The Dance curriculum at Ormiston Sudbury Academy offers students’ the chance to develop key life skills such as; collaboration, imagination, team work, creativity, leadership and confidence. Students will also develop the skills needed to create, perform and analyse work, in order to succeed in Dance at all key stages and in the wider world.
In year 7, due to most students having very little prior experience of dance in primary school, the Dance curriculum focuses on embedding key physical, performance and choreographic skills. Students access a range of dance styles which allow them to explore versatility in their movement and allows them to start appreciating and evaluating professional works and each other’s work. They will gain an understanding of vital tools such as how to use basic choreographic devices and how to use interpretive skills to make a performance engaging to watch. Students will achieve this through character-based work, appreciation of Cultural Dance and understanding the basis of Contemporary Dance and one of the most influential practitioners, Matthew Bourne.
Year 8
Year 8 Dance focuses on developing the key skills that have been embedded in year 7. There is a bigger focus on the choreographic element of dance, to enable students to broaden creativity and learn about new dance styles and the history behind them. It is important that students access a wide range of styles, not only for their own development, but to ensure they are prepared for the more independent learning in year 9. The styles studied in year 8 include, rock n roll, musical theatre, contemporary dance, with a focus on Chance Dance, contact work, Dance Theatre, and street dance. The practitioners studied include: Zoonation and Kate Prince, Akram Khan, Rosie Kay and Merce Cunningham.
Year 9
In year 9 there is a bigger focus on the technique and detail behind the movement being taught/learnt and created. This is to ensure that any student wishing to take dance further, onto the BTEC level 2, have the foundations in which to do so. The students will continue to broaden their knowledge about different dance styles, and there is a heavier focus on independent choreography. Students are encouraged to interpret stimuli and create movement and dances based on the stimuli. Whilst doing so they will learn how to use more complex choreographic devices, working effectively with props and how to interpret different genres of music. The styles studied include: Charleston, disco, hip hop, contemporary and physical Theatre, however when students embark on their independent choreography project, they are encouraged to dance in a style which they enjoy, either to showcase their abilities or to upskill in an area they are interested in developing. At the end of year 9, students can leave dance knowing they have produced some creative work which they are proud of, and if carrying on dance in year 10 and 11, knowing that they are well-equipped for the BTEC.
The Drama curriculum at OSA offers students’ the chance to develop key life skills such as; collaboration, imagination, team work, creativity, leadership and confidence. Students also develop the skills needed to create, perform and analyse work, in order to succeed in drama at all key stages and in the wider world.
Drama at Key Stage 3 aims to prepare students for their future by:
Year 7
In Year 7 the Drama curriculum introduces the core skills such as; socialisation, team work, collaboration, confidence, creativity and imagination. Students will also develop the skills required to create different characters and be introduced to basic drama skills (including: facing out, blocking, projection, vocal and physical expression).
Year 8
In Year 8 the curriculum focuses predominantly on physicality. Students follow a number of different schemes of learning which aim to develop their physical performance skills and non-verbal communication. Theatre styles studied include: Masks, Commedia Dell’Arte and Melodrama.
Year 9
In Year 9 the curriculum focuses predominantly on developing students’ vocal skills. Students engage with scripts as well as other stimuli, giving them an opportunity to use drama in an explorative way to create their own work. They will also explore one play by William Shakespeare as part of our commitment as an RSC Lead Associate school.
The Music curriculum offers students’ the chance to experience music in various different contexts, such as music for live performance, music for film and also the importance of technology within music production. It also helps develop key life skills such as; team creativity, leadership and confidence. Students will also develop the three core skills needed in music which are analysis, composition and performance. This will allow students to succeed in Music at all key stages and in the wider world.
Music at Key Stage 3 aims to:
Year 7
In Year 7 students develop the skills required to perform & compose in different musical styles. This includes understanding the core elements in music such as texture, timbre, dynamics & tempo as well as developing rhythmic, aural & technology skills.
Year 8
In Year 8 the curriculum focuses on analysis and the ‘why’ behind musical decisions. Students explore a number of different musical genres from around the world thinking about the effect this music has and why it may be used. Genres studied include: Film Music, Samba, Pop Music and Blues.
Year 9
Music at Key Stage 3 aims to prepare students for their future by: