Introduction

The study of Drama helps to promote self-confidence, control and discipline in practical situations.  It helps to instill essential life skills such as communication, co-operation, and problem-solving, learning to work with others and being a team player.  The breadth and balance of the curriculum ensures that pupils are taught how to create, perform and respond to Drama by working with a variety of stimuli from different sources and traditions.  It allows them to explore the world around them, whilst considering the role and impact of the Arts in a wider context.

The department has a dedicated Drama Theatre which, as well as a teaching space, is used for all school productions and exams at Key Stage 4.  It has recently had a new stage lighting system installed and is also equipped with portable staging that can be used to form a variety of different shapes and levels in the performance area.

Head of Department: Mrs D Walsh


Key Stage 3 Curriculum

At Key Stage 3, Drama is taught as a separate subject to years 7, 8 and 9 by three experienced members of staff.  Pupils receive 1, 100-minute lesson every two weeks.

Pupils are given the opportunity to perform in a variety of genres and experiment with different techniques for example improvisation, working with scripts, physical theatre techniques and a variety of styles in Dance.


Key Stage 4 Curriculum

The department offers the following two subjects AQA GCSE Drama and AQA GCSE Dance .Pupils receive 3X 50 minute lessons each week. GCSE Results are consistently excellent with above 90% A* - C in both Drama and Dance.

Extra – Curricular

The department provides activities to support and enhance the learning of pupils in and out of the lesson context.  These include:

Drama plays a full part in the school.  The annual school production gives a great number of pupils the opportunity to be involved in a variety of ways.  Past productions have included 'Legally Blonde', 'Little Shop of Horrors' and 'Bugsy Malone' to name but a few.


Key Stage 3 Curriculum Map

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 7

Key Skills: Introducing Key skills and Drama techniques using the story of ‘The Pied Piper’.

Pantomime:  Developing an understanding of the conventions of pantomime.

Mime and Mask: An opportunity to explore the ‘rules’ of mask work and develop physical skills.

Physical Theatre:  Developing an understanding of physical theatre in terms of knowledge and skills.

Improvisation: Experimentation with non-scripted Drama and the opportunity to explore ‘Forum Theatre’

Musical Theatre’: An exploration of the main features of Musical Theatre.

Year 8

Key Skills: ‘Telling Stories on Stage’

Enabling pupils to develop skills needed to present stories in more thoughtful ways.

Theatre Through the Ages’: Exploring theatre from different times and cultures.

Staging Shakespeare: Exploring practical ways of bringing the words of Shakespeare to life on stage.

‘Storytelling Theatre’: A practical exploration of Carol Ann Duffy’s ‘Hansel and Gretel’.

Live Theatre: Analysis and evaluation of the work of live theatre makers.

Monologues and Duologues: Learning to interpret a script and bring a text to life on stage.

Year 9

Key Skills: Non-naturalism

Theatre Design: An opportunity for pupils to explore the role of designers in the theatre.

‘Texts in Practice’:  Pupils apply theatrical skills to realise artistic intentions in live performance.

‘Noughts and Crosses’:  An exploration of the issues surrounding civil rights and the play ‘Noughts and Crosses’ by Malorie Blackman.

Theatre in Education: Learning how important issues can be taught through Drama.

Devising Drama: Using a stimulus to inspire a devised performance.

 

 

Assessments

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 7

Formative:

  • Exploration of skills and creation of performance for Baseline assessment.

Summative:

  • Creating and performing a piece to demonstrate knowledge of key skills and ability to use them in practice.
  • Performance of a short Pantomime as part of a group.
  • Homework task – committing dialogue to memory.
  • Self-evaluation:  What did they do well?  How could they have improved their work?
  • Creation of a masked performance utilising rules and skills learned throughout topic.
  • Peer-assessment:  What did they do well?  Which rules were followed?  Which skills could be seen?  How could they improve?
  • Performance of a short script using physical theatre techniques and skills.
  • Forum Theatre performance – responding to the suggestions of others using improvised dialogue.
  • Prepare and participate in an audition scenario.

Year 8

  • Exploration of key skills as part of a group.
  • Performance using key skills in practice.
  • Pupils commit dialogue to memory and perform an extract from a script related to their chosen period in time.
  • Peer-assessment:  Pupils evaluate the work of one of their peers.
  • Pupils work as part of a group or as an individual to perform an extract from ‘Macbeth’ on stage.
  • Self-evaluation: pupils reflect on what they did well and how they could make their performances more engaging for a modern audience.
  • Working in groups, pupils explore the conventions of ‘storytelling theatre’.
  • Pupils apply their knowledge to a performance of ‘Hansel and Gretel’.
  • Pupils write a review about a live performance they have seen.
  • Pupils commit dialogue to memory and perform a monologue or a duologue.

Year 9

  • Pupils adapt the story of ‘Little Red Riding Hood’, using conventions of Epic Theatre, to encourage an audience to consider their key messages.
  • Pupils present their design ideas for a given extract.  They can choose which element of design they would like to focus on.

Pupils can either:

  • Perform a short extract from the play.

Or

  • Design a costume for one of the characters in the extract.

Pupils can either:

  • Perform a short extract from the play.

Or

  • Design the set for one of the scenes in the play.

Pupils can either:

  • Create and perform their own short piece of T.I.E.

Or

  • Perform an extract from Mark Wheeler’s ‘Gate Escape’.
  • Pupils perform their work for an audience.
  • Pupils can be assessed as either an actor or a designer.

 


Key Stage 4 Curriculum Map

 

Learning Objectives:

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 10

‘Understanding Drama’
(Links to Component 1)

‘The study of a set play’: Blood Brothers
(Links to Component 1)

‘Live Theatre’: Analysis and Review
(Links to Component 1)

‘Understanding Style’: An exploration of styles and practitioners in preparation for ‘Devising Drama’

‘Devising Drama’: Completion of Component 2 of the GCSE course

Year 11

‘Devising Drama’: Completion of Component 2 of the GCSE course

‘Texts in Practice’: Completion of Component 3 of the GCSE course

‘Understanding Drama’: Preparation for the written exam
(Component 1)

‘Understanding Drama’: Preparation for the written exam
(Component 1)

N/A: Course Completed

 

Assessment Map

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 10

Formative assessment of practical work

Multiple choice test (Component 1, Section A)

Mock exam (Component 1, Section B)

Mock exam (Component 1, Section C)

Research tasks

Formative assessment of practical work

Formal Assessment of devised performance (moderated by AQA in year 11)

Formal assessment of devising log (moderated by AQA in year 11)

Year 11

Formal Assessment of devised performance (moderated by AQA in May)

Formal assessment of devising log (moderated by AQA in May)

Practical Examination: marked by external AQA examiner

Completion of practice questions throughout term

Written Examination (marked by AQA)

May 18th 2018

 

 

The exam board is AQA.


Link to specifications

For further information, please visit the AQA website at http://www.aqa.org.uk/subjects/drama/gcse/drama-8261 or find the specification at http://filestore.aqa.org.uk/resources/drama/specifications/AQA-8261-SP-2016.PDF


Where does it lead?

Drama students are highly employable because they possess skills that many employers are looking for. Many who study Drama go on to study Acting, Creative Arts, Expressive Arts and Media courses at college and university.  A Theatre Studies degree can open many doors to many different employment opportunities, some of the most common being roles within the theatre/media industry; teaching;  journalism; museums, arts and heritage sector. GCSE Drama is also a facilitating subject, which means that it can be useful for a wide range of college and university courses and will help you keep your options open.  You will gain subject specific skills, knowledge and understanding whilst also developing analytical skills, self-confidence and your ability to communicate effectively with others.

Reviewed: Jan 2020