Performing Arts

Introduction

Ken Stimpson Academy offers three core subjects under the umbrella of Performing Arts. Music, Dance and Drama are offered on a carasol in Years 7 and 8. Music and Drama are offered from Year 9 as vocational courses, level 2 RSL qualifications in acting and music performance. Level 3 is offered in acting in Year 12. GCSE Dance is offered in Year 9.

Instrumental lessons are offered in guitar, drumming, vocals, keyboard, piano, woodwind and the flute.

With state of the art, custom built facilities, the Performing Arts faculty can offer students an outstanding learning environment. This enables them to explore their creative abilities and excel within their chosen subjects.

Our facilities include:

2 Dance studios
2 Drama studios
A Music room
Practice rooms
A recording studio
A large performance area with state of the art audio visual equipment.

In music, we have a wide range of tuned and un-tuned percussion instruments for classroom work as well as modern electronic keyboards. The mix of these instruments enables us to explore and compose in a wide range of genres.

Key Contacts

Head of Faculty: Mr Billett - a.billett@kenstimpson.org.uk

Key Stage 3

Year 7

Topic	Half term	Assessment
Ukeleles + Class Singing	Music - Unit 1 (6 weeks)	Skills based practical assessments at end of unit.
Mime	Drama - Unit 1 (6 weeks)	Skills based practical assessment at end of unit.
Theme and Variation using Keyboards + Class Singing	Music - Unit 2 (6 weeks)	Technology based and Skills based practical assessments at end of term.
Social Media	Drama - Unit 2 (6 weeks)	Skills based practical assessment at end of unit.
Dance Composition	Dance Unit 1 (6 weeks)	Choreography, looking at dance actions, dynamics, space and relationships. Group assessment
Ghost Dances	Dance Unit 2 (6 weeks)	Looking at a professional work and expression, group and solo assessment.
Scene from ‘High School Musical’	Combined Performing Arts Unit (3 weeks)	Performance Assessment at end of Unit

Year 8

Topic		Assessment
Music Around the World, the Pentatonic Scale + Class Singing	Music - Unit 1 (6 weeks)	Skills based practical assessment at end of term.
Stage Combat	Drama - Unit 1 (6 weeks)	Skills based practical assessment at end of term.
Film Music – Pt.1 (Performing Film Music) + Class Singing	Music - Unit 2 (6 weeks)	Skills based practical and written assessment at end of term.
Devised Performance	Drama - Unit 2 (6 weeks)	Skills based practical and written assessment at end of term.
Scene from ‘Grease’	Combined Performing Arts Unit (3 weeks)	Performance Assessment at end of Unit.
Dance Styles Capoeira	Dance - Unit 2 (6 weeks)	Partner work skills based assessment.
Contact work	Dance - Unit 2 (6 weeks)	Skills based assessment at the end of term.

Key Stage 4

We offer the following courses in this area at KS4:

See more information and courses on our KS4 Pathways process here

Post 16

We offer the following courses in this area at Post 16:

See our full range of Post 16 courses here

Life After Levels

KS3 Scheme of Learning and Assessment

In 2014 the government abolished National Curriculum Levels for KS3. Therefore, students in Key Stage 3 at Ken Stimpson Academy are assessed using a transitional model that allows students to progress from Key Stage 2 (Primary school) to Key Stage 4 (GCSE).

Each student has a target grade for the academic year in each subject which is derived from KS2 prior attainment. This target grade translates to one of the following descriptors:

Beginning - I can demonstrate understanding by identifying, reducing and transforming key information
Developing - I can demonstrate understanding by describing, deconstructing and deriving key information
Securing - I can demonstrate understanding by explaining and categorising key information. I can practice recognising trends and patterns in data.
Advancing - I can demonstrate understanding by analysing, prioritising, criticising and connecting key information.
Excelling - I can demonstrate understanding by evaluating and extending key information. I can use this to create new information.

Each subject has a specific scheme of learning and reflection every half term designed to allow students to be introduced to and practice the skills required for GCSE. Therefore, making progress at KS3 will allow students to significantly enhance their performance at KS4.

Students homework’s and assessments throughout the year will be assessed using the descriptors above. Additional subject specific comments will also be made to show students how to progress to the next level.

Phase One Assessment: Life After Levels – competency descriptors

Drama

Descriptor	Teaching and Learning: Blooms / Thinking hard	Assessment: Subject specific statements
Beginning	I can demonstrate understanding by identifying, reducing and transforming key information	I can identify key performance conventions based around vocalisation, stage movement and body language.
Developing	I can demonstrate understanding by describing, deconstructing and deriving key information	I can provide clear and concise group discussion around performance practices. I can describe key performance techniques and provide constructive criticism in order to develop and enhance a performance/scene.
Securing	I can demonstrate understanding by explaining and categorising key information. I can practice recognising stage technique and acting practices in performances.	I can provide both practical demonstrations in lessons highlighting stagecraft and performance technique as well as clear verbal explanations through in depth discussion.
Advancing	I can demonstrate understanding by analysing, prioritising, criticising and connecting key dramatic terminology and placing it into performance and feedback discussion.	I can make analytical directorial decisions inn the rehearsal process based around stagecraft and include a clear understanding of performance technique and provide constructive criticism to others within the group.
Excelling	I can demonstrate understanding by evaluating and extending key information. I can use this to create new information.	I can provide written feedback regarding acting conventions and performance practices and suggest clear pros and cons.

MUSIC

Descriptor	Teaching and Learning: Blooms / Thinking hard	Assessment: Subject specific statements
Beginning	I can demonstrate understanding by identifying, reducing and transforming key information	I can identify key musical styles and demonstrate this with basic relevant music vocabulary. I can implement - listening and basic rhythmic skills. At times I apply - more difficult rhythms and knowledge of genre-specific terms.
Developing	I can demonstrate understanding by describing, deconstructing and deriving key information	I am beginning to create independently or with partner, developing basic rhythms into a piece of music with defined structures. I can describe the genre and musical elements needed at a simple level. I show further understanding of performance skills and improvisation. I apply some performance skills including focus towards audience.
Securing	I can demonstrate understanding by explaining and categorising key information. I can practice recognising stage technique and acting practices in performances.	I recognise and apply Music vocabulary and am able to recognise strengths and ways to develop. My performance and Listening will be highlighted with Musicality, Relevant Musical Terminology, Dynamics and Confidence.
Advancing	I can demonstrate understanding by analysing, prioritising, criticising and connecting key dramatic terminology and placing it into performance and feedback discussion.	I can now link both performance, and contextual knowledge of the chosen style/genre. Both Performance and Listening Skills are shown throughout my assessments. I have the ability to compose/create musical pieces that comply to a set structure using the Musical Elements.
Excelling	I can demonstrate understanding by evaluating and extending key information. I can use this to create new information.	I now use my own research and use rehearsal time out of lessons to extend my appreciation of the style/genre and create a new set of Performances which compliment the original idea. Performance is exceptional in Musical, Technical and Expressive skills along with a high knowledge of key musical terminology and the ability to use appropriately.