Creative & Vocational
Welcome to the Creative & Vocational Learning Faculty
Our faculty includes subjects that are more practical in nature which provide students with the opportunity to experience learning outside the classroom and obtain key skills associated with the world of work.
Subjects include:
- Art
- Business
- Drama
- Health & Social Care
- Music
- DT
- Food
- Photography
- Media
Art
ART CURRICULUM STATEMENT
We believe at Spires Academy that Art is a subject that can help us to understand and give meaning to the world in which we live. Art affects and influences all of us and as such is an extremely valuable subject.
We support our students to aspire through their learning experiences to standards of excellence intellectually, practically, and aesthetically. The curriculum we provide is rich in skills and knowledge. Through our curriculum, we aim to provide students with an experience that is exciting and to ensure that our students combine practical skills with creative thinking, developing highly valuable and transferrable skills for future careers and life.
In KS3 students will develop their skills and understanding with progressive complexity and sophistication, so that they are able to make informed choices and work with increasing independence into Key Stages 4.
We support students in learning to co-operate and negotiate and be able to share good practice and learn from others. We actively promote looking at the work of others, celebrating other cultures and encouraging diversity. All units of work link with contextual themes involving various cultures and civilizations from around the world. They lead to a greater understanding of different ways of life and a respect for cultures that are very different from our own; how they can enrich our own lives.
spires ethos: respect, responsibility and resilience
In Art we develop respect by:
- Art frequently requires all pupils to work in pairs, groups, or teams. Pupil often work collaboratively requiring cooperation and communication linking to Spires core values.
- Honouring work means honouring everyone’s work. Including your own.
- Encouraging art means encouraging everyone’s art. Including your own.
- Applauding creativity and self-expression means applauding everyone’s creativity and self-expression.
- Enter and exit the art room in a consistent, quiet manner
- Respecting classroom environment and material
In Art we develop responsibility by:
- To encourage over time, students to make their own choices from a variety of artistic mediums.
- Gradually releases responsibility, giving students their independence in creating. Students are artists and the classroom is their studio
- Encouraging students moving around the room with purpose, focused and productive.
- At key stage 4 the use of one drive for students to keep them in the loop about their work. After some thinking about their choices, students go to one drive page and complete a “Project Plan”.
- The teacher is a facilitator and guide of these various artistic endeavours. The teacher language towards the students is like that of a coach: asking questions and pointing to physical practices that need refinement.
- Students have ownership of work and are truly interested and invested in their art projects. Art that is created from the meaningful context of young artists’ lives enhances relevancy and authenticity. Students who maintain control over their work are invested and have incentives to take risks. Resulting artwork is often powerful and profound.
- Classrooms are highly structured studio environments with clearly delineated expectations for self-directed learning in choices of varied workspaces. Available tools and art materials are introduced to students who can then access and arrange these materials independently to initiate and explore their artwork.
In Art we develop resilience by:
- With an ethos of ‘trying’ and not being afraid to make ‘mistakes,’ but recognising these and learning resilience and ways to move forward.
- Build confident self-managers and team-workers, who are willing to take risks and keep an open-mind about new ideas and techniques.
whole school intent: inclusive
In Art we ensure our curriculum is inclusive by:
- To educate through a range of teaching strategies which are accessible for all our learners
- Rigorous and sequential planning allowing skills to be scaffolding and extended·
- A wide range of visual, auditory and kinaesthetic resources are used throughout lessons i.e. PowerPoints, handouts, visual teacher/student practical examples, video clips, practical demonstrations etc.·
- Modelling of techniques and levels – through teacher and student led demos/example work
- Regular intervention support for all students regardless of ability to access
- Building confidence in students – through praise, recognition of effort, rewards·
- Regular use of key vocabulary and building and support of this through use of word banks, teacher usage, and support sheets etc.
- Building enjoyment and engagement of the subject through stimulating and inviting environment, planning etc.
- Creating an atmosphere of independence and encouraging students through positivity and engagement with the subject to want to engage with the subject outside of lessons.
whole school intent: focused
In Art we identify powerful knowledge and having a good understanding of it is a prerequisite for understanding other related content.
By clearly identifying the powerful knowledge in each unit, teachers can ensure that their teaching and assessment is focused on the content that makes the biggest difference.
We share this with students and their families using Knowledge Organisers:
Year 7 Art Knowledge Organiser
Year 8 Art Knowledge Organiser
Year 9 Art Knowledge Organiser
Year 10 Art Knowledge Organiser
Year 11 Art Knowledge Organiser
whole school intent: sequenced
In Art we sequence our curriculum using spaced practice. This means large areas of knowledge are broken into smaller chunks, with intervals of time between them, to improve pupil learning and recall.
WHOLE SCHOOL INTENT: coherent
In Art we ensure our curriculum is coherent using 5 Big Ideas that underpin all the learning in our subject. Each lesson is linked to a Big Idea, shared with the students at the start of the lesson, so they can call on prior learning and understand where each lesson fits within our curriculum.
Our Big Ideas are:
- ARTISTS PRACTICE - Select and use specialist tools, techniques, and processes effectively. Demonstrate knowledge and understanding of functional properties of media when considering appropriate media to develop desired effects. Explore a range of techniques and processes from relevant artists to further extend their own developing practise and ideas.
- YOU ARE AN ARTIST - Reflect on work throughout the process of making to consider what is working effectively and how to take their project work further to best effect. Recognise where improvements and developments can be made, wherever possible making these to evolve their work.
- ART DOES NOT HAPPEN IN A VACUUM. CONTEXT IS EVERYTHING - Analyse the work of past and present artists to develop their understanding. Understand the relationship between context of artwork on the influence of subject, process, media, and effects achieved. Understand movements and developments in Art, the impact on individuals, society and artwork following.
- ARTISTS ASK QUESTIONS - Questioning deepens the process of learning and promotes imagination and problem-solving. It satisfies curiosity and helps increase creativity in a learning environment. Art questioning is critical to support meaningful discussions.
- ARTISTS INFLUENCE AND ARE INFLUENCED - To understand that artist’s work is influenced by many different factors; from culture to politics, surroundings, family, upbringing, the list is endless. All of these and more have such an influence in most art works. Artists are influenced by life. Students will learn like most artists to talk about their influences and what inspires them to create such beautiful art.
ks4 Qualifications
BTEC Tech Award in Art and Design Practice
| Component 1: Generating Ideas in Art and Design | Component 2: Develop Practical Skills in Art and Design | Component 3: Responding to a Client Brief |
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Aim: Investigate art and design practice to inform generation and communication of ideas. |
Aim: develop practical skills through exploration of specialist materials, techniques, and processes. |
Aim: develop a response to a client brief and produce an art and design work. |
| Assessment: internally assessed assignments | Assessment: internally assessed assignments | Assessment: scenario-based external synoptic assessment where students will apply their knowledge and practical skills to the creation of an art or design piece of work in response to a client brief. |
| Weighting 30% | Weighting 30% | Weighting 40% |
AQA GCSE Art and Design (8201) Art, craft and design
| Component 1: Portfolio | Component 2: Externally set assignment |
| A portfolio that in total shows explicit coverage of the four assessment objectives. It must include a sustained project evidencing the journey from initial engagement to the realisation of intentions and a selection of further work undertaken during the student’s course of study. | Students respond to their chosen starting point from an externally set assignment paper relating to their subject title, evidencing coverage of all four assessment objectives. |
| No time limit. | Preparatory period followed by 10 hours of supervised time |
| 96 marks | 96 marks |
| 60% of GCSE | 40% of GCSE |
enrichment opportunities
- Providing opportunities to experience the work of other artists through trips and workshops.
- Exploring appropriate materials to enrich learning such as topic stimulus i.e. novels, documentaries, practical technique clips etc.
- Encourage students to engage in TV programmes/series and films that can deepen their understanding of art and artists and its impact on world around them.
- Encouraging students to contribute to the life of the school and the community through art exhibitions and display.
- Establishing cross curricular links.
- They develop their spiritual, social, moral, and cultural understanding when are introduced to the work of great Artists and experience wonder and awe at the achievements of these great works of art. They also experience great admiration and respect for their peers’ work when they see the level of achievement and progress. Pupils understand that this standard of work does not happen immediately but requires endurance
- Promoting an ethos of engagement with art outside of lessons – encouraging students to develop artwork outside of lesson time.
- Organise the artworks of students and help them develop their art portfolios
progression routes
Art can be used as a steppingstone to further courses and careers in Art and also Design.
Careers where Art and Design is important include Interior:
- 3D, Product and Graphic Design,
- Animation,
- Architecture,
- Children’s Book Illustration,
- Textiles & Fashion Design,
- Gallery Education,
- Art Therapy,
- Set or Costume Design.
Students can go on to study Art at A Level, or vocational alternatives. Apprenticeships in Art and Design pathways are also now a viable career option.
Business
BUSINESS CURRICULUM STATEMENT
Young people of today need to be prepared for the real working world. Business Enterprise prepares them for the economic, digital, fast-paced world they live in. Business students at Spires learn how products and business systems work, the skills that businesses require to thrive and explore the IT skills within digital technologies that business rely on. Students learn and develop these skills with an understanding as to how they will help improve the world around them.
Creativity and enterprise are both key elements when learning about Business. Business Studies draws, develops and implements a range of different disciplines, including mathematics, science, engineering, geography and art. The subject embeds high quality literacy skills through analysis and evaluation techniques.
spires ethos: respect, responsibility and resilience
In Business, we develop respect by:
- Listening to each other’s opinions
- Listening to business presentations from fellow students
- Giving constructive feedback to our peers
In Business, we develop responsibility by:
- Researching potential ideas and their associated costs/responsibilities
- Presenting our business ideas to others
- Meeting deadlines
In Business, we develop resilience by:
- Having a “can do” approach
- Not giving up on the first go
- Trying your best
- Practising exam skills
- Learning from your mistakes
- Responding positively to feedback from fellow students
Whole school intent: inclusive
In Business, we ensure our curriculum is inclusive by:
- Scaffold by personalising the learning based on individual student need
- Students are given the opportunity to create their own business idea as part of their course.
- Students have the opportunity to visit a local business
- Explicitly teaching Tier 2 and 3 vocabulary to develop students’ literacy and academic confidence.
whole school intent: focused
In Business, we identify powerful knowledge and having a good understanding of it is a prerequisite for understanding other related content.
By clearly identifying the powerful knowledge in each unit, teachers can ensure that their teaching and assessment is focused on the content that makes the biggest difference.
Year 10 Business Knowledge Organiser
Year 11 Business Knowledge Organiser
whole school Intent: sequenced
In Business, we sequence our curriculum using spaced practice. This means large areas of knowledge are broken into smaller chunks, with intervals of time between them, to improve pupil learning and recall.
WHOLE SCHOOL INTENT: coherent
In Business, we ensure our curriculum is coherent by the use of Big Ideas that underpin all the learning in our subject. Each lesson is linked to a Big Idea, shared with the students at the start of the lesson, so they can call on prior learning and understand where each lesson fits within our curriculum.
Our Big Ideas are:
- Organisational Structure
- Market Research
- The Business Environment
- Finance
- Marketing
- Professional Development
ks4 qualifications
BTEC Tech Award Enterprise (Starting 2022)
| Component 1 (Pearson-Set Controlled Assessment) – 30% | Component 2 (Pearson-Set Controlled Assessment) – 30% | Component 3 Marketing and Finance Exam – 40% |
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Learning Outcome A: Understand how and why enterprises and entrepreneurs are successful:
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Learning Outcome A: Choose an idea and produce a plan for a micro-enterprise idea
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Learning Outcome B: Understand customer needs and competitor behaviour through market research
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Learning Outcome B: Present a plan for the micro-enterprise idea to meet specific requirements
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Learning Outcome C: Understand how the outcomes of situational analyses may affect enterprises
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Learning Outcome C: Review the presentation of the micro-enterprise idea to meet specific requirements
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ENRICHMENT OPPORTUNITIES
Students have the opportunity to visit local businesses to see in-person how these businesses operate and to gain networking opportunities for future careers and qualifications.
progression routes
The course offers students many options after they leave Year 11. Students can use the qualification to go on to do A-levels at other sixth-form centres. Alternatively, students can study a Level 3 BTEC course at college or use the qualification to access apprenticeship opportunities within many sectors of business such as marketing and accounting. The course gives students the opportunity to practice and perfect skills such as presentation and interpreting data, which are skills that are highly sought after by employers and colleges.
Drama
DRAMA CURRICULUM STATEMENT
Drama at Spires Academy is the expression and exploration of personal, cultural and social worlds through role and situation that engages, entertains and challenges. Drama is for ALL students and forms part of the Key Stage 3 Curriculum. Students create meaning as drama makers, performers and audiences as they enjoy and analyse their own and others’ stories and points of view. Drama at Spires Academy engages, inspires and enriches all students, exciting the imagination and encourage students to reach their creative and expressive potential.
spires ethos: respect, responsibility and resilience
In Drama we develop respect by:
- Listening to each other’s opinions
- Working as a team learning to work with the ideas of others with as much enthusiasm as we would with our own
In Drama we develop responsibility by:
- Rehearsing and practising sensibly
- Attending clubs regularly
- Performing in events
- Valuing and taking care of the expensive lighting and sound equipment provided by the school
In Drama we develop resilience by:
- Working to and achieving deadlines
- Being brave enough to present our performance work to others
- Delivering the ‘show must go on’ value of performance
- Being able to receive and act on productive criticism
whole school intent: inclusive
In Drama we ensure our curriculum is inclusive by:
- Scaffolding by personalising the learning based on individual student need
- All pupils are given opportunities whatever their age, ethnicity, attainment and background to engage in Drama activities. Clubs are free.
- Drama Clubs are open to all students
- Being responsive to students' performance ability and interests, and having an ability to draw that out to help a student find their own performance strengths
- Explicitly teaching Tier 2 and 3 vocabulary to develop students’ literacy and academic confidence.
Tier 3 Vocabulary
whole school intent: focused
In Drama we identify powerful knowledge and having a good understanding of it is a prerequisite for understanding other related content. For example, the English curriculum and the History Curriculum.
By clearly identifying the powerful knowledge in each unit, teachers can ensure that their teaching and assessment is focused on the content that makes the biggest difference.
Year 7 Drama Knowledge Organiser
Year 8 Drama Knowledge Organiser
Year 9 Drama Knowledge Organiser
Year 10 Drama Knowledge Organiser
Year 11 Drama Knowledge Organiser
whole school intent: sequenced
In Drama we sequence our curriculum using spaced practice. This means large areas of knowledge are broken into smaller chunks, with intervals of time between them, to improve pupil learning and recall.
WHOLE SCHOOL INTENT: coherent
In Drama we ensure our curriculum is coherent by the use of 5 Big Ideas that underpin all the learning in our subject. Each lesson is linked to a Big Idea, shared with the students at the start of the lesson, so they can call on prior learning and understand where each lesson fits within our curriculum.
Our Big Ideas are:
- Controlled Voices are Powerful - The development of confidence, concentration and vocal expression to engage an audience. To be able to control one’s voice in groupwork allowing others the space to express their ideas.
- Precise Movements are Convincing - The development of non-verbal communication to accurately communicate emotion and meaning. The development of physical expression to create and communicate characters. The development of special awareness to be able to engage an audience.
- Characters with Status and Emotion are Engaging - The development of naturalistic acting techniques to be able to accurately portray characters in the actin space that are believable and engaging in their humanity.
- The Audience must be Remembered - The development of an understanding of the role of the audience in performance. What the audience needs from a performance to be educated and entertained whilst vicariously living through the character’s plight, be it on stage or in front of the camera.
- Influences can Inspire - Develop a knowledge of key practitioners that have influenced the methods used to create Drama and a strong performance.
ks4 qualifications
BTEC Tech Award Performing Arts
| COMPONENT 1: Exploring the Performing Arts | COMPONENT 2: Developing Skills and Techniques in the Performing Arts | COMPONENT 3: Responding to a Brief |
| Students will develop their understanding of the performing arts by examining the work of performing arts professionals and the processes used to create performance. | Students will develop performing or design skills and techniques. Students will take part in workshops and classes where they will develop technical, practical and interpretative skills through the rehearsal and performance process. |
Students will be given a brief that outlines the performance and design requirements and asks students to consider their target audience and to start the creative process by using the stimulus included in the brief. Working as part of a group, students will develop their ideas for a workshop performance and apply their skills and techniques to communicate their creative intentions to their audience. |
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Learning Outcomes A Investigate how professional performance or production work is created |
Learning Outcomes A Use rehearsal or production/design processes. | |
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Learning Outcomes B Demonstrate understanding of the skills, techniques and approaches used by professionals to create performance/production work. |
Learning Outcomes B Apply skills and techniques in performance or realisation. |
enrichment opportunities
Students have the opportunity to attend the following clubs:
- KS3 Drama Club
- KS4 Drama Club
- National Theatre Connections Performance
- School Productions
Opportunities to perform at Spires Academy and via partnership work with other schools. Learners selected to participate in the National Theatre Connections Programme will have the opportunity to perform in the Brighton Dome and if selected, at the National Theatre on London’s South Bank
progression routes
Students studying Performing Arts can progress to Level 3 qualifications in performing arts or production arts, which look at skills and techniques in more detail. Alternatively, students may want to progress to other Level 3 vocational or academic subject areas. Performing Arts has transferable qualities, for example communication skills, confidence and teamwork, which will be valuable in many industries.
Health & social care
health & social care CURRICULUM STATEMENT
The BTEC Technical Award in Health and Social Care is a vocational qualification which takes an engaging, practical, and inspiring approach to learning and assessment. The course ensures students develop foundation knowledge of human lifespan development from infancy to older adulthood. It also equips students with a sound specialist and realistic understanding of how to meet the needs of individuals using services and specialist equipment, whilst challenging stereotypes and discrimination. The study of care values is at the heart of Health and Social Care which develops skills such as empathy, compassion, commitment, tolerance, and empowerment.
The curriculum within Health and Social Care supports the ethos within the school as the subject is inclusive, balanced, and relevant to the needs of students and employers. The curriculum challenges students to think abstractly, keep focused, work collaboratively and problem solve to develop curiosity and the desire for knowledge.
The course is designed so that the components build upon each other as the students grow in confidence. This allows students to embed their knowledge whilst giving opportunities to put into practice what they have learned. This ensures they develop their technical skills, which they can apply to real life scenarios through activities within the classroom and outside of school within the local community.
spires ethos: respect, responsibility and resilience
In Health and Social Care, we develop respect by:
- Listening to each other’s opinions and experiences.
- Embracing our differences.
- Challenging discrimination.
In Health and Social Care, we develop responsibility by:
- Being willing to support each other in class.
- Being positive in our approach to study.
- Being punctual and reliable.
In Health and Social Care, we develop resilience by:
- Trying our best.
- Learning from our mistakes.
- Challenging ourselves.
WHOLE SCHOOL INTENT: inclusive
In Health and Social Care, we ensure our curriculum is inclusive by:
- Scaffolding by personalising the learning based on individual student need
All Health and Social Care students are given opportunities to work with outside agencies and establishments and engage with guest speakers such as:
- Age UK
- Meadow View Residential Home
- Dementia Friends
- NHS Emergency Services (Paramedics/nurses)
WHOLE SCHOOL INTENT: focused
In Health and Social Care, we identify powerful knowledge and having a good understanding of it is a prerequisite for understanding other related content.
By clearly identifying the powerful knowledge in each Component, teachers can ensure that their teaching and assessment is focused on the content that makes the biggest difference.
Component 1 Knowledge Organiser (Year 10)
Component 3 Knowledge Organiser (Year 11)
WHOLE SCHOOL INTENT: sequenced
In Health and Social Care, we sequence our curriculum using spaced practice. This means large areas of knowledge are broken into smaller chunks, with intervals of time between them, to improve pupil learning and recall.
WHOLE SCHOOL INTENT: coherent
In Health and Social Care, we ensure our curriculum is coherent using 5 Big Ideas that underpin all the learning in our subject. Each lesson is linked to a Big Idea, shared with the students at the start of the lesson, so they can call on prior learning and understand where each lesson fits within our curriculum.
Our Big Ideas are:
- Human Lifespan Development: Exploring growth and development over the human lifespan and recognising different factors that can affect our growth and development.
- Major life events: Exploring expected and unexpected life events that may occur during our lifetime.
- Health and Social Care Services: Identifying different health and social care services available for individuals with specific needs.
- Health and Social Care Values: Understanding the core care values relating to the health and social care sector.
- Factors that affect health and wellbeing: Understanding how health and wellbeing is a combination of physical health and social and emotional wellbeing.
- Interpreting health indicators: Measuring physiological health and interpreting data.
- Person centred health and wellbeing improvement plans: Creating health and wellbeing improvement plans.
ks4 qualifications
BTEC Level 1/Level 2 Technical Award in Health and Social Care 2022
| Component 1: Human Lifespan Development | Component 2: Health and Social Care Services and Values | Component 3: Health and Wellbeing |
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Non-exam internal assessment |
Non-exam internal assessment | External Assessment |
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Approximately 6 hours of supervised assessment Task 1 = 1.5 hours Task 2 = 2 hours Task 3a = 1 hour Task 3b = 2 hours |
5 tasks Approximately 6 hours of supervised assessment |
2 hours |
enrichment opportunities
Working with and supportive of students from St Nicholas School, which is a school for students aged 4 – 19 with complex educational needs. Activities include planning day trips and events within the school setting.
Forging relationships with older adults at care settings such as Age UK Margate and Meadow View Residential Home for people living with Dementia.
Opportunities to attend lunchtime first aid club, CPR and Defibrillator training.
Adult Nursing Taster Days at Canterbury Christchurch University
Medical Fayre at Canterbury Christchurch University (Medway Campus)
progression routes
There are strong opportunities for post-16 progression in this important sector.
Students who successfully complete BTEC Technical Award in Health and Social Care can go on to study at Level 3, Extended Certificate or Diploma. This is a pathway to study at degree level to specialise in nursing, midwifery, physiotherapy, social work, or other careers in health and/or social care.
About 3 million people work in health and social care. Health care roles include doctors, pharmacists, nurses, midwives, and healthcare assistants, while social care roles include care assistants, occupational therapists, counsellors, and administrators. Together, they account for one in ten of all paid jobs in the UK. Demand for both health and social care is likely to rise, so they will continue to play a key role in UK society and the demand for people to carry out these vital roles will increase. Study of this sector at Key Stage 4 will complement GCSE study through providing an opportunity for practical application alongside conceptual study.
Music
music CURRICULUM STATEMENT
Music is for all. At Spires Academy this means that all students, regardless of background or ability, receive a high quality, broad and balanced music education. Students develop skills in performing, composing, improvising, listening, and evaluating. They acquire powerful knowledge of great composers and musicians, including Saint-Saens, Debussy, Louis Armstrong, and modern artists. To experience a rounded music education, students explore African Drumming, Gamelan Music, Programme Music, Reggae amongst others. Each topic is carefully spiralled to ensure that skills are revisited and developed throughout their musical education.
spires ethos: respect, responsibility and resilience
In Music we develop respect by:
- Listening to each other’s opinions
- Using equipment sensibly
In Music we develop responsibility by:
- Rehearsing and practising sensibly
- Attending clubs and ensembles regularly
- Performing in concerts and events
In Music we develop resilience by:
- Having a “can do” approach
- Not giving up on the first go
- Trying your best
- Learning a musical instrument
- Learning from your mistakes
WHOLE SCHOOL INTENT: inclusive
In Music we ensure our curriculum is inclusive by:
- Scaffold by personalising the learning based on individual student need
- All pupils are given opportunities whatever their age, ethnicity, attainment and background to engage in music activities. Clubs are free.
- Music Academy is open to all students
- Students embrace every musical style and genre of music.
- Being responsive to young people’s musicality and interests, and having an ability to draw that out to help a young person find their musical voice
- Explicitly teaching vocabulary to develop students’ literacy and academic confidence.
WHOLE SCHOOL INTENT: focused
In Music we identify powerful knowledge that were having a good understanding of it is a prerequisite for understanding other related content.
By clearly identifying the powerful knowledge in each unit, teachers can ensure that their teaching and assessment is focused on the content that makes the biggest difference.
We share this with students and their families using Knowledge Organisers:
Year 11 Music Knowledge Organiser
WHOLE SCHOOL INTENT: sequenced
In Music we sequence our curriculum using spaced practice. This means large areas of knowledge are broken into smaller chunks, with intervals of time between them, to improve pupil learning and recall.
WHOLE SCHOOL INTENT: coherent
In Music we ensure our curriculum is coherent by the use of the Big Ideas that underpin all the learning in our subject. Each lesson is linked to a Big Idea, shared with the students at the start of the lesson, so they can call on prior learning and understand where each lesson fits within our curriculum.
Our Big Ideas are:
- Everyone Can Sing - Singing is good for the mind, body and soul. When groups come together to sing, this can be a powerful sound as well as enjoyable. We can all express ourselves through the power of song.
- Composing Develops Creativity - Our students need to be creative, to think freely and bend the rules. Creatively composing can explore a student’s wildest ideas. The nature of creatively composing can be transferred to problem solving in other subjects.
- The Music Industry is the largest growing industry in the UK - Artists, mathematicians, business students and ICT students could all consider a career in the music industry. Music companies need logos, accountants, business plans and someone to keep the social media and websites up and running. Exploring pathways into the music industry is fascinating.
- Performance Builds confidence - Everyone one day has to go for that important interview. College, University and job interviews need us to present our best selves. Learning how to be confident is a vital skill students can acquire by performing music.
- Music from different cultures helps us to understand the wider world - Students at Spires are taught to have an appreciation of music outside of their normal experiences. This allows them to understand how and why other types of music are created and heard.
- Music Production is a digitally creative outlet - Here at Spires Academy, the students are able to work and develop their music on state-of-the-art computers and create music for film, media and video games. Students are also given the opportunity to use the recording studio to record their own songs.
- Listening enriches the music to give deeper meaning- students are exposed to a wide range of listening material ranging from the Classical greats such as Beethoven and Mozart. Students get to question the creativity and musical interpretations of Schoenberg, Cage and Debussy. This gives students a deeper understanding of the way in which music has evolved over time. It gives them the opportunity to question what they like, challenge new genres and expand their own listening playlists. Spires teaches students how to articulate their own opinions about different musical styles and artists.
ks4 qualifications
BTEC Tech Award in Music Practice (2022)
| Component 1 Exploring Music Products and Styles | Component 2 Music Skills Development | Component 3 Responding to a Brief |
| Internally assessed | Internally assessed | Externally assessed |
| In this component, students develop their understanding of different types of music products and the techniques used to create them. Students explore how musical elements, technology and other resources are used in the creation, production and performance of music. Students practically explore the key features of different styles of music and music theory and apply their knowledge and understanding to developing your own creative work. | Developing musical skills and techniques enables students to consider their aptitude and enjoyment for music, helping them to make informed decisions about what they will study in the future. This component will help them to progress to Level 3 qualifications in music or music technology, which look at skills and techniques in more detail. Alternatively, students may want to progress to other Level 3 vocational or academic subject areas. This component will support their development of transferable skills which will support their advancement in education and employment. | Presenting music for a set brief is a key element of post-16 music qualifications and this component will enable students to establish solid foundations to help them progress to further Level 2 or Level 3 courses. Students will also develop skills in self-management, communication and presentation, which are vital to any future course of study. |
- Performing stylistically accurate cover versions.
- Creating original music using existing stylistic frameworks and traits.
- Stylistic use of a DAW and associated hardware to create an original piece of music from a given starting point
The biggest help you can give your child is by ensuring they listen widely to as many styles of music as they can, go to music concerts and watch live music concerts on television.
enrichment opportunities
Students can attend the following clubs:
- Music Tech Club
- Guitar Club
- Piano Club
- Samba Club
Music Academy is by audition only and run by the Singing Coach. Opportunities to perform locally include The Beaney, Sturry Parish events, concerts and events.
EKST Big Sing gives students who wouldn’t normally perform the chance to engage in singing across the 7-school partnership. Performance opportunities include the regional Kent Teacher of the Year Award.
Thanet Music Festival provides students with the opportunity to showcase their musical skills and talents to a wide audience.
progression routes
Students who successfully complete BTEC Music Practice can go on to study music at A Level. A good degree in Music can open up career pathways in: Career pathways in Education, Broadcasting, Record Companies, Sound Engineering, Copyright Law, Events Management.
Design Technology
DESIGN & TECHNOLOGY CURRICULUM STATEMENT
Design and Technology at Spires Academy is an inspiring, rigorous, and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others needs, wants and values.
spires ethos: respect, responsibility and resilience
In Design and Technology, we develop respect by:
- Making sure the pupils know how to respect each other’s work and workspace, we also make sure the students follow a strict health and safety guideline for their own and others safety.
In Design and Technology, we develop responsibility by:
- Pupils need to be responsible for their health and safety, their work, arriving on time and making sure they tidy away safely
In Design and Technology, we develop resilience by:
- Design and technology is a subject that thrives on things going wrong. The pupils will need to develop resilience to make changes and improve choices throughout the iterative process.
whole school intent: inclusive
In DT we ensure our curriculum is inclusive by:
- Scaffold by personalising the learning based on individual student need
- In DT a lot of our tasks are based on the outcome. We will have different practical expectations of the student depending on their ability within the subject.
- We try to use as much inclusive language as possible, however, we do also make sure that the pupils are learning correct terminology.
whole school intent: focused
In DT the pupils acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing, and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising, and capable citizens.
They learn about the environmental issues and how areas of Design and technology can and are helping to lower the impact our carbon footprint has on our environment. We make sure that the pupils are fully aware of the 6R’s and we use them within all projects in the DT department.
whole school intent: sequenced
Each project will build on the knowledge and skills the pupils have learnt before so that progress can be shown through ability, skill and outcome.
Design Technology Curriculum Map
WHOLE SCHOOL INTENT: coherent
In DT we ensure our curriculum is coherent by the use of 5 Big Ideas that underpin all the learning in our subject. Each lesson is linked to a Big Idea, shared with the students at the start of the lesson, so they can call on prior learning and understand where each lesson fits within our curriculum.
Our Big Ideas are:
- Looking closer: Reflection, evaluation, and analysis.
- Responding creatively: Design, make and create.
- Seeking exploration: Materials, ideas, concept, and techniques.
- Gaining independence: Adapting, modifying, and developing.
- Presenting with care: layout, literacy, written work, portfolio.
- Working environments: Health and safety.
ks4 qualifications
Edexcel Design and Technology
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Component 1 Paper code: 1DT0/1F |
Component 2 (Paper code: 1DT0/02) |
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Written examination: 1 hour and 45 minutes 50% of the qualification 100 marks |
Non-examined assessment 50% of the qualification 100 marks |
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Content overview 1 – Core content 7 – Timbers |
Content overview There are four parts to the assessment: 1 – Investigate This includes investigation of needs and research, and a product specification 2 – Design This includes producing different design ideas, review of initial ideas, development of design ideas into a chosen design, communication of design ideas and review of the chosen design 3 – Make This includes manufacture, and quality and accuracy 4 – Evaluate This includes testing and evaluation. |
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Assessment overview The paper consists of two sections. Section A is assessed on the core content and Section B is assessed on the material category Section A: Core This section is 40 marks and contains a mixture of different question styles, including open-response, graphical, calculation and extended-open-response questions. There will be 10 marks of calculation questions in Section A. Section B: Material categories This section is 60 marks and contains a mixture of different question styles, including open-response, graphical, calculation and extended-open-response questions. There will be 5 marks of calculation questions in Section B |
Assessment overview Students will undertake a project based on a contextual challenge released by us a year before certification. This will be released on 1st June and will be available on our website. The project will test students’ skills in investigating, designing, making and evaluating a prototype of a product. Task will be internally assessed and externally moderated. The marks are awarded for each part as follows.
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enrichment opportunities
- DT club activities
- Links with East Kent Schools Together (EKST)
- Visits to local businesses
- Technology career events
progression routes
Students can go on to study:
- Engineering, Carpentry, Manufacturing, Architecture, Car Design, Fashion Design and Product Design.
Food
FOOD TECHNOLOGY CURRICULUM STATEMENT
Food technology at, Spires Academy, is an inspiring, rigorous, and practical subject. Using creativity and imagination, pupils plan, prepare and make dishes, considering their own needs, wants and values.
spires ethos: respect, responsibility and resilience
In food we develop respect by:
- Making sure the pupils know how to respect each other’s work and workspace, we also make sure the students follow a strict health and safety guideline for their own and others safety.
In food we develop responsibility by:
- Pupils need to be responsible for their health and safety, their work, arriving on time and making sure they work safely in the practical environment
In food we develop resilience by:
- Food technology is a subject that thrives on things going changing and new trends. The pupils will need to develop resilience to make changes and improve choices throughout their experiences in food technology.
whole school intent: inclusive
In food we ensure our curriculum is inclusive by:
- Scaffolding by personalising the learning based on individual student needs.
- In food a lot of our tasks are based on the outcome. We will have different practical expectations of the student depending on their ability within the subject and all students can enjoy practical work.
- We try to use as much inclusive language as possible, however, we do also make sure that the pupils are learning correct terminology.
whole school intent: focused
At Spires Academy, we believe that the study of Food Technology /Nutrition and Health is essential for the understanding of a healthy wellbeing and provides an important life skill to take into adulthood. A love of cooking food with the potential of entering the hospitality and catering employment sector. The chance to run their own restaurant or hotel. All students learn how to cook and prepare well balanced dishes demonstrating their understanding of nutritional needs and skills that are needed in cookery with at least 30 practical cooking sessions over the first 3 academic years. Students can identify and discuss the need for a balanced diet and implement changes in their own lives.
We aim to build an understanding of the industry as a whole and investigate the many different avenues that make up the Hospitality & Catering industry.
Students will build a secure understanding of how to meet the needs of individuals throughout life and how to adapt their skills.
Students will learn how to analyse nutrition and cost in relation to preparing food and understand how to make better choices for themselves.
Year 7 Food Knowledge Organiser
Year 8 Food Knowledge Organiser
Year 9 Food Knowledge Organiser
GCSE Hospitality and Catering Knowledge Organiser
GCSE Hospitality and Catering Knowledge Organiser
whole school intent: sequenced
Each project will build on the knowledge and skills the pupils have learnt before so that progress can be shown through ability, skill and outcome.
Food Technology Curriculum Map
WHOLE SCHOOL INTENT: coherent
In Food we ensure our curriculum is coherent by the use of 5 Big Ideas that underpin all the learning in our subject. Each lesson is linked to a Big Idea, shared with the students at the start of the lesson, so they can call on prior learning and understand where each lesson fits within our curriculum.
Our Big Ideas are:
- Looking closer: Reflection, evaluation, and analysis.
- Responding creatively: Design, make and create.
- Seeking exploration: Materials, ideas, concept, and techniques.
- Gaining independence: Adapting, modifying, and developing.
- Presenting with care: layout, literacy, written work, portfolio.
- Working environments: Health and safety.
ks4 Qualifications
Hospitality and Catering WJEC Level 1/2 Vocational Awards WJEC Level 1/2 Vocational Awards enable learners to gain knowledge, understanding and skills relating to a specific vocational sector. In addition to development sector specific knowledge and understanding, these qualifications also support learners to develop the essential employability skills that are valued by employers, further and higher education.
This course is assessed through a course work unit worth 60% of grade which includes a practical assessment a written portfolio the course also requires a written external paper worth 40% of overall grade to achieve.
enrichment opportunities
- Providing opportunities to experience using a range of ingredients and understanding the need of nutrition and the part nutrients play in their well being
- Encourage students to engage in TV programmes/series that can deepen their understanding of cooking, the hospitality and catering industry and food hygiene.
- Encouraging students to develop their cooking ability and build a valid life skill
- Establishing cross curricular links looking at the functions of ingredients, the importance of weighing and measuring and artistic presentation
- They develop their spiritual, social, moral, and cultural understanding when they are introduced to a range of multi-cultural foods at how culture and religion effect food choices made
- Introduce students to a range of equipment used in food preparation.
progression routes
Level 3 qualifications relevant to the hospitality and catering sector, such as
- WJEC Level 3 Food, Science and Nutrition (certificate and diploma)
- Level 3 NVQ Diploma in Advanced Professional Cookery
- Level 3 Advanced Diploma in Food Preparation and Cookery Supervision.