Drama

Half Term 1- Techniques

Half Term 2- Characterisation

Knowledge

This scheme explores key drama techniques such as; still image, thoughts out loud, mime, choral speaking, physical theatre, storytelling, character. Each lesson a new skill will be learnt and explored using the story of ‘Charlie and the Chocolate Factory’ as a base.

This scheme explores key drama skills needed to create and develop a successful character on stage. We will look at skills such as; body language; facial expression, posture, movement, gesture and voice. Each lesson a new skill will be learnt and explored using the story of ‘Matilda’ as a base.

How we assess

Create: explore and use key techniques within short scenes from CATCF

Perform: perform a developed drama piece based on CATCF using all the techniques learnt this half term to class and teacher for assessment.

Evaluate: Students must evaluate their own work and the work of others through self, group, peer and teacher feedback. Use of WWW, EBI & MAD documented in class booklets

Create: explore and use key techniques within short scenes from ‘Matilda’.

Perform: perform a developed drama piece based on Matilda using all the character skills learnt this half term (and utilising techniques learnt last half term) to class and teacher for assessment.

Evaluate: Students must evaluate their own work and the work of others through self, group, peer and teacher feedback. Use of WWW, EBI & MAD documented in class booklets

Half Term 3 & 4- Script Exploration

Knowledge

Script exploration; ‘Ernie’s incredible illucinations’: This scheme explores the play, plot and characters. Each week we will explore each scene from the play and practically discover the characters; their role in the play and their relationships with one another. We will learn using drama techniques such as still image, thoughts loud, mime, physical theatre, characterisation, improvisation, space and levels.

How we assess

Create: explore and use key techniques within short scenes from ‘Ernie’s incredible illucinations’.

Perform: perform a script extract utilising the techniques learnt across the term and perform the script as a class for assessment.

Evaluate: Students must evaluate their own work and the work of others through self, group, peer and teacher feedback. Use of WWW, EBI & MAD documented in class booklets

Half Term 5- Genre

Half Term 6- Greek Theatre

Knowledge

Genre: This scheme explores key Drama styles. Each lesson students are taught a difference style of drama, such as; comedy, soap opera, horror, tragedy and murder mystery.

This scheme explores the style of Greek Theatre. We look predominantly at chorus skills; choral speaking, choral movement, shoal of fish, mirroring, physicalising text. Key terms unison, synchronised, canon. Each lesson a new skill will be learnt and explored using the myth of Pandora’s Box as a base.

How we assess

Create: Students will be creating short pieces of work based on different styles of theatre each lesson Then they will explore character using all the character skills learnt across this scheme of learning term.

 Perform: Students will be performing short drama pieces each week in the genre they have been studying that lesson. Then they will perform a developed piece of drama based on a genre of their choice for assessment. Evaluate: Students must evaluate their own work and the work of others through self, group, peer and teacher feedback. Use of WWW, EBI & MAD documented in class booklets

Not assessed

Half Term 1 Techniques

Half Term 2- Skills

Knowledge

Storytelling Murder/Manslaughter This scheme explores key drama Techniques needed to create and develop a successful naturalistic character on stage.

The Boathouse scheme uses Mantle of the expert; an educational approach developed by British drama educator Dorothy Heathcote. Students take on the roles of professionals (e.g. Scientists, reporters, or police) working on a project while the teacher guides the inquiry-based curriculum through storytelling scenarios. This approach uses imaginary contexts to generate purposeful and engaging activities for learning

How we assess

Create: Students will explore character, off text improvisation, script work and storytelling during this scheme.

 Perform: Students will perform a developed piece of drama based on the Murder/Manslaughter story using all the techniques learnt for assessment.

Evaluate: Students must evaluate their own work and the work of others through self, group, peer and teacher feedback. Use of WWW, EBI & MAD documented in class booklets

Students are assessed on their understanding, skills, and engagement through observation, dialogue, and their ability to successfully resolve issues independently

Half Term 3 &4 Script interpretation and Exploration

Knowledge

This scheme explores the script The Curious incident of the dog in the nighttime’.. Students will explore characterisation, off text improvisation, empathy and relationships and physical theatre. This scheme explores techniques used to put page to stage. It shows students how to interpret a script and then creatively bring it to life on stage. It uses different script extracts and looks at different skills needed when bringing a script to life such as; comedy, physical theatre, characterisation, choral/ensemble work and staging. Each lesson a technique will be explored.

How we assess

Create: explore and use key skills and techniques to interpret and explore script extracts each lesson.

Perform: Interpret, creatively develop and perform a script extract using the skills learnt this half term to class and teacher for assessment.

Evaluate: Students must evaluate their own work and the work of others through self, group, peer and teacher feedback. Use of WWW, EBI & MAD documented in class booklets

Half Term 5 Improvisation

Half Term 6- Masks

Knowledge

The improvisation scheme is designed to build trust, physical awareness, and focus. Students are taught foundational rules such as accepting and building on a scene partner's offers and avoiding "blocking"(shutting down ideas). Students and given structure a such as scenarios, character, setting, problem, and stakes in order to build a compelling narrative arc without a script.

Masked theatre- students explore the art of masked theatre and the techniques required to fulfil the skill effectively. They create stories and develop their physically, character and communications skills whilst approaching issues, challenging perceptions and enhancing performances in a fun and creative way.

How we assess

Evaluate: Students must evaluate their own work and the work of others through self, group, peer and teacher feedback. Use of WWW, EBI & MAD documented in class booklets

Not assessed

Devising (based on Component one of the Eduqas GCSE)

Knowledge

Students are introduced to and taught how to respond to theatre practitioners. They are then introduced to a mini-devised performance based on a stimulus in line with component one Eduqas GCSE. Students have a series of lessons to develop a piece of theatre ready to perform for teacher and peer feedback

Students can opt for design or performance for assessment

How we assess

Create: students create a piece of theatre based upon a given stimulus.

Perform: Students will perform this to the class/ teacher

Evaluate- Students must evaluate their own work and the work of others through self, group, peer and teacher feedback. Use of WWW, EBI & MAD documented in class booklets

Scripted (based on Component two of the Eduqas GCSE

Knowledge

Students are introduced to a variety of scripts. They must work in groups as performers or designers to perform their script choice in line with their creative intentions. Students document their journey as they go. Students research the play, themes and design elements and learn practical design skills.

How we assess

Create: students create a scripted performance based on a chosen extract. Students research the play, plot, themes and characters.

Perform: Students will perform this to the class/ teacher

Evaluate- Students must evaluate their own work and the work of others through self, group, peer and teacher feedback. Use of WWW, EBI & MAD documented in class booklets

Half Term 1 & 2

Knowledge

Students spend term 1 refreshing or learning GCSE skills and techniques. Different styles/genres (forum, Greek, physical, comedy, Epic, naturalism), and learning about different theatre practitioners (Laban, Frantic, Brecht, Stanislavski) and stage layouts.

1 of the 3 hours per week to starting the component 3 set text; Noughts & Crosses.

How we assess

Half termly practical assessment, based on one style/practitioner, with supporting written work in preparation for component 1; using the criteria from component 1 in the exam specification.

AO1 Create and develop ideas to communicate meaning for theatrical Performance

AO2 Apply theatrical skills to realise artistic intentions in live performance

Half Term 3

Half Term 4

Knowledge

Refreshing/learning devising skills and rehearsal techniques.

1 of the 3 hours per week continue working on set text Nought & Crosses

Begin component 1. Devising in the style of a practitioner. Group work. Can be assessed in performance or design (set & props, costume, hair & makeup, lighting or sound)

1 of the 3 hours per week continue working on set text Nought & Crosses

How we assess

component 3 exam – section A mini’s & 12 marker

AO3 Demonstrate knowledge and understanding of how drama and theatre is developed and performed

Practical feedback throughout

AO1 Create and develop ideas to communicate meaning for theatrical Performance

assessment & redraft opportunities on sections of the portfolio using the criteria from component 1 in the exam specification.

AO2 Apply theatrical skills to realise artistic intentions in live performance

Half Term 5

Half Term 6

Knowledge

Working on devising pieces – component 1

1 of the 3 hours per week continue working on set text Nought & Crosses

Completion of portfolio, and evaluation (controlled conditions)

1 of the 3 hours per week continue working on set text Nought & Crosses

How we assess

Mock – April – component 3 set text section A of exam

AO3 Demonstrate knowledge and understanding of how drama and theatre is developed and performed

Final assessment of practical

AO2 Apply theatrical skills to realise artistic intentions in live performance

Final completion of portfolio C1 NEA

AO1 Create and develop ideas to communicate meaning for theatrical Performance

Completion of C1 evaluation under controlled exam conditions

AO4 Analyse and evaluate their own work

Half Term 1

Half Term 2

Knowledge

Component 3 – set text ‘Noughts & Crosses’ - refresh & continue

Component 3 – live theatre – visit and preparation

How we assess

MOCK – (Oct) - Component 3 practice paper – set text (section A)

AO3 Demonstrate knowledge and understanding of how drama and theatre is developed and performed

Component 3 practice paper in class –

Live theatre (section B)

AO4 Analyse and evaluate (their own work and) the work of others

Half Term 3

Half Term 4

Knowledge

Component 2; scripted

1 hour a week on component 3

Component 2; scripted

1 hour a week on component 3

How we assess

MOCK – full component 3 exam (Section A&B)

AO3 Demonstrate knowledge and understanding of how drama and theatre is developed and performed

AO4 Analyse and evaluate (their own work and) the work of others

External assessment – visiting examiner of component 2 (Feb)

AO2 Apply theatrical skills to realise artistic intentions in live performance

Half Term 5

Knowledge

Component 3 revision & practice papers

How we assess

External exam – Component 3 - May

AO3 Demonstrate knowledge and understanding of how drama and theatre is developed and performed

AO4 Analyse and evaluate (their own work and) the work of others