Creative Arts Faculty

Ms S Bohannon- bohannons@denbigh.net
Mrs L Clegg- cleggl@denbigh.net
Mr S Frost- frosts@denbigh.net
Miss H Ings- ingsh@denbigh.net
Mr M Jackson- jacksonm@denbigh.net
Miss C O’rourke- orourkec@denbigh.net
Miss E Tattam- tattame@denbigh.net
Mr D Wilkie- wilkied@denbigh.ne

Faculty Information

The Creative Arts Faculty is a hive of energy and imagination, and our committed team of staff offer inclusive opportunities for all students to engage in creative pursuits both inside and outside of lessons.

We are fortunate to have exceptional facilities.  We have three open-plan art rooms on the top floor complete with storage and a kiln.  Downstairs we have a purpose-built ‘Meeting Hall’ which is split into two spaces, with a moveable partition.  We use both spaces as drama classrooms, with a range of impressive audio-visual equipment and storage space.  We have two music classrooms, one of which includes bi-fold doors leading to an outdoor performance space, ‘the amphitheatre’ where audiences can watch our break time concerts on the stone steps.  We also have a dedicated Music Technology room with a suite of computers with digital audio workstations.  We have an instrument storage space and three music practice rooms primarily used by peripatetic teachers during the School day.

We feel very strongly that our extra-curricular opportunities should be inclusive and are there for all members of our Denbigh community, regardless of whether they have opted to study Creative Arts subjects at examination level.   We regularly refresh our offers and encourage students to set up their own clubs and rehearsals. A few examples of our regular clubs are Musical Theatre, Art, Band Development, Orchestra, and an A-Capella singing group.

The Faculty also presents larger productions. In the last two years, our students have performed ‘Matilda the Musical’ by special commission and license from the Royal Shakespeare Company, entered the Shakespeare Schools Festival performing ‘Julius Caesar’; performed a sell-out production of ‘We Will Rock You’ complete with live band; put on a production of ‘A Midsummer Night’s Dream’, and performed an intimate thrust version of the play, ‘DNA’ by Dennis Kelly.

The Creative Arts Faculty at Denbigh is a bustling environment where you will find students rehearsing, and working outside of classroom hours regularly and you will find staff committed to realising students’ potential in their creative endeavours.

Art

Art is all around you.  From the moment you pick up your smartphone and see a wallpaper image on your screen of a decorative pattern, a character design, a painting by a famous artist, a photograph you have taken, you are bombarded with the formal elements of art.  The wallpaper (or coloured paint) on the walls, the statue in the front room, the poster on the side of the bus.  Prevalent throughout history, Art is seen in ways many people cannot imagine.  Cultures use mud to create masks; artists paint a gigantic apple squeezed into a tiny room; an everyday soup can or bottle of coke can be called Art.

In Art lessons, we want all students to experience Art from around the world, both historic and contemporary.  To see that picking up a pencil and drawing with it is Art, but that drawing can also be in colour, with a pen, with a spatula and glue and with a finger dipped in paint.  We want all students to be encouraged by experimentation and not be afraid to have a go at something new and take risks.  Students are always encouraged to be analytical about the work of others and critical (and complimentary) of their own.  We know that Art will always be a part of our diverse society and our creative industries, and we believe it is something to be really excited about.

Key Words for Year 7 Art – Spring

Key Term	Definition
Manipulation of a material	Control of a certain material (card) including cutting, layering and joining.
Composition	The placement/ arrangement/ layout of different elements in a piece of art.
Colour	Reflected light on an object.
Contrast	The use of opposite elements (light and dark, smooth and textured, large and small).
Shape	Two dimensional (flat).
Form	Three dimensional (with depth).
Formal elements	Parts that make up art including line, tone, shape, form.
Art movements	Certain styles of art across periods of time both historical and modern.
Artist links	Looking at the work of others to inspire your own.
Symbolism	The emphasis on emotion, feelings and ideas in an image.

Key Words for Year 8 Art – Spring

Key Term	Definition
Cultural identity	Belonging to a group including history, use of art, language, visuals, beliefs.
Alebrijes	Spirit animals within the ‘Day of the Dead’ celebrations.
PSHE	The relationship between people including personal, social, health and beliefs.
Scale	The size a piece of art could be.
Contemporary art	Modern art and styles, techniques.
Careers in art	Looking at the work of PIXAR and the process of creating an animated feature.
Annotation	Using key words and phrases to explore and explain ideas presented.
Investigation	Looking into a theme in detail considering use of different sources of information.

Year 7

Autumn 1st half term	Tone and Texture
Autumn 2nd half term	Tone and Texture
Spring 1st half term	Pattern
Spring 2nd half term	Pattern
Summer 1st half term	Colour Theory
Summer 2nd half term	Colour Theory

Year 8

Autumn 1st half term	African Culture
Autumn 2nd half term	African Culture
Spring 1st half term	Mexican Day of the Dead/Coco
Spring 2nd half term	Mexican Day of the Dead/Coco
Summer 1st half term	Portraiture
Summer 2nd half term	Portraiture

Year 9

Autumn 1st half term	Natural Forms
Autumn 2nd half term	Man Made objects
Spring 1st half term	Still life final outcome
Spring 2nd half term	The Coast
Summer 1st half term	The Coast
Summer 2nd half term	The Coast final outcome/Cultural Identity introduction

Year 10

Autumn 1st half term	Cultural Identity
Autumn 2nd half term	Cultural Identity
Spring 1st half term	Cultural Identity final outcome
Spring 2nd half term	Contrast
Summer 1st half term	Contrast
Summer 2nd half term	Contrast final outcome/Personal Expression introduction

Year 11

Autumn 1st half term	Personal Expression
Autumn 2nd half term	Personal Expression
Spring 1st half term	Personal Expression final outcome/Exam briefs released
Spring 2nd half term	Exam Preparation
Summer 1st half term	Examination
Summer 2nd half term	N\A

Year 12

Autumn 1st half term	Built Environment
Autumn 2nd half term	Built Environment
Spring 1st half term	Built Environment final outcome
Spring 2nd half term	Age
Summer 1st half term	Age
Summer 2nd half term	Age final outcome/Personal project introduction

Year 13

Autumn 1st half term	Personal Project
Autumn 2nd half term	Personal Project/Written Element
Spring 1st half term	Personal project final outcome/Exam briefs released
Spring 2nd half term	Exam Preparation
Summer 1st half term	Exam
Summer 2nd half term	N\A

Drama

Drama lessons at Denbigh encourage creativity, imagination and teach Drama as a discreet body of knowledge, in addition to acknowledging its wide range of transferable skills.  The three key areas of learning in Drama are performing script, devising drama, and evaluating and analysing others’ performances.  All three areas are taught throughout our curriculum in Year 7 all the way through to Year 13 in A Level study.

Students learn about effective communication for an audience in terms of physical and vocal acting skills. The students will then build upon this foundation and learn about different styles of theatre from physical theatre, melodrama, epic theatre, naturalism and develop performance skills to suit these styles. Students will perform scripts in particular styles and then devise their own drama, inspired by a range of stimuli, and use style and theatre practitioners to develop their work.  Students will evaluate one another’s work verbally and then develop to writing extended analytical reviews of professional live theatre.

Our facilities support the teaching of Theatre Design and students are introduced to this from Year 7 in addition to developing their performance skills. Drama offers a creative environment for experimentation and an opportunity to explore the lives of a range of different characters, places, and time periods.

Keywords for Year 7 Drama (Greek Theatre & Antigone) – Spring

Word	Definition
Greek theatre	Theatre that was created by the Ancient Greek people around 700 BC.
Stage	In Greek theatre, the stage was originally made of wood; later it was made of stone.
Skene	A hut behind the stage where actors could change costume. It would also have scenery painted on the outside.
Mekhane	The crane that was used to suspend actors when they were playing Gods or flying mythical creatures.
Orkhestra	The large area in front of the stage where the chorus would perform.
Chorus	A group of actors who would comment on the action of the play often through movement and song.
Masks	Actors (all men at this time) wore masks in addition to their costume so they could play many characters. Masks helped to show the audience right at the back who each character was and how they felt.
Sophocles	A famous Greek playwright who wrote the play Antigone.
Amphitheatre	An outdoors performance space where Greek plays would have been performed.
Choral speaking	Speech by a group of voices (a chorus) who use different techniques to communicate the meaning of the words.
Unison	Speech, or movement, that is performed at the same time by more than one performer.
Canon	Speech, or movement, that is performed by one person and then repeated by the next, and then by the next. A line or movement performed one after another.

Keywords for Year 7 Drama (Introduction to Theatre Design) – Spring

Word	Definition
Costume	The items of clothing that actors wear on stage that are designed for specific characters.
Fabric	The material that a costume is made from.
Texture	The feel of the material that the costume is made from.
Lighting design	The lighting that has been chosen to support the action on stage.
Gel	A coloured piece of plastic that changes the colour of the lighting e.g. a green gel.
Gobo	A stencil through which light shines to create a specific shape on stage e.g. prison bars gobo.
Staging forms	The types of staging that can be used.
End on	The audience sits on one side facing the actors eg the Denbigh Meeting Hall.
Traverse	The audience sits on two sides facing one another with the actors in the middle eg like a catwalk.
Thrust	The audience sits on three sides with the stage shaped like a T.
In the round	The audience sits all around the stage often on four sides of a square or a circle.
Sound design	The sounds, live or recorded, that have been chosen to support the action on stage.
Sound cue sheet	The instructions given to the sound operator so they can play the sounds on stage at the correct time.
Props	Shortened word for the phrase ‘theatrical properties’. Small items that actors bring onto the stage and use.

Keywords for Year 8 Drama (Epic Theatre) – Spring

Key Term	Definition
Epic Theatre	A type of non-naturalistic performance which has a main feature of communicating a moral, social, or political message to the audience.
Episodic Structure	A structure of a play where scenes are self-contained. They could be performed in any order but all join together with the main message being communicated. This structure ensures that the audience don’t get too emotionally attached to the characters on stage and they focus on the message instead.
Breaking the fourth wall	Where there is no separation between actors and audience. Everyone knows they are watching a play and the actors can interact with the audience.
Direct Address	Actors speaking directly to the audience – usually through the broken fourth wall.
Stereotype	A character communicated to the audience with recognisable features so they can tell who they are immediately. This is particularly important when actors are multi-roling and the audience need to know who they are playing instantly.
Juxtaposition	A juxtaposition is a contrast, usually complete opposites, presented next to each other in a performance for the purposes of making the audience think. Eg – No Man’s Land – bodies of dead and wounded on stage will images of war recruitment propaganda posters are being displayed and read in an enthusiastic tone.
Narration	An actor, usually through direct address, tells the audience the plot of the scene, or the play. They might also comment upon the action on stage giving an opinion. Narration reminds the audience that they are watching a play and focusses them on the message of the performance.
Placard	Signs that are held up by actors to give additional information to the audience: a location, a comment on the action, or a rhetorical question.
Thrust	A staging form where the audience sit on three sides of the stage. This enables direct address between actors and audience.
Bertolt Brecht	German playwright and theatre practitioner who is well known for writing plays in a non-naturalistic, Epic Theatre style.
Multi roling	An actor playing more than one part in a performance.

Key Words for Year 8 Drama (Naturalism) – Spring

Word	Definition
Konstantin Stanislavski	A Russian theatre actor and director who created a system for becoming a more truthful and believable actor.
End on	The staging form where the audience sit on one side of the stage directly in front of the actors. The Denbigh Meeting Hall is an end on stage.
Proscenium Arch	This is the frame which surrounds the stage space, in an end on staging form. The arch separates the audience from the stage and is usually decorative and ornate. It is appropriate for naturalistic plays.
Naturalism	Theatre performances which aim to create an illusion of reality. The audience should feel that the performance is truthful and believable.
Circles of attention	This is the actor’s awareness of where their attention is being addressed. Circles of attention are achieved through the actor’s focus and concentration.
Off-stage life	An improvisation method to consider your character in a situation outside the pages of the script. This helps you to develop an understanding of the character and how they act in a range of situations.
Emotion memory	An actor uses a real past experience where they felt a similar emotion to that of a character they are playing. They can borrow these feelings from real life and apply them to the performance.
Units and Objectives	A play text is split into units of action and each unit needs an objective: what does the character want to achieve in this section.
Given circumstances	This is the information given about a character by the playwright in the script. They are facts which cannot be changed (age, occupation, relationship to other characters) and from knowing these facts, you build your characterisation.
Imagination/ ‘Magic If’	An actor asking themselves, “what would I do if I was in this situation?” This makes the actor put themselves in their character’s shoes making them understand the motivations of the character.

Year 7

Autumn 1st half term	Communicating Meaning
Autumn 2nd half term	Communicating Meaning
Spring 1st half term	Antigone and Greek Theatre
Spring 2nd half term	Design elements
Summer 1st half term	Physical Theatre
Summer 2nd half term	Devising Drama

Year 8

Autumn 1st half term	Tension
Autumn 2nd half term	Epic Theatre
Spring 1st half term	Epic Theatre
Spring 2nd half term	Naturalism
Summer 1st half term	Devising Drama
Summer 2nd half term	Devising Drama

Year 9

Autumn 1st half term	Style and Genre Devising
Autumn 2nd half term	Style and Genre Devising
Spring 1st half term	Mock scripted practical
Spring 2nd half term	Mock scripted practical
Summer 1st half term	Written exam – study of set text
Summer 2nd half term	Written exam – study of set text

Year 10

Autumn 1st half term	Devising techniques, style, genre and practitioner
Autumn 2nd half term	Stimuli booklet released from exam board Devising Drama 30% NEA
Spring 1st half term	Devising Drama 30% NEA
Spring 2nd half term	Devising Drama 30% NEA
Summer 1st half term	Presenting and Performing Texts 30%
Summer 2nd half term	Presenting and Performing Texts 30%

Year 11

Autumn 1st half term	Written exam – study of set text and Play Review
Autumn 2nd half term	Written exam – study of set text and Play Review
Spring 1st half term	Presenting and Performing Texts 30%
Spring 2nd half term	Presenting and Performing Texts 30%
Summer 1st half term	Written exam revision
Summer 2nd half term	N/A

Year 12

Autumn 1st half term	Introduction to theatre practitioners Component 1 – Study of set text one
Autumn 2nd half term	Component 2 – Devising Drama Component 1 – Study of set text one
Spring 1st half term	Component 2 – Devising Drama Component 1 – Study of set text one
Spring 2nd half term	Component 2 – Devising Drama Component 3 Workshop scripted extract 1
Summer 1st half term	Component 3 Workshop scripted extracts 1 and 2 and written Reflective Report
Summer 2nd half term	Component 1 Study of set text two Component 3 Workshop scripted extracts 1 and 2 and written Reflective Report

Year 13

Autumn 1st half term	Component 3 – performance of scripted extract 3 and Reflective Report
Autumn 2nd half term	Component 3 – performance of scripted extract 3 and Reflective Report
Spring 1st half term	Component 1 – written exam revision
Spring 2nd half term	Component 1 – written exam revision
Summer 1st half term	Component 1 – written exam revision
Summer 2nd half term	N/A

Music

Music is a universal language that embodies one of the highest forms of creativity. The high quality music education at Denbigh engages and inspires pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As students progress, they develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical world.

At Denbigh we have curated exciting and engaging schemes of work for all year groups that cover a broad range of experiences, musical backgrounds and cultures, and allows students to build their performance, composition, and appraisal skills, as well as their personal discipline and independence, creativity, collaborative group working skills, respect for others, and self-esteem through personal accomplishment.

Key Words for Year 7 Music – Spring

Key Term	Definition
HOOK	A ‘musical hook’ is usually the ‘catchy bit’ of the song that you will remember. It is often short and used and repeated in different places throughout the piece. HOOKS can either a: MELODIC HOOK – a HOOK based on the instruments and the singers; a RHYTHMIC HOOK – a HOOK based on the patterns in the drums and bass parts or a VERBAL/LYRICAL HOOK – a HOOK based on the rhyming and/or repeated words of the chorus.
RIFF	A repeated musical pattern often used in the introduction and instrumental breaks in a song or piece of music. RIFFS can be rhythmic, melodic or lyrical, short and repeated.
OSTINATO	A repeated musical pattern. The same meaning as the word RIFF, but used when describing repeated musical patterns in “classical” and some “World” music.
BASS LINE	The lowest pitched part of the music often played on bass instruments such as the bass guitar or double bass. RIFFS are often used in BASS LINES.
MELODY	The main ‘tune’ of a song or piece of music, played higher in pitch that the BASS LINE and it may also contain RIFFS or HOOKS. In ‘Classical Music’, the melody line is often performed ‘with’ an OSTINATO pattern below.
REPEAT SYMBOL	A musical symbol used in staff notation consisting of two vertical dots followed by double bar lines showing the performer should go back to either the start of the piece or to the corresponding sign facing the other way and repeat that section of music.
TREBLE CLEF	A musical symbol showing that notes are to be performed at a higher pitch.
BASS CLEF	A musical symbol showing that notes are to be performed at a lower pitch. The BASS LINE part is often written using the BASS CLEF.
PITCH	The highness or lowness of a sound or musical note.
MELODY/THEME	The main ‘tune’ of a song or piece of music. The melody or theme often varies in pitch and ‘good melodies’ have an organised and recognisable shape.
HARMONY	Playing two or more notes at the same time. The ‘harmony part’ in music is always different to the melody part.
DRONE	A repeated note or notes of long duration played throughout the music. When two notes are used, they are often five notes apart (a fifth).
FORM/STRUCTURE	How a piece of music is organised into different sections or parts. PHRASE – A short section of music, like a ‘musical sentence’.
QUESTION AND ANSWER PHRASES	Two short sections within a larger/longer piece of music. The first QUESTION PHRASE is followed by the ANSWER PHRASE which in some way copies or answers the first – like a ‘musical conversation’.
BINARY FORM (AB)	Describes music in two separate sections. The first section is labelled ‘A’ and the second section labelled ‘B’ – either or both sections may be repeated. The ‘B’ section contrasts musically in some way to the first ‘A’ section.
TERNARY FORM (ABA)	Describes music in three sections. The first section can be labelled ‘A’ and the second section ‘B’. The ‘B’ section contrasts in some way to the first ‘A’ section which is then REPEATED after the ‘B’ section again making a ‘musical sandwich’.
RONDO FORM (ABACADA….)	Describes music where a main THEME or MELODY ‘A’ keeps returning between different contrasting sections ‘B’, ‘C’, ‘D’. etc called EPISODES.

Key Words for Year 8 Music – Spring

Key Term	Definition
HOOK	A ‘musical hook’ is usually the ‘catchy bit’ of the song that you will remember. It is often short and used and repeated in different places throughout the piece. HOOKS can either a: MELODIC HOOK – a HOOK based on the instruments and the singers; a RHYTHMIC HOOK – a HOOK based on the patterns in the drums and bass parts or a VERBAL/LYRICAL HOOK – a HOOK based on the rhyming and/or repeated words of the chorus.
RIFF	A repeated musical pattern often used in the introduction and instrumental breaks in a song or piece of music. RIFFS can be rhythmic, melodic or lyrical, short and repeated.
OSTINATO	A repeated musical pattern. The same meaning as the word RIFF, but used when describing repeated musical patterns in ‘classical’ and some ‘World’ music.
BASS LINE	The lowest pitched part of the music often played on bass instruments such as the bass guitar or double bass. RIFFS are often used in BASS LINES.
MELODY	The main ‘tune’ of a song or piece of music, played higher in pitch that the BASS LINE and it may also contain RIFFS or HOOKS. In ‘Classical Music’, the melody line is often performed ‘with’ an OSTINATO pattern below.
REPEAT SYMBOL	A musical symbol used in staff notation consisting of two vertical dots followed by double bar lines showing the performer should go back to either the start of the piece or to the corresponding sign facing the other way and repeat that section of music.
TREBLE CLEF	A musical symbol showing that notes are to be performed at a higher pitch.
BASS CLEF	A musical symbol showing that notes are to be performed at a lower pitch. The BASS LINE part is often written using the BASS CLEF.
PITCH	The highness or lowness of a sound or musical note.
MELODY/THEME	The main ‘tune’ of a song or piece of music. The melody or theme often varies in pitch and ‘good melodies’ have an organised and recognisable shape.
HARMONY	Playing two or more notes at the same time. The ‘harmony part’ in music is always different to the melody part.
DRONE	A repeated note or notes of long duration played throughout the music. When two notes are used, they are often five notes apart (a fifth).
FORM/STRUCTURE	How a piece of music is organised into different sections or parts. PHRASE – A short section of music, like a ‘musical sentence’.
QUESTION AND ANSWER PHRASES	Two short sections within a larger/longer piece of music. The first QUESTION PHRASE is followed by the ANSWER PHRASE which in some way copies or answers the first – like a ‘musical conversation’.
BINARY FORM (AB)	Describes music in two separate sections. The first section is labelled ‘A’ and the second section labelled ‘B’ – either or both sections may be repeated. The ‘B’ section contrasts musically in some way to the first ‘A’ section.
TERNARY FORM (ABA)	Describes music in three sections. The first section can be labelled ‘A’ and the second section ‘B’. The ‘B’ section contrasts in some way to the first ‘A’ section which is then REPEATED after the ‘B’ section again making a ‘musical sandwich’.
RONDO FORM (ABACADA….)	Describes music where a main THEME or MELODY ‘A’ keeps returning between different contrasting sections ‘B’, ‘C’, ‘D’. etc called EPISODES.

Year 7

Autumn 1st half term	Elements of Music
Autumn 2nd half term	Keyboard Skills
Spring 1st half term	I’ve got rhythm
Spring 2nd half term	Hooks and Riffs
Summer 1st half term	Form and structure
Summer 2nd half term	Instruments of the Orchestra

Year 8

Autumn 1st half term	Samba
Autumn 2nd half term	Blues and Jazz
Spring 1st half term	Computer Game Music
Spring 2nd half term	Popular Music
Summer 1st half term	Minimalism
Summer 2nd half term	Music for Film and Television

Year 9

Autumn 1st half term	Music Theory
Autumn 2nd half term	Solo performance
Spring 1st half term	Brandenburg Concerto
Spring 2nd half term	Piano Sonata
Summer 1st half term	Introduction to Composition
Summer 2nd half term	Ensemble Performance

Year 10

Autumn 1st half term	Music for Stage and Screen
Autumn 2nd half term	Fusions
Spring 1st half term	Fusions wider listening
Spring 2nd half term	Music for Stage and Screen
Summer 1st half term	Free Composition
Summer 2nd half term	Composition

Year 11

Autumn 1st half term	Set works revision
Autumn 2nd half term	Set works revision
Spring 1st half term	Composition
Spring 2nd half term	Performance
Summer 1st half term	Exam Revision
Summer 2nd half term	N/A

Music Technology

Music Technology is the study of creating music using technology.  Whilst studying this subject, students will learn about using music production software and equipment, musical styles, the history and development of technology and the principles and practices of Music Technology.  Modern music and media rely on the effective use of Music Technology which makes the subject both exciting and rewarding to study. 

During Years 7 and 8, the music curriculum will explore some of the basic elements of technology with occasional opportunities to work with computers and music.  When students make their GCSE option choices, they can choose the VCert Music Technology course as one of their options.  This course explores the foundation skills of Music Technology through the completion of portfolios of work and examinations.  If students choose to continue into our Sixth Form, we offer the Edexcel Music Technology A Level course.  The A level covers a broad range of knowledge and skills and is the perfect stepping stone for students who wish to continue studying Music Technology into further education.

Year 9

Autumn 1st half term	Introduction to Cubase
Autumn 2nd half term	Music Technology hardware
Spring 1st half term	Creating a piece of music in a particular style
Spring 2nd half term	Mixing project
Summer 1st half term	Health & Safety
Summer 2nd half term	Sound Design Project

Year 10

Autumn 1st half term	Portfolio 1 – Hardware and software
Autumn 2nd half term	Portfolio 2 – practical
Spring 1st half term	Musical genres and elements of music
Spring 2nd half term	Portfolio 2 – practical
Summer 1st half term	Portfolio 2 – practical and exam preparation
Summer 2nd half term	Portfolio 2 – practical and recording skills

Year 11

Autumn 1st half term	Planning for recording
Autumn 2nd half term	Portfolio 3 – practical recording
Spring 1st half term	Mixing skills and sound creation
Spring 2nd half term	Portfolio 4 – Sound creation and exam preparation
Summer 1st half term	Portfolio 4 – Sound creation and exam preparation
Summer 2nd half term	N/A

Year 12

Autumn 1st half term	Recording and Composing
Autumn 2nd half term	Recording and Composing
Spring 1st half term	Advanced mixing and compositional skills
Spring 2nd half term	Advanced mixing practice task and extended composition practise project
Summer 1st half term	Extended recording practice and extended composition practise
Summer 2nd half term	Drum recording skills and explore A Level set briefs