Drama
Vision
At Birchwood, we want our students to feel confident speaking publicly. We want to cultivate an environment in which students to feel safe to express themselves, as well as challenging social and anthropological ideals.
At the heart of our curriculum is understanding the historical and political underpinnings in drama and exploring how this has developed over time. We want to show students where theatre came from, be exposed to different styles of theatre and learn how to devise theatre using techniques and styles. Each year will build on what they have learnt previously and students will feel safe to express themselves in a safe and supportive environment to develop confidence, communication, and teamwork.
We want students to feel comfortable performing. We want build on and develop the following transferable skills at KS3: communication, confidence, teamwork, leadership, listening, responding, creativity, critical thinking, problem solving and time management.
We aim to foster a love for Drama and provide a foundation so they will want to progress to KS4 and have the skills they need to achieve at KS4.
How do we build on what students learn at KS2?
We want to ensure that our students are thoroughly supported in their transition from KS2 to KS3 drama. In order to do this, we work with local primary schools so that our curriculums complement one another. We also, in year 7 particularly, prioritise revisiting and rebuilding on the following:
- Ensuring that students are confident speakers who can talk in front of various groups of people, including those they are less familiar with.
- Encourage students to speak competently in front of others for different purposes.
- Encourage students to read aloud fluently with the correct expression, volume, pace and phrasing.
- Perform drama by adopting, creating and sustaining a range of roles.
- Use discussion to develop learning in small groups and to contribute to whole class discussion to develop their confidence to present and perform and to listen and talk attentively.
How do we cover the KS3 National Curriculum and beyond?
In each year group we cover and build upon the following key aspects of the spoken language section from the English Key Stage 3 Curriculum:
- Speaking confidently though classroom discussion.
- Participating in formal debates and structured discussions.
- Performing short speeches and scenes and allowing them to feed back their own ideas.
- Improvising, rehearsing and performing play scripts.
Through KS3 Drama, we cover elements of the English KS3 National Curriculum by covering the following through out Year 7, 8 and 9. With the man focus on spoken English. Students are taught to speak confidently and effectively through using standard English confidently through classroom discussion, enabling them to present and deliver short speeches through expressing their own ideas and participating in structured discussions. Students over the three years will have the opportunity to improvise, rehearse and perform play scripts to generate language experimenting with tone, volume, mood, silence, stillness, and action to add impact.
Key Stage 3 Drama is part of a rotation with the other DCP subjects. Each year group gets 18 hours across the year. Throughout the rotation they will study the following:
- Year 7: They will read about where theatre began and look back in History at the bubonic plague and how it affected a village and the social issues that arose. They will read about the early age of musical theatre and be exposed to new vocabulary through the topics covered. Students will learn about the staging of plays in the early 16th Century and the impact this can have on the interpretation of play. Throughout the eighteen lessons they will have the opportunity to write scripts, poems and other imaginative writing and use the style of a news report to put forward arguments and show their understanding and knowledge.
- Year 8: Students will read two different play scripts ‘Teechers’ by John Godber and ‘Blood Brothers’ by Willy Russell they will understand setting, play and characterization and the affects of these. They will read about the style of Theatre called ‘Theatre in Education’ . They will annotate play scripts and write their own Theatre in Education script. Though the eighteen lessons they will learn new vocabulary and understand the role of an audience and the effect and influence an audience has on a script.
- Year 9: students will study the play DNA by Dennis Kelly and will explore and develop their understanding of the setting, the plot and characterization and the effects of these. They will present their ideas and opinions through issue-based Drama through giving short speeches and presentations. They will improvise through their development of Theatre in Education and have the opportunity write their own scripts. They will rehearse and perform the play DNA to develop confidence in their speaking.
Beyond this, we cover:
- Annual school musical production which allows all year groups to take part on stage and backstage.
- Coram Shakespeare Schools Festival is offered to Year 9 students.
- Theatre trips.
- Annual DCP trip to London to allow students to experience the culture and arts that the city offers.
- All students have access to Digital Theatre where they can access recordings of Live theatre.
- Key Stage 3 Drama Club.
- Key Stage 4 Drama Club.
- Drama taster days.
- Drama work – shop days run by industry professionals.
What do we cover in KS4 and how do we aspire towards KS5?
Year 10: WJEC Eduqas GCSE Drama
Component 1: Devising Theatre 40% – Non – exam assessment: Internally assessed, externally moderated.
Learners are assessed on either acting or design.
Learners participate in the creation, development and performance of piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by WJEC.
Learners will produce:
- A realisation of their piece of devised theatre.
- A portfolio of supporting evidence.
- An evaluation of their final performance or design.
Learners will work in groups of between two and five performers.
Preparation for Comp 3 Exam: Interpretating Theatre 40%
Written examination: 1 hour 30 minutes
Section A: Set text ‘Noughts and Crosses’ by Malorie Blackman, students answer a series of questions as an actor, designer or director.
Section B: Live Theatre Review, students answer one question from a choice of two, requiring analysis and evaluation of one live theatre production seen during the course.
Year 11: WJEC Eduqas GCSE Drama
Prep for Comp 3 (see above)
Component 2: Performing from a Text 20% (assessed by a visiting examiner)
Learners participate in a performance based on two 10-minute extracts from a performance text of their own choice.
Learners will be assessed on either acting or design and work in groups of between two and four.
Year 11: BTEC Tech Awards 2022 – Component 3: Responding to a Brief – externally marked. 40%
Learners apply their skills and techniques creatively to a workshop performance for a selected audience. Learners will capture their ideas on planning, development and effectiveness of the production process in a written log and an evaluation report. They will:
- Understand how to respond to a brief.
- Select skills and techniques in a workshop performance in response to a brief.
- Evaluate the development process and outcome in response to a brief.
We want to ensure that our students aspire to study drama in the future and understand the careers available to them, in this field.
To ensure that students understand the variety of options open to them, we:
- Careers/ challenge/ A level links
- Trips
- Support with the Coram Shakespeare Schools Festival
- Regular performance evenings
- Stagehands for school show
- Learn the technician side of putting on a show.
- Outside organisations come in and deliver work – shops.
- Strong links with professional actors.
KS3 Curriculum Overview
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Why Then? Why Now? |
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Aim: Through- out the three years they will build their knowledge about the History of Theatre, Historical issues, Theatre in Education, Drama Practitioners and The History of Musical Theatre. |
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Objectives: To show them where theatre came from, to watch different styles of theatre that they have not seen before and learn how to devise theatre using the style and practitioner relevant to the aim of their piece. Each year will build on what they have learn ’t previously. |
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Year 7 Overview ‘An Introduction’: They develop their knowledge by learning about where Drama originated from, discover the world of Children’s Theatre, learn about the history of the bubonic plague, learn how movies began and explore the early Musical Theatre scene.
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18 lessons on rotation |
Project 1 |
Project 2 |
Project 3 |
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Learning Question
Overview of Key knowledge |
‘Where and how did Drama begin?’
Students will learn about Greek Theatre, Roman Theatre and Medieval Theatre.
Key words: Greek Theatre, Chorus, Masks, Tragedy, Comedy, Myth, Roman Theatre, Medieval theatre, Plautus, Stock characters, Religion, Miracle, Morality, Mystery plays, Melodrama, News Report, Language, Mood, Tone.
Skills: Five key skills – voice, gesture, movement, facial expressions, and interaction. Still image, Through tracks.
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‘Do you know what is means to be part of a community?
‘The village of Eyam’ – Students will learn about the historical and social issue of the bubonic plague.
Key words: Community, Bubonic plague, Eyam. History.
Skills: Five key skills – voice, gesture, movement, facial expressions, and interaction. Synchronised movement, still image, thought tracks.
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What is the moral of the story behind the musical of Oliver Twist? Can you perform part of the script to show your understanding of the characters?
‘The early age of Musicals’ Students will learn about the musical Oliver which premiered in 1960 and will learn what the elements are that make up a musical. Students will Learn about poverty, class, thievery, and crime through Lionel Bart’s ‘Oliver’ based on the novel by Charles Dickens.
Key words: Thievery, Crime, Poverty, Class.
Skills: Five key skills – voice, gesture, movement, facial expressions, and interaction. Still image, Read -through, Sub – text, Blocking.
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Why |
To teach them how Drama started and how theatre has helped societies develop their religions and myths and influenced their thoughts. |
To show that you can learn about the past through Drama. It teaches them about a village close to where they live in the north of England that saved thousands of lives in 1665 because they took the now famous decision to self-quarantine for 6 months to stop it spreading further into the north. |
Musical Theatre developed through the ages starting at the turn of the 20 Century. It is important for students to see how musicals have developed and to understand the moral message behind a musical such as Oliver Twist. It shows them what life was like in the underworld of Victorian England. Diversity Links: Class divide, poverty Crime, dialect in the songs. Morals – sympathy to others, bravery and being kind-hearted. |
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Building and revisiting |
Creative writing, reading to explore characterisation and understand scripts, devising, performing.
Opportunities for application of skills: Five key skills – voice, gesture, movement, facial expressions, and interaction. Still image, Through tracks.
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Creative writing, reading to explore characterisation and understand scripts, devising, performing.
Opportunities for application of skills: Five key skills – voice, gesture, movement, facial expressions, and interaction. Synchronised movement, still image, thought tracks.
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Creative writing, reading to explore characterisation and understand scripts, devising, performing.
Opportunities for application of skills: Five key skills – voice, gesture, movement, facial expressions, and interaction. Still image, Read -through, Sub – text, Blocking.
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Assessment |
· Recall of key words to retain key knowledge. – Recall 5. · RAP to assess knowledge of practical skills. · Students will devise and perform a News Report speaking confidently about where theatre began. · Circulating and monitoring of groups. · Knowledge Test on the key elements of Greek, Roman and Medieval theatre. |
· Recall of key words to retain key knowledge. – Recall 5. · RAP to assess knowledge of practical skills. · Students will produce and perform a whole class ensemble piece based on the themes from the plague hitting the village of Eyam in 1665 and family and community relationships. · Knowledge Test on key facts on what happened in the village of Eyam in 1665. |
· Recall of key words to retain key knowledge. – Recall 5. · RAP to assess knowledge of practical skills. · Students will rehearse and perform part of the script from Oliver and will use their five key skills to bring the character to life. · Knowledge Test to check understanding of musical theatre and the musical Oliver Twist. |
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Year 8 Overview · ‘Developing Knowledge from prior learning and learning more!!’ |
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18 lessons on rotation |
Project 1 |
Project 2 |
Project 3 |
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Learning Question
Overview of Key knowledge |
‘How do plays help us to understand the world? ‘
Students will learn about the theatre practitioners Bertolt Brecht and John Godber and study the play ‘Teechers’ by John Godber.
Key words: Multi – role, Direct address, Fourth wall, V- Effect, Social commentary, humour.
Skills: Five key skills – voice, gesture, movement, facial expressions, and interaction. Multi – role, Direct address, Episodic structure, Use of stage space, Placards, Narration, Captions, Fourth wall, V- Effect.
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‘Can you demonstrate how ‘Theatre in Education’ can be used to teach a specific target audience about an important issue? ‘
Theatre in Education – Gary New Love – underage drinking.
Key words: Target audience, Issues in society, Underage drinking, Gary New Love.
Skills: Five key skills – voice, gesture, movement, facial expressions, and interaction. Cannon, unison, Repetition, multi – role, Direct address, Tableaux, Though tracks, Narration, Split scenes – cross cutting, Physical Theatre, Monologues, Chants & Rhymes.
Styles: New report, advert, fairy tale. |
‘How does status and social inequality effect key characters in the play?’
‘Can I create a convincing performance of Micky or Eddie from Blood Brothers?’
Key words: Body language, Proxemics, Status, Social inequality
Skills: Five key skills – voice, gesture, movement, facial expressions, and interaction. Blocking, posture, gesture, proxemics, though tracking, narration, stylised movement, narration, still image. |
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Why |
It is important to learn that theatre is not just about collaborating and being experimental, but it is also politically engaging. Learn about theatre practitioners who influence theatre practises today such as Brecht ( 1898 – 1956). |
Theatre in Education is used to encourage effective learning in schools. Students will learn how it calls for careful consideration of the audiences age and requirements to engage them and get the message across. They will also learn that an issue can be explored from various view – points, so we can see the effect of an action upon a range of people. Students will learn about the murder of Gary New Love which happened in Padgate close to school and where some learners live. They will create a piece linked to the dangers of under – age drinking as this was the issue surrounding the story of Gary New Love. |
Theatre has always been used as a medium for social commentary. In Blood Brothers this allows students to explore the difference between social classes and evaluate the impact of how nature vs nurture can affect individuals’ life experiences and their quality of life. |
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Building and revisiting |
Creative writing, reading to explore characterisation and understand scripts, devising, performing.
Opportunities for application of skills: Five key skills – voice, gesture, movement, facial expressions, and interaction. Multi – role, Direct address, Episodic structure, Use of stage space, Placards, Narration, Captions, Fourth wall, V- Effect.
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Creative writing, reading to explore characterisation and understand scripts, devising, performing.
Opportunities for application of skills: Five key skills – voice, gesture, movement, facial expressions, and interaction. Cannon, unison, Repetition, multi – role, Direct address, Tableaux, Though tracks, Narration, Split scenes – cross cutting, Physical Theatre, Monologues, Chants & Rhymes.
Styles: New report, advert, fairy tale.
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Creative writing, reading to explore characterisation and understand scripts, devising, performing.
Opportunities for application of skills: Five key skills – voice, gesture, movement, facial expressions, and interaction. Blocking, posture, gesture, proxemics, though tracking, narration, stylised movement, narration, still image.
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Assessment |
· Recall of key words to retain key knowledge. – Recall 5. · RAP to assess knowledge of practical skills. · Students will demonstrate the techniques and devices that Godber uses by performing the end of the play ‘Teechers’ John Godber. Showing Brecht’s influence in their performance · Circulating and monitoring of groups. · Knowledge Test on the themes and techniques used in the play ‘Teechers’ and influences. |
· Recall of key words to retain key knowledge. – Recall 5. · RAP to assess knowledge of practical skills. · Students will create a Theatre in Education piece linked to the dangers of under – age drinking. Through studying the true story of Gary New Love. · Circulating and monitoring of groups. · Knowledge Test on what Theatre in Education is and the techniques needed to create a piece. Checking understanding of the issues of underage drinking. |
· Recall of key words to retain key knowledge. – Recall 5. · RAP to assess knowledge of practical skills. · Students will be provided with the original script and will be following stage directions and the narrator’s direction when helping them to create a convincing performance of Mickey and Edward’s characters? · Circulating and monitoring of groups. · Knowledge Test on the themes within the play Blood Brothers. |
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Year 9 Overview Pushing the limits / Inspire!! |
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18 lessons on rotation |
Project 1 |
Project 2 |
Project 3 |
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Learning Question
Overview of Key knowledge |
‘How does Stanislavski’s system help you to create a naturalistic character on stage?
Theatre practitioner – Stanislavski – DNA by Dennis Kelly.
Key words: naturalism, sub – text, blocking. Skills: Five key skills – voice, gesture, movement, facial expressions, and interaction.
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‘Can you talk confidently about how the style of Melodrama is used today?
Key words: Stock characters, melodrama, melody, drama, themes, Pantomime, society. Skills: Five key skills – voice, gesture, movement, facial expressions, and interaction. Skills: strong facial expressions, large movements and gesture, clear voice projection.
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‘Can you reflect the spirit of Manchester through writing a news report style script and performing with maturity and conviction?’
Historical and Social Issues – Manchester Arena Bombing 2017
Key words: Community, ISIS, Manchester, Suicide Bomber, United as One.
Skills: Five key skills – voice, gesture, movement, facial expressions, and interaction. Skills: Devising, script writing, hot – seating, verbatim theatre, documentary style, performing.
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Why |
So that students can learn how to devise work in the style of an established theatre practitioner. They have learnt about Brecht in Year 8 so this will develop their knowledge of practitioners. Students will learn that it is important that you choose the best practitioner to suit your chosen theme or storyline and to complement your aims and intentions. |
Students will continue to learn about the history of Drama. This follows on from what they have learn ‘t in Year 7 about the history of Theatre. Melodramas are Victorian Dramas, but the term is now applied to stage performances, films, and television.
To show them the development of theatre and how the style of melodrama is used today. Students will get the opportunity to develop their knowledge by watching and analysing pantomime – the history of pantomime and story- telling. |
Community spirit link with Year 7 Eyam. Will look at how Manchester has been marking the anniversary every year and look at how the city of Manchester rallied to help victims of the arena bombing in a show of community which demonstrated the true spirit of Manchester in the face of such a devasting tragedy. Diversity Links: who the bomber was – the fallout from that / the headlines at the time / racial targets – Muslims. |
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Building and revisiting |
Creative writing, reading to explore characterisation and understand scripts, devising, performing.
Opportunities for application of skills: Five key skills – voice, gesture, movement, facial expressions, and interaction. Skills: Five key skills – voice, gesture, movement, facial expressions, and interaction.
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Reading to explore characterisation and understand scripts, devising, performing.
Actors concentrating on showing emotions more than feeling them.
Opportunities for application of skills: Five key skills – voice, gesture, movement, facial expressions, and interaction. Skills: strong facial expressions, large movements and gesture, clear voice projection.
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Creative writing, reading to explore characterisation and understand scripts, devising, performing.
Opportunities for application of skills: Five key skills – voice, gesture, movement, facial expressions, and interaction. Skills: Devising, script writing, hot – seating, verbatim theatre, documentary style, performing.
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Assessment |
· Recall of key words to retain key knowledge. – Recall 5. · RAP to assess knowledge of practical skills. · Students will demonstrate the techniques used by Stanislavski to create a realistic and believable character by performing as one of the characters from the play DNA by Dennis Kelly. · Circulating and monitoring of groups. · Knowledge Test on Stanislavski and the play DNA by Dennis Kelly. |
· Recall of key words to retain key knowledge. – Recall 5. · RAP to assess knowledge of practical skills. · Students will perform and edited version of ‘Aladdin’ in small groups, exploring how Melodrama is used in pantomime today. · Circulating and monitoring of groups. · Knowledge Test on Theatre in Education and the issues of underage drinking. |
· Recall of key words to retain key knowledge. – Recall 5. · RAP to assess knowledge of practical skills.
· Circulating and monitoring of groups.
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KS4 Curriculum Overview
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Aim and Objectives The WJEC Eduqas GCSE in Drama offers a broad and coherent course of study which enables learners to: • apply knowledge and understanding when making, performing, and responding to drama. • explore performance texts, understanding their social, cultural, and historical context including the theatrical conventions of the period in which they were created. • develop a range of theatrical skills and apply them to create performances. • work collaboratively to generate, develop, and communicate ideas. • develop as creative, effective, independent, and reflective learners able to make informed choices in process and performance. • contribute as an individual to a theatrical performance. • reflect on and evaluate their own work and that of others. • develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice. |
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Prior Learning and Progression This specification builds on subject content which is typically taught at key stage 3 and provides a suitable foundation for the study of drama at either AS or A level. In addition, the specification provides a coherent, satisfying, and worthwhile course of study for learners who do not progress to further study in this subject. |
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Year 10 |
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Why? The possibilities are endless. Drama enables students to demonstrate many skills which employers, colleges and universities will be looking for. It can also give opportunities to travel, meet people and get the most out of life. Some students go on to study Drama in some of the most recognised Drama colleges and conservatoires in Britain such as RADA, Guildhall School of Music and Drama, Royal Welsh College of Music and Drama, and the Royal Central School of Speech and Drama. Many also choose to study Drama as degree courses in universities. Several students forge successful careers as Actors, Directors, Lighting or Sound Designers, Costume, Hair and Make-Up Designers or Stage Designers. There are many other career paths within the industry including Stage Managers, Press and PR Managers and Producers. Others go on to various Universities (including Russell Group) to read a diverse range of subjects and work within an extremely broad range of careers including teaching, law, publishing, politics, translation, science, occupational therapy, journalism. |
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5 x lessons a fortnight |
Term 1 |
Term 2 |
Term 3 |
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Learning Question
Overview of Key knowledge |
Component 1: Devising Theatre 40%
‘Do you know how to create, develop and perform a piece of devised theatre?’
Students will participate in the creation, development, and performance of a piece of devised theatre. They will produce: A portfolio of supporting evidence based on the rehearsal process A performance lasting between 5-16 minutes and an evaluation of the final performance or design.
Key Knowledge and Skills: Students will have the opportunity learn and develop a range of transferable skills and practise applying these to new situations. These include analytical, problem-solving, organisation and time management skills. They will also be able work collaboratively to generate, develop and communicate ideas, all of which will develop emotional intelligence. Practical skills will be refined and will demonstrate creativity, reflection, and resilience, as well as developing confidence and strong presentation skills. Written skills, both analytical and creative, as well as their ability to self-reflect, will be developed through a range of tasks. |
Component 1: Devising Theatre 40%
‘Do you know how to create, develop and perform a piece of devised theatre?’
Students will participate in the creation, development, and performance of a piece of devised theatre. They will produce: A portfolio of supporting evidence based on the rehearsal process A performance lasting between 5-16 minutes and an evaluation of the final performance or design.
Key Knowledge and Skills: Students will have the opportunity learn and develop a range of transferable skills and practise applying these to new situations. These include analytical, problem-solving, organisation and time management skills. They will also be able work collaboratively to generate, develop and communicate ideas, all of which will develop emotional intelligence. Practical skills will be refined and will demonstrate creativity, reflection, and resilience, as well as developing confidence and strong presentation skills. Written skills, both analytical and creative, as well as their ability to self-reflect, will be developed through a range of tasks. |
Component 3: Interpreting Theatre 40%
‘Do you understand the play Noughts and Crosses by Malorie Blackman?’ ‘Can you analyse and evaluate a live theatre performance successfully?’
Written examination: 1 hour 30 minutes.
Students will answer: Section A: Set Text – A series of questions based on the set text Noughts and Crosses that they will have studies.
Section B: Live Theatre Review – Students will answer one question from a choice of two, analysing and evaluating a given aspect of a live theatre production seen during the course. Key Knowledge and Skills: Students will have the opportunity learn and develop a range of transferable skills and practise applying these to new situations. These include analytical, problem-solving, organisation and time management skills. They will also be able work collaboratively to generate, develop and communicate ideas, all of which will develop emotional intelligence. Practical skills will be refined and will demonstrate creativity, reflection, and resilience, as well as developing confidence and strong presentation skills. Written skills, both analytical and creative, as well as their ability to self-reflect, will be developed through a range of tasks. |
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Building and revisiting |
Apply devising skills, explore the style of Theatre in Education, techniques, application of five key skills to develop characterisation, structuring a performance including: • theme/plot • form and style • language/dialogue.
Develop understanding of: • performance conventions • use of space and spatial relationships on stage, including the choice of stage (e.g., proscenium arch, theatre in round, traverse or thrust) • relationships between performers and audience • design elements including lighting, sound, set and costume • the physical and vocal interpretation of character
Written demonstrating of: 1. how ideas have been researched, created, and developed in response to the chosen stimulus 2. how ideas from the chosen practitioner/genre have been incorporated in the piece to communicate meaning 3. how ideas have been developed, amended, and refined during the development of the devised piece. |
Apply devising skills, explore the style of Theatre in Education, techniques, application of five key skills to develop characterisation, structuring a performance including: • theme/plot • form and style • language/dialogue.
Develop understanding of: • performance conventions • use of space and spatial relationships on stage, including the choice of stage (e.g., proscenium arch, theatre in round, traverse or thrust) • relationships between performers and audience • design elements including lighting, sound, set and costume • the physical and vocal interpretation of character
Written demonstrating of: 1. how ideas have been researched, created, and developed in response to the chosen stimulus 2. how ideas from the chosen practitioner/genre have been incorporated in the piece to communicate meaning 3. how ideas have been developed, amended, and refined during the development of the devised piece. |
Explore and study the characteristics of the performance text, including o genre o structure o character (including interpretation and function within an extract) o form and style o language/dialogue o stage directions • the social, historical, and cultural context including the theatrical conventions of the period in which the performance text was created • how meaning is interpreted and communicated through o performance conventions o use of performance space and spatial relationships on stage, including the impact of different stages (proscenium arch, theatre in round, traverse and thrust) on at least one scene o relationships between performer and audience o the design of lighting, sound, set (including props) and costume, hair and make-up o the actor’s vocal and physical interpretation of character
actor o interpretation of character o character interaction o vocal skills o movement skills • designer o creation of mood and atmosphere o use of performance space o lighting o sound o set and props o costume and make-up • director o interpretation and style o performance conventions o spatial relationships on stage o relationship between performer and audience • reaction and response o individual o audience |
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Assessment |
Teacher assessed, and externally moderated.
Students will collaborate in devising their own piece of theatre and perform in a performance from a text. They can choose to concentrate on acting or design. |
Teacher assessed, and externally moderated.
Students will collaborate in devising their own piece of theatre and perform in a performance from a text. They can choose to concentrate on acting or design. |
Externally assessed examination.
Students will explore a range of texts and view a variety of live theatre productions.
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Year 11 Why? |
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The possibilities are endless. Drama enables students to demonstrate many skills which employers, colleges and universities will be looking for. It can also give opportunities to travel, meet people and get the most out of life. Some students go on to study Drama in some of the most recognised Drama colleges and conservatoires in Britain such as RADA, Guildhall School of Music and Drama, Royal Welsh College of Music and Drama, and the Royal Central School of Speech and Drama. Many also choose to study Drama as degree courses in universities. Several students forge successful careers as Actors, Directors, Lighting or Sound Designers, Costume, Hair and Make-Up Designers or Stage Designers. There are many other career paths within the industry including Stage Managers, Press and PR Managers and Producers. Others go on to various Universities (including Russell Group) to read a diverse range of subjects and work within an extremely broad range of careers including teaching, law, publishing, politics, translation, science, occupational therapy, journalism. |
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5 x lessons a fortnight |
Term 1 |
Term 2 |
Term 3 |
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Learning Question
Overview of Key knowledge |
Component 2: Performing from a Text 20%
Students will study two extracts from the same text chosen by them or the teacher. You can choose to be assessed on acting or design. You will produce: A performance lasting between 5-14 minutes using sections of text from both extracts.
Key Knowledge and Skills: Students will have the opportunity learn and develop a range of transferable skills and practise applying these to new situations. These include analytical, problem-solving, organisation and time management skills. They will also be able work collaboratively to generate, develop and communicate ideas, all of which will develop emotional intelligence. Practical skills will be refined and will demonstrate creativity, reflection, and resilience, as well as developing confidence and strong presentation skills. Written skills, both analytical and creative, as well as their ability to self-reflect, will be developed through a range of tasks. |
Component 3: Interpreting Theatre 40%
‘Do you understand the play Noughts and Crosses by Malorie Blackman?’ ‘Can you analyse and evaluate a live theatre performance successfully?’
Written examination: 1 hour 30 minutes.
Students will answer: Section A: Set Text – A series of questions based on the set text Noughts and Crosses that they will have studies.
Section B: Live Theatre Review – Students will answer one question from a choice of two, analysing and evaluating a given aspect of a live theatre production seen during the course. Key Knowledge and Skills: Students will have the opportunity learn and develop a range of transferable skills and practise applying these to new situations. These include analytical, problem-solving, organisation and time management skills. They will also be able work collaboratively to generate, develop and communicate ideas, all of which will develop emotional intelligence. Practical skills will be refined and will demonstrate creativity, reflection, and resilience, as well as developing confidence and strong presentation skills. Written skills, both analytical and creative, as well as their ability to self-reflect, will be developed through a range of tasks. |
Component 3: Interpreting Theatre 40%
‘Do you understand the play Noughts and Crosses by Malorie Blackman?’ ‘Can you analyse and evaluate a live theatre performance successfully?’
Written examination: 1 hour 30 minutes.
Students will answer: Section A: Set Text – A series of questions based on the set text Noughts and Crosses that they will have studies.
Section B: Live Theatre Review – Students will answer one question from a choice of two, analysing and evaluating a given aspect of a live theatre production seen during the course. Key Knowledge and Skills: Students will have the opportunity learn and develop a range of transferable skills and practise applying these to new situations. These include analytical, problem-solving, organisation and time management skills. They will also be able work collaboratively to generate, develop and communicate ideas, all of which will develop emotional intelligence. Practical skills will be refined and will demonstrate creativity, reflection, and resilience, as well as developing confidence and strong presentation skills. Written skills, both analytical and creative, as well as their ability to self-reflect, will be developed through a range of tasks. |
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Building and revisiting |
Apply performing or design skills to realise artistic intentions in live performance • interpret their chosen text • contribute as an individual to the live performance.
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Explore and study the characteristics of the performance text, including o genre o structure o character (including interpretation and function within an extract) o form and style o language/dialogue o stage directions • the social, historical, and cultural context including the theatrical conventions of the period in which the performance text was created • how meaning is interpreted and communicated through o performance conventions o use of performance space and spatial relationships on stage, including the impact of different stages (proscenium arch, theatre in round, traverse and thrust) on at least one scene o relationships between performer and audience o the design of lighting, sound, set (including props) and costume, hair and make-up o the actor’s vocal and physical interpretation of character
actor o interpretation of character o character interaction o vocal skills o movement skills • designer o creation of mood and atmosphere o use of performance space o lighting o sound o set and props o costume and make-up • director o interpretation and style o performance conventions o spatial relationships on stage o relationship between performer and audience • reaction and response o individual o audience |
Explore and study the characteristics of the performance text, including o genre o structure o character (including interpretation and function within an extract) o form and style o language/dialogue o stage directions • the social, historical, and cultural context including the theatrical conventions of the period in which the performance text was created • how meaning is interpreted and communicated through o performance conventions o use of performance space and spatial relationships on stage, including the impact of different stages (proscenium arch, theatre in round, traverse and thrust) on at least one scene o relationships between performer and audience o the design of lighting, sound, set (including props) and costume, hair and make-up o the actor’s vocal and physical interpretation of character
actor o interpretation of character o character interaction o vocal skills o movement skills • designer o creation of mood and atmosphere o use of performance space o lighting o sound o set and props o costume and make-up • director o interpretation and style o performance conventions o spatial relationships on stage o relationship between performer and audience • reaction and response o individual o audience |
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Assessment |
Externally assessed by a visiting examiner.
Students will study two plays and perform them using their five key skills, work on character development and understanding stage space. |
Externally assessed examination.
Students will explore a range of texts and view a variety of live theatre productions.
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Externally assessed examination.
Students will explore a range of texts and view a variety of live theatre productions.
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