Performing Arts

Incorporating Dance, Drama & Music


Performing Arts students are provided with opportunities to develop an understanding and appreciation of different Dance, Drama and Music styles and genres. Performing Arts students become independent, creative and imaginative learners. They develop confidence, resilience and further transferable skills such as communication, social, teamwork and organisation which they will ultimately utilise throughout their school life and beyond


PA Curriculum Intent - Music - KS3 - 22_23.pdf

PA Curriculum Intent - Music - KS4 - 22_23.pdf

The KS3 Music curriculum equips students with a solid foundation of knowledge enabling students to pursue the subject through to GCSE and A level with or without extra-curricular experience of music. Pupils learn to respect one another through the introduction of performance and audience etiquette and develop transferable skills such as teamwork, presenting, communication and problem solving. The range of students’ experience when they arrive at KS3 is wide ranging: some students will have had little musical education while others may already play an instrument to a mid-high level. Each SOW is pitched to allow all students opportunities to make progress including stretch and challenge tasks to allow gifted and talented pupils to make progress.

In year 7, students study the building blocks of music. Students will learn about the elements that together create all music, and explore the treble and bass clef notation. The knowledge and skills learnt in year 7 provides the foundation for the year 8 and 9 learning. Whilst the content has a strong theoretical emphasis, each unit of work is taught in a way that combines the 3 disciplines: Performing (singing/ playing), composing, listening and appraising, giving students the opportunity to see how the 3 disciplines are interconnected.

In year 8, students continue to develop listening, performance and composition skills whilst also developing ensemble skills through group work. Y8 SOWs give pupils a platform to develop their creativity and teamwork skills and develop their keyboard skills.

In year 9, students develop their listening, keyboard and composition skills . Our students develop an understanding of, and appreciation, for various cultures and traditions outside of their own through listening and performance. Students develop both their teamwork and practise being independent through the performance SOWs. 


PA Curriculum Intent - Dance - KS3 - 22_23.pdf

PA Curriculum Intent - Dance - KS4 -22_23.pdf

Students study Dance in year 8 and 9.  KS3 provides the grounding for further study of GCSE Dance. Students have the opportunity to take part in understanding dance, choreography tasks and performance opportunities. Many students undertake dance classes outside school time but often have little or no experience of working as a choreographer so the curriculum focuses on developing an understanding of the key principles or ‘building blocks’ of dance. 


PA Curriculum Intent - Drama - KS3 - 22_23.pdf

PA Curriculum Intent - Drama - KS4 - 22_23.pdf

In Drama students have the opportunity to develop their communication skills, vital for any career pathway they decide to pursue. 

During Y7, students explore all three elements of the creative process; creating, performing and evaluating. The key elements of Drama are explored in every SOW which is designed to give students a safe space to develop their vocal, physical and spatial skills directly linked to the GCSE specification. Starting with the building blocks for story telling, students learn basic stagecraft and become familiar with subject terminology, learning to appreciate performance rather than ‘play’.

Y9 students have a practical introduction to the GCSE set text and script work which prepares students for their option choice and  are introduced to professional theatre and stagecraft, looking at the key elements and practitioners who bring a production together.

As in other performing arts subjects, all students learn to respect one another through the introduction of performance/audience etiquette, as well as being active audience members giving feedback to peers following performances.