Creative Arts

Curriculum Intent (Art):

All children and young people in our care should have access to a broad range of high-quality Art provision that enriches their experiences and allows them to explore values, attitudes, feelings and meanings, giving them the opportunity to fulfil their potential through achieving highly, regardless of their ability or background. 

Our aim is for Art to be valued within the curriculum through the generic skills it offers, increasing motor skills, control, presentation skills, recording detail, independent research and aesthetic awareness. Studying Art is not only about developing practical skills but developing interest, curiosity and knowledge of other artists, an understanding of the visual elements and engaging confidently with Art in the contemporary world and from different times and cultures. This experience plays a part in developing the concepts of inclusion and multi culture. Art presents a unique area of experience that is critical to the development of young people, without this contribution we can not develop the “Whole student”.

- To value the Arts in the curriculum through the generic skills it offers of increasing: motor control, presentation skills, visual presentation, recording detail, independent research and aesthetic awareness.
-  To develop interest, curiosity and knowledge of other Artists, engaging confidently with Art in the contemporary world and from different times and cultures.
- To become independent in using creative language to communicate their own ideas, feelings and emotions.
-  To develop creative and imaginative thinking and communication using creative language through a range of sustained activities to realise their ideas.
- To develop critical and sensitive understanding in the evaluation of own and others work and ideas being able to justify, analyse and develop new directions.
- To provide opportunities for students to experience Art of diverse cultures, both past and present.
- To encourage students to understand the work of professional artists and visiting practitioners.
- To provide opportunities, within the Schemes for Learning, to experience creativity and to develop self-esteem and confidence.
- To encourage community involvement through a comprehensive programme of extra-curricular activities.

SEND
Our aim is that the Art curriculum is accessible at a range of different levels, delivered in a covert manner. As a result of this it is unlikely that you will see a difference in these students books across the cohort. These students should become confident individuals living fulfilling lives and able to make a successful transition into adulthood, whether into employment, further or higher education or training (code of practice (2015).

• Full access to an inclusive curriculum
• To ensure students are prepared for their next phase in education / prepared for adulthood
• Broad and balanced curriculum
• To ensure students with SEND achieve their best 
• Minimise barriers to learning
• High expectations for all students


Sequencing
All projects and assignment throughout key stage, 3,4,5 follow the key strands of Research, recording and experimentation, development, realisation and refinement, and evaluation.  Inherent in each project the knowledge, bigger picture and cultural capital using local contexts ( where possible) are introduced along with artists and movements, skills progression and opportunities for risk and experimentation.
At Key Stage 3 Art movements underpin each assignment with related Contemporary practitioners. They work across a variety of stimuli and materials to ensure breadth and depth. Opportunities and for practice and recall of key values around the visual elements are built into every assignment with increasing complexity through the key stage.  
As they move in to Key Stages 4 and 5 the creative process remains the same but students work with personal choice alongside skill work shops. Students are expected to make personal connections, decisions and choices with increasing skill and depth. 

Curriculum Implementation:

Each lesson will involve the following core elements:
• Recap of the cultural/ social / underpinning theme and practice 

Each assignment/ model has been designed to have a cultural/ social/ underpinning purpose linking the work to the bigger picture/ the real world/ cultural purpose. This should be constantly revisited and put into practice in each lesson in some form. It may be done through questioning and recap, maybe sensory or visual prompts, plenary tasks or Exit tickets.

A key element of every lesson is questioning. This is used to gauge understanding and prior knowledge. to enhance communication and stretch and challenge. Differentiated questioning, cold calling, target and with a mixture of open and closed is expected to be planned and delivered.

Modelling is a key element of every Art lesson. Demonstrations techniques, showing working practice, showing what is beautiful, highlighting differentiation and challenge. Staff will model and demonstrate to teach techniques and to model appropriate responses. Modelling may also occur to show misconceptions and identify common mistakes. This maybe in the form of: technical demonstration, group interaction, show and tell or skills videos.

Teaching Backwards- what is beautiful. Each lesson will have a visual, verbal, practical of what the objective is like when it is “beautiful”. This is to inspire, develop and inform learning not to give the answer or limit the exploration. Students will be encouraged to go beyond beautiful, to make decisions and develop innovation in their responses.

AFL - peer, self, verbal and written feedback. AFL is a strong core elemental any Art lesson. Identifying progress, successes, weaknesses, next steps, misconceptions. High level of verbal feedback is expected in every lesson with prompts, advise and support.

Students will also undertake peer review, this maybe as a group or 1:1, it maybe verbal or written. It can work at the beginning or end of a lesson depending on purpose. Students are given the opportunity to self-evaluate throughout their work, reflection and being able to identify key elements for improvement are encouraged.

SEND Implementation Consider questioning RADY/  SEND students first. Templates and visual exemplar on tables and accessible via Showbie. Skills videos available and modelling in lesson. Writing frames available including key words. Opportunities for students to respond digitally rather than producing hand written text/documentation. EHCP EHCP provision will be in response to the individual students personal needs and the severity of their condition.
• Implementation of reasonable adjustments  • Adaptive teaching practice to meet the needs of all learners • Quality first teaching • Implement advice and supportive strategies from external agencies and stakeholders • Children with SEND make progress

Curriculum Impact:

Assessment in Art is not a judgement passed from teacher to pupil, it should be positive guidance for improvement. Art assessment should promote and improve learning and the most important aspect of the assessment process is creativity its self. This process is usually cyclical as the artist moves through it again and again. Students need to understand that it is perfectly normal to feel frustrated and yet be able to give themselves credit and move on. They should not only learn how to develop technique but also how to analyse their own work fairly and make good choices, Assessment should become a positive, healthy experience where pupils take creative decisions comfortably and learn from their mistakes. Assessment in Art is continuous and ongoing, established through questioning, demonstration through skill supported by regular and immediate verbal feedback for action and development. AFL is used in every lesson to identify next steps and pinpoint improvements, developing student independence in assessing own and others work. Each unit of work will have a formative assessment piece to fall in with data entry points covering a range of areas for assessment e.g. Practical work and written analysis. This piece of work will have next steps and students given the opportunity to develop the work. Each unit of work will also have a summative assessment covering the learning objectives for that topic.

SEND Impact Students with SEND are happy, feel safe and secure Develop independence and resilience • Achieve their full potential • Full engagement with the curriculum  • Early identification of SEND

Curriculum Intent (Drama)

Through Drama at the de Ferrers Academy we aim to empower our students to explore their
thoughts and feelings and better understand their own lives and the lives of others. Studying Drama in this setting is to allow students to build skills in confidence, teamwork, creativity, performing and empathy as well as to develop an appreciation of the Dramatic Arts. As an academy we want to ensure every learner’s potential is fulfilled by removing barriers to their learning and achievement.

In Drama we will do this by supporting students to find and recognise their own talents and interests around dramatic performances, giving them the tools they need to explore the key skills required for entry into the modern workplace, developing competence in teamwork, communication and project management. The course will also equip students with the skills and knowledge they will need to study Drama and Theatre further at University or to take the skills they learn in Drama forward into the Creative Industries. By enabling them to experience a range of aspects of the subject such as performing, script writing, technical specialisms and directing, students will be engaging in topics which stretch their own interests and enable them to appreciate performances of different styles and genres.
Outside of the classroom students will have opportunities to experience live theatre in professional settings, take part in Drama workshops and to have a role in creating productions; from auditions to rehearsals, building sets, managing technical design and performing to an audience.

Aims
- To develop creative thinking through the development of performances from a range of stimuli and for different purposes.
- To be able to recognise, appreciate and perform in a range of theatrical styles using a wide range of dramatic techniques.
- To develop confidence in the sharing of ideas, speaking aloud, exploration of physical movement, working as a team and in performing to an audience.
- To develop personal, social and emotional aspects of individuals through character exploration in order to promote empathy towards people from a range of backgrounds, cultures and situations. 
- To develop critical analysis and appreciation of theatre through the experience of seeing amateur and professional theatrical performances.

Objectives
- To experience Theatre from a wide range of sources, both past and present.
- To encourage students to understand the processes and work of performing arts professionals
- To provide opportunities within the schemes for learning to develop creativity and develop ‘soft skills’ that can be applied through a range of life experiences
- To encourage community involvement through the programme of extra-curricular activities

SEND
The Drama department aims to deliver a broad, balanced and relevant curriculum. The Curriculum is intended to deliver ambitious and student focused lessons. The nature of Drama fosters and nurtures their social, emotional and mental health. Drama is a subject that promotes lifelong learning.  Group work gives students the opportunity to develop social skills and the ability to manage projects as part of a team. Performance work allows students to develop confidence and an understanding of how they can present themselves to others. Through a focus on collaborative learning, the students are given a bank of skills that can help them as they prepare for adulthood.

Drama teachers are key in this process, working closely with all students to offer an experience which is personalised and student focused in order to support the individual needs of our students, including those with SEND. Teachers use individual passports to inform teacher/student interactions and support and to ensure that targets/requirements as set out in Educational Health Care plans are met. This enables us to ensure there is a direct correlation to our statutory duty and provision.

Drama encourages students to be independent, resilient and resourceful learners. The drama Curriculum is developmental and sequential. It explores a wide range of skills and knowledge that build upon previous work. Within lessons, there are opportunities for variable roles within groups and Teachers work with groups to help the students allocate roles as appropriate for the individual needs of the students and scaffold where necessary. Work may be adapted where required and students are encouraged to use technology to support them in their progress.

- Full access to an inclusive curriculum
- To ensure students are prepared for their next phase in education / prepared for adulthood
- Broad and balanced curriculum


Sequencing
The Drama curriculum comprises a series of projects that build on the previous work. Repetition of core skills is essential, allowing the students to build a body of knowledge and skills that can be applied to a range of stimuli. The work covers a range of key areas: Devising, Non-Naturalistic Performance Elements, Script Exploration, Dramatic Techniques, Genres and Styles of Theatre, Technical Theatre and Design, Drama Practitioners and Performing that are revisited through the entire time students study drama.
The course aims to build breadth and depth as the Student moves through the Academy with the aim of delivering a varied and exciting curriculum.

Implementation
Each lesson will involve the following core elements
Recap of social cultural/underpinning themes and practices Each assignment reflects issues and skills that are relevant to the students and their experiences. Dramatic skills are a key feature within these topics but students are encouraged to explore the context of the work and how this can be communicated to the audience. Students should understand how interpretation of situations and character will have a direct influence on the way that the piece is received and understood by a contemporary audience.
Questioning Questioning is a key element of the lesson. Much of the development of the work takes the form of a conversation between the teacher and students where the teacher takes on the role of facilitator in the development of student work. Questions allow the students to develop depth in the creative process and explore their own ideas with teachers supporting and stretching where appropriate. Differentiated questioning, targeted and a mixture of open and closed questioning is expected to be planned and delivered.
Modelling Drama is unique within the Arts in that, for a large part, work exists only in the moment. The rehearsal process requires students to constantly revise their work and develop ideas without being able to view their own work. While recording of work can address some of these issues, this is not practical for a large part of the process. Modelling by other students, teachers and through the viewing of exemplar work both amateur and professional is a critical way for students to develop understanding of their own performance work. Staff will model and demonstrate techniques and explore performance responses with groups. It is also essential that students perform their work for others.
AFL peer/self/verbal feedback AFL is a core element in any Drama lesson. It allows students to identify progress, successes, weaknesses, next steps and misconceptions. High levels of verbal feedback are expected in every lesson with prompts advise and support. Students will also undertake peer review, this may be as a group or 1-1 and may be verbal or written. Students are expected to self-evaluate throughout the process as part of the ongoing conversations about their work with the group they are working with, reflecting and identifying key elements for improvement and then acting upon these.

SEND Implementation 
• Implementation of reasonable adjustments 
• Adaptive teaching practice to meet the needs of all learners
• Quality first teaching
• Implement advice and supportive strategies from external agencies and stakeholders
• Children with SEND make progress


Impact The teacher‐assessor’s main role throughout the artistic process is to develop independence so that each student can present their skills, ideas and creative work for assessment. The final performance should not be simply a set of practices produced under direct guidance from the teacher, as this compromises the integrity of the assessment results.  Students do not perform solely for the purpose of being assessed; rather they engage in Drama to pursue their own artistic expression. Therefore, students should be encouraged to assess feedback and apply their own artistic decisions to their work. Students are prompted to view rehearsal as an ongoing and cyclical process of development, where work will go through several stages and problems will be encountered and resolved. Each unit of work will have assessment that falls in with data entry points, next steps will be given and students will be given the opportunity to develop the work. Each unit will also have a summative assessment covering the learning objectives for that topic.

SEND Impact
- Students with SEND are happy, feel safe and secure
- Develop independence and resilience
- Achieve their full potential
- Full engagement with the curriculum 
- Early identification of SEND
 

Curriculum Intent (Music)

All young people in our care will have access to a broad range of high-quality Music provision that enriches their experiences and allows them to explore values, attitudes, feelings, and meanings, giving them the opportunity to fulfil their potential through achieving highly, regardless of their ability or background.

We challenge students to think, act and speak like those working in the field. We do this through quality first teaching which challenges our students to not only understand different styles and genres of music but requires them to explore, discuss and demonstrate this understanding in creative ways. They are challenged in all lessons to be able to demonstrate understanding and creativity through performance, composition, through collaboration with their peers and through evaluation of their own work. In addition, through purposeful, imaginative, and creative activities, students learn to take managed risks, trying out new ideas and new ways of working without the fear of failure – from day one we foster a safe environment, where we teach that going wrong is in itself a way of learning.

As a department we offer extra-curricular opportunities throughout the year for those students who want to develop their musical skills and abilities beyond the classroom curriculum. Individual instrumental lessons are available to all students throughout the school (with Pupil Premium students and those opting at KS4 having lessons available at no cost). Where possible and appropriate we endeavour to expose our students to live music including visits to concerts. All students involved in music at The de Ferrers Academy are given regular opportunities to perform in front of others both as individuals and with the various groups. This builds on their performance skills and helps to develop their confidence and understanding as musicians.
Our curriculum in Music forms a backbone to the ethos statement, ‘Work Hard, Be Kind, Choose Wisely’. Examples of how our curriculum supports the ethos statement are by providing opportunity for creativity throughout the KS3 and KS4 curriculum through composition. The whole of the KS3 curriculum requires students to be able to collaborate whilst being mindful to the opinions and abilities of others. We encourage students to be enquiring in the development of their ideas. Developing the confidence of our students is another vital part of our curriculum and students are frequently challenged to perform their ideas to each other whilst being encouraged to evaluate the success of these performances.

We believe that knowledge underpins and enables the application of skills; both are entwined. As a department we define the knowledge our students need and help them recall it by having a carefully planned progression through our curriculum, which not only builds on prior knowledge but regularly enables students to develop key skills in all topic areas. This is reinforced with the use of Knowledge Organisers and low-stakes quizzes. We expect and encourage students to use key musical terminology within their work. The use of iPads as a reflective tool supports the learning of our students at KS3 and KS4, giving them the opportunity to appraise their achievements and areas which they feel need further development.  

Developing the Cultural Capital of our students is a key aim which we aim to achieve by teaching themes in context – exposing them to influences and traditions from many different cultural and historical contexts. We believe that it is essential to their understanding that they understand the ‘where, when, who and why’ as well as the ‘how’.

Further rationale behind our curriculum design includes ensuring that our students have the necessary skills to be able to access the optional curriculum at KS4. We encourage students to appraise a wide range of musical styles through regular exposure. They are challenged and stretched by an expectation that they can justify their opinions using musical understanding. We build on more traditional composition skills from the beginning of KS3 so that the composition requirements of the GCSE curriculum are more accessible. The 1:1 iPad programme (recently implemented across all year groups) ensures that all students have the opportunity to develop Music Technology skills in all aspects of the subject.

SEND Intent
Our curriculum is fully inclusive, giving every student the opportunity to succeed and achieve their best. Resources are differentiated in order that every child can achieve. However, students on the SEND register frequently thrive in Music, outperforming their peers.
We nurture confidence and resilience for later life, helping them make a successful transition into adulthood, whether into employment, further or higher education or training. Individual help and advice is always given to students, as the inherent nature of the subject means that staff are constantly feeding back during the course of lessons. Our choirs and productions are open to all students, building confidence and a feeling success outside of the classroom in a (sometimes public) performance environment.
- Full access to an inclusive curriculum
- To ensure students are prepared for their next phase in education / prepared for adulthood
- Broad and balanced curriculum



Sequencing
Our curriculum covers the different key areas of composition, performance, and listening and appraisal. The nature of the subject means that key skills are constantly revisited through a spiral curriculum, and key terminology is regularly embedded within the work that our students produce.

Implementation
Collaborative curriculum planning lies at the heart of what we do in the three secondary academies across the Trust. We are currently in the process of amending and finalising schemes of work at KS3, following their first delivery. Further changes are being discussed, as new members of the department are bringing fresh ideas. Lessons embed challenge, metacognition, memory techniques and literacy. Alongside our schemes of work, we have developed knowledge organisers at KS3 and KS4. This is enabling us to define the core knowledge our students need to master. 
Our curriculum covers the different key areas of composition, performance, and listening and appraisal. The nature of the subject means that key skills are constantly revisited through a spiral curriculum, and key terminology is regularly embedded within the work that our students produce.

SEND Implementation 
- Implementation of reasonable adjustments 
- Adaptive teaching practice to meet the needs of all learners
- Quality first teaching
- Implement advice and supportive strategies from external agencies and stakeholders
- Children with SEND make progress


Impact 
We know our curriculum is working in the Music department through the engagement of our students that can be seen in all lessons. The new schemes of work have been designed with the additional intent of improving numbers opting to take the subject at KS4, through greater use of technology and what we feel are more appealing topics. Teaching and learning in the department is consistently good and can be evidenced through positive internal learning walks and QA observations. Our GCSE results are above national average, and we have seen at least 50% of our students achieving grade 7 to 9 in the last three years (64% in 2022).
Our instrumental tuition provision is in a time of rebuilding, especially post-Covid. Several students continue to learn an instrument throughout their time at the Academy. The majority of students who choose to be entered for instrumental examinations through Trinity, ABRSM or Rock School are successful.
The impact of our extra-curricular provision can be seen throughout the academy. Students at de Ferrers are offered numerous opportunities to perform and engage in music making at a high standard. Regular events in school and the wider community give students the opportunity to display their talents and we receive regular compliments from audiences regarding the level of musicality at which our students are able to perform. As a department we firmly believe that it is the enjoyment of the students and staff alongside their commitment and enthusiasm to make music which drives the department’s success.

SEND Impact
- Students with SEND are happy, feel safe and secure in Music lessons
- They develop independence and resilience
- They achieve their full potential
- There is full engagement with the curriculum 
- Early identification of SEND