Brad Nota

Mr Nota

Faculty Leader – Performing Arts

Subject Staff

Miss Forshaw

Exam Board


The Subject Way

Our subject has a ‘Subject Way’ at the heart of it. Our Subject Way is designed to help students become young subject specialists. The Subject Way has two main purposes:

Firstly, to teach students the vital skills they need to achieve their full potential and gain the very best grades they can. Secondly, to teach students how each subject relates to the wider world, incorporating the life skills they will learn.

It is our belief that knowing how what you learn links to the wider world brings a subject to life and therefore improves overall understanding and engagement.

Our Curriculum

Curriculum Intent

In Performing Arts, we aim to provide an exciting, relevant and inclusive curriculum where students can learn to be creative, confident and skillful performers. Through the delivery of a variety of topics, our students become experienced and passionate practitioners who have a clear love for performing arts. We would like our students to gain a wider knowledge and understanding of music and drama both practically and theoretically and to develop a wide range of skills that are used across the industry.

In Music, the goal is to inspire and engage students to develop a love of music and develop their talents through participation in a wide range of instrumental and practical skills. Through learning music, students increase their self confidence, creativity and a sense of achievement.

How we intend to remove barriers

In Music, we help remove barriers to literacy by developing essay writing skills and increase students’ understanding of how to research effectively. Students have the opportunity to read and analyse varying lyrics which helps in widening their vocabulary. We broaden their knowledge of the discipline through subject-specific terminology, which is used frequently and consistently across practical and coursework based lessons when giving answers and feedback. In addition, retention is assessed through regular low-stakes testing during starter activities.

We allow ample opportunities for group discussions in lessons around specific topics and promote creative collaboration where possible when producing a piece of work. Example techniques to support students’ oracy include Think, Pair, Share, planned questioning, question matrices and modelling.

How we develop skills for learning

In Music, we develop skills for learning by encouraging consistent use of subject specific keywords and development of correct and relevant terminology. Our curriculum is designed to allow students to advance in topic based skills throughout each year of study and revisit important terminology through constant recall. We provide opportunities to improve memory through learning lyrics or chords/notes off by heart in order to move their focus away from sheets and more towards specific performance skills.

We offer discussions around differences in opinion and respect others views and subjective tastes when looking at different cultured pieces of music. We help students get a better understanding of the lyrics and the emotion behind specific vocabulary that is used. Being creative is a key component of our subject and we encourage this through composing and writing music and creating different performances. We analyse and listen to different styles of music. We have multiple opportunities to review and reflect on performances and student work allowing for constructive feedback of themselves and their peers.

How we foster personal attributes

In Performing Arts, we foster personal attributes by promoting independence through solo rehearsal and encouraging self-motivation to progress. We enable students to overcome difficulties in musical technique and deal with performance anxiety when performing in front of an audience. We help promote a growth mindset and show how mistakes are an important part of learning. From this, we demonstrate how to bounce back from a disappointing performance.

We encourage all forms of communication and understanding of emotions and expression especially with peers, themselves and their audience. Collaboration with peers and in groups allows for opportunities to work with students outside their usual friendship groups and other year groups. This includes working on the many extra-curricular school productions delivered. All participants are ambassadors for the school and take huge pride in being part of the school community. We have high expectations in lessons that are followed to help students grow in terms of performance and self progression. From this, there is mutual respect for both peers and staff.

How we intend to enrich student experiences and broaden the horizons of students

Our curriculum offers a variety of different trips to local colleges, theatres and music venues.
Visits from industry professionals that lead on subject-specific workshops.
The use of regular performance in lessons to increase confidence and decrease performance anxiety.
Opportunities to be a part of the school led full-scale musical productions that combine all 3 disciplines of the performing arts.
Extracurricular enrichment through school shows/concerts, choir, music technology and instrumental development.


SMSC (Spiritual, Moral, Social, and Cultural)

Within Music students learn about the cultural context of a wide variety of different music styles, including British and European classical music, as well as contemporary music genres which reflect modern, multicultural Britain, including rap, R&B, and how music can be used to promote diversity and tolerance.

Students also learn the cultural background in which certain music styles became popular, including reggae, and how this was used as an agent for social change. Students also develop their social skills by working together as a band, by demonstrating effective team work. Students learn to appreciate how music and be used in a therapeutic way, and how music plays an important part in symbolic, spiritual and religious events.

Our Curriculum