The Dance curriculum at Ormiston Sudbury Academy offers students’ the chance to develop key life skills such as; collaboration, imagination, team work, creativity, leadership and confidence. Students will also develop the skills needed to create, perform and analyse work, in order to succeed in Dance at all key stages and in the wider world.
Dance at Key Stage 3 aims to prepare students for their future by:
In year 7, due to most students having very little prior experience of dance in primary school, the Dance curriculum focuses on embedding key physical, performance and choreographic skills. Students access a range of dance styles which allow them to explore versatility in their movement and allows them to start appreciating and evaluating professional works and each other’s work. They will gain an understanding of vital tools such as how to use basic choreographic devices and how to use interpretive skills to make a performance engaging to watch. Students will achieve this through character-based work, appreciation of Cultural Dance and understanding the basis of Contemporary Dance and one of the most influential practitioners, Matthew Bourne.
Year 8
Year 8 Dance focuses on developing the key skills that have been embedded in year 7. There is a bigger focus on the choreographic element of dance, to enable students to broaden creativity and learn about new dance styles and the history behind them. It is important that students access a wide range of styles, not only for their own development, but to ensure they are prepared for the more independent learning in year 9. The styles studied in year 8 include, rock n roll, musical theatre, contemporary dance, with a focus on Chance Dance, contact work, Dance Theatre, and street dance. The practitioners studied include: Zoonation and Kate Prince, Akram Khan, Rosie Kay and Merce Cunningham.
Year 9
In year 9 there is a bigger focus on the technique and detail behind the movement being taught/learnt and created. This is to ensure that any student wishing to take dance further, onto the BTEC level 2, have the foundations in which to do so. The students will continue to broaden their knowledge about different dance styles, and there is a heavier focus on independent choreography. Students are encouraged to interpret stimuli and create movement and dances based on the stimuli. Whilst doing so they will learn how to use more complex choreographic devices, working effectively with props and how to interpret different genres of music. The styles studied include: Charleston, disco, hip hop, contemporary and physical Theatre, however when students embark on their independent choreography project, they are encouraged to dance in a style which they enjoy, either to showcase their abilities or to upskill in an area they are interested in developing. At the end of year 9, students can leave dance knowing they have produced some creative work which they are proud of, and if carrying on dance in year 10 and 11, knowing that they are well-equipped for the BTEC.
Within BTEC Dance students will develop their understanding of specific dance genres and develop understanding of the processes used to create dance within professional and their own practice. There is a focus on acquiring a balance between physical and interpretive skills and how to use these artistically to express their creativity.
Year 10
Students will develop their practical skills in Contemporary and Jazz in order to prepare them for assessment and establish which style best suits the group. They will review their own progress, setting personal targets, to ensure they become reflective practitioners. Alongside this they will analyse professional repertoire in order to understand how productions are put together. They will also begin to explore themselves as artists completing small choreography projects.
Year 11
In Year 11 students will develop the skills required to create their own work by responding to a stimulus. Through doing this they will develop skills in a variety of styles which will further prepare them for KS5. They will also develop life skills such as collaboration, team work, creativity, leadership, etc.
Please see overview of our Drama Curriculum Plan KS3 here.
Please see overview of our Drama Curriculum Plan KS4 here.
The Drama curriculum at OSA offers students’ the chance to develop key life skills such as; collaboration, imagination, team work, creativity, leadership and confidence. Students also develop the skills needed to create, perform and analyse work, in order to succeed in drama at all key stages and in the wider world.
Drama at Key Stage 3 aims to prepare students for their future by:
Year 7
In Year 7 the Drama curriculum introduces the core skills such as; socialisation, team work, collaboration, confidence, creativity and imagination. Students will also develop the skills required to create different characters and be introduced to basic drama skills (including: facing out, blocking, projection, vocal and physical expression).
Year 8
In Year 8 the curriculum focuses predominantly on physicality. Students follow a number of different schemes of learning which aim to develop their physical performance skills and non-verbal communication. Theatre styles studied include: Masks, Commedia Dell’Arte and Melodrama.
Year 9
In Year 9 the curriculum focuses predominantly on developing students’ vocal skills. Students engage with scripts as well as other stimuli, giving them an opportunity to use drama in an explorative way to create their own work. They will also explore one play by William Shakespeare as part of our commitment as an RSC Lead Associate school.
The vocational BTEC Acting qualification delivered at KS4, aims to prepare students for work in the Performing Arts industry. The intention is for students to have a good understanding of;
KS4 Acting also looks to prepare students for further study at KS5 and again helps to further develop key life skills at a more advanced level.
Year 10
In Year 10 students will experience a range of different styles of theatre. They will watch a piece of professional repertoire, explore practically and then complete their written Component 1 coursework. They will then work on developing their performance skills and carrying out a performance of a text for Component 2. Throughout their work on Component 2 they will learn to evaluate their progress and skills development, setting comprehensive targets and reviewing these. This will prepare students with the knowledge and skills they require to complete the externally assessed Component 3 in Year 11.
Year 11
In Year 11 students will develop the skills required to devise their own work creatively responding to a stimulus. Through doing this they will develop skills in a variety of styles which will further prepare them for KS5. They will also develop life skills such as collaboration, team work, creativity, leadership, etc.
Please see our Music Development plan here.
Please see overview of our Music Curriculum Plan for KS3 here.
The Music curriculum at Ormiston Sudbury Academy offers students’ the chance to develop key life skills such as; team work, imagination, creativity, leadership and confidence. Students will also develop the four core skills needed in music which are rehearsal discipline, analysis, composition and performance. This will allow students to succeed in Music at all key stages and in the wider world.
Music at Key Stage 3 aims to prepare students for their future by:
Year 7
In Year 7 the music curriculum focuses on generic core skills such as; team work, collaboration, confidence, creativity and imagination. Students will also develop the skills required to perform & compose in different musical styles. This includes understanding the core elements in music such as texture, timbre, dynamics & tempo as well as developing rhythmic, aural & technology skills. They will begin to explore how music can be used in different context such as theatre, technology & cultural.
Year 8
In Year 8 the Music curriculum focuses on developing the skills learn in year 7 further with a real focus on analysis and the ‘why’ behind musical decisions. Students will explore a number of different musical genres from around the world thinking about the effect this music has and why it may be used. They will look at Film Music, Samba, Pop Music and Blues.
Year 9
In Year 9 the Music curriculum focuses on students developing their own musical identity. They will develop their instrument skills further and look at how music is used in society in order to prepare them for the BTEC Music course at KS4. They will have the opportunity to learn to play bass, guitar, drums and keyboards with a real emphasis on how to independently develop instrumental technique and how to work collaboratively in an ensemble. They will also structure and design their own musical product. Looking at how to respond a music brief and work towards understanding how to set targets and make steps towards creating an intended product. These skills will allow all students to take music at KS4 should they want to and are valuable cross curricular skills to have.
The vocational BTEC Music qualification delivered at KS4, aims to prepare students for work in the Music industry. The intention is for students to have a good understanding of;
KS4 music also looks to prepare students for further study at KS5 and again helps to further develop key life skills at a more advanced level.
Year 10
In Year 10 students develop a number of key musical skills with the focus on completing Component 1 which is one 3rd of a student’s overall grade. Within that unit they will study the history of music from the 1950’s- present day. For each decade they will look at key case studies, the key features of that style before making practical responses to these. They will also look at world and other music. The students will learn how to from compositional, performing and technological responses.
Year 11
In Year 11 students will apply the skills they developed in year 10 to learn to develop both there compositional and performance skills. This will take the form of component 2. The aim of this unit is for students to assess their current strengths and weaknesses in both performing and composing before selecting targets to improve on. This will result in a final composition and final performance. Students will then study component 3 in which they will learn how to take existing songs and remix them into new styles. This will further develop their producing and music technology skills.