Physical Education & Music

Physical Education

Music

 

Physical Education

Departmental Aims

The core aim of the PE department within James Hamilton Academy is to provide all pupils with a quality physical education that engages pupils and fosters a lifelong habit of being physically active.

Staffing

  • Mr Edgar (PT PE/Music)
  • Mrs More
  • Mrs Gibson
  • Miss N Stewart (Probationer)



Accommodation Information

  • Games Hall (3 Badminton Court)
  • Gym Hall
  • Fitness Suite
  • Ash Pitches (2)
  • Grass Pitch
  • PE Classroom

 

Courses

 

Web Links

 

Subjects

 

S1-3 Broad General Education

Within the PE Broad General Education course learning and teaching will focus on the 3 physical education experiences and outcomes:

  • Movement skills, competencies and concepts - HWB 21-22a
  • Cooperation and competition - HWB 23a
  • Evaluating and Appreciating - HWB 24a

These experiences and outcomes will be met through pupils participating in a range of physical activities.  These include:

  • Invasion Games (e.g. football, hockey, basketball, netball, handball)
  • Net/Wall Games (e.g. table tennis, badminton, volleyball)
  • Striking/Fielding Games (e.g. softball, rounders)
  • Athletics
  • Social Dance
  • Fitness Activities

Learning and Teaching within all physical education classes will focus on developing the significant aspects of learning in PE.

 

S2&3 CfE Physical Education

During the S2&3 PE CfE course pupils will continue to develop within the physical education significant aspects of learning and experiences and outcomes as highlighted above. 

To achieve this pupils will participate in a range of physical activities.  To allow for personalisation and choice there is no set programme of activities, this allows teachers and pupils to decide upon the activities that best meet the needs of the class.  The activities completed will normally be selected from the following.

 

Basketball Football Volleyball
Hockey Table Tennis Gymnastics
Netball Handball Badminton

 

Alongside this pupils will start to prepare for senior phase physical education through developing their knowledge and understanding of the following:

  • The factors impacting on performance (Mental, Emotional, Social & Physical)
  • Approaches to develop the factors impacting on performance
  • The cycle of analysis.

 

National 4 Physical Education

Through practical experiential learning the National 4 Physical Education Course will enable pupils to develop the skills and knowledge required to perform effectively and develop performance in a range of physical activities. 

In National 4 PE pupils will develop their understanding of the factors that impact on performance and how performance can be developed within these factors. The National 4 PE course comprises of the following units of work:

Performance Skills

  • Demonstrating a range of movement and performance in physical activities

Factors Impacting on Performance

  • Demonstrating knowledge of factors that impact on performance in physical activities
  • Developing personal performance in physical activities
  • Reviewing  the performance development process

Added Value Unit

  • Preparing for and carrying out a performance in a physical activity

All units at National 4 are internally assessed against the requirements shown in unit specification and will be assessed as a pass or fail against the unit assessment criteria. To achieve the National 4 Physical Education Course, pupils must pass all of the required units, including the Added Value Unit.

 

National 5 Physical Education

In National 5 PE pupils will learn about factors that impact on performance and how to develop these factors.  Within the course pupils will participate in and develop their performance within a range of activities.  The course contains two units of work, these are:

Performance Skills

  • Demonstrating  a comprehensive range of movement and performance skills in physical activities

Factors Impacting on Performance

  • Demonstrating knowledge and understanding of factors that impact on performance in physical activities
  • Developing personal performance in physical activities
  • Evaluate the performance development process

To gain the National 5 award pupils must pass both of the units of work above and the course assessment.  The Course assessment is comprised of two components.

Single Performance Task (60 Marks)

To complete this task, pupils will choose an activity to specialize in.  The task is split into 3 sections:

  • Planning and preparation – Pupils will prepare for their single performance by investigating and developing their performance in their chosen activity.  (10 Marks) 
  • Single performance – Pupils will participate in a single performance within their chosen activity. (40 Marks) 
  • Evaluation – Pupils will analyse the effectiveness of their preparations and evaluate their performance.  (10 Marks) 

Portfolio (40 Marks)

The portfolio is an on-going piece of work that pupils will complete during the course on an activity of their choice.  The portfolio contains a number of seen questions that relate to factors impacting on performance and the performance development process.   This piece of work is sent to the SQA for marking.

A pupil’s overall grade (A-D) will be determined by their performance across each of the course assessments

 

Higher Physical Education

In Higher PE pupils will learn about their own performance and how this can be improved.  Pupils will participate in a variety of activities and will specialize in one of these (Through discussion with the PE department this could be an activity that is only completed outside of school).  The course contain two units of work:

Performance Skills

  • Pupils will develop their ability to apply  skills & tactics in a range of activities.

Factors Impacting on Performance

  • Pupils will develop their knowledge of factors that impact on  performance in sport
  • Pupils will learn about how to develop performance in sport and apply this to their own chosen sport.
  • Pupils will learn how to think critically about the approaches used to develop performance in order to evaluate the performance development process.

To gain the Higher PE award pupils must pass both of the units of work above and the course assessment.  The Course assessment is comprised of two components. 

Single Performance Task (60 Marks)

To complete this task, pupils will choose an activity to specialize in.  The task is split into 3 sections:

  • Planning and preparation – Pupils will prepare for their single performance by investigating and developing their performance in their chosen activity.  (8 Marks) 
  • Single performance – Pupils will participate in a single performance within their chosen activity. (40 Marks) 
  • Evaluation – Pupils will analyse the effectiveness of their preparations and evaluate their performance.  (12 Marks) 

Exam Paper (40 Marks)

This paper will last 1 hour 30 minutes and will assess the pupils knowledge of factors impacting on performance and the performance development process.      

A pupil’s overall grade (A-D) will be determined by their performance across each of the course assessments

 

Level 4 Award in Sports Leadership

The SCQF Level 4 Award in Sports Leadership provides the ideal starting point for learners aged 12 years and over who wish to develop their leadership skills, whilst under the direct supervision of their Tutor/Assessor or other suitably qualified adult

 

Level 5 Award in Community Sports Leadership

The SCQF Level 5 Award in Community Sports Leadership is a nationally recognised qualification that enables successful learners to lead groups of people in sport/activity, under indirect supervision.

The qualification teaches generic leadership skills such as organisation, planning, communication and teamwork through the medium of sport. It is a fun and practical qualification with no entrance requirements or final examinations to sit.

 

 

Music

 

Staffing

Music teacher.jpg

  • Miss F Ramsay - Teacher of Music
  • Miss K Donnelly - Vocal Instructor
  • Mr A McKreel - Brass Instructor
  • Mr D Capkiner - Percussion Instructor
  • Miss E Kerr - Guitar Instructor (YMI)
  • Dr J Petrac - Lower Strings Instructor (YMI)
  • Miss E Tomlinson - Upper Strings Instructor

 

Departmental Aims

At James Hamilton Academy, we aim to make sure every pupil achieves their potential for growth and personal achievement.  We aim to:

  • be open and accessible to all pupils who have an interest in Music and creativity.
  • teach and culture new skills in Music, including performing, composing and understanding the elements of a variety of styles of music.
  • contribute to wider skills, including: confidence, creativity, problem solving, resourcefulness, initiative and interpersonal skills.
  • give pupils every opportunity to be involved in Wider Achievement activities, such as being involved in the choir or one of the many popular showcases or successful annual school musical.

 

Accommodation

  • 1 Music performing classroom fully equipped with all classroom instruments in a multipurpose space (Standard equipment: Piano, guitars, 5 electric guitars, 5 bass guitars, tuned percussion, 2 xylophone, drum kits, 15 keyboards, 20 ukuleles, music stands, 2 JamHubs)
  • 1 Music classroom including piano, 11 desktop computers with MIDI keyboards and 10 ThinkPad laptops and Promethean Board. All ICT in department has Sibelius 7.
  • 1 Music staff base (with pupil tutorial area) with Yamaha U1 piano.
  • 3 Practice rooms, including: piano, sound systems and shelf storage.
  • 1 Instrument storage cupboard

 

Courses

 

Web Links

 

Subjects

 

S1 CfE Music

In S1, pupils will experience a wide range of activities, with an emphasis on practical music making.

Pupils will work on a variety of instruments: Keyboard, tuned-percussion, guitar, ukulele, drum kit and singing. These are gradually introduced in order to build up their skills and ability to multi-task between different instruments.

Pupils will also cover basics in theory, including: learning to read and write simple music, basic rhythms from notation.

Pupils will undertake research and also begin to listen critically to different genre of music and appreciate this as part of their own current musical interests.

Homework- Will include basic theory exercises, research and reflection on learning.

 

S2/3 CfE Music 

In S2/3, pupils will specialise in their chosen subject area.

Pupils will decide upon their two strongest instruments, with teacher help, for the focus of their performing over S2/3. This will culminate in preparing an 8 minute folio of repertoire to be recorded and assessed at the end of S3.

Pupils will cover different topics, an example of topics may be: film music, Scottish music and Jazz & Blues.

Pupils begin to become more independent in their approach to learning and will be expected to manage their own learning. Pupils will be required to sign a contract to ensure they are fully aware of their responsibilities.

 Homework- Will be based on theory, literacy and listening covered in class.

 

National 4 Music

The National 4 course is split into FOUR units:

  • Performing Skills
  • Composing Skills
  • Understanding Music
  • Added Value Unit

Performing Skills

 In this Unit, learners will be required to provide evidence of:

  • a sufficient level of musical and technical control related to pitch and rhythm, tempo and musical flow
  • performing on their two selected instruments, or one instrument and voice, with appropriate and consistent tempo and conveying the mood and character of the music
  • reflecting on their performing skills 

Composing Skills

In this Unit, learners will be required to provide evidence of:

  • understanding how compositional methods and music concepts are used by others
  • imaginative development and use of music concepts and compositional methods
  • reflecting on their creative decision making 

Understanding Music

In this Unit, Evidence Requirements are as follows:

  • understanding of specified music concepts and musical literacy
  • discriminatory aural awareness
  • understanding of the factors which influence the sound of music styles

 Added Value Unit

Pupils will be required to prepare an 8 minute programme of music repertoire on two instruments (or one instrument and voice) that will be performed to the teacher.  

To achieve the National 4 Music qualification, pupils must pass all of the required units, including the Added Value Unit.

 

National 5 Music

The National 5 course is split into THREE units:

  • Performing Skills
  • Composing Skills
  • Understanding Music

Performance Skills

In this Unit, Evidence Requirements are as follows:

  • a sufficient and consistent level of musical and technical control related to pitch and rhythm, tempo and musical flow
  • performing on their two selected instruments, or one instrument and voice, conveying the mood and character of the music with secure intonation and good control of dynamics, tone and rhythm
  • self-reflecting on their performing skills

Composing Skills

In this Unit, Evidence Requirements are as follows:

  • understanding how compositional methods and music concepts are creatively used by others
  • creative development and refined use of music concepts and compositional methods
  • self-reflecting on their creative decision making 

Understanding Music

In this Unit, Evidence Requirements are as follows:

  • understanding of specified music concepts and musical literacy
  • discriminatory aural awareness
  • analysis of the impact of social and cultural factors on the sound and structure of music styles 

To gain the National 5 award pupils must pass all of the units of work above and the course assessment.  The Course assessment is comprised of two components.

Performance

Pupils will be required to prepare an 8 minute programme of music repertoire on two instruments (or one instrument and voice) that will be performed to a visiting SQA Assessor.

This performance will have 60 marks (60% of the total mark). The same overall mark weighting will apply to each instrument/voice in the programme. (30/30)

Question Paper 

Learners will demonstrate conceptual knowledge and understanding of music by responding to questions that relate to musical excerpts and music concepts and styles. A range of question types will be used in the question paper, allowing scope for assessing a variety of music concepts and understanding of music literacy. 

This question paper will have 40 marks (40% of the total marks).

 

Higher Music

Higher Music is a demanding course which will require pupils to perform, compose and listen at a more advanced level.

Performing Skills

In this Unit, learners will provide evidence of:

  • a sufficient and consistent level of musical and technical control, related to pitch and rhythm, tempo and musical flow
  • performing on their two selected instruments, or one instrument and voice, successfully conveying the composers’ intentions with high levels of musical control and sensitivity
  • critical self-reflection and evaluation skills

Composing Skills

In this Unit learners will provide evidence of:

  • analysing how compositional methods and music concepts are creatively used by others
  • creative development and refined use of music concepts and compositional methods
  • critically reflecting on their creative decision making

Understanding Music

In this Unit, learners will be required to provide evidence of:

  • understanding of specified music concepts and music literacy
  • high levels of discriminatory aural awareness
  • analysis of the impact of social and cultural factors on specific music styles

To gain the Higher award pupils must pass all of the units of work above and the course assessment.  The Course assessment is comprised of two components.

Performance

Pupils will be expected to adopt a mature and independent approach to their time management when practicing for their final performance exam. They will have to perform for 12 minutes in their final performance exam to a visiting SQA assessor.

This performance will have 60 marks (60% of the total mark). The same overall mark weighting will apply to each instrument/voice in the programme (30/30).

Question Paper

Learners will demonstrate conceptual knowledge and understanding of music by responding to questions that relate to musical excerpts and music concepts and styles. A range of question types will be used in the question paper, allowing scope for assessing a variety of music concepts and understanding of music literacy.

This question paper will have 40 marks (40% of the total marks).