Drama

S1 Drama - This is a practical and creative course that develops confidence, communication and collaboration through performance. Pupils explore acting, storytelling and performance skills while working together to create and perform original drama. Through topics including Harry Potter and the Cursed Child, dramatic tension, Scottish stimuli and mime, learners develop key skills such as creativity, problem-solving, adaptability, teamwork and self-reflection.  By the end of the course, pupils will be more confident communicators, effective collaborators and creative thinkers, with a strong foundation for future learning in Drama and beyond. Knowledge organisers for S1 Expressive Arts can be found below;

S1 Expressive Arts Q1

S2 Drama - Builds on the skills developed in S1, encouraging pupils to think creatively, communicate effectively and work collaboratively. Through a range of practical performance experiences, learners explore theatre conventions, suspense, issue-based drama and script work. Using themes such as Darkwood Manor, social media and Lord of the Flies, pupils develop key meta-skills including creativity, critical thinking, communication, collaboration and empathy. They learn to analyse issues, explore different perspectives and create meaningful performances for a range of audiences. By the end of the course, pupils will be more confident performers, reflective learners and effective team members, with an increasing ability to apply their drama skills to real-world contexts. Knowledge organisers for S2 Expressive Arts can be found below;

S2 Expressive arts Q1

S3 Drama - Provides learners with opportunities to engage in more independent and specialised drama work, combining performance and production skills. Pupils devise original issue-based theatre, explore technical theatre elements such as lighting and sound, and develop their understanding of scripted drama. Through units including issue-based drama, stage combat, SFX makeup and the play Blackout, learners strengthen key meta-skills such as leadership, problem-solving, research, creativity and decision-making. They are encouraged to take greater ownership of the creative process while reflecting on the impact of performance and design choices. By the end of S3, pupils will have developed as confident performers, creative thinkers and collaborative practitioners, with a strong foundation for those wishing to progress to National Qualifications in Drama. Knowledge organisers for S3 Expressive Arts can be found below;

S3 Expressive Arts Q1

S3 Pathways Q1

Music

S1 Music - In S1 pupils will develop core their musical vocabulary and understanding through musical literacy tasks, an Instruments of the Orchestra project and establish core Music Technology skills. For performance - pupils will complete an instrument carousel activity in the first Quadrant then pick their favourite instrument for Group Performance and Band work. 

S2 Music - In S2, pupils build on their previous understanding of musical vocabulary and literacy through the Hip-Hop, Musicals and Music Technology units. For performance pupils work through instrumental skill building where they are developing core skills on their instrument of choice - working toward banking a National 3 performance unit. 

S3 Music - In S3, pupils are led by a curriculum that focuses on unit banking, which will create essential evidence for qualification-level Music should they wish to continue the subject. For understanding music pupils cover - World, Scottish and Popular to consolidate their musical vocabulary and literacy skills from S1/2. For performance pupils work through instrumental skill building where they are developing core skills on their instrument of choice - working toward banking a National 4 performance unit.

Art & Design

S1 Art & Design - In S1, pupils will build their skills completing projects based on the visual elements, exploring new media, and learning about key art styles. Examples of this include a colourful graffiti-style nametag, observational drawing, winter landscapes, and basic 3D construction techniques.

S2 Art & Design - In S2, pupils build on their previous experience by continuing to practice art using different media and exploring how different cultures can be represented through art. Pupils are offered more personalisation and choice with their projects. Examples of this include clay gargoyles, 3D mask designs, and observational drawing inspired by pop art.

S3 Art & Design -  In S3, pupils are led by a curriculum that focuses on unit banking, which will create essential evidence for qualification-level Art & Design should they wish to continue the subject. Pupils will develop their Expressive art skills through a still life project, their Design skills through a shape development and jewellery project, and their critical analysis skills through learning about famous artists and designers.

Drama

National 5 Drama - Drama develops learners' performance, creativity, analytical and evaluative skills through practical and written drama work. Pupils explore drama texts and live theatre, developing an understanding of how acting and production skills communicate meaning to an audience. Throughout the course, learners prepare for the National 5 Drama performance assessment by developing skills in either an acting or production role. Through practical workshops and rehearsals, they build skills in areas such as characterisation, voice, movement, design, technical theatre and communication. They also analyse dramatic texts and theatre productions, exploring themes, characterisation and the impact of production skills. The course encourages learners to develop confidence, creativity, collaboration, critical thinking and self-evaluation, preparing them for the National 5 Drama question paper, performance assessment and progression to Higher Drama. Summary slides for Drama can be found below;

National 5 Drama Q1

Higher Drama - Provides learners with opportunities to develop advanced performance, analytical and evaluative skills through the study of both practical and theoretical drama. Pupils explore scripted texts and live theatre, developing an understanding of how acting and production skills communicate meaning to an audience. Through the study of The Crucible by Arthur Miller, learners investigate themes, issues, characterisation, relationships and dramatic structure while developing the skills required for Section 1 of the Higher Drama Question Paper (Text in Context). Learners also analyse professional theatre productions and the use of production skills in preparation for Section 2 of the Question Paper (Performance Analysis). Alongside their written studies, pupils will rehearse and perform an acting role for the Higher Drama Performance Examination, developing skills in characterisation, voice, movement and communication. Practical workshops allow learners to explore acting concepts and rehearsal techniques, linking performance work directly to written analysis and evaluation. Throughout the course, learners strengthen key meta-skills such as communication, creativity, collaboration, critical thinking, leadership and self-evaluation. They are encouraged to justify creative decisions, analyse dramatic effectiveness and reflect on both their own work and the work of theatre practitioners. By the end of Higher Drama, pupils will have developed as confident performers, insightful analysts and creative theatre-makers, fully prepared for the Higher Drama written examination and performance assessment, as well as further study in drama, theatre and the creative industries.

NPA Technical Theatre  - NPA Technical Theatre in Practice develops learners' skills in theatre design, production and technical theatre. Pupils complete three units: Technical Theatre in Context, Theatrical Design and Creative Project, gaining practical experience of the creative and technical processes involved in theatre production. Throughout the course, learners explore theatre roles and production practices, create and communicate design ideas, and plan, realise and evaluate a creative project. The course develops creativity, communication, collaboration, problem-solving and independent learning skills, while providing an excellent pathway to further study and careers in technical theatre, production arts and the wider creative industries.

Music 

National 5 Music - The National 5 Music course consists of three components: Performing Skills (50% / 60 marks), Composing Skills (15% / 30 marks) and a Question Paper (35% / 40 marks). Learners develop performing skills on two selected instruments, or one instrument and voice, across a range of styles. Pupils also create original music using compositional concepts and methods, while building their understanding of music theory and styles in preparation for the final listening exam. Summary slides for Music can be found below;

Level 5 Music Q1

Higher Music - The Higher Music course consists of three components: Performing Skills (50% / 60 marks), Composing Skills (15% / 30 marks) and a Question Paper (35% / 40 marks). Learners perform to a higher technical standard on two selected instruments, or one instrument and voice, demonstrating a high level of musicality, skill and control. Pupils also create original compositions using advanced concepts and structure, while refining their ability to identify and analyse musical styles, concepts and literacy in preparation for the final listening exam.

Advanced Higher Music - The Advanced Higher course offers a high level of personalisation and choice, allowing learners to develop practical and creative projects based on their own musical interests and ambitions. Through supported and independent study, students build advanced performance capabilities on two instruments (or one instrument and voice), produce a substantial portfolio of original composition or arrangement, and develop high-level analytical skills. The course provides an excellent opportunity to build a strong practical and academic portfolio for university, conservatoire and creative industry applications.

National 5 Music Technology - The National 5 Music Technology course consists of two components: an Assignment (70% / 80 marks) and a Question Paper (30% / 40 marks). Learners capture, manipulate and mix audio to create creative productions based on contexts of their choice, such as radio shows, audiobooks, film soundtracks or multitrack music recordings. Pupils develop practical skills in using digital audio workstations (DAWs) and hardware, while building knowledge of audio technology concepts, sound design and music industry history in preparation for the final exam.

Higher Music Technology - The Higher Music Technology course consists of two components: an Assignment (70% / 80 marks) and a Question Paper (30% / 40 marks). Learners create sophisticated audio productions based on complex contexts of their choice, demonstrating a high level of technical skill, sound design and creative control in multitrack recording, editing and mixing. Pupils also refine their critical listening skills, evaluating production techniques and demonstrating advanced understanding of music technology concepts and commercial industry developments for the final exam.

Art & Design

National 5 Art & Design - The National 5 Art and Design course consists of three components: an Expressive folio (100 marks), a

Design folio (100 marks) and a Written Exam (50 marks). Learners create both an Expressive and Design portfolio based on themes and disciplines of their choice, while developing skills in researching, analysing and evaluating artworks and designs. Examples of folios might be portraiture, still life, jewellery design, or architecture. Pupils will also study the work of one artist and one designer in preparation for the final exam. Summary slides for Art and Design can be found below;

N5 Art & Design Q1

Higher Art & Design - The Higher Art and Design course consists of three components: an Expressive folio (100 marks), a Design folio (100 marks) and a Written Exam (60 marks). Learners create both an Expressive and Design portfolio based on themes and disciplines of their choice, demonstrating a high level of creativity, skill and critical thinking. Examples of folios might be portraiture, still life, jewellery design, or architecture. Pupils also develop their ability to analyse and evaluate artworks and designs, studying the work of one artist and one designer in preparation for the final exam. Summary slides for Art and Design can be found below;

Higher Art & Design Q1

Advanced Higher Art & Design - The Advanced Higher course offers a high level of personalisation and choice, allowing learners to develop projects based on their own interests and creative ambitions. Through supported and independent study, students build advanced practical, analytical and problem-solving skills while producing a substantial portfolio of work. The course provides an excellent opportunity to develop a strong folio for college, university and creative industry applications. Summary slides for Art and Design can be found below;

Advanced Higher Art & Design Q1

NPA Photography - The NPA Photography course develops learners’ practical photography skills while encouraging them to analyse and create photographic images. Students explore camera techniques, image editing and visual communication, building a portfolio that demonstrates both creative and technical skills. The course provides a strong foundation for further study at college or university and pathways into the creative industries. Summary slides for Photography can be found below;

NPA Photography Q1

Art & Design

Art Club with Mrs Martin: Every Thursday lunchtime, 1:05–1:40pm in the Art Department.

Supported study (Senior Phase): Every day after school. Specific times can be arranged with the class teacher.

Music

Choir with Ms Campbell-Welsh & Mr Stewart  Every Thursday lunchtime, 1:05–1:40pm in the Art Department.

Supported study (Senior Phase):Monday/Tuesday afterschool. Specific times can be arranged with the class teacher.

Drama

Drama Club with Mr Aitken - Every Monday 

Home Learning (BGE Art & Design) guidelines

Pupils are encouraged to keep a sketchbook where they can explore observational drawing (drawing from life and/or photographs).

Pupils should familiarise themselves with the visual elements which are seen as the building blocks of Art & Design.

Pupils should explore different media when creating art. Examples of media include watercolour and acrylic paint, regular and coloured pencil, pastels, and modelling materials like clay.

Pupils can attend local art galleries and exhibitions to learn how real artists and designers display, market, and influence others with their work.

Home Learning (BGE Music/Music Technology) guidelines

If pupils have access to instruments they are encouraged to practise these or voice regularly at home, exploring a variety of styles, pieces, and technique exercises.

Pupils without access to an instrument at home can use free interactive piano or keyboard apps, virtual online instruments, or practise pitch and rhythm using voice and body percussion. Pupils should familiarise themselves with the core concepts of music literacy, such as reading pitch and rhythm notation, identifying dynamics, and understanding basic time signatures. Pupils should listen to a diverse range of musical styles—such as classical, jazz, pop, rock, and traditional Scottish music—to train their ears to identify key musical concepts, instruments, and playing techniques.

Home Learning (BGE Music Technology) guidelines

Pupils are encouraged to explore free digital audio workstation (DAW) software or apps (such as GarageBand, BandLab, or Audacity) to experiment with recording, arranging, and editing sound. Pupils without access to music production software can experiment with capturing everyday environmental sounds or voice recordings on a phone or tablet to explore basic sound effects and audio manipulation. Pupils should familiarise themselves with key audio technology concepts, such as microphone types, signal flow, EQ, panning, and basic effects like reverb and delay.

Ruairidh Stewart - Curriculum leader and Music teacher (Acting)

Morgan Martin - Art and Design teacher

Jamie Hogarth - Art and Design teacher

Aaron Aitken - Drama teacher

Carina Campbell-Welsh - Music teacher

Link here