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GCSE Drama

Mathematics - Year 7

Click here to return to our Drama curriculum home page

Below you will find more specific information about the curriculum in Drama for students who have chosen this subject for GCSE, explaining to you what students will learn, when, why and how. There is also information about how parents/carers are able to support students in their learning, extra-curricular opportunities in this subject and how it links to other subjects and the wider world.

Subject Key Concepts              

#1 Professionalism        #2 Empathy       #3 Versatility      #4 Creativity

#5 Theatre is Reflective       #6 Culture and Theatre       #7 Experience and Practice 

Please click here for Subject Key Concepts.

Curriculum Overview for Year 10

Term

Topic/Key Concepts

Specific Knowledge

Specific Skills

Autumn

 

Practitioner Practice

 

·         Explore the stylistic qualities of key theatre practitioners (Stanislavski, Brecht, Frantic Assembly and Paper Birds) of 20th Century.

·         Study of set text (Blood Brothers by Willy Russell) and theatre in performance. NB Students will continue this area of study across all terms of year 10.

·         Demonstrate knowledge and understanding of how drama and theatre is developed and performed.

·         Analyse and evaluate their own work and the work of others.

 

Key Concepts: Professionalism, Versatility, Empathy, Creating, Theatre & Culture, Theatre is Reflective and Experience & Practice.

 

Habits of Mind: Imagination, Discipline, Inquisitive, Persistent and Collaborative

 

 

·         Analysing theatre making processes.

·         Analysing examples of theatre text on the page and in performance.

·         Evaluate their own performance ability.

·         Know and recognise the work of key practitioners.

·         Develop written technique, making precise observations of performance examples.

·         Developing a command of performance skill, building versatility and confidence.

·         Working collaboratively to create theatre influenced by theatre practitioners and writers.

Spring

 

Devising Drama

 

·         Responding to performance brief to create an original drama piece.

·         Create and develop ideas to communicate meaning for theatrical performance.

·         Apply theatrical skills to realise artistic intentions in live performance.

 

Key Concepts: Professionalism, Creating, Empathy, Theatre & Culture, Theatre is Reflective and Experience & Practice

 

Habits of Mind: Imaginative, Inquisitive, Collaborative, Persistent and Disciplined.

 

Assessment: Mock NEA Project

 

·         Imaginative response to a given stimulus.

·         Developing techniques for effective, thoughtful research.

·         Recording and analyse the process of developing drama.

·         Devise an original piece of theatre with a careful focus on an agreed intention.

·         Select and apply performance conventions appropriate for the intention of developing work.

·         Work successfully as one in a team; managing conflict productively and maturely.

·         Perform with a clear command of skill.

 

Summer

 

Working with Script

 

·         Study of a given play for thorough understanding of the cultural and social context.

·         Create and develop ideas to communicate meaning for theatrical performance.

·         Apply theatrical skills to realise artistic intentions in live performance.

 

Key Concepts: Professionalism, Versatility, Empathy, Creating, Theatre & Culture, Theatre is Reflective and Experience & Practice

 

Habits of Mind: Imaginative, Inquisitive, Collaborative, Persistent and Disciplined.

 

Assessment: Mock NEA Project

 

·         Analyse the evidence of cultural and social context of play text.

·         Interpret role, appropriate to performance intentions.

·         Evaluate the process of rehearsal with audience and performance intention in mind.

·         Work collaboratively to effectively select conventions for performance.

·         Learn and perform lines with fluency and confidence.

·         Perform confidently for an audience of peers.

Curriculum Overview for Year 11

Term

Topic/Key Concepts

Specific Knowledge

Specific Skills

Autumn

 

Component 01/02

 

·         Responding to performance brief to create an original drama piece.

·         Create and develop ideas to communicate meaning for theatrical performance.

·         Apply theatrical skills to realise artistic intentions in live performance.

________________

 

·         Analyse and evaluate their own work and the work of others.

·         Knowledge and understanding of how drama and theatre is developed and performed.

·         Study of set text (Blood Brothers by Willy Russell) and theatre in performance.

 

 

Key Concepts: Professionalism, Versatility, Empathy, Creating, Theatre & Culture, Theatre is Reflective and Experience & Practice.

 

Habits of Mind: Imagination, Discipline, Inquisitive, Persistent and Collaborative

 

Assessment: NEA Assessment, internally assessed (30% of final grade)

 

·         Imaginative response to a given stimulus.

·         Developing techniques for effective, thoughtful research.

·         Recording and analyse the process of developing drama.

·         Devise an original piece of theatre with a careful focus on an agreed intention.

·         Select and apply performance conventions appropriate for the intention of developing work.

·         Work successfully as one in a team; managing conflict productively and maturely to achieve a shared goal

·         Perform with a clear command of skill for an audience of peers and assessing staff members.

_______________

 

·         Analysing examples of theatre text on the page and in performance.

·         Evaluate their own performance ability.

·         Writing with precision and confidence.

 

 

Spring

 

Component 03/04

 

·         Study of a given play for thorough understanding of the cultural and social context.

·         Create and develop ideas to communicate meaning for theatrical performance.

·         Apply theatrical skills to realise artistic intentions in live performance.

_______________

 

·         Analyse and evaluate their own work and the work of others.

·         Knowledge and understanding of how drama and theatre is developed and performed.

·         Study of set text (Blood Brothers by Willy Russell) and theatre in performance.

 

 

Key Concepts: Professionalism, Creating, Empathy, Theatre & Culture, Theatre is Reflective and Experience & Practice

 

Habits of Mind: Imaginative, Inquisitive, Collaborative, Persistent and Disciplined.

 

Assessment: NEA Assessment, externally assessed (30% of final grade)

 

·         Analyse the evidence of cultural and social context of play text.

·         Interpret role, appropriate to performance intentions.

·         Evaluate the process of rehearsal with audience and performance intention in mind.

·         Work collaboratively to effectively select conventions for performance.

·         Learn and perform lines with fluency and confidence.

·         Perform confidently for an audience of peers and a visiting examiner.

_________________

 

·         Analysing examples of theatre text on the page and in performance.

·         Evaluate their own performance ability.

·         Writing with precision and confidence.

 

Summer

 

Exam preparation (Component 05)

 

·         Analyse and evaluate their own work and the work of others.

·         Knowledge and understanding of how drama and theatre is developed and performed.

·         Study of set text (Blood Brothers by Willy Russell) and theatre in performance.

 

Key Concepts: Professionalism, Versatility, Empathy, Theatre & Culture, Theatre is Reflective and Experience & Practice

 

Habits of Mind: Imaginative, Inquisitive, Collaborative, Persistent and Disciplined.

 

 

 

·         Analysing examples of theatre text on the page and in performance.

·         Analyse the evidence of cultural and social context of play text.

·         Interpret role, appropriate to performance intentions.

·         Evaluate the effectiveness of theatre seen.

·         Know and recognise the work of key practitioners.

·         Develop written technique, making precise observations of performance examples.

 

Useful documents:

Please click here for a PDF of curriculum overview for Year 10.
Please click here for a PDF of curriculum overview for Year 11.

While this information covers a broad range of areas, please do get in touch with the Subject Leader Mrs Spurling if you have any questions.

Please click on the questions below to find out more.

Which exam board will students be examined by?

OCR

How are groups organised?

Classes are mixed ability. Students have five hour long lessons per fortnight.

What characteristics does a successful student have in this subject?

Successful students will be creative and enthusiastic about practical work. They will be critical thinkers who enjoy analysing and solving performance problems. They are committed to extra rehearsal during project periods.

How will students learn at this level?

  • Performing to audiences
  • Reflective portfolio
  • Independent research
  • Watching live theatre
  • Self and peer evaluation
  • Practical projects
  • Exploring genre and style

How will students’ learning be assessed at this level?

Devising Drama (30%)

Project Portfolio Evidence – 40 marks

Devised Performance – 20 marks

Text Performance (30%)

Performance of two extracts – 40 marks

Written Concept Analysis – 20 marks

Performance and Response (40%)

Written exam lasting 1 hour and 30 minutes. Questions vary in size with one essay style question.

When do key assessments take place?

Devising Drama: April – June of year 10

Text Performance: Jan – April of year 11

Performance and Response: Exam at the end of year 11

How can parents/carers support students’ learning?

  • Encourage use of Digital Theatre Plus to watch recordings of theatre.
  • Trips to live theatre.
  • Encourage your child to see A Level and BTEC performances at the school.
  • Come to support at performance presentations.
  • Support with completion of portfolio work and lengthy evaluations.

How does this subject link to other subjects?

  • English: Textual analysis. Realising script.
  • Science: Analysis and evaluation
  • PSCHE: Empathy and cultural differences.

What websites or resources may be helpful to support students’ learning?

https://www.digitaltheatreplus.com/education

https://www.bbc.com/bitesize/subjects/zbckjxs

What extra-curricular or enrichment opportunities are available for students in this subject at this level?

  • School Production
  • LAMDA
  • Open Mic
  • The Project
  • Technical Theatre Club
  • Production Arts Club
  • Links to external auditions/opportunities

What sort of careers can this subject lead to?

Actor

Technician/Designer

Director

Set/Costume designer

Stage Manager

Front of House

http://www.artsjobs.org.uk/

What does student work look like in this subject at this level?

 

How does this subject support a broad and balanced curriculum, meeting the needs of all students, and developing traditional core skills?

 

How does this subject promote creativity, critical thinking, practice, perseverance and resilience, and making links?

 

How does this subject encourage enrichment and the development of cultural capital, deep learning, and inclusivity?