Drama

Welcome to the Drama Department

"All the world’s a stage and most of us are desperately unrehearsed." - Sean O’Casey

Head of Department:

Mrs Molloy
e-mail: lleigh2.310@parkhighstanmore.org.uk

Drama is a creative and dynamic subject which aligns with our Performing Arts Faculty Vision ‘to develop confident, creative, reflective, resilient and analytical artists, who work both as strong collaborators and independent learners’. Our Drama curriculum enables students to speak their voices through drama, developing their own ways to communicate fresh performance ideas with an audience, whilst understanding the historical practices and theoretical underpinnings of theatre. We foster the curiosity of our young people, exploring a diverse range of play texts, developing a compassion for others through their understanding of social, cultural, historical and political contexts and developing their cultural capital, appreciating drama as both an art form and one of academic study. Students use their integrity and resilience to work collaboratively and compassionately to generate, develop and communicate ideas; contribute as an individual to a theatrical performance; reflect on and evaluate their own work and that of others and adopt safe working practices. The skills developed can be transferred across many subjects and contribute positively to our school community, allowing our students to positively enter society as responsible citizens.

Key Stage 3

Our broad, balanced and diverse KS3 curriculum embraces and exceeds that of the National Curriculum within English. ‘Introduction to Drama’ lays the foundations of key dramatic acting skills, conventions and techniques and structuring a piece of drama, foundations which are frequently revisited and honed. Students learn how to work as an ensemble, through schemes such as ‘Greek Theatre’ (Yr7), where choral skills are cultivated, to ‘From Page to Stage’ (Yr8), where students apply ensemble skills to a variety of diverse texts. Embracing character through voice, movement, empathy and performance are fundamental aspects of an actor’s development and at KS3, we foster this through schemes such as ‘Evacuees’. Students explore a wide range of historical developments in Drama, ranging from Greek Theatre to Commedia, how this links to 20th century practitioners such as Stanislavsky and Brecht to modern physical theatre companies such as Frantic Assembly.

Year 7

In Drama pupils study skills based around group work, characterisation, and script exploration and devising. Each half term is alternated with Dance in Year 7

Autumn	Spring	Summer
Introduction to Drama	Greek Theatre	Commedia Dell’Arte
Assessment
Formative Show – Feedback – Improve Teachers should not move on in the scheme unless a technique/concept has been mastered and applied. Freeze frames and still images – show teacher and gain feedback for instant improvement. Thought tracks – teacher and peer assessment on effectiveness and understanding. Improvisation – teacher assessment during the lesson. Questioning to explore whether key terminology and concepts have been understood. Application of performance skills; assessed and feedback given throughout lessons. Are students ‘performance ready’. Are the students collaborating well? Think, pair, share and feedback/discuss. Starter and plenary activities (a range of questioning techniques, quizzes and fun ways to check knowledge and understanding). Summative A short group performance using all the concepts learnt, based on ‘Red Riding Hood’.	Formative Show – Feedback – Improve Teachers should not move on in the scheme unless a technique/concept has been mastered and applied. Understanding of historical background and development of drama – shown through questioning. Application of knowledge to practical work; Are the students collaborating well? Think, pair, share and feedback/discuss. Starter and plenary activities (a range of questioning techniques, quizzes and fun ways to check knowledge and understanding). Summative Students will be required to create a perform in a group piece based on Theseus entering the Labyrinth.	Formative Show – Feedback – Improve Teachers should not move on in the scheme unless a technique/concept has been mastered and applied. Questioning to check understanding. Use of hands up and cold-calling. Understanding of historical background and development of drama – shown through questioning. Application of knowledge to practical work; Are the students collaborating well? Think, pair, share and feedback/discuss. Teacher and peer feedback – is the work funny? How can it be improved? Starter and plenary activities (a range of questioning techniques, quizzes and fun ways to check knowledge and understanding). Summative A group performance piece (lazzi) featuring Commedia stock characters and different forms of comedy.

Autumn

Spring

Summer

Introduction to Drama

Greek Theatre

Commedia Dell’Arte

Assessment

Formative

Show – Feedback – Improve

Teachers should not move on in the scheme unless a technique/concept has been mastered and applied.

Freeze frames and still images – show teacher and gain feedback for instant improvement.
Thought tracks – teacher and peer assessment on effectiveness and understanding.
Improvisation – teacher assessment during the lesson.
Questioning to explore whether key terminology and concepts have been understood.
Application of performance skills; assessed and feedback given throughout lessons. Are students ‘performance ready’.
Are the students collaborating well? Think, pair, share and feedback/discuss.
Starter and plenary activities (a range of questioning techniques, quizzes and fun ways to check knowledge and understanding).

Summative

A short group performance using all the concepts learnt, based on ‘Red Riding Hood’.

Formative

Show – Feedback – Improve

Teachers should not move on in the scheme unless a technique/concept has been mastered and applied.

Understanding of historical background and development of drama – shown through questioning.
Application of knowledge to practical work;
Are the students collaborating well? Think, pair, share and feedback/discuss.
Starter and plenary activities (a range of questioning techniques, quizzes and fun ways to check knowledge and understanding).

Summative

Students will be required to create a perform in a group piece based on Theseus entering the Labyrinth.

Formative

Show – Feedback – Improve

Teachers should not move on in the scheme unless a technique/concept has been mastered and applied.

Questioning to check understanding. Use of hands up and cold-calling.
Understanding of historical background and development of drama – shown through questioning.
Application of knowledge to practical work;
Are the students collaborating well? Think, pair, share and feedback/discuss.
Teacher and peer feedback – is the work funny? How can it be improved?
Starter and plenary activities (a range of questioning techniques, quizzes and fun ways to check knowledge and understanding).

Summative

A group performance piece (lazzi) featuring Commedia stock characters and different forms of comedy.

Home learning is allocated on a half-termly basis within Dance and Drama. Year 7s are assessed throughout the year, within lessons, and with a final performance at the end of each scheme. These performances are expected to showcase the students’ best work and should be rehearsed outside of lesson time. Students are encouraged to take pride in their work and add costume, music and props/set where appropriate.

Knowledge Organisers:

You have not allowed cookies and this content may contain cookies.

If you would like to view this content please

Year 8

Autumn	Spring	Summer
Shakespeare Naturalism	Epic Theatre Face	The Evacuees Page to Stage
Assessment
Formative Characterisation Application of stage combat Collaboration, risk-taking, evaluative skills. Devising Performance Summative Students will be required to perform a section of text which results in a stage combat fight between characters. Formative Application of Stanislavski techniques; Collaboration, risk-taking, evaluative skills. Devising Performance Summative Students will be required to choose a section of ‘DNA’ by Dennis Kelly and use Stanislavski’s methods of acting to create a sense of truth within their selected scene.	Formative Application of Brechtian techniques Collaboration, evaluative skills Characterisation Devising Performance Summative Students will be required to devise a short scene with their own political message which explores the key features of Epic Theatre. Formative Application of abstract/non-naturalistic techniques into performance work. Collaboration, risk-taking, evaluative skills. Devising Performance Summative Students will be required to perform a section of the play showing key features of the Physical Theatre style.	Formative Application of techniques into devised work. Collaboration, risk-taking, evaluative skills. Devising Performance and characterisation skills. Summative Students will be required to perform their own creations, which features both devised scenes and a focus on empathetic, realistic performance.

Autumn

Spring

Summer

Shakespeare

Naturalism

Epic Theatre

Face

The Evacuees

Page to Stage

Assessment

Formative

Characterisation
Application of stage combat
Collaboration, risk-taking, evaluative skills.
Devising
Performance

Summative

Students will be required to perform a section of text which results in a stage combat fight between characters.

Formative

Application of Stanislavski techniques;
Collaboration, risk-taking, evaluative skills.
Devising
Performance

Summative

Students will be required to choose a section of ‘DNA’ by Dennis Kelly and use Stanislavski’s methods of acting to create a sense of truth within their selected scene.

Formative

Application of Brechtian techniques
Collaboration, evaluative skills
Characterisation
Devising
Performance

Summative

Students will be required to devise a short scene with their own political message which explores the key features of Epic Theatre.

Formative

Application of abstract/non-naturalistic techniques into performance work.
Collaboration, risk-taking, evaluative skills.
Devising
Performance

Summative

Students will be required to perform a section of the play showing key features of the Physical Theatre style.

Formative

Application of techniques into devised work.
Collaboration, risk-taking, evaluative skills.
Devising
Performance and characterisation skills.

Summative

Students will be required to perform their own creations, which features both devised scenes and a focus on empathetic, realistic performance.

Home learning is allocated on a half-termly basis within Dance and Drama. Year 8s are assessed throughout the year, within lessons, and with a final performance at the end of each scheme. These performances are expected to showcase the students’ best work and should be rehearsed outside of lesson time. Students are encouraged to take pride in their work and add costume, music and props/set where appropriate.

Knowledge Organisers:

You have not allowed cookies and this content may contain cookies.

If you would like to view this content please

Year 9

Autumn	Spring	Summer
Dystopia	Blood Brothers	Devising ‘Colours of Justice’
Assessment
Formative assessment is throughout the scheme, with key milestone tasks built into each lesson. Teachers assess the work instantly and provide feedback. Students are also able to comment on www and ebi, which supports students even further to create improved work and challenges their evaluative skills. Summative Performance in groups of their final dystopian world, with links to flashbacks and the development of didactic stories	Formative assessment is throughout the scheme, with key milestone tasks built into each lesson. Teachers assess the work instantly and provide feedback. Students are also able to comment on www and ebi, which supports students even further to create improved work and challenges their evaluative skills. Summative Performance in groups, performing an extract of the script, aiming to demonstrate clear characterisation.	Formative Collaboration, risk-taking, evaluative skills. Devising Performance Summative Students will perform a short piece that they have devised using a stimulus explored in lessons.

Autumn

Spring

Summer

Dystopia

Blood Brothers

Devising ‘Colours of Justice’

Assessment

Formative assessment is throughout the scheme, with key milestone tasks built into each lesson. Teachers assess the work instantly and provide feedback. Students are also able to comment on www and ebi, which supports students even further to create improved work and challenges their evaluative skills.

Summative Performance in groups of their final dystopian world, with links to flashbacks and the development of didactic stories

Summative Performance in groups, performing an extract of the script, aiming to demonstrate clear characterisation.

Formative

Collaboration, risk-taking, evaluative skills.
Devising
Performance

Summative

Students will perform a short piece that they have devised using a stimulus explored in lessons.

KS3 Assessment

In Drama pupils study skills based around group work, characterisation, and script exploration and devising. Each half term is alternated with Dance in Year 9

Home learning is allocated on a half-termly basis within Dance and Drama. Year 9s are assessed throughout the year, within lessons, and with a final performance at the end of each scheme. These performances are expected to showcase the students’ best work and should be rehearsed outside of lesson time. Students are encouraged to take pride in their work and add costume, music and props/set where appropriate.

Key Stage 4

In Year 10, we consolidate and build on the foundations set at KS3. Students explore the exam board set text and engage with live theatre, supporting their understanding of theatre making and performing. Moving into Year 11, students devise their own theatre, whilst understanding the importance of the creative processes. Students additionally apply their performance skills to the successful performance of a script whilst revising the set text and consolidating their live theatre evaluation and analysis.

Year 10

Autumn	Spring	Summer
Find Me! Does theatre effectively capture reality? Mock Component 2 / Live Theatre How do we effectively analyse and evaluation the design of live theatre?	Live Theatre Review Practitioners	Component 1: Devising
Assessment
Completion of flipped learning tasks In-class performances Ongoing questioning, feedback and discussion of the play Completion of exemplar questions (written) for teacher marking and feedback including redrafts. Final performance Completion of exemplar questions (written) for teacher marking and feedback including redrafts.	Live Theatre Review basic questions to recall the piece ‘Lovesong’. In-class performances Ongoing questioning, feedback and discussion of the play Completion of exemplar Ongoing performances in different groups so that the teacher can see how different groups of students' ‘gel’ and how well they understand and replicate the stylistic features of the different practitioners – som are better suited to one than the other.	Use of Work in Progress to assess how the work is developing and give live feedback from both class and teacher. Start drafting S1 of portfolio Performance to live audiences to receive feedback from almost completed performances. Completion and redraft of S1/S2 of portfolio

Autumn

Spring

Summer

Find Me!

Does theatre effectively capture reality?

Mock Component 2 / Live Theatre

How do we effectively analyse and evaluation the design of live theatre?

Live Theatre Review

Practitioners

Component 1: Devising

Assessment

Completion of flipped learning tasks
In-class performances
Ongoing questioning, feedback and discussion of the play
Completion of exemplar questions (written) for teacher marking and feedback including redrafts.
Final performance
Completion of exemplar questions (written) for teacher marking and feedback including redrafts.

Live Theatre Review basic questions to recall the piece ‘Lovesong’.

In-class performances
Ongoing questioning, feedback and discussion of the play
Completion of exemplar
Ongoing performances in different groups so that the teacher can see how different groups of students' ‘gel’ and how well they understand and replicate the stylistic features of the different practitioners – som are better suited to one than the other.

Use of Work in Progress to assess how the work is developing and give live feedback from both class and teacher.

Start drafting S1 of portfolio

Performance to live audiences to receive feedback from almost completed performances.

Completion and redraft of S1/S2 of portfolio

All students who follow this course will be given home learning weekly. Students are assessed each term through performances and end of topic written assessments.

In the Summer Term, each student will sit a formal, written, internal exam which will consist of all elements taught throughout the course. Appropriate preparation in the form of revision should be taken seriously with sufficient planning and organisation to ensure each student fulfils their potential.

Examination Board:

EDUQAS

Useful Reading Material:

‘EDUQAS GCSE Drama: Unit 1 Devised Practical Performance’ by G. Nicholas

‘EDUCAS GCSE Drama’ by G. Nicholas

‘Theatre in Practice: A Students’ Handbook’ by N. O Brien

DNA by Dennis Kelly

‘The Complete Brecht Toolkit’ by S. Urmin

‘The Complete Stanislavsky Toolkit’ B. Merlin

New Grade 9-1 GCSE Drama Revision Guide by CGP Books

New Grade 9-1 GCSE Drama Play Guide – DNA by CGP Books

‘The Theatre and It’s Double’ Antonin Artaud

Year 11

Autumn	Spring	Summer
C1:Devising Revision of C3 C2: Text in Performance	C2: Text in Performance C3: Revision	C3: Revision
Assessment
Final performance of C1 to a live audience and camera, recorded as evidence for EDUQAS Final completion of 900-word portfolio Final completion of 1hr30 controlled assessment (evaluation) Timed questions and essays. Low stakes quizzes and tasks. Questioning. Ongoing teacher assessment of work, constant feedback and direction to how the students can improve.	Ongoing teacher assessment of work, constant feedback and direction to how the students can improve. Final performance of C2 to a visiting examiner.	Completion of exemplar questions (written) for teacher marking and feedback including redrafts.

Autumn

Spring

Summer

C1:Devising

Revision of C3

C2: Text in Performance

C3: Revision

Assessment

Final performance of C1 to a live audience and camera, recorded as evidence for EDUQAS

Final completion of 900-word portfolio

Final completion of 1hr30 controlled assessment (evaluation)

Timed questions and essays. Low stakes quizzes and tasks. Questioning.

Ongoing teacher assessment of work, constant feedback and direction to how the students can improve.

Final performance of C2 to a visiting examiner.

Completion of exemplar questions (written) for teacher marking and feedback including redrafts.

All students who follow this course will be given home learning weekly. Students are assessed each term through performances and end of topic written assessments

GCSE Drama consists of three components:

Component 1: Devising (40%)

The devised performance (practical) will be performed during the Autumn Term. The 950-word written portfolio is also completed during this time with an additional 1hr 30m controlled assessment evaluation which takes place during lesson time after the final performance. All of the work for Component 1 is assessed internally and is externally moderated by EDUCAS

Component 2: Performance of a Script (20%)

This component is externally examined by a visiting examiner during the Spring Term.

Component 3: The Written Paper (40%)

Written examination 1 hour and 30 minutes 40%

Examination Board:

Eduqas

Course Specification:

Eduqas GCSE Drama 601/8420/6

Qualification obtained:

GCSE Drama

Useful Reading Material

‘EDUQAS GCSE Drama: Unit 1 Devised Practical Performance’ by G. Nicholas

‘EDUCAS GCSE Drama’ by G. Nicholas

‘Theatre in Practice: A Students’ Handbook’ by N. O Brien

DNA by Dennis Kelly

‘The Complete Brecht Toolkit’ by S. Urmin

‘The Complete Stanislavsky Toolkit’ B. Merlin

New Grade 9-1 GCSE Drama Revision Guide by CGP Books

New Grade 9-1 GCSE Drama Play Guide – DNA by CGP Books

New Grade 9-1 GCSE Drama Revision Guide

‘The Theatre and It’s Double’ Antonin Artaud

Additional Information

Enrichment

Our vast offer includes opportunities to participate in the school musical, an annual Culture Evening, talent shows and different drama clubs across all key stages. Students have regular opportunities to experience live theatre, both via touring companies in school and visits to the West End. We run a fabulous Arts Week in the Spring Term, giving opportunities for students to participate in a range of activities with visiting drama practitioners and companies.