy. The P2S data and examination result data reflect this year on year.
Across the Performing Arts we usethe PSHE curriculum themes and topics and the national curriculum guidance, this allows the staff across the dept. to explore the current key topics/issues that age related to ensure students can engage and the topics/work is related to them in their lives.
As the curriculum are spiral curriculums across the performing arts with skills and topics being revisited at KS3 and KS4 whilst student acquire new knowledge. The depth and breadth of knowledge is explored deeper throughout KS3 and KS4 to support the progress of studentsand to prepare them for further education in performing arts or have a career in the performing arts industry. The skills build on their prior knowledge at KS2 within KS3 and from KS3 to KS4.
At Key stage 3, students complete a practical exploration of tasks within each lesson, during a topic in drama, in lesson 3 students will complete a green zone to access their current understanding of the topics/work. In lesson 6, students will complete a final green zone to consolidate the learning throughout the topic, self-assess their work in creating, performing and evaluating whilst preparing them for the next topic.Some of the topics explored at both keys stage 3 and 4 are explored in other subjects for example, in English, Romeo and Juliet play, Macbeth and Blood Brothers. The curriculums in the performing often spiral each other through developing the core skills of creating, performing and evaluating. This helps to strength the student’s skills in these areas.
In dance and music, students complete practical exploration of different styles of the art forms and complete dance and music theory alongside to support their learning.Across the performing arts we provide a number of opportunities for students to participate in extracurricular opportunities where students can create and rehearse their performance and creative work. We also, provide peripatetic lessons to students of whom want to develop and refine their skills in a specific area with a musical instrument.
Assessments across the performing arts are completed through consistent use of questioning, reviewing tasks and regular written and verbal peer, teacher, self-assessment are embed throughout the lesson.In remote learning, assessment takes place through questioning, teacher feedback on written work and quiz work.
The purpose is to check the understanding of learning from the students and to inform future lessons and the sequencing of lessons. The lesson follow the RAMAR structure to support positive student outcomes.
Students will develop their creative, performance and evaluative skills across the Performing Arts.
Students become increasingly independent, building confidence in practical and data handling skills and greater depth of understanding in each topic studied through teaching a spiral curriculum across all year groups.
Students develop an understanding of the Performing Arts industry in the wider world and the associated career opportunities regardless of background.
Students develop the understanding and appreciation that the Performing Arts subjects can contribute towards their health through allowing opportunities for students’ to express themselves in order to maintaining positive mental health and wellbeing.
Students make a positive contribution to the learning of others through the development of their team-working and practical skills.
Engaging and stimulating lessons lead to students enjoying lessons and making accelerated progress.
The skills learnt across the performing arts will support the students with the tools with life skills that will support them in adapting during the current climate and with real life problems.
Across each year, students will refine their transferable skills across each curriculum area to support them in their transition into their careers into the wider world.