Performing Arts

Curriculum Intent

The aim of the Performing Arts department at Ormiston Victory Academy is to nurture and guide our students to become independent, creative individuals. There are so many situations and environments where the skills developed in performing arts are invaluable. It is our intention to help our learners develop a strong sense of self- worth, confidence and resilience – all of which are traits that will help our young people to thrive as the grow, no matter what their aspirations. Our department offers a wide range of opportunities, including theatre visits both locally and in the West End, workshops with professional practitioners and the opportunity to perform on a professional stage as part of our involvement with the annual RSC Regional Playmaking Festival. As part of the Ormiston Trust in the East, we have developed a partnership with Norwich Theatre Royal, working closely with their education department, which gives our students many local opportunities to work with the professional world. Regular performances are produced under our production company – Victory Façade and these include an annual full scale production and concerts.

Key Stage 3

In Year 7 – 9, Performing Arts lessons consist of a mix of dance and drama focused scheme of learning. Students receive two lessons per fortnight.

Year 7

Basic skills: Students will be learning about the importance of cooperation/collaboration and working to a deadline as part of a team. They will be learning basic drama / dance techniques.

Norfolk Folklore/Storytelling: Students will explore a variety of local tales, learning the key elements of storytelling and script writing.

Silent Movies: Students will be studying the use of mime, slapstick comedy and melodrama, focusing on silent films from the 1920’s.

Matilda: This is a musical theatre unit, taught over a whole term. Students will focus on characterisation through voice and movement. They will look at ‘Matilda’ by Roald Dahl and will perform short, scripted extracts as well as create their own choreography as part of a group, to the song ‘Bruce’.

Year 8

The Tempest: Students will study stylised movement and look at creating abstract performances based around Shakespeare’s ‘The Tempest’.

‘John Lewis adverts’ : Students will create their own performances, inspired by the story telling in John Lewis adverts.

‘Hairspray’ : Students will learn dance routines and create their own choreography using songs from Hairspray the musical, whilst exploring key features of the Civil Rights Movement.

Physical Theatre: Exploring the stylistic features and methodologies of practitioners such as Frantic Assembly.

Stage Combat: Students will be introduced to stage combat. The unit covers all aspects of health and safety, blocking, timing, audience, spatial awareness and eye contact.

Year 9

‘Hamilton’ Over a whole term, students will learn about the core features of Hip hop and Street Dance, as well as exploring staging a scene, including the technical aspects required.

Chicago – Exploring core Fosse dance features and techniques.

Practitioners: Looking at key practitioners such as Stanislavski, Brecht, Berkoff and their techniques and methodologies.

TIE/ Verbatim Theatre – Understanding how to create educational performances on a wide range of topics.

Responding to a stimulus – Applying a range of knowledge gained over the year, students will devise or choreograph their own performances in response to a stimulus.

Key Stage 4

Course Introduction: Students follow the BTEC Level 1 / 2 course in Performing Arts. Students can opt for which pathway they would like to take. The performance strands are: Acting, Dancing or Musical Theatre, and the production strands are: Costume, Props, Set Design, Lighting Design or Sound Design. The course is divided into three components.

The course delivery is as follows:

Year 10: Component 1 ( Exploring the Arts – Spring term)

Year 11: Component 2 ( Developing Skills and Techniques in the Performing Arts – Autumn term) Component 3 (Responding to a Brief) is completed in May/June.

Progression and Careers: Students can go on to study Drama / Dance /Theatre Studies at A – Level or follow a vocational pathway such as the Level 3 Cambridge Technical Award in Performing Arts. Students may wish to pursue a career as a performer, Arts Administrator, Community Arts Worker, Education Officer, Children’s Entertainer, a technical or production role. There are also many non-industry related careers which require a strong team player, an independent and critical thinker, an effective time manager and a confident speaker.

Key Stage 5

Course Introduction: The Cambridge Technical Award in Performing qualification is recognised as a two A – Level equivalent. Students have a variety of pathways available to them: Musical Theatre, Acting, Dancing and Stage Production.

Year 12 and 13 students are taught together, with units being rotated over the two-year course.

Progression and Careers: The Diploma in Performing Arts provides students with practical experience to help them develop the skills and knowledge that will equip them for employment within this broad and competitive sector, whether they wish to pursue a career in performance or in theatre production. Destinations following this course may be Drama School, University or performance industry.

Progression Mapping

Performing Arts Subject Progression Pathways