Unit title: Mime
Statement of Inquiry: Physical expression is a powerful form of artistry that transcends linguistic barriers and enhances communication.
Unit title: Vocal Techniques
Statement of Inquiry: Understanding the intended audience in digital life and the importance for communication
Unit title: Silent Movies
Statement of Inquiry: Aesthetics, structure and roles affect how we interact with the world around us
Unit title: Short Scripts
Statement of Inquiry: Through continuous practice , we refined our ability to communicate ideas and interpret different information
Unit title: Theatre in Education
Statement of Inquiry: Social development within communities is influenced by how audiences engage with and respond to collective experiences and shared narratives
Unit title: Whole Class Production
Statement of Inquiry: Collaborative working is an effective way to communicate diverse perspectives to evoke emotional responses
Unit Title: Let’s Sing!
Statement of Inquiry: Effective communication with an audience can build self-esteem as it demonstrates the ability to connect.
Unit Title: Rhythm and Pitch
Statement of Inquiry: Developing foundational skills empowers creative expression and communication with diverse contexts
Unit Title: In the Hall of The Mountain King.
Statement of Inquiry: Skills and systems work together to deepen understanding and express ideas clearly
Unit Title: Guitar Heroes!
Statement of Inquiry: Through dedicated practice, technical competency is developed and individual expression can be explored
Unit Title: Making the Band
Statement of Inquiry: How do factors such as relationships, role and inclusion contribute to the overall dynamics and success of a team or community?
Unit Title: Music for Film
Statement of Inquiry: Music shapes how stories are told and experienced by influencing emotion, meaning and audience perception
In our school, the Performing Arts serve as a vibrant cornerstone for holistic student development, extending far beyond the classroom. Through participation in Drama productions, Musical ensembles, and Dance showcases, students cultivate crucial life skills such as creativity, critical thinking, and disciplined teamwork. They learn to express themselves confidently, developing strong communication skills both verbally and non-verbally, and build resilience by embracing challenges inherent in the rehearsal processes. Beyond individual growth, the Performing Arts profoundly enrich our school community, fostering a sense of belonging and shared pride as students, staff, and families come together to celebrate talent and dedication. These experiences not only create cherished memories but also equip students with adaptability and problem-solving abilities that are invaluable in all aspects of their academic and future professional lives.
The Performing Arts lends itself to the Leigh Academy Minster vision – “Where ambition takes flight”. Performing arts inherently demand ambition. Students are ambitious when they strive to master their chosen art form. This translates directly to the school’s emphasis on high expectations and pushing boundaries. Successful performances are built on mutual respect and strong collaboration. Students learn to value diverse contributions, listen to others, and work together towards a shared artistic vision. Overall, Performing Arts at Leigh Academy Minster allows for students to become a living embodiment of the school’s vision and values, providing students with a unique and powerful pathway to develop into ambitious, well-rounded individuals who achieve great things and act with responsibility and strong character.
Our Performing Arts curriculum is structured to ensure students build understanding, skills, and confidence progressively over time. Students build a core set of foundation skills studying the MYP curriculum through Year 7 to 9, core concepts and skills are revisited repeatedly across the different year groups, but each time with increasing complexity, depth, and new applications. When students reach Year 10 and 11 they will study the BTEC where they will develop and consolidate the skills they have previously learnt.
The hands-on, collaborative, and expressive nature of the Performing Arts caters to different learning styles. The three subjects offer multiple entry points and ways for students to participate, grow, and feel valued, regardless of their background, academic strengths, or physical/cognitive abilities. Whilst also allowing multiple opportunities for students who excel in the subject and lend themselves to roles that involve leadership, teamwork and communication. At Leigh Academy Minster we are constantly providing opportunities that challenge, extend, and truly nurture students and their talents preparing them not just for success within the school but for flourishing in the wider performing arts world.
Roles, Responsibilities and Skills in the Performing Arts
Exploring Dances
Component 1: Exploring the Performing Arts – Preparation
Component 1: Exploring the Performing Arts – Preparation
Component 1: Exploring the Performing Arts – Exam
Introduction to Repertory.
Component 2: Developing Skills and Techniques in the Performing Arts
Component 2: Developing Skills and Techniques in the Performing Arts
Component 3: Responding to a Brief – Preparation
Component 3: Responding to a Brief – Exam
Component 3: Responding to a Brief – Exam
Exams
Skills Building: Students are expected to understand the key skills that are needed to perform a piece of theatre and apply these skills to a piece of repertoire and a piece of theatre in education:
Skills Building: Students are expected to develop the key skills that are needed to perform a piece of theatre and apply them to a performance in front of a live audience
Exploring the Performing Arts – Exam: Students are expected to review a piece of professional theatre and examine how it fits with a given theme. Students are expected to understand how a piece of theatre is created and the roles and responsibilities of everyone involved
Exploring the Performing Arts – Exam: Students are expected to review a piece of professional theatre and examine how it fits with a given theme. Students are expected to understand how a piece of theatre is created and the roles and responsibilities of everyone involved.
Exploring the Performing Arts – Exam: Students are expected to review a piece of professional theatre and examine how it fits with a given theme. Students are expected to understand how a piece of theatre is created and the roles and responsibilities of everyone involved.
Developing Skills and Techniques in the Performing Arts – Preparation: Students are expected to create and develop a piece of live theatre based on a piece of pre-existing repertoire, then evaluate how successful they have been in meeting the given criteria.
Developing Skills and Techniques in the Performing Arts – Exam: Students are expected to create and develop a piece of live theatre based on a piece of pre-existing repertoire, then evaluate how successful they have been in meeting the given criteria.
Developing Skills and Techniques in the Performing Arts – Exam: Students are expected to create and develop a piece of live theatre based on a piece of pre-existing repertoire, then evaluate how successful they have been in meeting the given criteria.
Responding to a Brief – Exam: Students are expected to analyse their skills set in order to meet the needs of a given brief before developing a new piece of theatre that meets the needs of the brief.
Responding to a Brief – Exam: Students are expected to analyse their skills set in order to meet the needs of a given brief before developing a new piece of theatre that meets the needs of the brief.
Responding to a Brief – Exam: Students are expected to analyse their skills set in order to meet the needs of a given brief before developing a new piece of theatre that meets the needs of the brief.
Intro to GCSE Music
Music Forms and Devices
Set work – Badinerie (Bach)
Popular Music
Set work – Africa (Toto)
Film Music
Intro to Composition
Music for Ensemble
Composition (Free Brief)
Composition (Free brief)
Composition (Free Brief)
Component 2 – Music Skills
Development: Students will identify their creative and stylistic intentions and the musical skills and techniques required to realise these.
Component 2 – Exploring Music
Products and Styles: Students will develop their musical outcomes, providing evidence of their musical skills development at key milestones.
Component 3 – Responding to a Music
Brief: Students will write an initial response to the musical theme and explain how they will explore ideas for their musical product.
Component 3 – Responding to a Music
Brief: Students will create a musical product and comment on the creative process.
Component 3 – Responding to a Music
Brief: Students will compile their work from the previous two modules and it will be submitted to the exam board.
Exams
Planning for a Career in Music –
Exploring pathways in the music industry and planning realistic next steps into employment or further study.
Planning for a Career in Music –
Exploring pathways in the music industry and planning realistic next steps into employment or further study.
Improving Instrumental Performance –
Developing technical control, accuracy, and expressive performance through regular practice and reflection.
Improving Instrumental Performance –
Developing technical control, accuracy, and expressive performance through regular practice and reflection.
Understanding Musical Styles –
Examining the musical features that define different genres and how they are performed.
Understanding Musical Influences –
Investigating how musicians, cultures, and historical contexts shape musical styles and artists.
Planning for a Career in the Performing Arts: Students are expected to understand the skills needed to be successful within the theatre industry and self-evaluate based on these skills. They are then expected to create a business plan and CV to promote themselves.
Musical Theatre Performance Students are expected to perform sections of a pre-existing musical after breaking down the goals of each character throughout the performance. Students will then review their performance.
Ensemble Dance Performance: Students are expected to participate in a rehearsal process and analyse their development during the rehearsal process before performing as part of an ensemble for a dance performance.
Ensemble Dance Performance: Students are expected to participate in a rehearsal process and analyse their development during the rehearsal process before performing as part of an ensemble for a dance performance.
Ensemble Music Performance: Students are expected to work as part of an ensemble in order to sing a setlist of songs for a target audience and then review their performance.
Ensemble Music Performance: Students are expected to work as part of an ensemble in order to sing a setlist of songs for a target audience and then review their performance.
Approaches to Acting
Approaches to Acting
Performance Preparation
Performance Preparation
Exam Revision
Exams
