Cantell Secondary School
Encyclopedia
Cantell School is a secondary comprehensive school in the Bassett area of Southampton
, England
. The School has Specialist status for Mathematics
and Information and Communication Technology
, awarded in September 2003 and is thus now officially referred to as Cantell Mathematics and Computing College. The school has also been largely rebuilt funded through the Private Finance Initiative
. Cantell is situated to the north of Southampton City Centre
, close to University of Southampton.
is Mrs. Ruth Evans who took over from Mrs. Ruth Johnson in 2008. Mr. David Burge was headteacher before Mrs. Johnson. He left in 2004 to go into retirement.
The school last received an OFSTED
inspection in Autumn 2004 and was in the special measures category because it was failing to give its students an acceptable standard of education. As a result, the school was receiving visits from Her Majesty's Inspectorate of Education
to inspect its progress. The school considerably improved and as of July 2006 the school is out of special measures after the last inspection in June 2006.
In January 2006 there were 1,177 students at Cantell (532 boys and 645 girls) out of the full capacity of 1,300. The school has a code of conduct that reads:
As Cantell is formally known as "Cantell Maths and Computing College" and is a specialist ICT centre, during the two-week school break over Christmas 2006 and 2007, Cantell installed 90 brand new laptop desks (split between 4 ICT rooms) costing £2500 each. Over the 2007 summer holidays for students, 30 more of these laptop desks were installed in another ICT room. The laptops are set up so that teachers can monitor the students' work, thus, the amount of inappropriate behaviour in ICT lessons has decreased.
s or asylum
seekers. Approximately 25% of all the students have learning difficulties, which is above the national average. However, only four students have a statement of special education
al need which is low. The school includes a specialist 24 place unit for students with specific learning difficulties. In addition the school offers its own provision off-site for more challenging students and on-site provision for vulnerable students. The proportion of students entitled to free school meals is 25% which is above average.
Assessment is ongoing throughout each year, with core outcomes for each unit of work given a National Curriculum level by the class teacher. Students will also assess their own progress with target setting a central part of the process. Verbal and written feedback is given in lessons and, more formally, there are end of year tests for Year 7, 8 and 9 students.
Course Outline:
We believe that good English teaching forms the basis for success in all subjects. The ability to communicate effectively and appropriately in speech and in writing is a vital skill that every student needs in education and beyond. The key skills of spelling, punctuation and grammar are constantly taught and refined throughout key stage 3. Through inspiring and motivating teaching, skills in reading, writing and speaking and listening can be developed to support students' progress and encourage an enjoyment of reading.
Year 7 Units:
Students study a range of units including work on: non-fiction, poetry, contemporary fiction, narrative writing and research skills. They will develop the ability to analyse texts and write creatively for a variety of purposes and audiences. Speaking and listening skills are developed with group projects and drama activities.
Year 8 Units:
The range of units studied includes: an introduction to Shakespeare, stories and poems from different cultures, reading a play-script, newspapers, a study of language evolution and ballads. Students further develop their skills in reading and writing a range of texts for different purposes and audiences. They are encouraged to read widely and use ICT in lessons effectively.
Year 9 Units:
In Year 9, students are taught with a focus towards the GCSE exam which is taken in year 10. They study a range of units including: study of a Shakespeare play, working on speeches and debate, reading and writing a range of non-fiction texts, poetry and gothic horror stories. Skills are developed to promote independent work as well as group work and students are encouraged to evaluate their skills and progress. At the end of year 9 students will sit a GCSE-style exam to assess their strengths and weakness and allow teachers to personalise the teaching of the students in year 10.
Student Groupings:
Students are set according to ability in all years
Time Allocation:
8 lessons per two week cycle.
In all years assessment consists of a variety of methods including; student assessment from verbal feedback in the lessons, homework, end of unit tests (with detailed feedback), end of term tests (with analysis).In addition Year 9 sit Mock Key Stage 3 tests and the Key Stage 3 tests themselves.
Course Outline:
Mathematics is the backbone for all science subjects, it helps the students to form opinions and test hypothesis. It allows students to solve problems; from everyday money calculations through to the use of complex equations. It is a spiralling curriculum such that each year builds on prior knowledge and moves the student towards the next level of learning in each topic.
Year 7 Units:
Students will be taught in accordance with the Year 7 National Numeracy Strategy, covering the Programmes of Study in Number and Algebra, Shape Space and Measure, and Data Handling. Students of above average ability will work to an extended programme of study, with an expected end of year level of high level 6. At least 1 investigation will be completed.
Year 8 Units:
Pupils will be taught in accordance with the Year 8 National Numeracy Strategy, at a level appropriate to their ability. They are taught using a mixture of resources including the Collins Framework text books, investigations and computer based activities. The work throughout Year 8 builds upon the skills learnt in Year 7.
Year 9 Units:
Students are taught in accordance with the National Curriculum, at a level that is appropriate to their ability, preparing them for the SATs test. The average student will target high level 5- level 6, with the most able targeting top level 8. After the SATs all Year 9 students begin studying the materials for KS4.
Pupil Groupings:
In Year 7 students are set based on their Key Stage 2 test scores and teacher assessments. Throughout KS3 setting is reviewed on a termly basis: movement is based on test results and teacher assessments.
Time Allocations:
8 lessons per two week cycle.
The choice of exam board will be influenced by our decision to begin GCSE studies in Year 9.
Presently we are satisfied that our Year 7 and 8 programme of study is fit for purpose, even when GCSE studies are brought forward.
National Curriculum levels awarded at the end of each unit. This is supported by continual peer and self assessment throughout the course. Teachers will also give written and oral feedback on a weekly basis.
Course Outline:
In ICT, students acquire and apply knowledge and understanding of: The quality and reliability of information and how to access and combine amounts of information through a variety of media. A range of increasingly complex tasks using a variety of ICT tools. How ICT can help their work in other subjects, developing their ability to judge when and how to use ICT and where it has limitations. The application and use of ICT in the outside world.
Year 7:
ICT in this year is taught in the Year 7 base. The emphasis of ICT in Year 7 is on allowing students to develop more independence in their learning. Together with other subjects they complete projects choosing suitable software packages to enable them to complete the tasks.
Year 8 Units:
In Year 8 students complete mini projects within the theme of First Gear their Car Company. Through guidance from their teacher they use different software packages to promote their company.
Year 9 Units:
In Year 9 all students will complete Unit 1 of the OCR Nationals. This along with a further unit of work which will be completed in Year 10 and 11 will go towards an equivalent GCSE qualification.
Linking to this they work through other National Curriculum requirements enabling them to complete their full core entitlement.
Student Groupings:
Set according to Mathematics teaching groups.
Time Allocation:
2 lessons per two week cycle.
Assessment:
Students are assessed against National Curriculum levels three times a year. There is continual peer and self assessment throughout the course.
Course Outline:
Drama raises questions with young people which enable them to explore the world, form opinions about it, and create and shape their place in that world. Department schemes of work allow students to do this using the Arts Council for England’s recommended framework: Making, Performing, and Responding. Schemes studied introduce students to a wide variety of practitioners, skills and issues.
Students are taught to work in an evaluative and reflective way to develop their own abilities and responses.
Assessing and Reporting on students’ Attainment in Drama
The Nature of Assessment
Formative assessment, in which the teacher helps the student to identify the progress they are making in a diagnostic way, lies at the heart of Arts Education. Formative assessment is both supportive and motivating, encouraging students to explore fresh possibilities and take increasing responsibility for their learning.
Summative assessment in drama, based upon Key Stage criteria, takes place at then end of the scheme of work as well as during the school’s four assessment periods throughout the year.
To ensure continuity in drama, students require clear learning goals and frequent opportunities to reflect upon their work. They should always be able to place what they are learning in the wider context of the drama curriculum as a whole.
The structure of the drama curriculum should also make it clear to students how they can progress. There should be a general increase in the level of dramatic knowledge, understanding and of skills, as students pass through the key stages. Progression in drama will be recognised by the extent to which students are able to Make, Perform and Respond with increasing levels of complexity, control, depth and independence.
Homework
Drama is assessed in three areas:
1. Making
2. Performing
3. Responding
While all three areas are assessed by the class teacher in all schemes of work taught, Responding is partially fulfilled through the form of a written log book which is completed after every drama lesson for homework.
In their Drama Log Books students are expected to reflect upon their learning during lessons by outlining the skills and techniques they have experienced and acquired. Students are expected to be analytical and evaluative when completing their log books. A student’s drama log homework equates to a third of their overall drama level.
Because drama is studied for a double period once a fortnight at Key Stage Three, the drama log helps to provide continuity between each lesson and the learning that takes place. It is therefore important that the drama log books are completed after each lesson and brought to each drama lesson. The logs are marked every three weeks, with teachers linking their comments to the ‘responding’ element of the level descriptors.
Drama homework is considered an important extension of class work and while the department understands that students sometimes ‘forget’ to bring their log book, we do operate a three strike policy. One/two strikes equates to a slip home reminding students to bring their log book in; whereas after three strikes the student is required to spend thirty minutes in the department under the supervision of their class teacher. During this time, the student will complete any aspects of the log that are incomplete.
‘Extended project’ homeworks sit alongside the completion of the drama log books and are designed to compliment the learning that is taking place in the scheme of work currently being studied by the student. The exact focus of a project is at the class teacher’s discretion, but will generally be aimed at developing the students understanding of the scheme of work’s central practitioner.
Differentiation
Differentiation by task will be achieved by organising tasks that encourage learning by building on existing attainment. Differentiation by outcome accepts that some students will complete tasks more successfully than others.
Successful differentiation by task is achieved when teachers are aware of individual students’ strengths and weaknesses in drama and organise tasks which encourage learning by acknowledging and building on existing attainment.
Learning Objectives, Aims and Outcomes
Each scheme of work should have clear leaning aims which are achieved through completion of each lesson. Each lesson should have clear objectives and outcomes that will reinforce the department’s assessment procedures. All aims, objectives and outcomes should be conveyed to the students at the start of the scheme of work as well as at the start of each lesson.
Recording, Diagnostic Feedback and Marking
Each scheme of work will have a variety of actives that cover the three main elements of drama: Making, Performing and Responding. Throughout each scheme the class teacher will assess students in each of the three areas and award levels in accordance with the Arts Council Document. All levels are recorded in the class teacher’s planner as well as on the central school system. For example:
4C (denotes a low Level 4)
4B (denotes a mid Level 4)
4A (denotes a high Level 4)
Generally there are three expected levels of progress at Key Stage 3:
A student performing as expected for their age in Year 7 should approximately achieve a Level 3
A student performing as expected for their age in Year 8 should approximately achieve a Level 4
A student performing as expected for their age in Year 9 should approximately achieve a Level 5
Discussions with students regarding their work and progress are a routine part of classroom procedure. When criticism is made, it should be constructive, precise and take account of the student’s ability, in order that it can be seen as positive in nature.
Year 7 Units:
Please refer to the Year 7 area of the website (www.cantell.co.uk)
Year 8 Units:
Learn how to create ‘skip theatre’ through the study of Grotowski’s Poor theatre. Learn how to create effective characterisations by exploring Stanislavski’s System. Learn Non- naturalistic techniques through the study of a thematic scheme of work. This year the scheme focuses on Knife Crime
Study texts from different times and cultures, as well as a range of genres. This year, students will study Commedia Dell’ Arte and the works of Shakespeare.
Year 9 Units:
Re-visit comedy in the form of Melodrama.
Prepare for the skills needed at GCSE by studying a scheme on devising work.
Learn the practices and methodologies of Brecht Create a Silent Movie. Through this students learn about the silent movie genre, how to film their work, edit their work and learn how to create a sound track to accompany their work.
Student Groupings:
Mixed ability based on tutor groups.
Time Allocation:
Year 7 have four discreet lessons per fortnight
Year 8 and 9 have a double lesson per fortnight
Assessment:
Students are assessed against National Curriculum Levels at the end of each topic. This forms part of the end of Key Stage Teacher Assessment along with self and peer assessments throughout the course.
Course Outline:
By engaging students in making and responding to music, they can extend their own interests and increase their ability to make judgments about the quality of music. This will also support their learning in other areas and provide skills that are needed for employment and life.
Year 7 Units:
Samba, Rap, Graphic Notation, Rhythm Boxes, Rhythm & Beat, Melody, Harmony, Opera, Jazz Riffs, Stave Notation, Music Technology.
Year 8 Units:
Blues; Sibelius DTP; Programme Music; Guitars (Notation and Performance); Extending an idea; Rondo Form (Cub as is Sequencing); Rondo Form (Acoustic); Medieval Music.
Year 9 Units:
Jazz Harmony (4 note chords and Sib el ius); Irregular rhythms; Gam elan/Metamorphosis; Film Music (Cubas is Sequencing); Reggae/Song; Backing Tracks (Cub as is), Battle of the Bands.
Pupil Groupings:
Mixed ability classes. Taught in tutor groups.
Time Allocation:
Depending on year group.
Southampton
Southampton is the largest city in the county of Hampshire on the south coast of England, and is situated south-west of London and north-west of Portsmouth. Southampton is a major port and the closest city to the New Forest...
, England
England
England is a country that is part of the United Kingdom. It shares land borders with Scotland to the north and Wales to the west; the Irish Sea is to the north west, the Celtic Sea to the south west, with the North Sea to the east and the English Channel to the south separating it from continental...
. The School has Specialist status for Mathematics
Mathematics
Mathematics is the study of quantity, space, structure, and change. Mathematicians seek out patterns and formulate new conjectures. Mathematicians resolve the truth or falsity of conjectures by mathematical proofs, which are arguments sufficient to convince other mathematicians of their validity...
and Information and Communication Technology
Information technology
Information technology is the acquisition, processing, storage and dissemination of vocal, pictorial, textual and numerical information by a microelectronics-based combination of computing and telecommunications...
, awarded in September 2003 and is thus now officially referred to as Cantell Mathematics and Computing College. The school has also been largely rebuilt funded through the Private Finance Initiative
Private Finance Initiative
The private finance initiative is a way of creating "public–private partnerships" by funding public infrastructure projects with private capital...
. Cantell is situated to the north of Southampton City Centre
Southampton City Centre
Southampton City Centre is the commercial and organisational centre of the City of Southampton, and the transport hub of the city. Because Southampton is on the South Coast of England, the city centre is not at the geometric centre of the city, but at the southern extremity.The traditional heart...
, close to University of Southampton.
History
The school occupies the site that was previously home to Glen Eyre School. Cantell was formed as an amalgamation of this and Hampton Park Secondary School in 1986. In 1988 the school occupied an area of some 4 hectares (9.9 acres) and it was proposed that 0.1 hectares (0.25 acres) of this be sold off for housing.Present
The head teacherHead teacher
A head teacher or school principal is the most senior teacher, leader and manager of a school....
is Mrs. Ruth Evans who took over from Mrs. Ruth Johnson in 2008. Mr. David Burge was headteacher before Mrs. Johnson. He left in 2004 to go into retirement.
The school last received an OFSTED
Office for Standards in Education
The Office for Standards in Education, Children's Services and Skills is the non-ministerial government department of Her Majesty's Chief Inspector of Schools In England ....
inspection in Autumn 2004 and was in the special measures category because it was failing to give its students an acceptable standard of education. As a result, the school was receiving visits from Her Majesty's Inspectorate of Education
Her Majesty's Inspectorate of Education
Her Majesty's Inspectorate of Education is an executive agency of the Scottish Government, responsible for the inspection of public and independent, primary and secondary schools, as well as further education colleges, community learning, Local Authority Education Departments and teacher...
to inspect its progress. The school considerably improved and as of July 2006 the school is out of special measures after the last inspection in June 2006.
In January 2006 there were 1,177 students at Cantell (532 boys and 645 girls) out of the full capacity of 1,300. The school has a code of conduct that reads:
- At Cantell we believe that a safe environment of mutual respect and co-operation results in the most effective climate for learning and teaching.
- We believe that the highest standards of challenge and expectation result in the highest levels of achievement and attainment.
Facilities
The current school building was built in 2003 at the cost of £15 million , it replaced the previous building which was constructed in the 1960s, which was in a state of disrepair.As Cantell is formally known as "Cantell Maths and Computing College" and is a specialist ICT centre, during the two-week school break over Christmas 2006 and 2007, Cantell installed 90 brand new laptop desks (split between 4 ICT rooms) costing £2500 each. Over the 2007 summer holidays for students, 30 more of these laptop desks were installed in another ICT room. The laptops are set up so that teachers can monitor the students' work, thus, the amount of inappropriate behaviour in ICT lessons has decreased.
Uniform
Year 7-9 students must wear black trousers, black shoes and a navy blue polo shirt with the 'Cantell' logo. Years 10-11 Students must wear black trousers, black polo-shirts with the 'Cantell' logo and black shoes. Optional blue sweatshirts and fleeces with the Cantell logo are also available for these years. Girls have an option to wear skirts which may not be too long or short, unless for religious reasons. For the PE uniform it must be a sky blue shirt and black or blue shorts (summer) and jogging bottoms (winter).Ability
Although the students have a wide range of ability, their standards on entry to the school are marginally below those found nationally. The proportion of students for whom English is an additional language is approximately 23% and increasing. In addition to a higher than average proportion of students from ethnic minority backgrounds there are a number of students who are refugeeRefugee
A refugee is a person who outside her country of origin or habitual residence because she has suffered persecution on account of race, religion, nationality, political opinion, or because she is a member of a persecuted 'social group'. Such a person may be referred to as an 'asylum seeker' until...
s or asylum
Right of asylum
Right of asylum is an ancient juridical notion, under which a person persecuted for political opinions or religious beliefs in his or her own country may be protected by another sovereign authority, a foreign country, or church sanctuaries...
seekers. Approximately 25% of all the students have learning difficulties, which is above the national average. However, only four students have a statement of special education
Special education
Special education is the education of students with special needs in a way that addresses the students' individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials,...
al need which is low. The school includes a specialist 24 place unit for students with specific learning difficulties. In addition the school offers its own provision off-site for more challenging students and on-site provision for vulnerable students. The proportion of students entitled to free school meals is 25% which is above average.
English
Assessment:Assessment is ongoing throughout each year, with core outcomes for each unit of work given a National Curriculum level by the class teacher. Students will also assess their own progress with target setting a central part of the process. Verbal and written feedback is given in lessons and, more formally, there are end of year tests for Year 7, 8 and 9 students.
Course Outline:
We believe that good English teaching forms the basis for success in all subjects. The ability to communicate effectively and appropriately in speech and in writing is a vital skill that every student needs in education and beyond. The key skills of spelling, punctuation and grammar are constantly taught and refined throughout key stage 3. Through inspiring and motivating teaching, skills in reading, writing and speaking and listening can be developed to support students' progress and encourage an enjoyment of reading.
Year 7 Units:
Students study a range of units including work on: non-fiction, poetry, contemporary fiction, narrative writing and research skills. They will develop the ability to analyse texts and write creatively for a variety of purposes and audiences. Speaking and listening skills are developed with group projects and drama activities.
Year 8 Units:
The range of units studied includes: an introduction to Shakespeare, stories and poems from different cultures, reading a play-script, newspapers, a study of language evolution and ballads. Students further develop their skills in reading and writing a range of texts for different purposes and audiences. They are encouraged to read widely and use ICT in lessons effectively.
Year 9 Units:
In Year 9, students are taught with a focus towards the GCSE exam which is taken in year 10. They study a range of units including: study of a Shakespeare play, working on speeches and debate, reading and writing a range of non-fiction texts, poetry and gothic horror stories. Skills are developed to promote independent work as well as group work and students are encouraged to evaluate their skills and progress. At the end of year 9 students will sit a GCSE-style exam to assess their strengths and weakness and allow teachers to personalise the teaching of the students in year 10.
Student Groupings:
Students are set according to ability in all years
Time Allocation:
8 lessons per two week cycle.
Maths
Assessment:In all years assessment consists of a variety of methods including; student assessment from verbal feedback in the lessons, homework, end of unit tests (with detailed feedback), end of term tests (with analysis).In addition Year 9 sit Mock Key Stage 3 tests and the Key Stage 3 tests themselves.
Course Outline:
Mathematics is the backbone for all science subjects, it helps the students to form opinions and test hypothesis. It allows students to solve problems; from everyday money calculations through to the use of complex equations. It is a spiralling curriculum such that each year builds on prior knowledge and moves the student towards the next level of learning in each topic.
Year 7 Units:
Students will be taught in accordance with the Year 7 National Numeracy Strategy, covering the Programmes of Study in Number and Algebra, Shape Space and Measure, and Data Handling. Students of above average ability will work to an extended programme of study, with an expected end of year level of high level 6. At least 1 investigation will be completed.
Year 8 Units:
Pupils will be taught in accordance with the Year 8 National Numeracy Strategy, at a level appropriate to their ability. They are taught using a mixture of resources including the Collins Framework text books, investigations and computer based activities. The work throughout Year 8 builds upon the skills learnt in Year 7.
Year 9 Units:
Students are taught in accordance with the National Curriculum, at a level that is appropriate to their ability, preparing them for the SATs test. The average student will target high level 5- level 6, with the most able targeting top level 8. After the SATs all Year 9 students begin studying the materials for KS4.
Pupil Groupings:
In Year 7 students are set based on their Key Stage 2 test scores and teacher assessments. Throughout KS3 setting is reviewed on a termly basis: movement is based on test results and teacher assessments.
Time Allocations:
8 lessons per two week cycle.
Science
The Cantell Science Curriculum is being revised. From September this year, 2011, all exam boards have developed new specifications. The Science Department is in the process of reviewing these now that the courses have been accredited.The choice of exam board will be influenced by our decision to begin GCSE studies in Year 9.
Presently we are satisfied that our Year 7 and 8 programme of study is fit for purpose, even when GCSE studies are brought forward.
ICT
Assessment:National Curriculum levels awarded at the end of each unit. This is supported by continual peer and self assessment throughout the course. Teachers will also give written and oral feedback on a weekly basis.
Course Outline:
In ICT, students acquire and apply knowledge and understanding of: The quality and reliability of information and how to access and combine amounts of information through a variety of media. A range of increasingly complex tasks using a variety of ICT tools. How ICT can help their work in other subjects, developing their ability to judge when and how to use ICT and where it has limitations. The application and use of ICT in the outside world.
Year 7:
ICT in this year is taught in the Year 7 base. The emphasis of ICT in Year 7 is on allowing students to develop more independence in their learning. Together with other subjects they complete projects choosing suitable software packages to enable them to complete the tasks.
Year 8 Units:
In Year 8 students complete mini projects within the theme of First Gear their Car Company. Through guidance from their teacher they use different software packages to promote their company.
Year 9 Units:
In Year 9 all students will complete Unit 1 of the OCR Nationals. This along with a further unit of work which will be completed in Year 10 and 11 will go towards an equivalent GCSE qualification.
Linking to this they work through other National Curriculum requirements enabling them to complete their full core entitlement.
Student Groupings:
Set according to Mathematics teaching groups.
Time Allocation:
2 lessons per two week cycle.
Drama
At Cantell Maths & Computing College they have previously done school productions including,Grease ,The Wiz and most recently Oliver! performed by a group of students across the range of the whole school. The next drama production will be hosted towards the end of 2011 and it will be a production of Mary Poppins.Assessment:
Students are assessed against National Curriculum levels three times a year. There is continual peer and self assessment throughout the course.
Course Outline:
Drama raises questions with young people which enable them to explore the world, form opinions about it, and create and shape their place in that world. Department schemes of work allow students to do this using the Arts Council for England’s recommended framework: Making, Performing, and Responding. Schemes studied introduce students to a wide variety of practitioners, skills and issues.
Students are taught to work in an evaluative and reflective way to develop their own abilities and responses.
Assessing and Reporting on students’ Attainment in Drama
The Nature of Assessment
Formative assessment, in which the teacher helps the student to identify the progress they are making in a diagnostic way, lies at the heart of Arts Education. Formative assessment is both supportive and motivating, encouraging students to explore fresh possibilities and take increasing responsibility for their learning.
Summative assessment in drama, based upon Key Stage criteria, takes place at then end of the scheme of work as well as during the school’s four assessment periods throughout the year.
To ensure continuity in drama, students require clear learning goals and frequent opportunities to reflect upon their work. They should always be able to place what they are learning in the wider context of the drama curriculum as a whole.
The structure of the drama curriculum should also make it clear to students how they can progress. There should be a general increase in the level of dramatic knowledge, understanding and of skills, as students pass through the key stages. Progression in drama will be recognised by the extent to which students are able to Make, Perform and Respond with increasing levels of complexity, control, depth and independence.
Homework
Drama is assessed in three areas:
1. Making
2. Performing
3. Responding
While all three areas are assessed by the class teacher in all schemes of work taught, Responding is partially fulfilled through the form of a written log book which is completed after every drama lesson for homework.
In their Drama Log Books students are expected to reflect upon their learning during lessons by outlining the skills and techniques they have experienced and acquired. Students are expected to be analytical and evaluative when completing their log books. A student’s drama log homework equates to a third of their overall drama level.
Because drama is studied for a double period once a fortnight at Key Stage Three, the drama log helps to provide continuity between each lesson and the learning that takes place. It is therefore important that the drama log books are completed after each lesson and brought to each drama lesson. The logs are marked every three weeks, with teachers linking their comments to the ‘responding’ element of the level descriptors.
Drama homework is considered an important extension of class work and while the department understands that students sometimes ‘forget’ to bring their log book, we do operate a three strike policy. One/two strikes equates to a slip home reminding students to bring their log book in; whereas after three strikes the student is required to spend thirty minutes in the department under the supervision of their class teacher. During this time, the student will complete any aspects of the log that are incomplete.
‘Extended project’ homeworks sit alongside the completion of the drama log books and are designed to compliment the learning that is taking place in the scheme of work currently being studied by the student. The exact focus of a project is at the class teacher’s discretion, but will generally be aimed at developing the students understanding of the scheme of work’s central practitioner.
Differentiation
Differentiation by task will be achieved by organising tasks that encourage learning by building on existing attainment. Differentiation by outcome accepts that some students will complete tasks more successfully than others.
Successful differentiation by task is achieved when teachers are aware of individual students’ strengths and weaknesses in drama and organise tasks which encourage learning by acknowledging and building on existing attainment.
Learning Objectives, Aims and Outcomes
Each scheme of work should have clear leaning aims which are achieved through completion of each lesson. Each lesson should have clear objectives and outcomes that will reinforce the department’s assessment procedures. All aims, objectives and outcomes should be conveyed to the students at the start of the scheme of work as well as at the start of each lesson.
Recording, Diagnostic Feedback and Marking
Each scheme of work will have a variety of actives that cover the three main elements of drama: Making, Performing and Responding. Throughout each scheme the class teacher will assess students in each of the three areas and award levels in accordance with the Arts Council Document. All levels are recorded in the class teacher’s planner as well as on the central school system. For example:
4C (denotes a low Level 4)
4B (denotes a mid Level 4)
4A (denotes a high Level 4)
Generally there are three expected levels of progress at Key Stage 3:
A student performing as expected for their age in Year 7 should approximately achieve a Level 3
A student performing as expected for their age in Year 8 should approximately achieve a Level 4
A student performing as expected for their age in Year 9 should approximately achieve a Level 5
Discussions with students regarding their work and progress are a routine part of classroom procedure. When criticism is made, it should be constructive, precise and take account of the student’s ability, in order that it can be seen as positive in nature.
Year 7 Units:
Please refer to the Year 7 area of the website (www.cantell.co.uk)
Year 8 Units:
Learn how to create ‘skip theatre’ through the study of Grotowski’s Poor theatre. Learn how to create effective characterisations by exploring Stanislavski’s System. Learn Non- naturalistic techniques through the study of a thematic scheme of work. This year the scheme focuses on Knife Crime
Study texts from different times and cultures, as well as a range of genres. This year, students will study Commedia Dell’ Arte and the works of Shakespeare.
Year 9 Units:
Re-visit comedy in the form of Melodrama.
Prepare for the skills needed at GCSE by studying a scheme on devising work.
Learn the practices and methodologies of Brecht Create a Silent Movie. Through this students learn about the silent movie genre, how to film their work, edit their work and learn how to create a sound track to accompany their work.
Student Groupings:
Mixed ability based on tutor groups.
Time Allocation:
Year 7 have four discreet lessons per fortnight
Year 8 and 9 have a double lesson per fortnight
Music
As a reference towards music at Cantell,Will Champion, Drummer of Coldplay was an ex-student from Cantell from the years 1990-1994 and quoted "Cantell was,at the time, the only school I knew that had a steel band, a jazz band, a woodwind band, a pops choir, a capella group and a fully fledged Latin department! It was this opportunity to have a broad spectrum of choices that i found invaluble and now as a parent, look for in my own children's eductation"Assessment:
Students are assessed against National Curriculum Levels at the end of each topic. This forms part of the end of Key Stage Teacher Assessment along with self and peer assessments throughout the course.
Course Outline:
By engaging students in making and responding to music, they can extend their own interests and increase their ability to make judgments about the quality of music. This will also support their learning in other areas and provide skills that are needed for employment and life.
Year 7 Units:
Samba, Rap, Graphic Notation, Rhythm Boxes, Rhythm & Beat, Melody, Harmony, Opera, Jazz Riffs, Stave Notation, Music Technology.
Year 8 Units:
Blues; Sibelius DTP; Programme Music; Guitars (Notation and Performance); Extending an idea; Rondo Form (Cub as is Sequencing); Rondo Form (Acoustic); Medieval Music.
Year 9 Units:
Jazz Harmony (4 note chords and Sib el ius); Irregular rhythms; Gam elan/Metamorphosis; Film Music (Cubas is Sequencing); Reggae/Song; Backing Tracks (Cub as is), Battle of the Bands.
Pupil Groupings:
Mixed ability classes. Taught in tutor groups.
Time Allocation:
Depending on year group.
Notable alumni
- Will ChampionWill ChampionWilliam "Will" Champion is an English musician and the drummer of rock band Coldplay.-Early life:William Champion was born in Southampton, Hampshire, England, and was brought up in Highfield, Southampton, where his father, Timothy Champion, is a professor of archaeology...
, drummer for ColdplayColdplayColdplay are a British alternative rock band formed in 1996 by lead vocalist Chris Martin and lead guitarist Jonny Buckland at University College London. After they formed Pectoralz, Guy Berryman joined the group as a bassist and they changed their name to Starfish. Will Champion joined as a... - Tom Deacon, Radio 1 DJ and Stand up Comic
- Wade ElliottWade ElliottWade Patrick Elliott is an English professional footballer who plays for Birmingham City. He plays mainly as a right midfielder but can play as a central midfielder. He began playing football as a youth player for Southampton before joining non-league Bashley. He began his professional career at...
, footballer