Drama

Why we teach Drama

We want all students to be able to understand and enjoy theatrical performances in all their multi-faceted richness and so we seek to develop their appreciation of our cultural heritage through the learning of drama.

We also teach students the conventions and techniques of performance itself, enabling students to explore their inner selves and feelings in a safe environment.  students learn the skills of performance that enable them to develop their own confidence, not only about performing to others but also the self-confidence all of us need to make a good life.

The development of dramatic pieces also involves team-work and skills learned in drama are then used by students in all other areas of the school and of life.  We also learn about the co-ordination of several different elements, including the lights and sound of a production, and students learn how to bring together these separate strands to make a whole production – these project management skills can also be applied elsewhere.

KS3 Drama

Overview of content

The Year 7 curriculum will introduce the study of Drama as creative artform. Year 7 students will begin developing their skills in creating, working as a team, and performing to an audience. We develop a range of skills such collaboration, communication and working to a deadline whilst studying different styles, genres, theatre skills and terminology. The Year 8 curriculum will develop the knowledge and understanding gained in year 7. It will also introduce the work of practitioners, as well as introducing work which develops understanding and application of the technical side of theatre in performance. The Year 9 curriculum will embed previous dramatic knowledge and will enable students to select and refine their learning to develop and create more challenging performances. Students will learn how develop their directorial skills practically whilst considering their critical thinking.

Yr 7 Programme of Study

Half term	Topics studied; skills and knowledge	How this will be assessed
Autumn - 1	Working together- creating together ‘‘The Secret’ Baseline assessment on Scripted work- portrayal of a character	Baseline Assessment of Devised piece Baseline Assessment of Scripted extract
Autumn - 2	Introduction to performance skills, developing voice, movement, and character workshops	Individual performance
Spring - 1	Introduction to Devising: working together collaboratively and creatively.	Devising Performance Ongoing teacher assessment of the dramatic process
Spring - 2	National Theatre Production – Peter Pan - Introduction to critical appraisal	Live theatre analysis and evaluation
Summer - 1	History of Theatre- Prehistoric Ritual, Greek Theatre, Greek Chorus	Practical Performance
Summer - 2	History of Theatre 2 - Medieval, Commedia dell’Arte, Shakespeare, Modern 20th Century practice	Ongoing teacher assessment of classwork, alongside an individual theory assessment.

Yr 8 Programme of Study

Half term	Topics studied; skills and knowledge	How this will be assessed
Autumn - 1	Texts in Practice - portrayal of a character with a playscript	Teacher assessment of ongoing classwork and rehearsal process
Autumn - 2	Texts in Practice - Scary Play- Introduction to the various technical skills that are required and to consider how these are best applied to the performance.	Individual assessment of Scripted extract
Spring - 1	Analysis and evaluation of live performance – focusing on both the portrayal of the actor and the technical skills within performance.	Individual assessment - theatre analysis and evaluation
Spring - 2	Practitioners – Introduction to different genres, styles and the practitioners who identify with each. Naturalism - Konstantin Stanislavski, Epic Theatre – Bertolt Brecht and Theatre of Cruelty – Antonin Artaud	Individual ongoing classwork Performing within lesson
Summer - 1	Practitioners - Contemporarly Theatre Practice - development of knowledge and understanding.	Individual ongoing classwork
	Poor Theatre - Jerzy Grotowski, Forum Theatre - Augusto Boal, and Total Theatre - Steven Berkoff	Individual theory assessment
Summer - 2	Devising - from a given Stimuli - considering the given circumstances with a stimulus and a characters own narrative and objectives.	Individual ongoing dramatic process and devising performance.

Yr 9 Programme of Study

Half term	Topics studied; skills and knowledge	How this will be assessed
Autumn - 1	Texts in Practice – Sparkleshark – study of a set text. Acting portrayal -within physicality and vocal action – Introducing the role of director and how to improve the portrayal of a set character.	Ongoing classwork
Autumn - 2	Texts in Practice – Acting in practice Sparkleshark Consideration of Staging, alongside Theatre roles and terminology.	Individual assessment of Scripted extract
Spring - 1	Devising – Practitioner’s study – In-depth study of Bertolt Brecht and Epic Theatre techniques Considering the impact of society and politics on the creation of dramatic pieces	Individual practitioners’ study Individual practitioners’ performance – with ongoing dramatic process
Spring - 2	Analysis on Acting with a given intent on an audience - comedic focus	Ongoing classwork
Summer - 1	Live Theatre Review - One Man, two Guvnors – understanding the work of others and how the use of physical comedy is used within performance.	Live theatre analysis and evaluation
Summer - 2	Presentation and Speech skills Research, Planned and written speech – presented to an audience in preparation for skills required for life going forward. Use of Vocal and physical skills when presenting to a given audience – In liaison with English, spoken language assessment.	Presentation of speech

Homework

Homework will be set when required. Homework examples include to research a given stimuli, complete a written task, preparing for assessment, learning lines etc.

Learning outside the classroom

Any live theatre experiences a student can have will be beneficial. Reading a wide range of texts, particularly fiction would be useful. 

Parental support and extension

Students would benefit from looking at various playscripts, novels and opening their mind to different literature. Any opportunity to observe live theatre or streamed professional performances would benefit greatly.

More information

Drama is a group-based subject, although students will be assessed on their individual contribution, collaboration and team work is a key to success.

KS4 Drama

AQA GCSE Drama (8261)

Overview of content

In GCSE Drama students are engaged and encouraged to become confident performers and designers. They are taught transferable skills, such as the ability to collaborate with others, think analytically and evaluate effectively. They gain the confidence to pursue their own ideas, reflect and refine their efforts which can be applied in all areas of their future life, in which ever path they chose to follow. The course includes the study of a set dramatic text, evaluating live theatre, performance of a chosen play text and an in depth look at the devising process leading to performance.

Programme of Study

Year	Half term	Topics studied; skills and knowledge	How this will be assessed
10	Autumn - 1	Introduction to GCSE Drama and Component 1 Section A	Section A Assessment
	Autumn - 2	Component 1 Section B: Blood Brothers	Exam style questions
	Spring - 1	Component 1 Section C: Live Theatre Review	Exam style questions
	Spring - 2	Component 3: Texts in Practice	Mock Performance
	Summer - 1	Component 2: Devising – introduction to the process	Ongoing assessment
	Summer - 2	Component 2: Devising – Section 1 Response & Section 2 Development logbook	Response & Development Logbook
11	Autumn - 1	Component 2- Devising Performance Component 2: Section 3 Analysis & Evaluation	Devising Performance Devising Logbook – Section 3
	Autumn - 2	Component 3: Texts in Practice Preparation and rehearsals Component 1: Section C – Live theatre review	Section C - Exam questions
	Spring - 1	Component 3: Texts in Practice	External examiner AQA
	Spring - 2	Component 1: Sections A ,B, C revision	Exam Questions
	Summer - 1	Component 1: Sections, A, B, C	Exam Questions
	Summer - 2	Period of Formal Examinations

Homework

The type of homework set will range depending on which unit of study is being taught. It may include completing research tasks, learning lines for their selected text, or completing tasks associated with the set text. These will be set on Go 4 Schools, and will include the use of teams to access appropriate resources.

How it is assessed

There are three assessed components to GCSE Drama. They are:

• Component 1 is the formal written examination. This has three sections, which include the study of a set text and a question on the work of theatre makers in a single live production.
• Component 2 is the devising unit. students are assessed on a student led devised performance, and on a devising log they create to reflect and record their process.
• Component 3 is the texts in practice unit. Students are assessed on two extracts they chose to perform from a text they chose. Although they have a free choice, there are certain constrictions that must be adhered to.

Learning outside the classroom

Students will have the opportunity to rehearse afterschool within the allocated KS4 enrichment time. Students will also get the opportunity to access live theatre should circumstances be allowed.

Parental support and extension

Students would benefit from wider reading of the practitioners and the playwrights studied. Furthermore, any additional contextual knowledge of time periods, and the impact of the historical, cultural and social decisions made and therefore influenced upon their set text would be helpful.

More information

Students would find having their own copies of AQA GCSE Drama Textbook by Annie Fox (ISBN 9781911208211), Blood Brothers play guide BY Annie Fox (ISBN 978-1-911208-70-9), and Blood Brothers (ISBN 978-0-413-76770-7) beneficial. Any additional reading on or by Willy Russell would also be helpful.

Example of GCSE work

For the GCSE component 2 devising element, students have been studying the techniques of various practitioners. Here are some examples of their work on Frantic Assembly, demonstrating non realistic pieces based on movement. Here we have some chair duets.

Everybody is somebody