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.
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.
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. |
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 |
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. |
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 will be set when required. Homework examples include to research a given stimuli, complete a written task, preparing for assessment, learning lines etc.
Any live theatre experiences a student can have will be beneficial. Reading a wide range of texts, particularly fiction would be useful.
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.
Drama is a group-based subject, although students will be assessed on their individual contribution, collaboration and team work is a key to success.
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.
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 |
|
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.
There are three assessed components to GCSE Drama. They are:
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.
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.
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.
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.