Culture and Creativity Curriculum

Every boy will follow the culture and creativity curriculum in Year 9 for one hour each week throughout the year. This curriculum will start in September 2020.

 

Term

Half-Term 1

Half-Term 2

Half Term 3

Term 4

Term 5

Term 6

Topic

Human civilisation

British Values and Citizenship

Culture and world power 

Responsibilities and values - the self and others

Storytelling

Cultural Heroes

Outcome

D/T

Model making

Film

Art

Drama

Music

Student’s choice of medium

 

Half-Term 1

Summary/

Intent

Structure/

Implementation

Outcome/

Impact

Links to other curriculum

Human 

Civilisation

to consider the history of humanity, including the history of cultural evolution and the evolution of religions

6 weeks

Week 1- whole year : lecture:

What is it to be ‘a civilisation’? What do cultural artefacts tell us about civilisations? Why do some religions revere certain sources of wisdom?

 

Week 2:

Day trip to British Museum to look at 100 Greatest Objects? Or online classroom research on a selection of those 

 

Week 3 

In class - set up online journal and fill in self-evaluation on WBGS learner attributes then.

Discussion in class - which object is the most important and why.

 

Week 4 and 5:

Creating artefact

 

Week 6

Feedback in class

DT using recyclable materials brought in from home

 

WBGS Learner Journal

 

Students expected to prepare for lessons by engaging with texts - and with flipped learning tasks.

RE

‘Sources of Wisdom’

 

Classics

 

History

 

Art

 

Half-Term 2

Summary/

Intent

Structure/

Implementation

Outcome/

Impact

Links to other curriculum

British Values & Citizenship

To explore British values and citizenship to include: democracy; the rule of law; individual liberty and mutual respect.

Week 1: lecture on British values and key features of British citizenship and to consider some examples of cultural texts which reflect these values

Week 2: discussion of issues relating to British values embodied in cultural texts

Week 3: lesson on film making

Week 4 & 5: devising and filming a short film which reflects the topic

Week 6: plenary - sharing and discussing output


 

Students produce a short film and present to the class

 

WBGS Learner Journal

 

Students expected to prepare for lessons by engaging with texts  in flipped learning tasks.

English/film

 

Half-Term 3

Summary/Intent

Structure/Implementation

Outcome/

Impact

Links to other curriculum

Culture and World Power

To study a range of texts from global artists/writers/musicians

To place such texts in a geopolitical context 

To explore ideas about cultural dominance especially in relation to the suppression of indigenous populations


 

Week 1: whole year group lecture, featuring the work of Edward Said, ‘The Other’, to focus on the impact of British Cultural dominance on our identities and the impact of this globally - how does Brexit fit in with this? How does language relate to power?

 

Week 2: In class - seminar style discussion based on ten key debates/ questions displayed by the teacher.

 

Week 3 : In groups investigate and learn about the historical experiences of one suppressed culture looking at the art, music and drama from that culture and thinking about how they are reasserting their identity.

 

Week 4 and 5: Students working alone to produce a piece of art work that reflects the cultural perspective of one group.

 

Week 6: Feedback in class, sharing work, peer assessment.

All boys produce a piece of art work to reflect their learning. Boys will be provided with paper and coloured pencils and may bring in anything else they wish to use. - boys will be working in classrooms.

 

WBGS Learner Journal

 

Students expected to prepare for lessons by engaging with texts - and flipped learning tasks.

English


 


 

Half-Term 4

Summary/

Intent

Structure/

Implementation

Outcome/

Impact

Links to other curriculum

Responsibilities and values - the self and others

To explore the question what responsibilities do human beings have for others and the world?

Week 1: lecture on philosophical perspectives on human responsibility and how various cultures and cultural texts have responded to this question

Week 2: discussion of issues relating to the theme

Week 3: lesson on drama and dramatic responses

Week 4 & 5: devising, scripting and rehearsing dramatic responses

Week 6: plenary - performing and discussing output

Students in groups of four produce a short dramatic response and present to the class

 

WBGS Learner Journal

 

Students expected to prepare for lessons by engaging with flipped learning tasks on line. This may be a task or a piece of text to read or questions to answer or google quiz.

PRE - human responsibilities


 

Half-Term 5

Summary/

Intent

Structure/

Implementation

Outcome/

Impact

Links to other curriculum

Storytelling

To consider how and why cultures have traditions of storytelling

Week 1: lecture on storytelling in different forms and  in different cultures

Week 2: exploration of the narrative histories of popular stories eg Star Wars, Paddington

Week 3: lesson on use of music opera, film soundtrack

Week 4 & 5: producing musical texts which accompany or tell a story

Week 6: plenary - sharing and discussing output


 

Students in groups of four produce a narrative musical text (eg a song) or musical accompaniment to a text (eg a film score) 

 

WBGS Learner Journal

 

Students expected to prepare for lessons by engaging with flipped learning tasks on line. This may be a task or a piece of text to read or questions to answer or google quiz.

Music

English

 

Half-term 6

Summary/Intent

Structure/Implementation

Outcome/Impact

Links to other curriculum

Cultural Heroes

To explore our cultural influences - which are shared and which unique to individuals.

Week 1: Whole year group in theatre/lecture space. Staff teaching this course offer a four minute presentation on their cultural hero, showcasing ideas and demonstrating presentation skills. Ends with boys voting on most important cultural figure.

 

Week 2 and 3 and 4: Individual students using their devices to research someone who has been a cultural influence on them, and/ or shaped their identity, reflecting on why that person - what is their value/influence? The boys will then choose a medium to present this, art, drama, music, film or D/T.

 

Week 5: Feeding back in class, completing WBGS learner self-evaluation quiz and reflecting.

 

Week 6: 

Whole year group in theatre. Teachers will have selected a boy from their class to present their cultural hero

The boys will choose how to present their work this half term. 

 

WBGS learner journal will be completed, along with a self-evaluation quiz, boys will be able to compare their answers to start of the year.


 

History

English


Assessment

Students will engage in 'flipped learning' tasks.

Students will produce an online booklet that journals their progress and keeps track of their work during the year. This curriculum will feature in Year 9 trackers alongside all other work.