The Creative Arts Faculty includes Art, Information and Communication Technology (what many refer to as Computer Studies), and Music.


Art

The Department follows the National Curriculum of England.  A strong emphasis is placed on skills based experiential learning to enable students to have the means to express their ideas successfully, as well as to document what they see.  This is supported by contextual studies relevant to each project in which students are given opportunities to develop their subject specific vocabulary as well as deepen their understanding of different approaches to Art.

At GCSE level the Department follows the Edexcel Art and Design Unendorsed syllabus (1027).

At IB level the School offers both HLA and HLB options as well as the corresponding SLA and SLB options.
               

Curriculum overview

Key Stage 3

The aims of the Art Department are to:

• teach students skills to communicate and express ideas visually,
• develop in students an understanding of the codes and conventions of visual language,
  
• develop in students an appreciation and respect for different traditions of art and an awareness of contemporary practises,
  
• expose students to a range of different types of art from a variety of cultures, both domestic and international,
  
• develop in students a grasp of subject specific terminology and an ability to use that vocabulary to analyse works of art,
  
• provide a range of experiences in different processes and media for students to explore ideas visually, giving students an understanding of the breadth of Art practises,
  
• enable students to achieve optimum artistic standards and develop an appreciation of the world of art,
  
• provide a sound basis for further study of art and the pursuit of personal interest,
  
• enable students to acquire personal, learning and thinking skills which can be transferred to other areas of their learning,
  
• encourage independent thought and instil confidence amongst students,
  
• develop in students the ability to work independently and follow their own line of enquiry,
  
• in Key Stage 3 work cooperatively, making contributions in group tasks through the discussion of ideas and practical group work.
  

 
Art is a compulsory subject at Key Stage 3, and is taught for one lesson per week in mixed ability form groups.  The key themes addressed are:

• The principles of drawing,
• Colour theory,
  
• The built environment and linear perspective,
  
• Nature and design,
  
• Pop Art,
  
• Portraiture,
  
• Contextual studies.
  

Within each theme various sub-topics and skills are explored and reinforced from prior learning.  Each theme/project also covers a range of media, but each start with drawing as their base.  A variety of artists from different cultures and traditions are investigated across the topics.

Assessment

Assessment is varied and continuous throughout the three years.  Students receive summative assessments at various stages of each project, with grades which directly reflect effort and attainment in the form of number and letter grades.  As well as this students will regularly be given formative assessments in the shape of constructive written comments aimed at boosting their confidence and suggesting areas of improvement with specific goals in line with the School’s Assessment for Learning Policy.  Assessment will also take the form of oral feedback and some peer discussion.


Key Stage 4

In Key Stage 4, Art is an optional subject.  Students who choose to take the two-year course will have three lessons a week.  The syllabus being followed at the School is the Edexcel Art & Design Unendorsed syllabus.  This is a general art and design course and the most common type of GCSE art course undertaken.

Students will carry out two to three long running coursework projects, which will involve preparatory studies and research, experimentation in a range of different media, research into the work of artist’s chosen by the student and relating to the topic being studied and a final piece which will reflect the preparatory research. Each project will have its own sketchbook containing a record of the student’s research and experimentation.

The examination will take the form of another project following the same format as the coursework projects with the theme being set by the examination board. This theme changes each year and is a broad topic from which students can respond in a variety of different ways.  This examination project is undertaken in an eight-week period of preparation, in which time students produce sketchbook work which then culminates in a final piece which is undertaken in a ten-hour exam over two days.

Assessment

Assessment is ongoing and takes a variety of forms, from summative assessment based on straight forward grades for effort and attainment to formative assessment which takes the form of comments aimed at giving specific advice to students about how to improve their work.  Students will also be graded from time to time on the assessment matrix provided by the examination board so they can gain a firm grasp of what is required of them by the criteria.  This criteria can broadly be broken down into the following headings; Drawing and Visual Research, Research and Analysis of the work of Artists, Experimentation and Refinement of Ideas, The Final Piece.  Homework is set once a week and students are expected to spend at least between one or two hours on it. 

The GCSE examination consists of two coursework projects which are 60% of the overall grade and the exam with the eight week preparation time which forms the other 40%.

 
  IB

Art is in Group 6 – The Arts and Electives
Visual Arts Higher Level and Standard Level

Course description

In both Higher Level (HL) and Standard Level (SL) there are two components: studio work (practical work) and research workbooks (experimentation and research).  At each level there are two options: A or B.  Option A at both levels is aimed at students who want to engage in more practical art making where as option B is aimed at students who have a greater interest in research and analysis of artist’s work.

At HLA, studio work accounts for 60% of the candidate’s final mark while the investigation workbooks form the other 40%.  At HLB, studio work accounts for 40% of the candidate’s final mark while the investigation workbooks form the other 60%.

Correspondingly at SLA, studio work accounts for 60% of the candidate’s final mark while the investigation workbooks form the other 40%.  At SLB, studio work accounts for 40% of the candidate’s final mark while the investigation workbooks form the other 60%.

No significant difference in the quality of work is expected between HL and SL, with the possibility of SL work being of the same quality as HL work.  The difference in expectation is purely in the volume of work produced, with SL students having less time to study the subject.  The volume of work is not prescriptive and expectation is based on a number of factors including the size of the work, the nature of the media the work is undertaken in and the level of detail.

Assessment

The studio work usually takes the form of an exhibition student’s artwork completed over the course.  The studio work of HLA and SLA is assessed by a visiting IBO examiner who will also conduct an interview with the students to discuss their ideas and development; these students have their investigation workbooks internally assessed.  The studio work of HLB and SLB students is internally assessed whilst their investigation workbooks are assessed by an IBO examiner.

In support of this body of work, extensive research is undertaken in a research workbook covering four key areas:

• visual research (into methods and techniques),
• independent research (areas selected by the student),
  
• contextual research (into various cultures and s relevant to the student),
  
• critical research (into the meaning and value of various artworks)
  

ICT

The Department follows an adapted version of the National Curriculum of England.  A strong emphasis is placed on skills based learning to enable students to have the means to use a variety of software and also on providing the students with an awareness of issues within ICT.  Within Key Stage 3 students will have the opportunity to gain the International Computer Driving License (ICDL) qualification.  At IGCSE the Department follows the Edexcel Information and Communications Technology course (Syllabus 4385).  Information Technology in a Global Society (ITGS) or Computer Science courses are currently not offered at IB level.



Key Stage 3

The aims of the ICT Department are to:

• promote safe and efficient usage of technology, with an understanding of the risks,
• give all students exposure to wide range of software and technologies,
  
• develop a high level of competence within students of the software skills,
  
• develop students’ skills in using hardware and software to manipulate information in their processes of problem solving, recording and expressive work,
  
• develop students’ ability to apply their IT capability and ICT to support their use of language and communication, and their learning in other areas,
  
• explore their attitudes towards ICT, its value for themselves, others and society, and their awareness of its advantages and limitations,
  
• develop ICT based solutions to address challenges and solve problems and to gain an understanding of ICT systems,
  
• inspire students to use the ICT skills in a range of applications outside of school,
  
• give opportunity to students to create a range of media and showcase them,
  
• provide students with the skills to create their own websites,
  
• allow students to engage in fun-filled lessons that promote learning,
  
• create challenge for students at every ability level,
  
• offer suitable extra-curricular ICT activities that allow for extension to the school ICT curriculum,
  
• develop an understanding and awareness of current and emerging technologies.
  

Within Key Stage 3, students will learn about multimedia, how to create it and how to include it in a range of projects.  As students enter Year 8, they will start to learn the skills and knowledge required for the ICDL examinations.  (The ICDL qualification is an international qualification which is designed to test and show competence in computer skills.  It is a qualification which many employers look for from applicants for jobs.)  Within Years 8 and 9 we will enter students for the ICDL, which involves students sitting 7 examinations on the following topics:

Module 1 – Concepts of Information and Communication Technology (ICT),
Module 2 – Using the Computer and Managing Files,
Module 3 – Word Processing,
Module 4 – Spreadsheets,
Module 5 – Using Databases,
Module 6 – Presentation,
Module 7 – Web Browsing and Communication.

Topics Taught at Key Stage 3 include:

Year 7

Internet safety,
Presentations,
Using the internet to research topics,
Creating and editing graphics,
Recording and editing audio,
Creating a newsletter,
Spreadsheets,
Word Processing,
Animations.

Year 8

The Year 8 curriculum is based around the following ICDL modules:

Module 1 – Concepts of Information and Communication Technology (ICT),
Module 2 – Using the Computer and Managing Files,
Module 4 – Spreadsheets.

Year 9

The Year 9 curriculum is based around the following ICDL modules:

Module 3 – Word Processing,
Module 5 – Using Databases,
Module 6 – Presentation,
Module 7 – Web Browsing and Communication.


Key Stage 4

Students will learn to:

apply knowledge, skills and understanding of ICT to a range of situations,
analyse, design, implement, test, evaluate and document ICT systems for others to use, and develop understanding of the wider implications and effects of the use of ICT,
reflect critically on the way they and others use ICT,
discuss and review the impact of ICT applications in the wider world,
consider social, economic, political, legal, ethical and moral issues and security needs surrounding the use of ICT.

More specifically, students will develop software skills in the use of multimedia, data-handling software and web development tools.  They will also learn some programming concepts.

Assessment

Examination (70%)

A single 1 ½ hour paper sat at the end of the course.

Project (15%)

Students undertake a mini-project in Year 10 which they revisit in Year 11 to make any further improvements they feel necessary. 

The project is either a multi-media project in which students design a piece of interactive multimedia software for others to use, or a Spreadsheet modelling task.  The processes of collecting information about the task (Identify), thinking about its computing requirements (Analysis), planning different aspects of the solution (Design), programming and testing the solution (Implement) and deciding how effectively in meets its requirements (Evaluate) are written up in 19 short written pieces to form the project documentation which is submitted for assessment.

Set Tasks (15%)

The exam board sets a series of short tasks based on a case study using databases, spreadsheets and web development tools.  Some of these tasks are completed for homework and others in formal classroom assessments.  These are completed in Year 11, although tasks are used in Year 10 to prepare students for what is expected of them.

Most of the computer-based work is completed during lessons time.  Some design and planning tasks as well as preparation for practical assessments is done within the homework time allocation.


IB

Currently, ITGS or Computer Science courses are not offered at IB level.

Music

The aims of the Music Department are to:

• give all students the opportunity to be involved in music making through composing, performing and listening,
• expose students to a broad musical repertoire covering a diverse range of styles, traditions and cultures,
  
• inspire students to engage in the study of music outside of the school curriculum whether this be through instrumental lessons or by belonging to a musical ensemble,
  
• give opportunity to students in real-life music making experiences through concerts and other musically related events,
  
• allow students to engage in fun-filled lessons that promote learning,
  
• create challenge for students at every ability level,
  
• offer a range of suitable extra-curricular music societies that allow for extension to the School’s music curriculum.
  

The curriculum should provide opportunities for students to:

• develop individual performance skills, both vocal and instrumental, including the use of music technology,
• develop listening and aural perception skills in practical activities, including composing and performing,
  
• develop creative and compositional skills, including songwriting, arranging and improvising,
  
• work with a range of musicians and watch and listen to live musical performances where possible, to extend their musical learning,
  
• work individually, in musical groups of different sizes and as a class,
  
• build on their own interests and skills, taking on different roles and responsibilities and developing music leadership skills,
  
• make links between music and other subjects and areas of the curriculum.
  

Curriculum overview

Key Stage 3

Throughout Key Stage 3, students experience music through a range of performing, composing and listening activities.  The course is designed to be progressive through Years 7 to 9 although it is anticipated that many students will be at very different levels of ability because of prior experience in instrumental and voice lessons.  Class singing is common to all year groups as a performance medium and all students are taught some familiarity of the keyboard.  Students are also often asked to bring in and use their own instruments if appropriate to the lessons.

Year 7

Rhythm, note names and music notation,
Rhythm Grid composition,
Pentatonic melody composition,
Gamelan,
Instruments of the Orchestra.

Year 8

Ternary Form,
Using Chords I, IV and V,
Rock ‘n “ roll,
Scales and Key Signatures,
Indian Raga,
Improvisation and Baroque Concerto.

Year 9

Setting words to music,
Songwriting,
Following a musical score,
Musical Motifs,
Ensemble Beethoven,
Added 7ths, dischords and contemporary music.


Key Stage 4

GCSE Music – Edexcel Syllabus Areas of Study

Area of Study 1 Repetition and contrast in Western Classical Music 1600-1899

ground bass,
variations,
ternary form,
rondo.

Area of Study 2 New directions in Western Classical Music – 1900 to the present day

serialism,
minimalism,
experimental music, e.g. aleatoric music,
performance art,
use of graphic notation,
electronic music.

Area of Study 3 Popular song in context

Britpop,
club dance remix,
songs from musicals.

Area of Study 4 Rhythms, scales and modes in music from around the world

Indian raga,
African drumming,
music which draws together at least two different cultures eg bhangra, folk rock.


Structure of the Music GCSE:

IB

The art of music demands that the educated musician and music lover be able to recognise and articulate musical elements realised in diverse examples of music making.  A vibrant musical education fosters curiosity in, and sensitivity to, the musical worlds which surround us.  The alert mind trained in the disciplined study of music will appreciate the ways in which music integrates and manifests knowledge on multiple levels.  With careful listening, the musician may become humbled by the power of music to change lives.

Music at IB Diploma level falls into the Group 6 category of subjects that are grouped as Arts and Electives.  It is an advanced level course available as Standard Level (150 hours) or Higher Level (240 hours).

Students are expected to have a broad interest in music and should be of a proficient standard on their chosen instrument or voice.  They need not have completed GCSE or IGCSE before the commencement of the course but should have demonstrated a positive interest and commitment to music and music making.

Assessment