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Arts and minds

Given the chance they could play heroes too, writes Sophie Galton.As a performing arts specialist school, we wanted to put our Year 9 cohort through the new Arts Award, using performing arts lessons as the contact time. It had never been done within such a large school.

We designed the curriculum around the four sections of the award, which are: taking part in an arts activity; attending an arts event; researching a hero or heroine within the arts and arts apprenticeship. Drama launched the challenge and the review section, music focused on the research and presentations of heroes and heroines and dance devised leadership and apprenticeship opportunities.

The pupils revelled in the independence and as advisers we sometimes felt redundant as the young people rushed off to complete various sections of the award. As well as five lessons over a two-week timetable during curriculum time, we set up a number of after-school clubs. As we went on, the art department became involved, with many using graffiti and cartoon as a basis to developing a skill. This was a popular area and one we decided to develop this year

Sophie Galton taught at The Kingstone School, Barnsley and is now on a career break.

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