Performing Arts at Rowan High…

If you have any further questions please direct them to Mr Chailton at school who will be happy to help.

Intent

At Rowan High School, we believe that high-quality performing arts lessons will inspire pupils to think innovatively and develop their creative understanding. We believe that the Performing Arts contribute to our pupils’ personal development and enable them to express their thoughts and feelings, develop creativity, learn in alternative contexts such as visual, audio and sensory, develop interpersonal skills, build confidence and self-esteem, enable them to become actively involved in shaping their environment as well as develop a greater understanding of the world around them. We aim to give all our pupils a lifelong love, appreciation and understanding of the arts.

Implementation

All pupils in key stage three take part in two lessons of Performing Arts every week to develop their creativity and ideas and increase proficiency in their execution. They are given opportunities to develop a critical understanding of plays and playwrights, build on their skills when using drama conventions and learn how to express and form reasoned judgements that can impact on future work.
In Year 7 our students gain the knowledge of what drama is and how to create drama. They will look at physical theatre and how to take a script and create a performance. Students will also research practitioners such as Stanislavski and Christopher Bruce and towards the end of the year students will be encouraged to perform in a production.
In year 8 students will build on the skills gained within year 7 as well as looking at minimalism in theatre, the structure of plays and advertisements. Our students will build on the improvisation skills which they are developed through various workshops to devise an advert within the Spring Term. Towards the end of the year students will be encouraged to perform in a whole school production. Students who do wish to perform on stage in front of an audience will work with the art department on set construction, stage design, costume and props.
In year 9, as well participating in the end of year production in the same style as our year 7 and 8 students – The cohort will also look at adapting a class novel into a script and a performance. Student will also develop their writing skills when creating a speech on a favourite topic and then learn how to pattern their voices with intonation, pace, inflection and emotion.

In Key Stage 4 and 5 our students who choose to continue take performing Arts as an option will begin their BTEC Qualification in Performing Arts which is recognised in colleges and universities.

Impact

Pupils enjoy the self-expression that they experience in the Performing Arts. They are always keen to learn new skills and work hard to perfect those shown to them. Pupils’ learning is very often cross-curricular and evidence can be seen across the school in classrooms and through their performances and it helps them to express feelings and emotions as well as show their knowledge and understanding in other subjects.
Our pupils are given the opportunity to reach out into the community through workshops, community projects, competitions and performances. Our Performing Arts Curriculum is well thought out and is planned to demonstrate progression.

In addition, we measure the impact of our curriculum through the following methods:

  • building upon previous learning each year at the same time as learning new skills
  • testing knowledge through regular retrieval quizzes, questioning or practical tasks
  • evaluating physical skills with feed forward, self and peer assessments and teacher written/verbal feedback

Curriculum Overview at Key Stage 3 and 4

Pupils learn life skills such as investigation, planning, construction, evaluation, creating, collaboration, problem solving, resilience and the importance of practising in order to develop expertise. Pupils are prepared with skills that are transferable into future work and life. Whilst not all pupils may take the Performing Arts as a subject or outside interest past year 9 the aim is to install a lifelong love, understanding, curiosity and desire to have the arts embedded into their lives.

Music Policy

Introduction

Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talents as musicians, and so increase their self-confidence, self-expression, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose and to listen with discrimination the best in the musical canon. (National Curriculum Purpose of Study)

Intent

  • To build a musical curriculum which develops learning and result in the acquisition of knowledge and improved wellbeing.
  • To promote a love of music and singing across a broadened curriculum.
  • To ensure a safe learning environment to allow the exploration of self-expression and regulation through music and performance.
  • To build communication and confidence skills.
  • To create cultural capital and provide opportunities for pupils to access live performances, theatres and practitioners to share their music knowledge.

Implementation

  • Professional, peripatetic teachers to work with Key stage 3 and Upper School pupils. To include Drum and Violin sessions. Pupils have access to and are being taught by real musicians.
  • A love of playing an instrument promoted and encourage in their ability to do so as a form of expression.
  • Pupils will access extra – curricular musical participation opportunities such as choir and annual musical production.
  • Scope for pupils’ participation and wider opportunities for performing to greater audiences will be increased and therefore musical benefits greatened.
  • All pupils get experience of performing solo, group and when possible, to a wider audience.
  • Use of music throughout the school day to support transitions and routine.
  • Music education embedded cross-curricular allowing use of music to support learning in other subjects.

Impact

  • Pupils will retain knowledge that is pertinent to music.
  • Pupils will have the opportunity to foster their instrumental playing / enjoyment and use this as a form of expression.
  • Pupils will build communication and confidence skills.
  • Pupils will participate in wider musical activities.
  • Opportunities for improved well -being and confidence will be increased.
  • Pupils will gain wider audience performance experience.
  • Pupils will have heightened awareness of musical opportunities available in and outside of school in the hope that access will be increased.

Research

Education Endowment Fund’ indicates that the impact of arts participation is positive and improved outcomes have been identified in the core subjects – English, Mathematics, and Science. Research suggests that the arts participation has a greater effect on average for younger learners and, in some cases for disadvantaged pupils and benefits have been found in both primary and secondary schools. Wider benefits include more positive attitudes to learning and increased well-being.

There are numerous studies into the positive implementation of music as a support for people with special needs, especially Autism. When successfully embedded and ample opportunities are given for pupils to access music education there is strong evidence showing the support it has for other curriculum areas due to the progression of social, communication and confidence skills through music. A recent study has shown how music education and interventions can support speech and language, specifically selective mutism; this supports the various studies into music supporting speech and language.

Purpose

The purpose of this policy is to describe Rowan Park School’s practice in Music education in coordination with the Expressive Arts Faculty and the principles upon which this is based.

Aim(s):

At Rowan Park School, we aim for pupils to:

  • Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.
  • Learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence.
  • Understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. (As outlined in the 2014 National Curriculum)
  • Build communication and confidence through performance and use of music to allow freedom of expression and self-regulation techniques.

Wider school aims/ethos:

This policy supports our school aims to:

  • Create an arts rich learning environment which celebrates creativity and diversity, ensures pupils learn about our history, explore other worlds and promotes pride in their achievements.
  • Ensure no opportunity is missed to build upon their Arts knowledge and learning continues to be holistic, meaningful and connected. 
  • Ensure that creativity is embedded across the curriculum, within learning projects in EYFS, KS1, KS2 and KS3, as well as through Asdan Pupil Progress and New Horizons in KS4 & 5, results in pupils having the opportunity to develop their creativity and build upon their knowledge and experiences through our broad and balanced curriculum.
  • Provide learners with the knowledge and cultural capital they need to succeed in life. (Ofsted 2019)

Consultation

This policy was written by Jemma-Louise Rockliffe, Music Coordinator and Expressive Arts Faculty member in consultation with:

  • Staff – The Expressive Arts Faculty as well as through staff questionnaires and feedback.
  • Pupils – Pupil feedback and questionnaires.

Principles/Values

This policy is based on Rowan Parks commitment to:

  • Promote and facilitate communication skills.
  • Develop a culture where every achievement is celebrated and all student experience success.
  • Meet the needs of all pupils through a personalised approach.
  • Provide high challenge low threat learning opportunities (Mary Myatt)
  • Make connections between areas of learning that enable pupils to develop a holistic and sequenced interconnected body of knowledge that is meaningful, purposeful and relevant to them.
  • Develop happy, resilient and confident leaners.
  • Develop positive relationships.
  • Promotes the development of self-help and life skills.
  • Offer learning that is aspirational and provides a degree of challenge.
  • Provide teaching and learning opportunities that are not limited to lesson time but throughout the day such as break time, snack time, personal care routines, out in the community and transitions. We believe these opportunities enable pupils to generalise and transfer skills across a range of contexts.

SEN/Inclusion

At Rowan Park we believe that the pupil is at the centre of all the learning opportunities and curricula that is followed by an individual. We ensure that this ethos is carried out and delivered in each and every class. We do this through matching the educational pathway with the needs of every student in secondary. All pupils are grouped according to a number of factors these include: Age, ability, need, and teaching style required. By doing this we know that every child will have a bespoke educational experience that is individualised and will ensure that they reach their full potential.

  • Learners with profound and multiple learning difficulties (PMLD) and have complex learning needs, such as physical disabilities, sensory impairment or a severe medical condition, have a high level of adult support for their learning needs and have access to this during timetabled lessons in their specialised classroom base.
  • Learners with ASD, are offer specialist classrooms, where highly trained staff deliver a highly structured curriculum which incorporates the TEACCH approach

British Values

Our school reflects British values in all that we do.  We encourage our pupils to be creative, unique, open-minded and independent individuals, respectful of themselves and of others in our school, our local community and the wider world.

At Rowan Park School, we actively promote British values in the following ways:

Democracy

  • Election of School Council, School Captains.
  • Informal voting within lesson and form time
  • Mock elections such as General Election 2017 and Brexit
  • The principles of democracy are explored in the whole curriculum e.g. taking turns, sharing and collaboration.
  • School council is established
  • Weekly Achievement assemblies.

The Rule of Law

  • The school’s ethos promotes and encourages respect and helps pupils to distinguish right from wrong.
  • Our Behaviour and Anti-Bullying policies set out a zero-tolerance baseline for any form of aggression, abuse or violence, which extends to pupils, staff and parent and carers. We raise awareness of bullying by being part of the National Anti-Bullying Week and Internet Safety Day.

Individual Liberty

  • We pride ourselves on a school culture and ethos that builds respect, tolerance and resilience.
  • Both in and out of lessons pupils are actively encouraged to make the right choices, knowing that they are in a safe and supportive environment.
  • pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and PSHE lessons.
  • Our school environment is one that promotes independence and individual communication. Our aim is to work towards pupils having as much independence as is suitable and possible for all.

Mutual Respect

  • School assemblies address what respect means and how it is shown.
  • Displays around the school promote respect for others and this is reiterated through our classroom charters, as well as our Behaviour Policy. 
  • Both in and out of the classroom pupils are helped to acquire an understanding of, and respect for, their own and other opinions, cultures and ways of life.
  • Staff and pupils are encouraged to challenge prejudicial or discriminatory behaviour. All such incidents are recorded.

Tolerance of those of different faiths and beliefs.

  • Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school e.g. A discussion of fasting during Ramadan, or multi faith theme days.
  • Through the PSHE and RE curriculums pupils are encouraged to discuss and respect differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations.
  • Links and visits are promoted with local faith communities and places of worship.

Rights of the Child

This policy is in accordance with the UN Convention on the Rights of the Child.

Roles and Responsibilities

The music coordinator works with the Expressive Arts Faculty to create long and medium-term plans for all key stages. This includes planning and facilitating events and opportunities for pupils to build their cultural capital and music knowledge and skills. The music coordinator runs Rowan Park School’s sing along choir, tying into each key stages curriculum and targets and allowing pupils to build their communication and music skills as well as providing opportunities for pupils to perform, building their confidence, self-expression and social skills. The annual school musical also allows pupils to continue to build on the skills learnt in choir and to explore drama, dance and music combined. Pupils experience the process of the journey of a production as well as helping to create set and costumes.

Aspects

Equal Opportunities

We believe all learners should have equal opportunities and equal access to the curriculum.  Equal opportunities are addressed as follows:

  • Learners with special educational needs have access to the curriculum through the use of differentiated learning strategies and tasks.  These are based on individual needs.
  • Specific learning and teaching strategies are used to maximise access to the curriculum for learners with PMLD and those with barriers to learning.
  • Resources and planning aim to reflect our multi-cultural society.
  • Gender equality is promoted by ensuring that both young men and women have access to all aspects of the curriculum.
  • Opportunities to address issues of gender and race are provided through discussion, texts and resources.

GDPR (General Data Protection Regulation):

Rowan Park is required to follow GDPR legislation and have up to date and relevant Data Protection policy. The school follows this guidance as set out in this policy under the following principles:

  • Fairly and lawfully processed
  • Processed for specified, lawful purposes
  • Adequate, relevant and not excessive
  • Accurate and kept up to date
  • Not kept for longer than necessary
  • Processed in accordance with the individual’s legal data rights
  • Securely protected against unauthorised processing, accidental loss, destruction or damage
  • Not transferred to other countries (especially outside the EU) without adequate protection

Equal Opportunities

Online Safety: Rowan Park is required by legislation to have up to date and relevant Online / e safety policy which can be found at each site or on the school website.

Safeguarding: Rowan Park is required by legislation to have up to date and relevant Safeguarding policy which can be found at each site or on the school website.

SMSC: At Rowan Park / Rowan Tree / Rowan High, Spiritual, Moral, Social and Cultural Education form a corner stone of all lessons. We seek to teach these qualities across the curriculum and throughout college life in the hope that these pupils go on to participate fully and contribute positively to life in modern Britain. It is linked closely to our school values and ethos. Through the use of discreet PSHE lesson as well as interviewing these values into our curriculum we achieve our SMSC goals by encouraging and guiding pupils to:

  • Be reflective about beliefs, values and more profound aspects of human experience, to enable them to use their imagination and creativity and develop curiosity in their learning.
  • Develop and apply an understanding of right and wrong in their college life and life outside the college.
  • Take part in a range of activities requiring social skills Develop an awareness of, and respect towards, diversity in relation to, for example, gender, race, religion and belief, culture, sexual orientation and disability.
  • Where appropriate gain a well-informed understanding of the options and challenges facing them as they move through the school and on to the next stage of their education and training.
  • Overcome barriers to learning.
  • Respond positively to a range of artistic, sporting and other cultural opportunities provided by the college.
  • Develop the skills and attitudes to enable them to participate fully and positively in democratic modern Britain.
  • Understand and appreciate the range of different cultures within the college and further afield as an essential element of their preparation for life.

Planning:

Music is embedding into the thematic curriculum and is supported by long and medium-term plans. Planning for choir and school musical is done by the music coordinator.

Teaching:

Music is taught using a thematic approach, embedded into the curriculum. Pupils are taught music through choir, which is delivered in a lesson format, allowing pupils to progress and reach IEP targets.

Organisation:

Choir is a weekly activity for the pupils who choose to access it. Videos are provided for pupils who wish to remain in class. As music is embedded into the thematic curriculum, this allows music to be used daily to support learning, transitions and routine.

Resources:

The Music coordinator is responsible for the central resources which are currently stored within the Art cupboard area shelving and trolley.

Assessment:

Assessment is carried out using Evisense/B-Squared.

Monitoring and evaluation:

The impact of Music teaching is monitored by the Music coordinator and Expressive Arts Faculty who have used staff questionnaires and linked the music curriculum to the other subjects to support cross curricula progress.

Monitoring and review:

Jemma-Louise Rockliffe the current Music Coordinator is responsible for monitoring the implementation of this policy and for reviewing the policy.

The subject leader portfolio will be used during annual appraisal and ongoing discussions with the Headteacher / designated Senior manager to evidence and review implementation of this policy.

Scroll to Top