KEY STAGE 3 CURRICULUM OUTLINE
The Key Stage 3 curriculum is designed to prepare pupils for their Key Stage 4 studies. As a result, pupils will:
1. Explore the Performing Arts Industry by examining the work of different practitioners, their styles of performances and how each practitioner may work differently during the workshop or rehearsal process including an understanding of creative intentions and purposes of different practitioners’ work:
theme, issue, response to stimulus, style/genre, contextual influences, collaboration with other practitioners’, influences by other practitioners.
to educate, to inform, to entertain, to provoke, to challenge viewpoints, to raise awareness, to celebrate.
As well as understanding each practitioners’ roles, responsibilities and skills:
actor, dancer, singer.
choreographer, director, writer, designer.
rehearsing, performing, creating performance material, e.g. devising, choreographing, directing, writing, refining performance material, managing self and others.
physical, vocal and music skills used by performers, managing and directing skills used by a choreographer, artistic director, casting director or musical director, communication skills used to liaise, direct and perform by a choreographer, director, actor, dancer or musical theatre performer, creative skills, such as writing scripts and composing songs by a playwright or songwriter, organisational skills used to put on a performance by a director or choreographer.
2. Develop Skills and Techniques which link specifically to each of the practitioners’ different styles, purposes and intentions of performances such as:
actions, alignment, accuracy, balance, coordination, contraction, characterisation, communication, dynamic range, energy, expression, extension, facial expression, flexibility, focus and control, gesture, mannerism, movement memory, pace, posture, phrasing, projection, rhythm, relaxation, reaction/interaction with others, stamina, spatial awareness, suspension, swing, trust, use of breath, use of weight.
Vocal and musical skills
clarity and articulation, projection, breath control, remembering lines, pitch, inflection and modulation, tone and vocal colour, phrasing, pace, use of pause, tuning, rhythm, timing, following an accompaniment, communicating the meaning of a song, learning songs, projection and placing of the voice, interpreting lyrics, phrasing, musicality, characterisation, expression.
awareness of the performance space and audience, interaction with and response to other performers, focus, energy and commitment, handling and use of props, set, costume, makeup and masks, emphasis, projection, use of space, awareness and appreciation of sound accompaniment, for example following the accompaniment, musicality, facial expression, tuning, rhythm and timing, stage presence, energy.
3. Perform to a Brief set by the teacher whilst exploring each practitioner which includes an understanding of the whole process followed when creating performance work including:
using the brief and what they’ve learned to come up with ideas for the performance
choosing the skills and techniques they’ll need
building on their skills in classes, workshops and rehearsals
reviewing the development process
performing a piece of performance work for a chosen target audience
reflecting on the performance.
Key Stage 4 Curriculum Outline
At Key Stage 4 pupils will study BTEC Tech Award in Performing Arts (Acting Pathway).
With the new BTEC Tech Award in Performing Arts, our pupils not only get the chance to perform, but also develop valuable skills and techniques in different disciplines, and explore potential careers in the industry.
As the BTEC Tech Award in Performing Arts is a practical introduction to life and work in the industry, our pupils can explore the sector while:
developing specific skills and techniques
devising and delivering a workshop performance
analysing, evaluating and enhancing their skills
The course has two internally assessed components, and one that's externally assessed:
Component 1- Exploring the Performing Arts Industry: Internally Assessed
Component 2- Developing Skills and Techniques: Internally Assessed
Component 3- Performing to a Brief: Externally Assessed
These components build on each other to motivate our pupils by helping them put what they’ve learned into practice and grow in confidence.
Exploring the Performing Arts
Aim: get a taste of what it’s like to be a professional actor, dancer or musical theatre performer across different styles.
Assessment: internally assessed assignments
During Component 1, our pupils will observe and reproduce existing repertoire, as well as explore:
performance styles, creative intentions and purpose
performance roles, responsibilities and skills
performance techniques, approaches and processes
how practitioners create and influence what’s performed.
Developing skills and techniques
Aim: develop skills and techniques in the chosen discipline(s) of acting, dance and musical theatre.
Assessment: internally assessed assignments
During Component 2, our pupils will:
gain physical, interpretative, vocal and rehearsal skills during workshops and classes
apply their technical, stylistic and interpretative skills in performances
reflect on their progress and use of skills in performance, as well as how they could improve.
Performing to a brief
Aim: consider how practitioners adapt their skills for different contexts, and put this into practice in a performance.
Assessment: externally assessed task where students work in groups of between 3 and 7 members to create a performance based on a set brief.
To do this, our pupils will:
use the brief and what they’ve learned to come up with ideas for the performance
choose the skills and techniques they’ll need
build on their skills in classes, workshops and rehearsals
review the development process within an ideas and skills log
perform a piece lasting 10–15 minutes (which is filmed) to their chosen target audience
reflect on the performance in an evaluation report.
Pupil Leadership and Pupil Voice
Pupil leadership is at the heart of Creative and Performing Arts at Winifred Holtby Academy. This helps promote independence and increase the level of engagement. In class pupils are strongly encouraged to develop leadership skills, whether that’s leading a warm-up activity at the start of a lesson, leading their group to success in rehearsals or leading the performance and technical elements, resulting in a pupil-led curriculum. We also have three CPA ambassadors from Year 11 who help contribute to the leadership and development of each CPA subject in the faculty.
The Pupil Leadership Team is made up of 11 pupils per CPA subject area (Art, Drama and Music); 2 from Year 7, 2 from Year 8, 2 from Year 9 (all assistant heads of subject), 4 from Year 10 (all deputy heads of subject) and a Year 11 who is the head of subject. The 3 heads of subject are led by a Pupil Head of CPA.
Future Opportunities and Pathways Post 16
With a BTEC Tech Award in Performing Arts, our pupils are able to explore, challenge and realise their potential. During the course, pupils can see whether the industry is one they want to be in, where they could go, and gain the knowledge and skills they need to succeed in their next steps. After completing the course, our students can continue on to further vocational and academic study at level 2 and level 3:
Studying AS/A Level Drama and Theatre Studies
Studying BTEC in Performing Arts
Studying BA Hons in Drama, Theatre Studies or Performance Studies (or other related degrees such as Media and Television)
Attending Drama School
What’s more, the transferable skills your pupils master during their studies such as self-reflection, communication, teamwork and problem solving will also support their progress in the present and future.
Extra Curricular Opportunities
Through our extra-curricular programme, there will be various opportunities for our pupils to engage in a wide variety of events as part of the City of Culture celebrations, and the City of Culture’s lasting legacy. Always a part of a never ending story!