Creative Arts Faculty

Head of Faculty: Steve Cowin

scowin@asap.org.uk

Art and Photography

Head of Department: Miss Elizabeth Talbot

etalbot@asap.org.uk

Miss Tamsyn Mawson

tmayson@asap.org.uk

Mrs Emma Vinnicombe

evinnicombe@asap.org.uk

Aims

Showing creativity is becoming more and more valued in the work place and is a valuable quality for an individual to have. Images can be just as powerful as words and having an understanding of visual language enables access to this.

Therefore, the art and photography department aims to:

  • Provide a safe and exciting working environment for students to experiment with a range of materials and techniques.
  • Promote the use of visual vocabulary.
  • Explore a range of projects and themes aimed to develop a deep understanding of a range of ideas, processes, methods and techniques.
  • Encourage independence and self-evaluation.
  • Promote the student’s creativity throughout the school, community and city.
  • Promote art within the whole curriculum as well as explaining possible uses in the future.
  • Provide a range of lunch time and afterschool clubs, allowing students to access a wider range of materials and techniques.
  • Provide enrichment wherever possible both within the school and the wider community.

Curriculum

Art

Key Stage 3 - (Y7)

Project 1 - Still Life
  • Outcome: Drawing/Painting/Collage/Print of still life objects
  • Artists: Morandi/Peter Randall Page/Megan Cole/Wayne Thiebaud/Keith Mallet
  • Assessment: Bottle Drawings
Project 2 – Colour and Pattern
  • Outcome: Drawing/Painting/Collage/Print of Landscapes and Cityscapes
  • Artists: Bruce Gray/Hundertwasser
  • Assessment: Colour Wheel

Key Stage 3 - (Y8)

Project 1 - Popular Culture
  • Outcome: Drawing/Painting/Collage/Print/Mixed Media
  • Artists: Warhol/Rosenquist/Theibaud/Lichtenstein
  • Assessment: Artist research
Project 2 – Environmental Art
  • Outcome: Drawing/Painting/Collage/Print/3D
  • Artists: Andy Goldsworthy/Peter Randall Page/Angie Lewin/Kurt Jackson
  • Assessment: Natural Form Drawing

Key Stage 4 - (Y9-11)

The GCSE is made up of a portfolio (60% of final mark) and an externally set exam (40% of final mark)

Portfolio
  • Coursework themes aim to develop skills and processes in 2D and 3D work. The themes explored with the coursework portfolio are:
  • Food, Reflection, Portraits into Architecture and Relationships which focuses on the similarities and differences between Man Made and natural objects, exploring texture and colour.
  • Students will focus on artist research, the development of their own ideas and improve their speaking and annotation skills.
Exam
  • The externally set exam will be in the form of a question that students will need to respond and develop a project around. It will include a 10-hour exam in which students will be required to produce a well thought out piece of work.

Photography

Key Stage 4 - (Y9-11)

The GCSE is made up of a portfolio (60% of final mark) and an externally set exam (40% of final mark)

Portfolio
  • Coursework themes aim to develop skills and processes in chemical and digital photography The themes explored with the coursework portfolio are:
  • Landscapes, Portraiture, Gothic, and a personal investigation.
  • Students will focus on artist research, the development of their own ideas and improve their speaking and annotation skills.
Exam
  • The externally set exam will be in the form of a question that students will need to respond and develop a project around. It will include a 10-hour exam in which students will be required to produce a well thought out piece of work.

All work is assessed using the four assessment objectives: Develop, Explore, Record and Produce

A Level Art

Key Stage 5 - (Y12-13

The A Level is a two year course which will allow students to build on their skills while experimenting and exploring a range of materials, techniques and processes. The course is made up of two units of which will be a coursework portfolio (60% of final mark) and an externally set exam (40% of final mark).

Course Introduction
  • Exploring and becoming confident in using a range of skills and techniques
Coursework Portfolio
  • Personal Investigation which is a student led enquiry into a subject area of their choosing. This will include a 3000 word essay.
Externally Set Exam
  • The externally set exam will be in the form of a question that students will need to respond and develop a project around. It will include a 15-hour exam in which students will be required to produce a well thought out piece of work.

A Level Photography

The A Level is a two year course which will allow students to build on their skills while experimenting and exploring a range of materials, techniques and processes. The course is made up of two units of which will be a coursework portfolio (60% of final mark) and an externally set exam (40% of final mark).

Course Introduction
  • Exploring and becoming confident in using a range of skills and techniques in both chemical and digital photography as well as encouraging mixed media where appropriate
Coursework Portfolio
  • Personal Investigation which is a student led enquiry into a subject area of their choosing. This will include a 3000 word essay.
Externally Set Exam
  • The externally set exam will be in the form of a question that students will need to respond and develop a project around. It will include a 15-hour exam in which students will be required to produce a well thought out piece of work.

All work is assessed using the four assessment objectives: Develop, Explore, Record and Produce

Assessment

Work is marked on a regular basis, with quality marked assessment at least once every half a term, using the What Went Well and Even Better If system. Students are made aware of their current working band/grade as well as their target grade regularly to ensure individuals are always aspiring to achieve and be the best they can be. Peer and self assessment are also encouraged on a regular basis and is embedded within the marking policy.

Drama

Head of Drama: Steve Cowin

scowin@asap.org.uk

Aims

Drama is a way of exploring the world.

Drama has a focus on developing vital ways of communicating in school and in life beyond school. Drama enables students to express themselves creatively, safely and imaginatively and to communicate with others effectively. As a subject it promotes the life skills of cooperation and confidence. As a school we want to give students the opportunity to use drama in many areas of the curriculum, as it is an extremely effective means of communicating ideas. With a particular focus on oracy, the ability to communicate effectively by using the spoken word, practical learning can be crucial to understanding.

Our aims in teaching Drama are that students will:

  • Enjoy the subject and study it with a sense of achievement
  • Develop an understanding and appreciation of a range of drama skills and techniques, developing their own interests and abilities
  • Develop the capacity and confidence to express ideas and communicate them through drama
  • Have opportunities for presenting performances individually and in groups
  • Encourage independence and self-evaluation

Curriculum

Key Stage 3 - (Y7-8)

Topics covered:
  • Greek Theatre: Learning about and using Greek Chorus skills. Learning how to work in a group. Using Greek Myths to create performances. Understanding and using key performance skills and techniques.
  • Lord of the Flies: Understand how to lead a group during a chaotic situation. Empathising with different characters in difficult situations. Follow the story of the group and understand how they survive on the island.
  • Macbeth: Discuss the themes and issues in the story of Macbeth. Explore the characters in the story and their actions. Understand how the story is still relevant in modern day. Use all of the skills learnt from the year to create a final performance.
Where can you find help? How will feedback be given?
  • Website and books that relate to the topic you are learning about will be given at the start of the half term.
  • Ask your teacher at the end of the lesson if you are stuck!
  • By the teacher and your classmates after most of the work that you complete in lessons.
  • You can also give feedback to yourself by watching video evidence of your own work.

GCSE Drama

Key Stage 4 - (Y9-11)

Devising
  • To use a stimulus to devise work
  • Practical devising workshop, exploring ways to create performance work from a stimulus
  • To understand how to devise a group performance
  • To understand how to devise using a selected stimulus
  • Discussion of the creative intentions
  • Students structure the piece
  • To understand how to build a portfolio of process evidence
  • To understand how assessment criteria/descriptors apply to your work
  • To understand how to develop the group performance
  • To understand how to realise the group performance
Introducing the set text
  • To understand how to approach the text as a theatre maker
  • To understand how to approach a performance text for an audience
  • To understand how to realise the text as a theatre maker
  • Students focus on a design element that they would use to bring an extract from the text to life
  • Group presentations on these design elements and consider the roles of the different theatre makers involved in bringing a text to life
Theatre visit preparation
  • The ability to consider relevant aspects of theatre for analysis and evaluation purpose
  • To reflect on own experience as an audience member
  • To understand the processes and practices used in the production
  • To understand how to develop and realise work for performance as a theatre maker

Performing Arts

Key Stage 5 - (Y12-13)

Pearson BTEC Level 3 National Extended Certificate in Performing Arts. This is equivalent in size to one A Level.

The Extended Certificate is for learners who are interested in learning about the performing arts sector alongside other fields of study, with a view to progressing to a wide range of higher education courses, not necessarily in performing arts. It is designed to be taken as part of a programme of study that includes other appropriate BTEC Nationals or A Levels.

Learners are given opportunities to:
  • Write up the findings of their own research
  • Use case studies to explore complex or unfamiliar situations
  • Carry out projects for which they have choice over the direction and outcomes
  • Demonstrate practical and technical skills using appropriate techniques and processes

Music

Head of Department: Lyndsey Pengelly

lpengelly@asap.org.uk

Aims

The department focus is on developing the musical skills of every student through the strands of Performance, Composition, and Listening and Appraising. We encourage students to discover, explore and communicate ideas through a wide range of tasks. Within this we develop their understanding, confidence and self-esteem.

Curriculum

Key Stage 3

Year 7
  • Call and Response
  • Rhythm Grids
  • Gamelan
  • Graphic Score
  • Traditional Notation
  • Extended Performance
Year 7
  • The Blues
  • Using Chords in Pop Music
  • Musical Structures
  • Music for Stage and Screen

Key Stage 4 - (Y9-11)

GCSE Exam Board: Edexcel

Component 1: Performing (30% of the qualification)

Students must produce at least four minutes of performance material across the disciplines of solo performance and ensemble performance. Each performance must also be a minimum of one minute in length.

Students will have lesson time throughout the course to prepare performance pieces, however, it is expected that students are regularly practicing on their instrument of choice in their own time. Students have access to practice space in the department, available for them from 7:45am – 4:30pm each day.

Component 2: Composing (30% of the qualification)

Students must compose two compositions of at least three minutes combined duration. One composition is to a brief set by Pearson, of at least one minute in duration. The other is a free composition, of at least one minute in duration.

Component 3: Appraising (40% of the qualification)

There is a listening paper of 1 hr 45 mins, that is made up of two sections. The first section is related to eight set works that are prescribed by the exam board, one short melody/rhythm completion exercise, and one question on an unfamiliar piece that focusses on musical elements, musical contexts and musical language. The second section of the paper is made up of one extended question that asks students to compare and/or evaluate one of the set works against an unfamiliar piece of music.

Physical Education

Head of Department: Terry Leonard

tleonard@asap.org.uk

Aims

Physical Education should be an enjoyable active lesson where the students can learn the rules, techniques and tactics of a variety of sports. We will inspire all to succeed and excel in competitive sport and other physically demanding activities. This will build character and help develop fairness and respect whilst working either as an individual, in a small group or as part of a larger team. Students will also learn how to lead a healthy, active lifestyle.

Curriculum

We aim to provide a broad but balanced curriculum which allows for in-depth learning in a variety of sports. Students will study 8 different sports during a year and these will include activities such as rugby, netball, football, hockey, basketball, fitness, dance, gymnastics, badminton, volleyball, trampolining, table tennis, cricket, tennis, rounder’s, athletics and softball.

In Key stage 4 weight training and climbing are also added to the curriculum.

Examination PE

At the start of Key Stage 4, students may opt to study GCSE Physical Education. This is a mixture of practical and theoretical work.

The theory element covers aspects such as;
  • Anatomy and physiology
  • Movement analysis
  • Physical training
  • Use of data
  • Sport psychology
  • Socio-cultural influences
  • Health, fitness and well-being

Students are then assessed under examination conditions in both the practical and theory work.

Students can move onto higher qualifications such as A Level Physical Education during Key Stage 5.

Assessment

During Key Stage 3 student’s asses themselves on the sport that they are currently undertaking by using pre-printed stickers which indicate which band they have achieved and what they need to do to move forwards. These are then collated with each student having their own individual sheet.

Both Key Stage 3 and 4 students are given regular verbal feedback during lessons. Quite often, peer assessment will also be used.

Exemplar Student work 1
Exemplar Student work 2
Exemplar Student work 3
Exemplar Student work 4
Exemplar Student work 5
Exemplar Student work 6
All Saints Academy Plymouth Sponsors