Curriculum Leader: Mrs Simone Mallon
Drama at Key Stage 3
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.
All year 7 and 8 students will have one hour of drama, per fortnight.
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.
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?
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.
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.
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.
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.
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.
Drama at Key Stage 4
BTEC Performing Arts (Acting) Edexcel
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.
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’.
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.
GCSE Drama Edquas
Non-exam assessment: internally assessed, externally moderated
40% of qualification
Learners participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by WJEC.
Learners must produce:
- a realisation of their piece of devised theatre
- a portfolio of supporting evidence
- an evaluation of the final performance or design
Non-exam assessment: externally assessed by a visiting examiner
20% of qualification
Learners study two extracts from the same performance text chosen by the centre. Learners participate in one performance using sections of text from both extracts.
Written examination: 1 hour 30 minutes
40% of qualification
Section A: Set Text, is a series of questions on one set text DNA, Dennis Kelly.
Section B: Live Theatre Review
One question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.
This is an ‘open book’ exam