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KS3: Performing Arts

Through KS3, students will be exploring both Drama and Music through a carousel of learning, completing a Drama Unit for 3 modules, and a Music Unit for 3 modules.

Statement of Inquiry

We reveal who we are through the roles we play and how we respond to moral challenges.

Key Concepts

Identity

Related Concept

Role

Global Concept

Identities and Relationships (Moral Reasoning)

Assessment Criteria

A: Investigating: Explore the key features of naturalistic acting.

Analyse how identity and moral messages are communicated through realistic performance.

B: Developing: Rehearse your scene, using feedback to refine your performance.

Express a clear artistic intention based on character motivation and moral choice.

C: Performing: Perform your scene for a live audience.

Demonstrate truthful reactions, believable characterisation, and emotional realism.

D: Evaluating: Reflect on your final performance.

Identify strengths, areas for improvement, and personal development as a performer.

ATLs

Self-Management – Affective Skills – Practise strategies to manage and reflect on emotions.

Can I understand and manage my own emotions and those of the character I am playing?

Can I use emotional insight to perform truthfully and powerfully under pressure?

Students explore how characters respond to moral and emotional challenges, using naturalistic acting techniques to express those responses authentically.

This helps them reflect on their own identities and reactions, reinforcing the concept that we reveal who we are through how we respond to others

Links to Prior Learning

Year 6 production: Their use of communication to present something to an audience.

Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Through playful exploration, cultural identity can be expressed

Key Concepts

Identity

Related Concept

Culture

Global Concept

Personal and Cultural Expression (Play)

Assessment Criteria

A: Investigating: Explore the key features of samba music.

Practically explore the instruments of Samba

B: Developing: Develop a group Samba performance using Samba features.

C: Performing: Perform your group Samba music.

Demonstrate cultural appreciation through the use of the features of Samba.

D: Evaluating: Reflect on your final performance.

Identify strengths, areas for improvement, and personal development as a performer.

ATLs

Self-Management – Affective Skills – Practise strategies to manage and reflect on emotions.

Can I understand and manage my own emotions and those of the character I am playing?

Can I use emotional insight to perform truthfully and powerfully under pressure?

Students explore how characters respond to moral and emotional challenges, using naturalistic acting techniques to express those responses authentically.

This helps them reflect on their own identities and reactions, reinforcing the concept that we reveal who we are through how we respond to others

Links to Prior Learning

Year 6 production: Their use of communication to present something to an audience.

Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Understanding of Big History develops interpretation of change.

Key Concepts

Change

Related Concept

Interpretation

Global Concept

Orientation in Time and Space (Big History)

Assessment Criteria

A: Investigating: Explore the key features of Shakespearean acting

Explore the key features of Physical Theatre

B: Developing: Develop and rehearse a modernised version of a Shakespearean prologue using Physical Theatre.

C: Performing: Perform your modernised Physical Theatre prologue.

D: Evaluating: Reflect on your final performance.

Identify strengths, areas for improvement, and personal development as a performer.

ATLs

Self Assessment – Reflective Skills – Identify strengths and weaknesses of personal learning strategies

Can I recognise the ways I learn best, and the areas where I need to improve?

Can I use self-assessment to adapt my approach and make progress over time?

Students practise evaluating their own learning strategies, identifying both strengths and weaknesses in how they work. By reflecting honestly, they learn to take ownership of their progress and make changes that help them achieve more effectively. This reinforces the concept that we grow as learners when we understand ourselves and act on that insight.

Links to Prior Learning

Year 7 Drama Unit; Acting is Reacting; dramatic skills, dramatic techniques and naturalism.

Statement of Inquiry

Change empowers people to break boundaries.

Key Concepts

Change

Related Concept

Boundaries

Global Concept

Fairness and Development (Power and Privilege)

Assessment Criteria

A: Investigating: Explore the key features of Blues Music.

Explore the history behind Blues Music and how it supported the change of civil rights in America.

B: Developing: Develop and rehearse a performance of a created piece of blues music using the 12 bar blues riff.

C: Performing: Perform your 12 Bar Blues composition.

D: Evaluating: Reflect on your final performance.

Identify strengths, areas for improvement, and personal development as a performer.

ATLs

Self Assessment – Reflective Skills – Identify strengths and weaknesses of personal learning strategies

Can I recognise the ways I learn best, and the areas where I need to improve?

Can I use self-assessment to adapt my approach and make progress over time?

Students practise evaluating their own learning strategies, identifying both strengths and weaknesses in how they work. By reflecting honestly, they learn to take ownership of their progress and make changes that help them achieve more effectively. This reinforces the concept that we grow as learners when we understand ourselves and act on that insight.

Links to Prior Learning

Year 7 Music Unit: Discovering Samba; teamwork, rhythm, instrumental accompaniment.

Statement of Inquiry

The expression of perspective can inspire civic responsibility.

Key Concepts

Perspective

Related Concept

Expression

Global Concept

Fairness and Development (Civic Responsibility)

Assessment Criteria

A: Investigating: Demonstrate awareness of the context of knife crime and the perspectives in the chosen story.

Explore and describe how Epic Theatre can be used to express perspectives and influence audiences.

B: Developing: Practically explore and refine ideas for staging the assigned Medway mini-play using Epic Theatre techniques.

Present a clear artistic intention that communicates perspective and inspires civic responsibility.

C: Performing: Perform with focus, energy, and clarity to express the intended perspective.

Use Epic Theatre techniques effectively to engage and challenge the audience.

D: Evaluating: Reflect on the effectiveness of your performance in expressing a perspective and inspiring civic responsibility.

Evaluate your personal contribution and development throughout the process.

ATLs

Collaboration –  Social Skills – Listen actively to other perspectives and ideas.

Can I listen carefully to others and show that I value their ideas?

Can I use different perspectives to build stronger performances and solutions?

Students develop active listening skills by engaging with their peers’ viewpoints and suggestions. They practise responding thoughtfully, integrating others’ ideas into their work, and collaborating to achieve shared goals. This reinforces the concept that collaboration is strongest when we respect and learn from the perspectives of others.

Links to Prior Learning

Year 7 Drama Unit; Acting is Reacting; dramatic skills, dramatic techniques and naturalism.

Year 8 Drama Unit; 21st Century Shakespeare; Devising, Audience Awareness, Physical Theatre

Statement of Inquiry

Identity can be expressed through teamwork.

Key Concepts

Identity

Related Concept

Expression

Global Concept

Identities and Relationships (Teamwork)

Assessment Criteria

A: Investigating: Demonstrate understanding of the history behind Reggae music, it’s creation and the cultural representations.

B: Developing: Develop the use of Bass Riffs and lyrics in Reggae music.

Develop a performance of Reggae music.

C: Performing: Perform a selection of Reggae music using teamwork.

D: Evaluating: Reflect on your final performance.

Identify strengths, areas for improvement, and personal development as a performer.

ATLs

Collaboration –  Social Skills – Listen actively to other perspectives and ideas.

Can I listen carefully to others and show that I value their ideas?

Can I use different perspectives to build stronger performances and solutions?

Students develop active listening skills by engaging with their peers’ viewpoints and suggestions. They practise responding thoughtfully, integrating others’ ideas into their work, and collaborating to achieve shared goals. This reinforces the concept that collaboration is strongest when we respect and learn from the perspectives of others.

Links to Prior Learning

Year 7 Music Unit: Discovering Samba; teamwork, rhythm, instrumental accompaniment.

Year 8 Music Unit: Brilliant Blues; Riffs, Rhythms,

KS4: Music

Vision Statement

At the Hundred of Hoo we believe that all pupils should have the opportunity to develop their creative talents alongside their academic interests. In the Performing Arts department we are proud of our ability to nurture and develop these two skill sets side-by-side and are proud of our ability to instill a love of learning, and a passion for the subject, that extends far beyond the classroom.

The course provides many and varied opportunities for pupils to explore a range of  performances, practitioners and performance styles, as well as multiple chances to perform in front of an  audience and receive instant feedback from their reactions.

Pupils develop their ability to work under pressure to meet deadlines, to work with a range of different people and within a range of group sizes, from individual research and performance roles, to large scale ensemble performances.  Learning about the social and historical context of texts will also instil a breadth of knowledge that will open doors to even greater learning opportunities and experiences.

Course Outline/Assessment Methods

The Level 1/2 Technical Award in Music Practice is broken down into three Components. One will be sat in the first year of study and is an NEA style coursework component. In the final year of study, students complete the further two components, one an internal NEA, the other an externally set performance assessment.

Exploring Music Products and Styles

Completed in Year 10 – Internal – NEA

Students learn about different styles of music while exploring these practically. They then create a written document of their exploration of four styles as well as creating short examples of music that demonstrate this.

Music Skills Development

Completed in Year 11 – Internal – NEA

Students will plan and create two musical outcomes in different styles to develop professional and musical skills.

Responding to a Music Brief

Completed in Year 11 – Externally Set

Students are provided with a brief from the exam board and will re-create a piece of music  from a set list using a new style/genre. They will also write about their development and evaluate their final performance under exam conditions.

Linked Sixth Form Courses:

  • Music
  • Music Composition
  • Music Production
  • Performing Arts
  • Media Studies
  • Film Studies

Future Course/ Career Opportunities:

  • Musician
  • Composer
  • Conductor
  • Music Producer
  • Music Technician
  • Critic
  • Stage manager 
  • Music Engineer
  • Performer

Departmental Performance:

First results due summer 2023.

KS4: Performing Arts

Vision Statement

At the Hundred of Hoo we believe that all pupils should have the opportunity to develop their creative talents alongside their academic interests. In the Performing Arts department we are proud of our ability to nurture and develop these two skill sets side-by-side and are proud of our ability to instill a love of learning, and a passion for the subject, that extends far beyond the classroom.

The course provides many and varied opportunities for pupils to explore a range of  performances, practitioners and performance styles, as well as multiple chances to perform in front of an  audience and receive instant feedback from their reactions.

Pupils develop their ability to work under pressure to meet deadlines, to work with a range of different people and within a range of group sizes, from individual research and performance roles, to large scale ensemble performances.  Learning about the social and historical context of texts will also instill a breadth of knowledge that will open doors to even greater learning opportunities and experiences.

Course Outline/Assessment Methods

The Level 1/2 Technical Award in Performing Arts (Drama) is broken down into three Components. One will be sat in the first year of study and is an NEA style coursework component. In the final year of study, students complete the further two components, one an internal NEA, the other an externally set performance assessment.

Exploring the Performing Arts

Completed in Year 10 – Internal – NEA

Students learn about different styles of performance and practitioners, exploring these practically. They then create a written document of their exploration.

Developing Skills and Techniques in Performing Arts

Completed in Year 11 – Internal – NEA

Students create a performance of an existing piece of performance repertoire, developing their performance and evaluating their development.

Responding to a Brief

Completed in Year 11 – Externally Set

Students are provided with a brief from the exam board and will create a performance using their own creative intentions. They will also write about their development and evaluate their final performance under exam conditions.

Linked Sixth Form Courses:

  • Drama and Performance
  • English
  • Media
  • Hospitality
  • Tourism

Future Course/ Career Opportunities:

  • Performer
  • Presenter
  • Journalist
  • Critic
  • Playwright
  • Screenwriter
  • Stage manager 
  • Director
  • Sound and lighting designer
  • Teaching

Departmental Performance:

  • 2023/24: 9-4 = 50%
  • 2022/23: 9-4 = 86%
  • 2021/22: 9-4 = 88%