Drama

Curriculum Leader: Mrs Simone Mallon 

Year 8 

Drama at Key Stage 3 is about learning through imagined experience. There is no national curriculum so the work we choose to study with our students is reviewed and adapted to reflect our student’s needs. Our schemes of work provide challenge, rigour and engagement and ultimately help students experience the world, relationships and human behaviour in a structured and safe environment, our classroom.

Urban Legends

The importance of folklore and the oral tradition as a means of communicating religious, moral or instructional tales and fables to a predominately illiterate population is well documented. What better way of warning children about the dangers of straying off the literal and symbolic path, than to tell them about Little Red Riding Hood?

During this project, the students will have the opportunity to explore and investigate urban legends from a number of perspectives, as well as working practically to dramatize them and gain insight into particular stories. However, rather than just look at the stories as interesting stimuli for drama, the pupils will be able to speculate as to:

Origin: Where did the stories come from? Who told them for the first time and to whom?

Function: What are the stories for? Why do we tell these for each other?

Meaning: What do the stories tell us about ourselves or our society?

Wacky Soap

There have been countless features on the TV asking how substance-abuse education can be broached with the very young. The following scheme is based on a fictional, mind altering substance ‘wacky-soap’, which produces euphoric, wacky sensations in the user along with some very troubling physical side effects. It approaches the difficult subject of substance abuse in an oblique way, thereby removing the controversy associated with it.

Lizzie Borden

In this unit students will investigate a ‘real crime scenario’; the case of Lizzie Borden, accused of brutally murdering her father and stepmother in the USA of the 1980’s. They will examine the evidence, including the contemporary accounts and photographs, and use this material to create dramatic reconstructions of the possible events of that fateful day. In addition they will consider the mythology that sprung up around the case, and the attitude of society to violent crimes, and those that commit them.

Our Day Out 

The major themes in Our Day Out by Willy Russell are the lack of education, lack of opportunity and deprivation. This work explores how the students in the play are challenged and given hope and inspiration from their teachers to recognise they can achieve anything. This unit of work truly reflects our school motto ‘Dare to Dream’.

During this project students will explore and create script performances to examine the themes the playwright presents.

Big Brother

This unit of work explores the reality around the TV series Big Brother. Students create their own characters for the Big Brother house before performing, assessing and directing workshops. This work examines not only student’s ability to create characters but their response to medias influence in the society.

Simon’s Story 

This unit of work explores the journey of a young boy called Simon. The work explores bullying and invites students to think about their responsibilities as a student of Penketh high School and develops students awareness of organisations in our school and the wider community that are there to support students who may find themselves in similar circumstances.

Assessment: 

Students are given verbal feedback very lesson, from teacher and peers. Students are given formative assessment feedback in their subject files throughout the term followed by a performance exam at the end of every unit of work.

 

 

Year 9

Moral Dilemmas 

This unit of work provides a context in which students can examine and clarify their own values towards a range of societal issues. Students are confronted with a moral dilemma and are then invited to explore different aspects of that problem in dramatic form. On one level the work ‘process orientated’ and learning outcomes are strongly linked to developing social, moral spiritual and cultural understanding. In addition to exploring a moral problem students are also developing their understanding of naturalistic and stylised drama form and its appropriate use in theatre.

Blood Brothers 

The main themes in Blood Brothers are connected with differences in social class, and the effects these have on the lives of the main characters. Although superstition and fate are presented as themes, the political message of the play seems to be saying that it is real-world social forces that shape people’s lives.

During this project students will explore and create script performances to examine the themes the playwright presents. In addition to these students will look at key scenes to explore the characters relationships on stage.

This unit of work supports the GCSE English Literature course delivered at Key Stage 4.

Witches 

This drama covers a number of thematic areas – persecution, belief, superstition and guilt. Blame and the creation of scapegoats. The workshop starts with an exploration of the events surrounding England’s biggest ever witch trial, which took place in 1612 in Lancashire – the trail of the Pendle witches. The contemporary element of the work shifts to explore the fictional context of George Orwell’s 1984. The final phase of the work introduces the role media has in influencing public opinion and apportioning blame.

Macbeth 

The main themes in Macbeth are ambition, supernatural, reality, appearance, loyalty and guilty. During this project students will explore and create script performances to examine the themes the playwright presents. In addition to these students will look at key scenes to explore the characters relationships on stage.

This unit of work supports the GCSE English Literature course delivered at Key Stage 4.

 

Romeo and Juliet

The main themes of Romeo and Juliet are Love, Fate, Death and time. During this project students will explore and create script performances to examine the themes the playwright presents. In addition to these students will look at key scenes to explore the characters relationships on stage.

This unit of work supports the GCSE English Literature course delivered at Key Stage 4.

An Inspector Calls 

The main themes presented in An Inspector Calls are, responsibility, class, sex and age. During this project students will explore and create script performances to examine the themes the playwright presents. In addition to these students will look at key scenes to explore the characters relationships on stage.

This unit of work supports the GCSE English Literature course delivered at Key Stage 4.

Assessment: 

Students are given verbal feedback very lesson, from teacher and peers. Students are given formative assessment feedback in their subject files throughout the term followed by a performance exam at the end of every unit of work.

 

 

Year 10 BTEC Performing Arts (Acting)

Edexcel 

Acting Skills 

This unit is about developing learners as aspiring actors; developing their imagination, physical techniques and vocal techniques to help them communicate effectively to an audience. Students will take part in a practical workshop before applying their skills on to a performance duologue followed by a small group scripted performance.

Preparation Performance Production 

Students will progress their personal and teamwork skills as a member of a performance company, and have an understanding of how their role impacts on the performances effective communication to an intended audience. During this unit students will respond to a given theme of stimulus and through imagination develop their own performance piece.

Individual Showcase 

This unit will allow students to build an understanding of their own potential. Students will explore, rehearse and perform a monologue for an audition.  Preparation will take place in practical workshops and written evidence will be presented in a form of a ‘letter of application’.

Assessment: 

Practical workshops are recorded and sent away as evidence

Students keep their actors logs up to date, including research, practical notes and evaluations these are sent away to the examiner to support the work undertaken in class.

 

 

Year 11 GCSE Drama

Edexcel 

Unit 1 Drama Exploration 30%

This unit requires students to explore a theme, topic or issue through practical workshop.

Students will:

Engage in a range of drama activities

Explore a range of stimuli chosen across different times and cultures

Make connections and comparisons between different stimuli

Students will also compile a documentary response of 2,000 words.

 

Unit 2 Exploring Play Texts 30%

This unit introduces students to the context of plays written for the theatre. They will learn how to interpret a play in various ways and understand how a play works in performance.

Students will also compile a documentary response of 1,000 words.

Students will also respond to a live theatre performance. 2,000 word review.

The weighting of each module towards overall grade:

 

Unit 3 Drama Performance 40%

Students will demonstrate their knowledge and understanding of practical drama skills through their application in live performance. They will communicate their response to the stimuli/ given topic to an intended audience.

Students will perform their drama performance to an examiner appointed by Edexcel.

 

 

AS & A2 Drama and Theatre studies Edexcel 

Unit 1 – Exploration of Drama and Theatre

Students will explore the texts of two contrasting plays in a practical and active way. Students will be assessed in controlled assessment practical sessions.

Students will create a set of Exploration Notes based on individual research and response to the practical work and will submit your exploration notes for your coursework.

Students will be given the opportunity to experience as much theatre as possible and submit one live theatre review for your coursework.

 

Unit 2 – Theatre in Performance

This unit will allow students to put the knowledge you have learnt in Unit 1 into practice, develop your knowledge of plays as well as working as part of a group and individually.

Group performance

Monologue or Duologue

Written Concept (500 words)

 

Unit 3 – Devised Performance 

Students will create an original and unique piece of theatre for an intended audience. The starting point will be stimulus material, themes, ideas and issues or a professionally published play.

Students will take part in practical sessions; both teacher and student led, and take part in extra rehearsals with their group.

Students will be assessed on the research and development of their work as well as the final performance in front of an identified audience.

Students will be required to keep an Actors Log, reflecting on ideas and practical sessions/performances.

Students will submit your exploration notes for their coursework.

 

Unit 4 – Theatre Text in Context (Written exam) 

This unit involves both practical and academic work. Students will show the examiner about their knowledge and understanding of Drama and Theatre that they have developed throughout their A level course. Students will explore:

  • •Greek Theatre
  • •The Role of the Director
  • •Elizabethan Theatre (involves a weekend residential to Stratford)