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Course Description, Rationale and Objectives

All students receive Drama education at KS3 and it is considered a vital part of the curriculum.

Drama remains one of the most popular and important forms of entertainment, whether we are watching it on television, the internet, at a cinema or at the theatre.  The drama curriculum aims to educate students about how drama is structured, created and performed.  Students work as active participants and audience members to explore what makes high quality drama.

Drama also forms an important part of the literary and cultural cannon.

Our curriculum follows four key strands, which are based on the assessment objectives of GCSE Drama:

  1. Create and develop ideas to communicate meaning to an audience;
  2. Apply theatre skills;
  3. Show knowledge and understanding of how drama is developed and performed;
  4. Analyse and evaluate drama.

Additionally, through Drama, students gain confidence and communication skills needed for both creative performance and interaction in all other areas of school life. We aim for students to:

  • Understand and demonstrate the basic and social skills necessary for meaningful Drama to take place, such as listening, observation, concentration and co-operation.
  • Work in mixed groups of varying sizes, developing the ability to negotiate and make decisions as part of a group.
  • Understand how to use the performance space through movement and voice when communicating meaning of narratives.
  • Show a developing ability to devise, improvise and create believable characterisations.
  • Learn how to adapt body language and voicings to suit characters unlike themselves.
  • Understand that the process of Drama has its own worth and that performance is not always part of the activity it can contribute to students learning across the curriculum.
  • Reflect upon and respond constructively to their own work and that of others in class, with an awareness of their own strengths and weaknesses.
  • Develop a variety of physical conceptual skills in relationship to the practice of Drama.

Drama also functions as an important learning tool: for example in the development of students’ oral literacy, speaking and listening and communication skills, and as a method of exploring themes and issues across the curriculum.

Our expectations

Students are required to work independently and collaboratively with peers to complete practical tasks in lessons. They regularly evaluate the work of others in class to help improve understanding, and are formally assessed once a term.  Students are expected to be reflective and supportive learners, in order to improve their own performing and that of others that they work with.  Students at GCSE are expected to spend time outside of lessons practising their performances.

Course Structure

The current GCSE has the following structure:

  • Component 1              Devising Drama From a Stimulus
  • Component 2              Performing Drama From a Text
  • Component 3              Understanding Drama
    • Section A – Study of a Drama Text
    • Section B – Evaluation of Live Performance

Each of the schemes of work at Key Stage Three is linked to one of these components, either in developing the key skills required or as a practice version of the component.  Each component will be assessed at Key Stage Three.

GCSE Course

We currently offer GCSE Drama using the Eduqas specification, details of which can be found at https://www.eduqas.co.uk/qualifications/drama-gcse/#tab_overview

KS3

Curriculum Overview

In Key Stage 3 students study a number of topics to develop their drama knowledge and understanding of drama skills. Drama at Key Stage 3 is taught in units of work that cover a variety of skill, ideas, and practitioners which will build a solid foundation for success at KS4.

7 8 9
Aut 1

INTRODUCTION TO DRAMA SKILLS

Team work, Basic Drama techniques, Improvisation, Semiotics, Proxemics, Communication

ABSTRACT DRAMA / PHYSICAL THEATRE

Developing physical theatre and non-naturalistic techniques, exploring imaginative ways to communicate meaning, developing knowledge about drama

SCHOOL

Using an issue based exploration to develop characterisation, exploring ways to communicate to an audience using naturalistic and non-naturalistic forms
Aut 2

DARKWOOD MANOR

Developing storytelling skills using non-naturalistic drama techniques

VOICE AND TEXT

Developing vocal skills as an actor.  Using a range of texts (speeches, poems, theatre scripts) (Note - this is usually taught in year 7 but did not get taught last year due to Covid restrictions and National Lockdown, so has been included in year 8 for this year only)

Mystery And Morality

Students learn about medieval theatre, focusing on Mystery and Morality plays.  Students prepare their own devised pieces as well as looking at extracts from scripts from this era. (Note - this is usually taught in year 8 but did not get taught last year due to Covid restrictions and National Lockdown, so has been included in year 9 for this year only)
Spr 1

MOVEMENT

Developing physical theatre skills through the use of movement. Developing non-naturalistic drama skills

Mystery And Morality

 Students learn about medieval theatre, focusing on Mystery and Morality plays.  Students prepare their own devised pieces as well as looking at extracts from scripts from this era.

Mystery And Morality

Students learn about medieval theatre, focusing on Mystery and Morality plays.  Students prepare their own devised pieces as well as looking at extracts from scripts from this era. (Note - this is usually taught in year 8 but did not get taught last year due to Covid restrictions and National Lockdown, so has been included in year 9 for this year only)
Spr 2

HAMLET

Using improvisation to tell the story of Shakespeare’s Hamlet

Mystery And Morality

 Students learn about medieval theatre, focusing on Mystery and Morality plays.  Students prepare their own devised pieces as well as looking at extracts from scripts from this era.

Performing Text / Set Text

BLOOD BROTHERS Using extracts from Willy Russell's play to develop the skill of scripted performance, also study of the play with exam questions on character, staging in preparation for Section A of the C3 written exam
Sum 1

VOICE AND TEXT

Developing vocal skills as an actor.  Using a range of texts (speeches, poems, theatre scripts)

Performing Text

Students stage, rehearse and perform extracts from a play

Performing Text / Set Text

BLOOD BROTHERS Using extracts from Willy Russell's play to develop the skill of scripted performance, also study of the play with exam questions on character, staging in preparation for Section A of the C3 written exam

Sum 2    

DEVISING DRAMA

Students devise, rehearse and perform an original piece of drama based on Commedia De l’Arte

 

KS4

Course Overview

Students at GCSE follow the WJEC Eduqas drama exam board:

eduqas

Assessment components:

Component 1 – Devising Practical performance

Written Portfolio

Written evaluation – controlled assessment

40%
Component 2 – Performing from a Text Practical exam

150 words – Artistic intentions

20%
Component 3 - Written exam

 

Section A – Set text

Section B – Live Theatre Review

40%

Drama Curriculum Map

  10 11
Aut 1

INTRODUCTION TO GCSE DRAMA

Improvisation, text work, structuring, semiotics, proxemics, rehearsal techniques, theatre history.

INTERPRETING THEATRE (Section A - set text) 

Practical exploration of the set text for C3 including mini-performances (helping to prepare for C2). Students will begin working on examination style questions on the set text
Aut 2

PRACTITIONER’S

How different theatre makers performance styles have an impact on their audiences.

Techniques and theory: Brecht, Stanislavski, Artaud, Growtowski, Berkoff/ LeCoq,.

INTERPRETING THEATRE (Section A - set text) 

Practical exploration of the set text for C3 including mini-performances (helping to prepare for C2). Students will begin working on examination style questions on the set text
Spr 1 DEVISING THEATRE MOCK Students will structure, devise and perform a short piece of drama based on a stimlus, supported by a working notebook in preparation for C1

PERFORMING TEXT Component 2

Students will explore the chosen text and begin rehearsals of two contrasting extracts from the text
Spr 2

Performing Text

(Mock Component 2) Students will study a play and perform extracts from it in preparation for the C3 in year 11

PERFORMING TEXT Component 2

Students will explore the chosen text and begin rehearsals of two contrasting extracts from the text

Sum 1

DEVISING THEATRE

(Component 1) Students will Explore their chosen stimulus and develop ideas, structuring their final performance piece for GCSE assessment

Exam Preparation

Students will complete examination style questions on their set text (Section A) and Live Theatre Review (Section B)
Sum 2

DEVISING THEATRE

(Component 1) Students will Explore their chosen stimulus and develop ideas, structuring their final performance piece for GCSE assessment
 

Students will start and complete Component 1 in Year 10, which explores students devising a short performance based on their chosen stimulus and theatre practitioner. Finally, students will then prepare for an acting performance; this will be assessed by the teacher in Year 10 and a visiting examiner in Year 11.At the start of Year 10 students complete an ‘Introduction to GCSE Drama’, which helps to bridge the gap between KS3 and KS4 and recap the key performance skills needed at GCSE level. The GCSE course explores drama both in theory and practice. Pupils will begin by exploring a range of theatre practitioners; this will then inform pupils to devise their own performances using a range of performance styles. The students will explore a chosen set text for component 3, which will be explored practically for the written exam questions. As part of this unit pupils are also required to evaluate a live theatre review and complete an exam question based on the performance.

Why you should consider this subject for GCSE

The WJEC Eduqas GCSE in Drama is an exciting, inspiring and practical course. The specification promotes involvement in and enjoyment of drama, as performers and/or designers. Additionally it provides opportunities to attend live theatre performances and to develop skills as informed and thoughtful audience members. Through following this specification, learners will be given opportunities to participate in and interpret their own and others' drama. Learners have the option to work practically as performers and/or designers in Components 1 and 2. Learners will investigate a practitioner or genre of drama, work collaboratively to develop ideas to communicate meaning and experiment with dramatic conventions, forms and techniques to produce and realise a piece of original theatre. They will also have the opportunity to participate in the performance of an extract from a play text. Learners will demonstrate their knowledge and understanding of drama, including their ability to interpret texts for performance, in a written examination. However, in preparation for this assessment, learners are encouraged to study their chosen text practically as a performer, designer and director.

Future Careers

Performing is just one of many careers that can come from studying a drama degree.  Jobs relating directly to drama include a/an: Actor/Actress, Broadcast presenter, Dramatherapist, Runner, Broadcasting/film/video, Theatre director, Theatre stage manager.  Jobs where drama is useful include a/an: Arts administrator, Community arts worker, Media researcher, Teacher, Television floor manager, Theatre manager.

GCSE Results 2022

Congratulations to the Year 11 Students on achieving 88% 9-4

GCSE Results 2021

Congratulations to the Year 11 students on achieving 100% grade 9 to 4

Useful Links

KS4

Book: WJEC/Eduqas GCSE Drama by Garry Nichols (Paperback, 2016)