Performing Arts

Music

Intent: The Big Ideas in Music at AHS:

For pupils to creatively speak, perform and compose like a specialist with an understanding of the way music governs their emotions, choices, and character.

  • For pupils to study a comprehensive music curriculum designed to cover the breadth and depth of the National Curriculum.
  • For all pupils to discover an enthusiasm for performing, singing, composing, and appraising through exposure to a broad range of musical experiences, composers, and instruments and use of music technology.
  • To use music as a platform to develop core fundamental skills in communication, social and emotional wellbeing.
  • To encompass an approach that encourages reflection, stimulates creativity, and builds confidence.
  • For all pupils to be enriched in the cultural significance of music and to study and appreciate its history alongside understanding the parallels shared between different styles of music, the music industry and career opportunities linked to music in life beyond school.

How the Music curriculum contributes to the school’s curriculum intent:

  1. Knowledge through exposure to a broad range of musical experiences, composers and instruments as well as demonstrating an awareness of the foundations of music, by understanding the elements of music. Pupils will explore the work of historical and contemporary musicians, composers, and influential characters within the industry. Music will promote deeper learning and evoke creativity through a variety of experiences and through various cross-curricular activities to develop greater knowledge, understanding and to help pupils to make connections and embed further knowledge by linking to other subjects across the curriculum.
  2. Vocabulary rich through consistent coverage to subject specific language to self and peer assess performances, describe how musicians or composers have used the elements of music to elicit an emotion and to promote understanding and an ability to verbalise their intentions in composition and performance.
  3. Aspiration through challenging and emotionally charged subject matter. High expectations and mutual respect. Constructive feedback supporting a positive culture of improvement and tolerance. Challenging through deep analysis of scores, performances, musicians and composers and application of creative decisions.
  4. Character building through the study, performance, and evaluation of various musical experiences, styles, composers, and instruments exploring how they govern our emotions, choices, and character. Building confidence through public performances and resilience through experimentation, analysis, and composition. To encompass an approach that encourages reflection, stimulates creativity, and builds confidence.
  5. Love of learning is built through enthusiastic teaching, a clear passion for the subject, creative opportunities and the promotion of a positive learning environment. Opportunities to access extra- curricular experiences including concerts, theatre visits and public performances. Lessons include a range of activities designed to engage pupils and develop a love of music and learning as a whole.

Knowledge Organisers – Autumn Term

  • Year 7
  • Year 8
  • Year 9
  • Year 10
  • Year 11

Learning Journeys

Drama

Intent: The Big Ideas in DRAMA at AHS

To learn about and actively participate in the subject of Drama and appreciate its many artistic forms.

  • To develop knowledge on the origins of theatre and how it has changed over time to broaden students understanding.
  • To understand and explore the different approaches and processes to developing both scripted and devised pieces of performance work.
  • To be exposed to the four strands of literacy to continually develop vocabulary and language, oracy, reading and responding.
  • To use drama as a tool to explore social, moral and cultural issues and opinions within the world in which we live.

How the DRAMA curriculum contributes to the school’s curriculum intent

  1. Knowledge is developed on key drama skills and techniques to use in both performance and written work, how novels can become narrative drama, building atmosphere and tension, how to build a character, conveying meaning through expression, bullying, responding to stimuli, anti- social behaviour, roles and responsibilities within the theatre, understanding and performing a script and the historical origins of theatre.
  2. Vocabulary rich through consistent exposure to subject specific language to self and peer assess performances, describe how characters have conveyed meaning and been developed and justifying the decisions of themselves and others. These are applied orally and through extended writing in exam style questions.
  3. Aspiration through challenging and emotionally charged subject matter. High expectations and mutual respect. Constructive feedback supporting a positive culture of improvement and tolerance. Challenging through deep analysis of texts and application of creative decisions.
  4. Character building through the study, performance and evaluation of relevant social issues and events, exploring our personal opinions and challenging them. Building confidence through public speaking and resilience through experimentation and constructive comments.
  5. Love of learning is built through enthusiastic teaching, a clear passion for the subject and the promotion of a positive learning environment. Opportunities to access extra- curricular experiences including theatre visits and public performances. Pupils study relevant and engaging schemes of work that challenge existing opinions and promote practical experimentation. Lessons include a range of activities designed to engage pupils and develop a love of drama and learning as a whole.

Knowledge Organisers – Autumn Term

  • Year 7
  • Year 8
  • Year 9
  • Year 11

Learning Journeys

“Life is a play. It’s not about it’s length, but it’s performance that counts”

Mrs McNamara