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About the case study

Students at Thistley Hough High School in Stoke-on-Trent have access to both GCSE drama and expressive arts as part of their core curriculum. The school sees these and other arts activities as essential to raising students’ self-esteem and academic achievement.

The school

This school is a mixed 11-16 comprehensive specialist arts school, which draws most of its students from an area of below-average socio-economic circumstances. Fifteen per cent of students speak English as an additional language and 17 per cent have special educational needs without statements.

The arts entitlement area

The school runs a four-day timetable (Monday to Thursday) with a flexible learning day on Fridays.

All students take GCSE drama in year 10 (one timetabled period a week) and GCSE expressive arts in years 10 and 11 (two timetabled periods a week). Each course is also allocated a number of flexible learning days throughout the year. Students can take GCSE art and design as an option.

Students may also take one of a range of arts courses offered in extended day sessions. These are available for students in years 8-11. Each course has the equivalent of two periods a week for one year.

The school provides the following arts enrichment activities:

• school production
• Gener 8 (a multi-arts performance group that promotes equal opportunities)
• annual awards evenings with arts entertainment provided by students
• theatre visits
• workshops
• music club, for example African drumming, Christmas music
• instrumental lessons
• dance club
• media club.

Approximately 30 per cent of students are actively involved in these opportunities, some of which are organised by the students themselves.

Rationale for arts provision

The school has planned for all students to take GCSE drama because of its perceived influence on confidence, oral skills and overall attainment at GCSE.

The GCSE expressive arts course allows students to specialise in two areas while maintaining a broad experience across the arts. The school believes the nature of the course helps students to develop independent learning, time management and problem-solving skills and an understanding of how the arts are integrated in our lives today. It also provides access for students from different faiths and for those with limited background knowledge of the arts.

The provision of courses in the extended day supports the school’s gifted and talented policy by allowing students to take additional specialist courses. The GCSE applied art and design course provides a more work-based experience for students.

The enrichment activities are an essential part of the school’s provision. Since these encourage peer teaching, they also develop leadership skills, independence and confidence. The Gener 8 activity was designed to attract students with discipline problems who showed an interest in the arts. The school claims a marked improvement in behaviour. The students have become more positive, welcoming opportunities to speak about their experiences and the improvements they have made.

The school encourages workshops and live events with professional artists. It has its own professionally equipped performance studio and multimedia IT room.

Issues

The biggest challenge for the school has been finding appropriately trained staff to deliver the range of specialist arts courses. It is particularly difficult to find specialist dance teachers. The school would like to be able to recruit arts teachers who can offer more than one subject, those who can use a variety of teaching methods and who understand the concept of integration in the arts.

Also see

> Entitlement areas

> Pace and progression

> Using GCSEs in vocational subjects within the key stage 4 curriculum

Case studies

> Developing a key stage 4 curriculum

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Page updated: 12 June 2008
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