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I CREATE

ICreate Curriculum Introduction

Welcome to the Expressive Arts Area of Learning Experience/ICreate curriculum.  The dynamic nature of the expressive arts can engage, motivate and encourage learners to develop their creative, artistic and performance skills to the full.  The ICreate curriculum spans five disciplines: art, dance, drama, film and digital media and music. Although each discipline has its own discrete body of knowledge and body of skills, it is recognised that together they share the creative process.

What matters in this Area has been expressed in three statements, which support and complement one another and should not be viewed in isolation. Together they contribute to realising the four purposes:

  • Exploring the expressive arts is essential to developing artistic skills and knowledge and it enables learners to become curious and creative individuals.
  • Responding and reflecting, both as artist and audience, is a fundamental part of learning in the expressive arts.
  • Creating combines skills and knowledge, drawing on the senses, inspiration and imagination.

Learning and experience in this Area encourages the development of knowledge, skills and values that can help learners grasp the opportunities and meet the challenges that arise in their lives.  Whether as creators or as audience, through engaging with the expressive arts, learners can gain an understanding and an appreciation of cultures and societies in Wales and in the world. Such engagement can equip learners with the skills to explore cultural differences through time and place.

Experiencing the expressive arts can also encourage learners to develop not only their ability to appreciate the creative work of other people, but also their own creative talents, artistic skills and performance skills. The aim is to provide learners with opportunities to explore, refine and communicate ideas while thinking creatively and engaging their imagination and senses.

Engagement with this Area requires personal application, perseverance and close attention to detail, dispositions that contribute to making learners ambitious, capable learners ready to learn throughout their lives.

Engagement with the expressive arts can enhance learners’ employability as they are encouraged to manage their time and resources to achieve meaningful work and meet deadlines. It can foster critical inquiry that can lead to change. Together, these skills can support learners to become enterprising, creative contributors, ready to play a full part in life and work.

In addition, the evaluation involved in the creative process enables learners to explore complex issues, to challenge perceptions and to identify solutions. This can lead learners to a better understanding of their own cultural identity and that of other people, places and times. From this experience they are supported to become ethical, informed citizens of Wales and the world.

 

Year 7 ICreate Curriculum

Year 7 Autumn term

Music

This term learners focus on the basic musical elements that are common to music of all genres. They learn the basics of music notation using 'Body Percussion'. In performance they are encouraged to have an underlying awareness of these elements as they play / sing. Following a theme of 'Hope' that will be covered across the ICreate disciplines, they will form their own 'bands' and devise their own 'cover' version of the song 'This is Me' from 'The Greatest Showman'. During the second half of the term, learners will prepare for the Year 7 Service of Nine Lessons and Carols, held at Holy Trinity Church, Ystrad Mynach.

Drama

During the autumn term, learners will be reflecting on the work that they are doing in the other iCreate subjects and making links. They will explore their initial responses to the theme ’Hope’ and look at ways of expressing this through Drama techniques (developmental and performance). Initially, they  concentrate on vocal and physical skills to improve their confidence. They look at the Greek Chorus and explore the use of spoken techniques, look at group recitation, consider how they could interpret a modern poem/ advert "I am the impossible" and learn about a project developed to support mental wellbeing (Natasha Bedingfield and Philosophy). Later on in the autumn term, learners will look at Hope in Charles Dickens' A Christmas Carol.

Art

Learners are encouraged to make connections to the other creative areas of music and drama. They do this through exploring the visual elements which are common to producing all creative work. Following the theme of 'Hope' in the autumn term, learners will develop individual pieces of work using different two dimensional media. Later on in the autumn term,  learners will then investigate three dimensional techniques exploring ‘Hope’ through growth and the natural world. As we near Christmas and the end of the term, this work will then lead onto exploring how trees, including Christmas trees are symbols for hope.

Year 7 Spring term

Music

Personal Identity - Welsh Music. Students will learn to play the Welsh National Anthem (Mae Hen Wlad Fy Nhadau) and will also learn about all things Welsh in music from the Harp to the Stereophonics.  There is a cross curricular link to Welsh where they are required to express their opinions/description of a Welsh Star of their choice.  Skills are built up over time through progressive tasks, quizzes, appraisal and project work. Where circumstances allow, students  will learn to sing the anthem from memory and there is always scope for those that learn to play instruments to have differentiated musical lines (where group work is allowed).  Activities will rely heavily upon building on prior skills. We continue to explore some traditional Welsh folk music (e.g. Ar Hyd y Nos) along with hymn tunes - especially those often encountered in high-profile sporting events such as the Six Nations Rugby tournament. These are selected from Cwm Rhondda, Calon Lân, Men of Harlech and Sospan Fach.

Drama

During the spring term, the students in Year 7 will be focusing on the theme common to iCreate subjects, Identity.  They will consider how they are seen by others and how this ties in with their own vision of their identity. They will create a performance poem where they think about how they are labeled and will explore, through the use of stories from around the world, how similar and dissimilar we are to other cultures. The key questions that they will answer are, 'Who am I?', 'Who are they?' and 'Who are we?'. We will continue to build movement and vocal skills and all lessons will be supported via Google Classroom; there will be a blended approach to learning including research and analysis tasks combined with practical work. The students will use a comprehensive range of resources and will be encouraged to share their work in a variety of formats.

Art

This term students  will explore the theme of identity which is common to the three creative disciplines of art, music and drama.  In art, students will be exploring issues such as ‘what do I look like? Why do I look this way? What makes me different? What makes me the same? How do I want to look?’. They will explore these concerns through developing skills in drawing a portrait using proportion before moving onto more creative work involving mixed media processes.

Year 8 ICreate Curriculum

Year 8 Autumn term

Music

In the first part of the term, learners worked on understanding (and recognising) the concept of tonality and will be able to distinguish between major and minor chords. They have worked on paired / solo performances of the Sea Shanty 'The Drunken Sailor' using the root position triads of D minor and C major.  In the second half of the term, learners will be given the opportunity to compose their own incidental film music as well as learning about some of the techniques exemplified in the music of blockbuster composers such as John Williams and Jerry Herman.

Drama

During the autumn term, we will be looking at the theme of Night and Day.  This topic will run through the whole of Year 8, leading to an exploration of aspects of A Midsummer Night's Dream.  Initially, they will look at associations between Night and Day, consider Dreams and Nightmares, and think about performance ideas such as shadows and reality. They will look at a script from Lewis Carroll's Alice in Wonderland, think about the language in his poem The Jabberwocky. Links will be made between the learning in the other iCreate subjects with reference made to artworks and music as stimulus for drama.

Art

During the autumn term, we will be looking at the theme of Night and Day and explore aspects of A Midsummer Night's Dream through the work of print maker Phillip Kingsbury. The artist used this Shakespeare play as the subject for some of his lino prints which we will use as inspiration for observing the human figure using proportion. Whilst in drama lessons, learners will have the opportunity to photograph themselves in different poses which can be used to reinforce their understanding of balance and proportion when studying the figure in art. Learners will also make relevant connections to numeracy and try to understand how artists use number to calculate size. After developing their studies into compositions, learners will then transfer, cut and print their own lino print using the same techniques as Phillip Kingsbury.

 

Year 8 Spring term

Music - Night and Day

Students will continue to learn about Film Music and the various techniques employed by composers such as John Williams, whilst finalizing their night film scores using Google Songmaker or traditional means. They use a scene from Phantom of the Opera as a stimulus. Students will then move on to the ‘Day’ part of this year’s iCreate theme learning about Caribbean Music with a focus on calypso music that originates in the region. They will sing in harmony, play instruments and weave in a number of untuned percussion ostinati to produce a group or pair performance of the song ‘Yellow Bird’.

Drama

The students will be exploring ideas of Night and Day focusing on work that will lead to the performance of Pyramus and Thisbie from A Midsummer Night's Dream in the summer term.  During the spring term, they will be focusing on Shakespeare, his life, his work and London in the Elizabethan and Jacobean era.  This will involve considering what we know about Shakespeare and what is still a mystery, virtual tours of London and The Globe Theatre, an exploration of Shakespeare's language and an introduction to the themes and ideas in A Midsummer Night's Dream along with character analysis. Work will be linked to Art and Music from the same period or that has been used subsequently to enhance Shakespeare performances. Practical Drama skills will continue to be taught through a variety of resources and all work will be available via Google Classroom.  there will be a blended approach to learning including research and analysis tasks combined with practical work.  The students will use a comprehensive range of resources and will be encouraged to share their work in a variety of formats.

We will then move on to the topic of movement where we consider the work of Meyerhold and Laban focusing on direction, weight, speed and flow.

Art

Last term, students in Year 8 developed their recording skills working from the figure.  Learners will undertake a series of assignments which explore the figure but investigating this through different themes including movement. After developing their studies into compositions, learners will then transfer, cut and print their own lino print using the same techniques as artist Phillip Kingsbury.

You can support your daughter, through looking at her sketchbook and discuss the work she is doing exploring this theme. You could encourage your daughter to record figure compositions in different settings  through drawing, painting or photography.

Year 9 ICreate Curriculum

Year 9 Autumn term

Art

Learners are encouraged to make connections to music which is also an iCreate subject. We will do this through exploring the joint theme of ‘Regular/ Irregular’. In art, learners will start the autumn term investigating how ‘regular’ forms can transform into ‘irregular’ structures through metamorphosis. To develop their understanding of this theme, learners will explore the artwork of contemporary artists such as Dan Hillier, Nanzio Paci and Rosalind Monks. Whilst recording visual information, learners will use a variety of media selecting those which they feel will best reflect their improvised creative ideas.

Music

In the first part of term students will learn about the origins of Jazz and its various sub-genres e.g. Traditional, Big Band, Swing, Modern and Blues. When learning about the 12 Bar Blues, they will learn about this frequently used pattern in Blues/Jazz and the importance of the Primary Chords (I, IV, V) across all genres of Western Music. In line with the Expressive Arts theme of Regular/Irregular, there will be a focus on the very regular counting and chord patterns employed by jazz musicians performing in this style. i.e. 4 beats per bar, 12 bars per section, and the very regular structure of Intro-Head-Improvisations-Head-Outro that is employed in jazz music. The second half of the term will focus on Christmas music.

Year 9 Spring term

Music

Irregular Metre

Students work on performing ‘America’ from West Side Story by Bernstein and explore the irregular nature of its metre. They are encouraged to interpret chord symbols in their own style (e.g. arpeggiating, broken chords etc) to fit the 3 / 4 - 6/8 alternating metre.

Regular Metre

Latin American Music: Students learn to perform a Latin-style melody and learn about several strict-tempo, regular Latin American dances - Bossa Nova, Samba, Merengue, Cha-Cha, Tango etc.. They are provided with differentiated musical parts and can self-construct the activity to suit their strengths and instrumental disciplines. Supporting Slides are provided as well as listening quizzes and a pentatonic improvisation element that builds on the 12 Bar Blues (Jazz) improvisation work covered in the Autumn Term.

Art

This term, students are building on the theme ‘Regular/ Irregular’ exploring how artists such as Dan Hillier and Nunzio Paci use metamorphosis  to compose ‘surrealist-like’ two dimensional imagery for a digital game cover. After investigating different creative possibilities exploring a range of appropriate media, students will compose their final work. To support their learning and expose them to further creative possibilities, students will be introduced to using digital media exploring the benefits of using layers.

You can support your daughter, through looking at her sketchbook and discussing the work she is doing exploring this theme. You could encourage your daughter to record items related to the theme in her sketchbook through drawing, painting or photography.

 

Year 10 ICreate Curriculum

Year 10 Autumn term

Art

In Art and Design, year 10 students are required to complete the ‘Natural Forms’ coursework project.  Coursework projects are worth 60% of the final mark at GCSE level. In coursework projects, students will begin to explore their theme, making studies from observation and experimenting with different media. Some of the assignments they will have during this time will encourage an experimental approach to develop confidence in their ability to record directly from the real world as well as building technical skills. At home, parents can support through encouraging them to look carefully at the subject matter they are recording and supportively suggest ways of improving.  After completing their studies, students are encouraged to reflect on what they have achieved and how this relates to their theme. An important part of Art and Design at this level is learning from the work of other relevant artists, designers and creative practitioners and this work is worth 25% of their coursework mark. After making visual connections to the work of other artists, students are encouraged to develop their work through exploring the potential of different combinations of media and materials working towards a three dimensional final outcome. This final work is created using clay.

Drama/Performing Arts

During the autumn term, year 10 students will be building up skills focusing on WJEC Drama Unit 1: Devising. They will look at the work of practitioners such as Stanislavski and Brecht and consider how their ideas affect the style of performance. They will also look at the genre of TIE (Theatre in Education) as a starting point for an assessed, devised piece of work. The students will be expected to demonstrate that they can work collaboratively and independently both in terms of their practical work and written work. It is important that students attend lessons and rehearsals wherever possible as absences can affect group work. This unit of work is 40% of the overall GCSE qualification and for their final assessed piece, later in Year 10, they will be expected to participate in the creation, development and performance of a piece of devised theatre in response to a stimulus set by WJEC. They will complete a written evaluation of the devised performance under formal supervision. They will be assessed on either acting or design and work in groups of between two and five performers with up to four additional students, each working on a different design skill, within each performing group. Support will be given in Google Classroom to ensure that students have access to materials that they require to be successful and will be accessible in parental reports.

Photography

In Photography, year 10 students are initially taught about how photography developed. They consider a range of questions.  How do different cameras function? Including the different features of cameras. How do I take good quality photographic images using a DSLR camera? How do I explore the work of relevant photographers? After having a secure grounding in the development of the required photographic skills, students then begin their first taught coursework unit. In this unit, they will be taught how to record using the camera and reflect on their practice to become even better photographers. At home, it is beneficial to encourage them to go out with a camera and take shots and question why they have chosen to take the photograph in the way they have.   This can be done with a digital phone camera. Depending on the theme they have chosen, sometimes students will need support to get to different places if they need to photograph a particular scene or location. To enhance their own photography in school, students will then explore the work of relevant photographers from the past as well as contemporary examples. After gathering their information, students will then use digitally manipulation apps to creatively enhance and develop their images. As well as this, they will show further creativity through manual editing skills working towards a final outcome(s).

Music

Students are supported by peripatetic staff to ensure that they are happy with their chosen instrument / voice and begin working towards the practical requirement of the course. For singers, this may involve backing tracks which is fully acceptable. Initial composing work begins using small melodic cells on an instrument of the student's choice. This may be a virtual instrument e.g. a sampled sound on Soundtrap. Work commences on Music Theory training and for those who are not confident with music notation, extra support is made available.

 

Year 10 Spring term

Art

In Art and Design, year 10 pupils will develop their ‘Natural Forms’ coursework project completing this before Easter. This project will contribute around 30% of the final mark at GCSE level. Last term, pupils explored this theme by making studies from observation and experimenting with different media. Some of the assignments they will have done encourage an experimental approach to develop confidence in their ability to record directly from the real world as well as building technical skills. After completing their studies in this spring  term, pupils are encouraged to reflect on what they have achieved and how this relates to their theme and develop their ideas towards final outcomes. The pupils' creative work will continue to be underpinned by an understanding of the work of other relevant artists, designers and creative practitioners. After making visual connections to the work of other artists, pupils are encouraged to develop their work through exploring the potential of different combinations of media and materials working towards a three dimensional final outcome. This final work is created using clay.

Drama

In Year 10 Drama, the students will focus on the Unit 1 element from the GCSE course - devised work.  They will explore the theatre genres/ styles of Physical Theatre and Theatre in Education.  Look at both naturalistic and non-naturalistic styles of performance and the work of theatre practitioners such as Stanislavski and Brecht.  As a means of supporting their devised production and the development of their performance skills they will look at the construction of scripted plays.  When in school, they will have the opportunity to develop their technical skills concentrating on using lighting to enhance performance.  Lessons will be delivered through blended activity (including practical exercises) through Google Classroom. 

Photography

In Photography, year 10 pupils will begin their ‘Distortion’ coursework project which will run for the duration of this term. This project will contribute around 30% of the final mark at GCSE level. In this coursework project, pupils will begin to explore their theme using and developing the photographic recording skills they acquired in the autumn term. In Photography, we will encourage an experimental approach to develop confidence in pupils' ability to record directly from the real world as well as building technical skills. After completing their recording, pupils are encouraged to reflect on what they have achieved and how this relates to their theme. An important part of Photography at this level is learning from the work of other relevant photographers and creative practitioners and this work is worth 25% of the coursework mark. After making visual connections to the work of other photographic practitioners, pupils are encouraged to develop their work through exploring the potential of their creative ideas using both digital and manual editing techniques working towards either two or three dimensional final outcomes.

Music

Students will begin to consolidate initial melodic ideas and accompanying chord sequences in their Free Compositions. They are encouraged to consider using established musical structures such as Binary, Ternary or ‘Theme & Variations’ forms. Candidates use Music department rubrics in order to meet the various musical requirements of the composition folio set out by the WJEC. Some lessons are allocated as specific appraising lessons where they learn the techniques required to respond effectively to the question in the exam paper sat at the end of Year 11. Knowledge/subject-specific vocabulary is accumulated over time. All pupils’ attendance at practical lessons (singing or an instrument, or both) is monitored closely in order to ensure progression in this area.

Year 11 ICreate Curriculum

Year 11 Autumn term

Art

In year 11, Art and Design students continue their personal project which they started after Easter in year 10. This unit is developed following the exam board assessment criteria towards a final two dimensional outcome. This unit of work is then completed by half term at the end of October. Students will then start a final coursework unit which can be submitted as their coursework for GCSE. Due to the changes imposed by the exam board due to covid, students will select their better coursework unit for final submission. 

Drama

Building on work completed in Year 10, in Year 11 students will follow the WJEC course and will focus on Unit 2 Performing Theatre and Unit 3 Interpreting Theatre. Unit 2 requires that the students participate in a performance based on two 10 minute extracts from a published script of their own choice and additionally create supporting written evidence. They can be assessed on either acting or design. This unit is assessed by a visiting examiner and makes up 20% of their overall grade. It is essential that students learn lines thoroughly to be successful in Unit 2 if they opt for the acting pathway. 

Unit 3 is a written examination where they have a series of questions about a set text and they respond as an actor, designer or director.  They are also required to analyse and evaluate one live theatre production seen during the course. This written assessment is 40% of their final grade and preparation for this is ongoing during Year 11.

The work of drama practitioners such as Stanislavski and Brecht will be explored throughout the course.  Attendance is very important as the students will be working collaboratively in the classroom.  Students will also have the opportunity of looking at stage lighting and will explore how this can be used to create meaning for audiences and enhance acting. All work and materials will be posted to Google Classroom and available to the students in school and at home.  Parents can access information about their daughter's work via the parental report in Google Classroom.

Photography

In year 11, Photography students continue their personal project which they started after Easter in year 10. This unit is developed following the exam board assessment criteria towards a final two dimensional or three dimensional creative photographic outcome. This unit of work is then completed by half term at the end of October. Students will then start a final coursework unit which can be submitted as their coursework for GCSE. Due to the changes imposed by the exam board due to covid, students will select their better coursework unit for final submission. 

Music

Year 11 continue to work on their compositions for Unit 2 of the Controlled Assessment. They will work on instruments in conjunction with realising their work on music processing software. Further focus on the two Prepared Extracts (Anitra’s Dance form Edvard Grieg’s Peer Gynt and Everything Must Go by the Manic Street Preachers) will be covered. Lessons are split into a mixture of performing, composing and appraising tasks.  Students will also begin finalising their 5% Programme Note. Their practical examination will be the week on Wednesday February 16th 2022 the week before the half term break.

 

Year 11 Spring term

Art

In year 11, Art and Design students continue their personal project which they started last term. This unit is developed following the exam board assessment criteria towards a final two dimensional outcome. This unit of work is then completed in April 2022. After completing their studies last term, pupils are encouraged to reflect on what they have achieved and how this relates to their chosen theme. An important part of Art and Design at this level is learning from the work of other relevant artists, designers and creative practitioners and this work is worth 25% of their coursework mark. After making visual connections to the work of other artists, pupils are encouraged to develop their work through exploring the potential of different combinations of media and materials working towards a two dimensional final outcome.

Drama

In Year 11 Performing Arts, the students will be focusing on Unit 2 Performing Theatre.  If they have opted for the Acting pathway, they will be expected to research, rehearse, develop and perform a script extract.  They will be required to provide supportive written and recorded evidence of progress.  If they have chosen the technical pathway, they will be required to demonstrate an ability to rig, focus and design a lighting scheme for a specified venue/ show, which they should rehearse and run.  They can record a presentation on lighting, which should include a practical demonstration of their skills.  Again, they have to provide evidence of progress and this can be written and/ or recorded. The students will be supplied with a range of materials to support them during this unit but their portfolio work must be their own.  All work will be delivered through Google Classroom and will include both live lessons and pre-recorded supportive material.  

Photography

In Photography, year 11 pupils will continue with their ‘Distortion’ coursework project which will run for the duration of this spring term. This project along with the first unit, will contribute 100% of the final mark at GCSE level. In this coursework project, pupils will continue using and developing the photographic recording skills they acquired through the first coursework unit. In Photography, we will encourage an experimental approach to develop confidence in pupils' ability to record directly from the real world as well as building technical skills. After completing their recording, pupils are encouraged to reflect on what they have achieved and how this relates to their theme. An important part of Photography at this level is learning from the work of other relevant photographers and creative practitioners and this work is worth 25% of the coursework mark. After making visual connections to the work of other photographic practitioners, pupils are encouraged to develop their work through exploring the potential of their creative ideas using both digital and manual editing techniques working towards either two or three dimensional final outcomes.

Music

Sufficient time is given to finalizing student Programme Notes (5%). All students will prepare for the recording of practical (Unit 3) examination controlled assessments on February 16th 2022, supported by specialist visiting tutors. Composition work is refined in readiness for submission and completing evaluative 'logs' to accompany their work. Revision of key points for Prepared Extracts (Anitra’s Dance from Edvard Grieg’s Peer Gynt and Everything Must Go by the Manic Street Preachers). General glossary, terminology and exam-style questions are covered in preparation for the summer appraising exam paper.