Ercall Wood Technology College

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Performing Arts

The Performing Arts Department is staffed by experts in the fields of Drama and Music which are taught as discrete subjects at all levels. The department is well resourced with a fully equipped drama studio, a large music room with a suite of apple mac computers, and 3 practice rooms.

During KS3 students focus on skill development in performance and creative work, as well as extending their understanding of the works of the work of important practitioners.  Students can then go on to choose Drama and Music as option subjects in KS4.

We strive to ensure that every student makes outstanding progress and to this end a wide range of extra-curricular enrichment activities are available to students during lunchtimes and after school.

Amanda Bowater – Head of Department (Drama and Music Teacher)

Ryan Sayce – Music Teacher

DRAMA

Drama lessons aim to develop in pupils, abilities, skills and attitudes which:

  • improve their ability to communicate
  • build their self-confidence
  • develop teamwork skills
  • encourage self-expression
  • promote evaluative thinking and constructive target setting
  • are useful in everyday life
  • enable them to succeed

During KS3 students receive one hundred minute drama lessons, which are taught every fortnight. They begin by developing their foundation performance skills through group activities that explore key devices and techniques for performance. They then go on to develop practical work through various topics designed to extend their skills and understanding of Drama and Theatre practice. Technical aspects of light and sound are introduced and built upon in each unit. Students are offered the opportunity to perform in assemblies and lunchtime performances, and there is a major production every year.

Year 7 – Autumn – Introduction to Drama
Foundation Project
Pupils devise a short piece in groups which is assessed as a baseline test. They then go on to learn basic techniques such as tableau and develop vocal and physical skills.  

Year 7 – Spring – About His Person
Devising from stimulus Project
Pupils devise short pieces in groups from a wide variety of stimuli including pictures, objects and script extracts. They evaluate the effectiveness of their work. They develop their performance skills.

Year 7 – Summer – Evacuees
Character and scenario development Project
Pupils explore the theme of children evacuated during WW2. They develop their characterisation skills and create more developed story ideas.

Year 8 – Autumn – The Robbery
Sustained Role Project
Pupils develop a role which they play for extended periods, developing aspects of character through spontaneous improvisation and devising. 

Year 8 – Spring – Joe
Devising from stimulus Project
Pupils devise scenes from a given stimulus. They evaluate the effectiveness of their work. They develop their performance skills.

Year 8 – Summer – Surfers of Brazil
Character and scenario development Project
Pupils explore the theme of Respect through the story of train surfers in Brazil. They develop their characterisation skills and create more developed story ideas.

Year 9 – Autumn – Page to Stage
Scripted Project
Pupils go through the process of taking a script from first rehearsals through to performance.   

Year 9 – Spring – Urban Myths and Legends
Character and scenario development Project
Pupils develop scenes which bring together the skills of KS3 in a GCSE-style project.

Year 9 – Summer – Theatre In Education
Devising Project
Pupils create a piece for a chosen audience with an educational theme.

 

GCSE AQA Drama 1-9

The study of Music at GCSE offers a broad and coherent course of study which engages learners in the three main musical disciplines of performing, composing and appraising

Component 1:  Understanding Drama 40% of the total GCSE mark (exam)

This unit develops students’ knowledge and understanding of drama and theatre through the study of a set play and visits to live theatre productions.

 Assessment:  1 Hour 45 minute listening exam paper – externally assessed by exam board.

Component 2:  Devising Drama (practical) 40% of the total GCSE mark (coursework)

This unit focuses on students’ ability to create and perform devised drama. They can contribute as either a performer or designer. They also submit a learning log where they show evidence of their ability to analyse and evaluate their work.

Assessment:  Non exam assessment (coursework) 

 Component 3:   Texts in practice (practical) 20% of the total GCSE mark (coursework)

In this unit students perform two extracts from one play. Students may contribute as either a performer or designer.

Assessment:  Non exam assessment (coursework) 

 

MUSIC

All students in years 7, 8 and 9 receive one hundred minute music lessons, which are taught every fortnight, exploring performing, composing and appraising through a wide range of styles and genres.

Year 7 focuses on ensuring foundation knowledge is secure. The curriculum introduces theory and extends vocabulary, focuses on the elements of music through singing and playing instruments and encourages active participation. In Year 8 students complete a number of projects that enhance their musical knowledge and understanding, building more on theoretical knowledge. In Year 9 students complete units that will support their learning into GCSE. There is more theory work and more in-depth composition practice. They get to choose their own performance material in the last unit of work. Formative assessments happen every half term and verbal feedback is given regularly in lessons. Regular intervention is given to those students who are not making as much progress as expected and the department offers extra support through a weekly homework club. Students are offered the opportunity to perform in assemblies and monthly lunchtime concerts, and there are at least two major concerts every year.

Year 7 – Autumn – The Elements of Music
Popular/Classical and World Music Foundation Project
Pupils learn about the elements of music and the different effects that happen when combining different elements together.

Year 7 – Spring – John Henry
Folk/Popular Music
Students learn about an American folk legend, John Henry, and sing/play on the keyboard a song about his legend. They learn and perform the music aurally and then produce a Garageband arrangement of the song.

Year 7 -Summer – A Musical Journey
World Music
Pupils experience an introduction to different world music from Africa, India and China. Pupils perform and compose in a variety of different styles.

Year 8 – Autumn – Theme and Variation
Classical Music
Pupils learn about combining chords and creating a melody. They learn compositional techniques and devices to extend their musical ideas.

Year 8 – Spring – The Blues
Popular/World Music
Pupils learn about the Blues scale, riffs and walking bass. They work in groups combining all taught elements and improvisation over the top.

Year 8 – Summer – Adverts
Popular/World Music
Pupils learn about the power of music in adverts and how it enhances the media’s message. Pupils create their own advert music to the Citroen car advert (the dancing robot).

Year 9 – Autumn – Latin American
World Music
Pupils learn Latin American rhythms, instruments and songs through group performance and paired composition.

Year 9 – Spring – Film Music
Classical Music
Pupils create their own film compositions to a given film clip. Pupils sequence their work against the film clip so that the music matches all the hit points.

Year 9 – Summer – Song writing
Popular Music
Pupils have the opportunity to prepare a GCSE performance in their own chosen style. They also learn about the genre through the history of popular music and complete a research project about the era in which their chosen song is from which they present to the class.

GCSE –Edexcel GCSE 1-9 Music.

 The study of Music at GCSE offers a broad and coherent course of study which engages learners in the three main musical disciplines of performing, composing and appraising

Component 1:  Performing 30% of the total GCSE mark (coursework)

This unit gives the students the opportunities to perform for 4-6 minutes in total.  A minimum of two pieces, one of which must be an ensemble performance of at least one minute duration. The other piece(s) may be either solo and/or ensemble. 

Assessment:  Non exam assessment (coursework)

Component 2:  Composing 30% of the total GCSE mark (coursework)

The student must write 2 two compositions, one of which must be in response to a brief set by the exam board. Learners will choose one brief from a choice of four, each one linked to a different area of study. The briefs will be released during the first week of September in the academic year in which the assessment is to be taken. The second composition is a free composition for which learners set their own brief.

Assessment:  Non exam assessment (coursework) 

 Component 3:   Appraising 40% of the total GCSE mark (final exam)

In this unit students develop their listening and appraising skills through the study of set works across four set topics covering a wide range of styles and genres.

Area of study 1: Instrumental Music 1700-1820

Area of study 2: Vocal Music

Area of study 3: Music for Stage and Screen

Area of study 4: Fusions

Assessment:   1 Hour 45 minute listening exam paper – externally assessed by exam board.

 

SMSC

 

  • Social Development

The practical nature of both Drama and Music require students to work co-operatively with others, over-coming difficulties and resolving disagreements to collaborate on creating and performing.

  • Moral Development

A culture of Respect is developed where students actively develop their concept of ‘what’s right, what’s wrong and what’s fair’. They respond to each other’s performance work with respect and consideration. They develop their own opinions and reflect on the impact of their opinions on others.

  • Spiritual Development

Students use imagination and creativity in developing their work. Students watch and listen to skillful performances and develop their appreciation of the skills and talents of others. In drama students explore characters feelings and emotions.

  • Cultural Development

Students explore personal opinions and influences. They participate in creative activities and respond to the work of others. They consider the need for respect and understanding when working together. They explore the historical and cultural context of different topics. Topics in drama include those inspired by WW2 and aspects of life in the favelas of Brazil. Topics in music include those based in other times and cultures.