BGE Curriculum
An overview of our S1-S3 BGE course timelines.
Art and Design, Music, Physical Education
THEMES OF LEARNING | PERSON | PLACE | PRODUCT |
S1 | Portraiture What makes a portrait in Art & Design? Paolozzi Robot How can we take inspiration from the work of others? | Winter Scene How does colours enhance my work? Observational Drawing How do you create form on a 2D surface? | Pattern Design How do you develop design ideas from a single starting point? Typeface Design What is your type?
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S2 | Perspective Letters How do you create form on a 2D surface Figure Sculpture How can we convey movement in a piece of Art? | Mixed Media Winter Scene How does using different media enhance an artwork? Observational Drawing & Still Life Techniques Is it important to be good at drawing? | Mask Design Why do we follow the Design Process? Abstract Architecture What is the value of abstraction or representation?
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S3 | Character Design How do we create an identity? Portraiture How do you see yourself and others? Photography (Portrait) How does a photographer capture emotion?
| Landscape How does an artist capture nature? Photography (Still Life) How can lighting influence a mood? | Light Design 2D/3D How can we live more sustainably? Animated GIF (Environment) What power do words and images have in design? Typography Why is the style of a letter important?
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BGE Big Idea - Anyone can be a musician with time and practice
Term | S1 Music My identity as a musician | S2 Music My development as a musician | S3 Music (3 periods per week) My contribution as a musician |
New Timetable (May-June) | How is music used to express cultural identity? An Introduction to S2 Music & World Music Students will create targets ahead of their S2 music experience. They will also begin a new unit of work and be introduced to music from different countries around the world. Latin American/Samba/Salsa (World Music) Students will learn about a variety of music styles including Latin American, Samba, Salsa, by identifying key instruments and participating in group performances. | How has music developed through time and what has influenced those changes? An Introduction to S3 Music Students will create targets ahead of their S3 music experience and identify their main instruments they intend to develop. Through participating in group performances and listening lessons students will also investigate genres from the 90s. They will also learn the basics of Cubase, including creating a project using direct injection and virtual instruments to record. Homework Task 1 (Listening Task - investigate 90s song) | |
Term 1 (Aug - Oct) | What makes a successful performer? Homework Task 1 (Getting to know your music interests/experience). An Introduction to Music (Music Literacy & Popular Music Styles) An introduction to music notation, tablature, and percussion stave. Students will also listen to pop, rock, blues, and jazz styles. Pupils will gain experience on a variety of classroom instruments and select their first instrument. S1 Unit Assessment 1 (Literacy & Instrument 1) | How do chords and harmony shape a successful song? Homework Task 1 (Listening Task - investigate the chord structure used in your favourite song) Chords & Harmony Students will analyse chords & harmony used in popular songs, learn how to play them, and complete group performances which highlight these concepts. This should last 4 weeks with a revision period on the 5th week, and assessment on the 6th. CH to create PowerPoint resources on Teams. Need to develop group arrangement that highlights chords. S2 Unit Assessment 1 (Listening & Instrument 1) | Baroque/Classical/Romantic An introduction to music from 1650 - 1900, focusing on different styles of music, how music develops over time and developing performance, listening and composition skills. S3 Unit Assessment 1 (Baroque/Romantic & Instrument 1) |
Term 2 (Oct - Christmas) | Building on Performing & Reading skills (A continuation of music literacy & popular music) The Pentatonic Scale LM to share resources on Teams Students will learn how to perform a pentatonic scale and identify its use in popular music. They will then create their own pentatonic composition/improvisation. S1 Unit Assessment 2 (Composition & Instrument 2) Audacity/Rap Project Students will gain experience using software to record sounds. They will also learn how to automate the volume of recorded tracks. | How is music used to create different moods and responses? Halloween Music Students to listen to and respond to descriptive music. S2 Unit Assessment 2 (Instrument 2) Incredibox Pupils will be experimenting with sound samples to create their own piece of music. | How can I use improvisation to create my own ideas? Homework Task 2 (RnB Research Task) Rhythm and Blues A unit on Rhythm and Blues music, how music was used/created during the Civil Rights Movement and developing performance and listening skills. Suggested Arr. Stand By Me. Short composition - Christmas Pop Song drawing on Chords & Pentatonic knowledge. S3 Unit Assessment 2 (Rhythm & Blues & Instrument 2) |
Term 3 (Jan - Easter) | How do different instruments influence the sound of music? Homework Task 2 (Instruments of the Orchestra listening task) Instruments of the Orchestra An introduction to the different families and instruments of the orchestra. Students will also be building practical skills on a second instrument. S1 Unit Assessment 3 (Listening & Instrument 2) Leitmotif Composition (Film music) Students will listen to music from films and create a composition using NoteFlight/Cubase. | How can I use performance to express a musical style? Homework Task 2 (Music Decade Research Task) Music Decades
Through performing and listening, students will experience 20th century popular music and will examine famous artists and different styles. Pupils will also be given an opportunity to lead their own projects on music of their own choice. Unit Assessment 3 (Listening & Instrument 1 or 2) | How have composers and songwriters from a variety of genres expressed their own ideas? Swing Music An introduction to Swing Music, focusing on musical features, how music was enjoyed during the second world war and developing performance, listening and composition skills. S3 Unit Assessment 3 (Swing Music & Instrument 1) Scottish Music A unit on Scottish Music, focusing on styles of music/vocal music, instruments and Scottish music groups and developing performance and listening skills. S3 Unit Assessment 4 (Scottish Music & Instrument 2) Minimalist An introduction to Minimalist music, focusing on musical features, how this style developed in the 60s and developing performance, listening and composition skills. Students will also a Minimalist composition. |
Term 4 (Easter - new timetable) | How can I use performance to communicate my own ideas? Collaboration Using skills developed in previous units of work, students will collaborate to create a performative work which will be presented to the class at the end of term. Their options will include: Creating a band. Creating an original composition. Creating a poster. Creating a presentation. | Sound Design for Games/Animated Film (Music Technology) Students will discover the world of sound design in film and games. This will include exploring the use of Foley. Students will also participate in group performances, focusing on learning music from film. | Musicals A unit on Musicals, focusing on what can influence a musical, how musicals can help express different cultures/times, how technology is used in live performance and developing performance and composition skills. |
WHAT DOES IT MEAN TO LIVE WELL? 'Promote wellbeing, provide tools and create enjoyment through lifelong Physical Activity' | ||||
TEAM ACTIVITY INDIVIUDAL ACTIVITY AESTHETICS FITNESS | S1 My Body 'Movement of the Body' | S2 My Mind 'Growth of the Mind' | S3 My Qualities 'Building the Character' (Improving Wellbeing) | S3 Elective Course My Future 'Shaping my Future' |
Block 1 | How can Balance & Control affect the success of an athlete? | How does Focus & Concentration impact on performance? | How does Motivation & Communication support my sporting performance & development? | Cycle of Analysis How can the Cycle of Analysis impact my performance? |
Block 2 | ||||
Block 3 | How can Rhythm & Timing affect the development of an athlete? | Why does Decision Making matter in performances? | How does Confidence & Self-esteem push me to achieve my goals and ambitions? *HWB Booklets to begin* | Sport Education / Opportunities in Sport How can my leadership support my learning? |
Block 4 | ||||
Block 5 | How can Coordination & Fluency be valuable to the success of an athlete? | Why do athletes need to be good at solving problems and coming up with creative ideas? | How will Determination & Resilience shape my achievements now and in the future? | Healthy Body / Healthy Mind How can we create a healthy body and healthy mind? |
Block 6 | ||||
Block 7 | How can the development of a range of Skills be necessary for the success of an athlete? | How does spotting the right cues help you perform better? | How does Responsibility & Leadership support me now and in my future? | Meta Skills How can skills develop through sporting participation support you in the world of work? |
Block 8 | ||||
Physical Fitness These will run throughout the academic year. | Stamina & Muscular Endurance | Agility & Power | Speed Stamina Muscular Endurance Agility Power | |
Command Words
| Identify Identify Describe Describe Explain Explain | Describe Describe Justify Justify Explain Explain Analyse Analyse
| Evaluate Evaluate Analyse Analyse Justify Justify
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