Performing Arts
Curriculum rationale
In Music we inspire students to become musicians, performers and singers, finding their musical preferences, working individually and in collaboration with others. We empower students to think creatively, appreciate new ideas, and know how to find joy, solace or peace through having music in their lives.
In Drama we inspire students to be curious and open minded, becoming confident in creating, directing, producing and performing. We empower students so that they can communicate with passion, assurance, sensitivity and impact.
The Performing Arts Faculty's ambition is that all students find their passion as a composer, dramatist, singer, performer, director or producer. Students explore different genres and important work of the past and present in drama and music. Learning is creative and collaborative. Knowledge and skills grown in performance, technical and digital elements enable individual and group performances and ambitious large scale productions.
Drama - Journey on a Page
Drama reflects the world as we know it. As students delve into our curriculum, we want them to recognise how performance is a vehicle to expose issues and incite change. Whilst performing is enjoyable and entertaining, it can also be used to reflect social and political issues, teach audiences empathy, reveal truths and even function as a form of protest. We aim to educate students about drama so they can recognise how powerful performance can be.
We want our students to be versatile in their thinking when creating a piece of drama from scratch. This means giving them access to a large toolkit of practitioners and performance styles to experiment with and incorporate into their pieces. Devising in drama allows students to develop social skills, collaborate and cooperate in groups. Drama students at Orchard School are encouraged to use drama lessons as a forum for debate and discussion so they feel confident with tackling difficult subject matter on stage and empowered by the way they can use performance to express themselves.
From the start of Key Stage 3 we explore various physical and vocal skills. Fundamentally, this means drama students at Orchard recognise how influential tone, pitch, body language and gestures can be when communicating with others.
At Key Stage 4 we explore playwrights from the canon across history. These high quality texts engage students and encourage them to voice their personal opinion when they encounter them. Carefully unpicking the language in a script allows students to discover and examine the possible inner thoughts and feelings of their character.
Year 7 | Year 8 | Year 9 |
Unit 1 – Haunted and Hunted An introduction to drama skills non-verbal communication Performing soundscapes Unit 2 – Macbeth Performing from an extract from a text Theatre style - Naturalism Unit 3 – Mystery – Titanic How drama is constructed Stimulus – historical theory Devised performance Unit 4 – Physical Theatre Key practitioner- Berkoff Non-naturalistic performance Unit 5 – Evacuation - Stimulus – Historical event (WW2) SMSC focus – Spiritual (explore experiences) & Social Monologue performance
(Throughout each unit pupils will have talk opportunities to verbally analyse their work and the work of others). |
Unit 1 – Zephaniah's Face – Revising the elements of Drama. Recap key elements of drama Focus on a set text - Face Performing from a script Explore the SMSC themes – moral, social & cultural (prejudice, discrimination, recognise right from wrong) Unit 2 – Theatre in Education - New theatre style – Theatre in education Drama used as a vehicle for change Script writing Focusing on the SMSC themes – moral (right and wrong) & social (homelessness) Group performance Unit 3 – The Mystery of Jo – Developing devising skills Stimulus – fictional narrative Devised performance Unit 4 – Burning Everest - Key practitioner – Boal Focus on a key extract New theatre style – Forum Theatre Part-scripted and part devised performance |
Unit 1 – Devising – an explicit introduction into 4 key practitioners (Stanislavski, Brecht, Grotowski and Berkoff). Then their understanding of a practitioner's style will be used during the devising process with a stimulus to create a live devised performance.
Unit 2 – Set Text (and script work)– a practical exploration of how performers, designers and directors create impact and meaning through performance when focusing on the set text Barbershop Chronicles. Pupils will apply their knowledge to a scene from the text which they will perform.
Unit 3 – Underworld – a deeper dive into exploring the use of monologue for a live performance (whilst focusing on how socio-cultural norms can affect how and why people may react in the way they do). Pupils will also be analysing and evaluating their own work and the work of others in detail. |
Year 10 | Year 11 |
Component 1: Devising (internally assessed and externally moderated) AO1 - Create and develop ideas to communicate meaning for theatrical performance. AO2 - Apply theatrical skills to realise artistic intentions in live performance. AO4 - Analyse and evaluate their own work and the work of others.
The above objectives are assessed in 2 parts: 1. A portfolio covering the creating and developing process and analysis and evaluation of this process. 2. A devised performance. |
Component 2: Performance from text (externally assessed by a visiting examiner) AO2 - Apply theatrical skills to realise artistic intentions in live performance. The above objective is assessed by pupils performing in 2 key extracts from a chosen text.
Component 3: Theatre makers in Practice AO3 - Demonstrate knowledge and understanding of how drama and theatre is developed and performed. AO4 - Analyse and evaluate their own work and the work of others.
The above objectives are assessed in a 1hr 45 minute written exam. The exam is in 2 parts: Section A – Bringing text to life (practical exploration and study of a set text) Section B – Live theatre evaluation (it is a requirement of the course that pupils must see live theatre in person, this is usually an evening performance at the BOV) |
Orchard students learn to: |
At KS4, students learn an understanding of theatrical practitioners, the ability to devise, analyse and evaluate a set text and to perform from a text are requirements of the Edexcel GCSE Drama specification, which are all aspect we deliver in KS4. So, because of this pupils learn about Stanislavski, Berkoff and Brecht as part of the KS3 curriculum. By drip feeding practitioners throughout the key stage, pupils will build a solid foundation of practice and theory for when they move into KS4. In the same way pupils performing, analysing and evaluating skills are develop (via drip feeding at KS3) so pupils can practically consider ways and develop ideas in which performers, directors and designers create impact and meaning through the elements of performance. In this way pupils develop as critical thinkers, not just for this course but for life. |
Enrichment opportunities: |
We seek to provide students with a plethora of different experiences that enrich students’ understanding of different styles of drama but also allows them to encounter the true magic of live performance. Our students are actors in musicals, directors of devised pieces for young people, critical audience members and collaborators with professionals through workshops and projects with theatre companies. The annual school show allows students to develop their confidence and is a clear testimony to the fact that that anyone can get involved and contribute to the applause at the end of opening night. Ultimately, this is the foundation of our vision: to use drama as a vehicle for change within our school’s collaborative, inclusive and creative community. |
Education and employability: |
In recent years, higher education institutions and employers have consistently flagged the need for students to develop a range of transferable skills to enable them to respond with confidence to the demands of undergraduate study and the world of work. These transferable cognitive, interpersonal, and intrapersonal skills such as critical thinking, communication, collaborative problem solving, self-management and development, are all important in the teaching and learning of Drama and for preparing pupils for higher education and the workplace. |
Music & Music Technology - Journey on a Page
Music is fundamental to all of us, it is one of the first things we respond to as a baby and it continues to evoke, inspire and provide meaning for us throughout our lives. Music has the power to excite, calm and heal us physically, emotionally and spiritually. We can all think of a piece of music, or a musical performance, that has had a magical effect on us in some way.
Our curriculum provides a wealth of opportunities for the composition, performance and appraisal of Music. We also use our voices as instruments, developing opportunities to sing and be involved in choirs. This enables students to become confident, creative and collaborative in their approach to exploring the subject knowledge and associated practical skills.
Understanding Music is powerful knowledge and as such should be accessible to everyone regardless of background. Everyone’s voice is welcome in Music lessons where students feel safe to express themselves and are equipped to critique their own work and the work of others in the classroom and beyond. Students are inspired and excited by the musical works of the past and present, using musical language to explore how these works are created and how the meanings and emotions they instil, on a cultural and personal level, are derived. We expose students to outstanding live performance, to listen and connect with musicians who inspire and motivate them to set aspirational goals to really challenge themselves.
Through the exploration of Music we uncover how music-making is a huge part of cultural production and this helps us become accepting of others regardless of background or belief. Students have opportunities to share experiences of their own musical heritage, which provides a broader understanding of our community and its rich culture.
This discourse around music and cultural values ensures a healthy mind that celebrates diversity, whether discussing the merits of a piece or supporting each other to better ourselves in an informed way.
Year 7 | Year 8 | Year 9 |
Unit 1- Elements of Music
Unit 2- Folk Music
Unit 3- Instruments of the Orchestra
Unit 4- Structure and Form
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Unit 1- African Drumming
Unit 2- The Blues
Unit 3- Hooks and riffs
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Unit 1-Soundtracks-Film Music
Unit 2- Western Classical Tradition/ Minimalism
Unit 3- Band
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Year 10 Music - GCSE | Year 11 Music - GCSE |
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Orchard students learn to: |
Develop as confident creative musicians who have the technical skills, knowledge and understanding to work individually and collaborate with others successfully on the composition, production, performance, and appraisal of music. |
Enrichment opportunities: |
Our Music curriculum not only excites and engages students in class but also outside of formal lessons through the extra-curricular enriching activities we offer. These include a whole school Musical production, Singing groups, Orchestra and other music making opportunities working directly to practicing musicians. Students have opportunities to watch live musical performances. |
Education and employability: |
Careers in music are not just for performers. There are numerous opportunities to work within one of the biggest cultural industries in the UK. The confidence and communication skills developed from drama, music and the performing arts can be useful in a wide range of occupational areas including catering and hospitality, retail sales and customer services, broadcast media and the performing arts, marketing, sales, advertising, and leisure, sport and tourism. Specific roles in the Music/performing Arts industry are varied, for example, music producer, radio presenter, A&R manager, A&R scout, sound designer and engineers, composer of music for games, television and film. |
Staff profiles
- Mrs Zuwena Reid-Bailey, BA (Hons), PGCE - Head of Faculty
I graduated from Bath Spa University with a combined honors degree in Drama and Education Studies. I went on to train as a teacher at Cardiff Metropolitan University. I have a particular interest in health and wellness and inclusive teaching for all young people. I am an Academy counsellor for Summerhill Academy and as a counsellor I enjoy supporting a primary school setting to widen my own knowledge of early years, but also to use my current skill set to help to support and strengthen academy life.
- Mr Todo de Dios Herrera Galimany, BMus (Hons), PGCE
I graduated from the ESMUC (Spain) with a first-class honours degree in Music, specialising in Composition, where I also studied conducting, piano performance and singing. I also studied at the Conservatoire ECMM (Spain) where I obtained a Professional Degree in Music, specialising in Guitar Performance, having achieved the equivalent to a Diploma from the Associated Board of the Royal School of Music - ABRSM. I am enthusiastic about leaving a trace of my music knowledge in all pupils.
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Miss Tia Janes, BA (Hons), QTS
I graduated from Bath Spa university with a joint honours degree in Secondary Education and Drama, and went on to teaching training. I have participated in musicals, brass bands and singing lessons. I have particular skills in teaching singing and how to use and train the voice. I have also spent a lot of time working within immersive theatre; both behind the scenes and in the action. I have particular interest in creating atmosphere through design elements and using an approach called the 'Theatre of Cruelty', which seeks to give the audience a real and immersive break from reality.