Drama

Year 7

Drama Curriculum

Aim

To introduce students to a range of drama strategies that help:

  • To encourage awareness of body and facial expression to convey messages in drama.
  • To encourage exploration nonverbal communication.
  • To encourage co-operation and team work whether as a whole class or in groups.
  • To encourage the art of storytelling.

Topics covered

The course is arranged into six termly modules although these may vary in order:

Terms 1 & 2: Atmospheres

Term 3: Macbeth

Term 4: Greek Theatre

Term 5: Blue Beard

Term 6: Dance and Physical Theatre

Homework

Homework is set termly and involves acquiring props and costumes, researching and writing formal assessments. See homework policy.

Assessment

Students are assessed at the end of each unit in both performance and evaluation. Students are given a level and sub level at the end of each unit and targets for the next unit of work.

Year 8

Drama Curriculum

Aim

To develop students’ knowledge and understanding of a range of drama strategies that help them:

  • To use and recognise social, historical and cultural significance of play text
  • To use performance skills such as voice, gesture and movement
  • To use the medium of drama e.g. costumes, masks, sound, music, lighting and props
  • To consider the elements of drama such as action, plot and characterisation

Topics covered

The course is arranged into 4 modules although the order may vary:

Term1: Visual Comedy

Term 2: Pantomime

Term 3:  The Terrible fate of Humpty Dumpty

Term 4: Stanislavski

Term 5:  A Midsummer Night’s Dream

Term 6: Dance and Physical Theatre

Homework

Homework is set termly and involves acquiring props and costumes, researching and writing formal assessments.

Assessment

Students are assessed at the end of each module in both performance and evaluation. Students are given a level and sub level at the end of each unit and targets for the next unit of work.

Year 9

Drama Curriculum

Aim

To develop students’ knowledge and understanding of a range of drama strategies that help them:

  • To explore an issue through drama
  • To gain insight into another culture and its social, historical and cultural context
  • To use drama skills and conventions to develop empathy and knowledge
  • To analyse and evaluate their work and that of others

Topics covered

The course is arranged into 5 modules although the order may vary:

Term 1: Blood Brothers by Willy Russell

Term 2: Knife Crime

Term 3:  Slavery

Term 4: Genre and Practitioners

Term 5: Antonin Artuad

Term 6: Dance and Physical Theatre

Homework

Homework is set termly and involves acquiring props and costumes, researching and writing formal assessments.

Assessment

Students are assessed at the end of each module in both performance and evaluation. Students are given a level and sub level at the end of each unit and targets for the next unit of work.

Year 10

Drama Curriculum

 

Aim

The Eduqas GCSE aims: To develop students’ knowledge of drama strategies, practitioner theories and live performance. To develop students’ performance and technical skills through the use of a range of drama mediums.

 

Topics covered

The course is arranged into 6 modules although the order may vary:

Term 1: Introduction to Practioners

Term 2:  Component 1 (Devising)

Term 3:  Component 2 (Text based)

Term 4: Component 3 (Live Theatre)

Terms 5 & 6:  Component 3 (Hard to Swallow by Mark Wheeler)

 

Homework

Students will need to complete a portfolio for Component 1 and will be required o explore the set text through written and practical activities

Students will complete drama diaries based on practical work completed in class.

 

Assessment

Students are marked practically during the Components 1 and 2 as a mock to their GCSE examinations. Students are also assessed through a yr 10 mock based on component 3 and marked against l examination criteria.

 

Year 11

Drama Curriculum

 

Aim

The Eduqas GCSE aims: To develop students’ knowledge of drama strategies, practitioner theories and live performance. To develop students’ performance and technical skills through the use of a range of drama mediums.

 

Topics Covered

Component 1: Devising Theatre (40%)

  • Create, develop and perform a piece of devised theatre using either a practitioner or a genre.
  • Explore multiple stimuli
  • Complete a portfolio based on the devising process
  • Complete an evaluation of the performance.

Componenet 2: Performing from text (20%)

This unit introduces students to the content of plays written for the theatre. They will student two key extract and will then participate in a performance of a key extract.

Component 3: Interpreting Theatre (40%)

Section A: Explore one set text as an Actor, Designer and Director then answer serous of question on the text

Section B: Live Theatre Review.  1 extended question on a performance that students have seen live.

This is an externally assessed unit. All students will present their work as either performers or performance support students in a single performance to an examiner appointed by Edexcel.

 

Homework

  • Students will need to keep up to date notes of their practical exploration that should be written after every lesson.
  • Students will need to rehearse outside of lesson time in preparation for their unit 3 performance.
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Assessment

Component 1: Portfolio (750-900 words). An Evaluation completed in 1hour 30 mins

Component 2: Students will present their work as either performers or performance support students in a single performance to an examiner appointed by Eduqas.

Component 3: This component requires learners to demonstrate their knowledge and understanding of how drama and theatre is developed and performed through the study of a performance text and through responding to live theatre.

 

Year 12/13

Drama and Theatre Studies

Aim

The aims of the Edexcel A Level Drama and Theatre  are to encourage students to:

  • Develop their interest and enjoyment in drama and theatre both as participants and as informed members of an audience, fostering an enthusiasm for and critical appreciation of the subject.
  • Develop understanding and appreciation of the significance of social, cultural and historical influences on the development of drama and theatre.
  • Experience a range of opportunities to develop a variety of dramatic and theatrical skills, enabling them to grow creatively and imaginatively in both devised and scripted work.
  • Integrate theory and practice through their understanding of critical concepts and the discriminating use of specialist terminology.

Topics covered

The course is taught in 3 Components units:

Component 1: Devising 40% 80 Marks

 In this unit students devise an original performance piece using one key extract and a theatre practitioner as a stimulus.  Students can take a performance or a design route. Students will then complete a 3000-word portfolio

Component 2: Text in Performance 20% 60 marks

This unit offers students the chance to demonstrate skills in a performance environment. Students perform a realisation of one key extract from a performance text and a monologue of duologue from a separate text.

Component 3: Theatre Makers in Practice 40% 80 marks

Section A: Live Theatre Evaluation 20 marks

Students answer one extended response question from a choice of two requiring them to analyse and evaluate a live performance they have seen.

Section B: Page to Stage: Realising a Performance Text 36 marks

Students answer two extended response questions based on an unseen extract from one of the set texts.  This section allows students to demonstrate how they, as theatre makers, intend to realise the extract in performance.  They will answer from the perspective of a performer and a designer.

Section C:  Interpreting a Performance Text 24 marks

Students will answer one extended response question from a choice of two based on an unseen named section from the selected set text.  Students are asked to demonstrate how their re-imagined production concept will communicate to a contemporary audience.  They are also asked to outline how the work of the chosen practitioner has influenced their overall concept and demonstrate an awareness of the performance text in it original conditions.

Homework

Students are expected to rehearse group work and monologue performances outside of lesson time.

Independent research about theatre history, practitioner theories and social and historical context.

Students may need to source props and costumes.

Assessment

Component 1: Devising.  This internally assessed unit

  1. A portfolio (60marks).  2500-3000 words. 
  2. The devised performance/design realisation (20 marks).

Component 2: Text in Performance 20% 60 marks This is an externally assessed unit.

The first section requires students to offer either a monologue or duologue. The second section requires students to contribute to a performance of a professionally published play by a known writer. Students may offer either acting or a design form and must also provide a concept of the interpretation of their chosen roles or designs.

Component 3: Theatre Makers in Practice 80 marks

2hour 30 minutes written exam

  • Section A: Live Theatre Evaluation 20 mark question
  • Section B: Page to Stage: Realising a Performance Text 36 marks
  • Section C:  Interpreting a Performance Text 24 marks