Curriculum Plan 2023-2024 Subject: Drama
KS4 Assessment Objectives | |||
A01 | AO2 | AO3 | AO4 |
Create and develop ideas to communicate meaning for theatrical performance. | Apply theatrical skills to realise artistic intentions in live performance. | Demonstrate knowledge and understanding of how drama and theatre is developed and performed. | Analyse and evaluate their own work and the work of others. |
Curriculum Intent
Drama is often associated with play, especially play that involves pretending to be someone else. This act of ‘play’ is an important element of children’s learning. Drama is playful in that it draws on and develops young people’s aptitude for learning about themselves and the world around them, by pretending to be other people in other situations. Drama is a powerful learning tool for teaching our students about different perspectives - it shows them how to have empathy, and it helps them to learn in a creative and exciting way.
The purpose of the Drama curriculum is to allow students to explore and develop a range of skills and knowledge of styles. Throughout the 5 years, students develop skills in teamwork, independence, communication, concentration, cooperation, confidence, creative thinking, time management, resilience, empathy, performing, refining and critical thinking, whilst exploring a range of topics and themes. Students will also be exposed to the wider areas of the theatre and the creative industry, and to allow for challenge and further engagement, students from year 9 will be given the opportunity to explore design areas such as costume, lighting and sound.
The chosen units are taught in half term / termly intervals, giving students the opportunity to gain key input and creatively develop their knowledge of the skills, style and/or genre explored. The units aim to utilise and develop the skills listed above in a variety of different ways, embedding links to different cultures through the varied topics, themes and stimuli. Opportunities such as live theatre visits and workshops by external practitioners, as well as the use of real life stimuli, are used throughout KS3 and KS4 when exploring units, to provide chances for students not necessarily available on the peninsula.
The purpose of The Academy, Selsey’s Drama curriculum is to provide every young person with access to the means of expressing themselves dramatically. Students are given the time and expert guidance required to develop their skills with increasing independence and choice. The learning methods and behaviours encouraged in our students in Drama support in the preparation for life post 16. This is achieved by directly improving the essential and transferable skills for employment in the creative industry, as well as preparing them for further and higher education opportunities.
Throughout KS3 and KS4 the units chosen aim to provide students with the opportunity to learn in a different way to build the confidence and skills that make young people engaging and resilient, teaching them to experiment, take chances, trial and error , putting to one side, making mistakes and refining ideas and approaches both individually and as groups. The aim of the curriculum is to stimulate the mind and nurture creative problem solvers, strengthen decision making, and develop critical thinking skills.
It aims to help students find answers to the bigger questions “What are my interests?”, “What do I like?”, “How can I be creative?”, “What is drama?” , “What would I like to see / create / do… why?” to create a sense of self, and in being able to articulate their own thoughts and ideas physically and verbally. Confidence also plays an integral role in Drama, it allows students to work outside of their comfort zone and see their own ability flourish, this in turn allows their self confidence to grow. The chance to explore topics and real life stimuli in a safe environment provides opportunity for students to self reflect on their own experiences and the world around them.
How do we plan our curriculum
Year 7 | Aut 1 | Aut 2 | Spr 1 | Spr 2 | Sum 1 | Sum 2 |
Title | Introduction to Drama | Matilda | Silent Movie - Mime | Mask | Oliver Twist | |
Links to AO / Component | Introduction - drama skills and performance. | Drama skills, performance and review. A02 and A04 | Drama style, specific skills, creating and performance. A01, A02 and A04 | Drama style, specific skills, creating and performance. A01, A02 and A04 | Set text, drama skills and performance. A02 and A04. | Set text, drama skills and performance. A02, A03 and A04. |
Acquisition of Knowledge and Skills | Skills learnt: Drama warm-up. Why is it important to complete a drama warm-up? What are the benefits? Still image and tableau How can still image and tableau help as a starting point to creating drama? Improvisation skills - thinking on the spot, working as a team, confidence, focus. Why is improvisation an effective tool for creating drama? Role-play - creating characters, developing initial vocal and physical skills. Review - Analysing and evaluating their own work and the work of others. | Skills learnt: Improvisation skills - thinking on the spot, working as a team, confidence, focus. Script work - Learning lines. Following stage directions. Staging a performance. Why might playwrights include stage and acting directions? Performance skills - Characterisation - Facial expression, Body language. Voice – tone and pause. Projection Spatial awareness Focus Review - Analysing and evaluating their own work and the work of others. | Skills learnt: Devising skills - creating, developing and refining performance. Performance skills specific to Mime - Performing in silence Focus Slapstick Mime and movement Click technique Scale Exaggerated body language and facial expressions Staging and spatial awareness. Why is staging and spatial awareness particularly important in this style of performance? Review - Analysing and evaluating their own work and the work of others. | Skills learnt: Devising skills - creating, developing and refining performance. Performance skills specific to Mask and Mime: Mask skills - rules of performing with a mask, clocking, major focus, minor focus and clocking the audience. Mime and movement Click technique Scale Gesture Body Language - Subtle and exaggerated. Why were masks used in Greek theatre? Why are masks used in theatre today? Review - Analysing and evaluating their own work and the work of others. | Skills learnt: Script work - Following stage directions. Learning lines. Staging a performance. Characterisation and performance skills - Character – feelings and emotions shown through characterisation skills and development strategies. Vocal skills Physical skills - Movement, mime and gesture. Staging Narration Review - Analysing and evaluating their own work and the work of others. | Skills learnt: Script work - Following stage directions. Learning lines. Staging a performance. Characterisation and performance skills - Character – feelings and emotions shown through characterisation skills and development strategies. Vocal skills Physical skills - Movement, mime and gesture. Staging Narration Review - Analysing and evaluating their own work and the work of others. GCSE style written exam on set text - using comp 3 section A style questions - bringing text to life as a performer and director. |
Assessment Tasks | Mini assessment: through ‘spotlighting’ work in progress and gaining peer verbal feedback. Final assessment: Performance assessment created using role-play and improvisation. Devising and perfecting a short scene from the improvisation. | Mini assessment: through ‘spotlighting’ work in progress and gaining peer verbal feedback. FInal assessment: Using the scripted scene given; direct / set, rehearse and perform your character | Mini assessment: through ‘spotlighting’ work in progress and gaining peer verbal feedback. Final assessment: Devise a performance using the mime and slapstick skills you have learnt | Mini assessment: through ‘spotlighting’ work in progress and gaining peer verbal feedback. Final assessment: Devise a masked performance using either the Trestle masks or the masks you have made. The performance needs to include the following skills learnt | Mini assessment: through ‘spotlighting’ work in progress and gaining peer verbal feedback. Final assessment: Perform a short scene from the set text. | Mini assessment: through ‘spotlighting’ work in progress and gaining peer verbal feedback. FInal assessment: Perform a scene from the set text. GCSE style written exam – section A – The study of a performance text and the development of drama and performance. |
Tier 3 Language | Movement Chorus Still image Character Spontaneous Polished Improvisation Voice | Focus Facial expression Body language Spatial awareness Projection Clarity Levels Stage | Silent Mime Space Slapstick Comedy Physical Theatre Director | Mask Exit Gesture Bold Pause Clocking Click technique Movement | Script Scene Stage directions Playwright Spoken Language Emotion Atmosphere Tension | Costume Staging Plot Prop Characterisation Theme Set Purpose |
Cultural Capital | ||||||
Suggested reading | Matilda by Roald Dahl | BBC bitesize - Mime | BBC bitesize - Mask | Starplays ‘Oliver Twist’ dramatised by Keith West. ‘Oliver Twist’ by Charles Dickens | Starplays ‘Oliver Twist’ dramatised by Keith West. ‘Oliver Twist’ by Charles Dickens | |
Suggested viewing | Matilda (1996) / (2022) | Modern Times (1936) Charlie Chaplin You tube resources Laurel and Hardy (silent movie) | YouTube - Trestle theatre company. | Oliver! (1968) Oliver Twist (BBC 2007) | Oliver! (1968) Oliver Twist (BBC 2007) | |
Cultural capital experiences. | KS3+KS4 Extra curricular show meeting + auditions Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | KS3+KS4 Extra curricular show rehearsals + performances KS3 live theatre trip. Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | KS3+KS4 Extra curricular show rehearsals Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | KS3+KS4 Extra curricular show rehearsals + Performances KS3 Mask workshop Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth.. | Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. |
Year 8 | Aut 1 | Aut 2 | Spr 1 | Spr 2 | Sum 1 | Sum 2 |
Title | Physical theatre | Physical theatre | Devising Drama | Devising Drama | Free | |
Links to AO / Component | Drama style, specific skills, creating and performance. A01, A02 and A04 | Drama style, specific skills, creating and performance. A01, A02 and A04 | Devising drama and performance skills. A01, A02 and A04 | Devising drama and performance skills. A01, A02, A03 and A04 | Set text, drama skills and performance. A02 and A04 | Set text, drama skills and performance. A02, A03 and A04 |
Acquisition of Knowledge and Skills | Skills learnt: Devising skills - creating, developing and refining performance. Style specific performance skills: Physical theatre Choreographing movement Gesture Exaggeration Exploring - Canon, unison,scale and speed. Review - Analysing and evaluating their own work and the work of others. | Skills learnt: Devising skills - creating, developing and refining performance. Style specific performance skills: Physical theatre Transitions Choreographing movement Gesture Exaggeration Exploring - Canon, unison, scale and speed. Review - Analysing and evaluating their own work and the work of others. | Improvising and devising around a stimulus. Use of improvisation, storyboarding and hot seating to create a piece of drama. Skills learnt: Devising skills - creating, developing and refining performance. Improvisation skills - thinking on the spot, working as a team, confidence, focus. Performance skills - Characterisation - Facial expression and Body language. Voice – tone, pitch pace and pause. Projection and clarity Spatial awareness Focus Review - Analysing and evaluating their own work and the work of others. | Improvising and devising around a stimulus. Demonstrating interesting characters through acting skills and an interesting storyline. Students will also be assessed on their use of props, costume and sound. Skills learnt: Devising skills - creating, developing and refining performance. Improvisation skills - thinking on the spot, working as a team, confidence, focus. Performance skills - Characterisation - Facial expression and Body language. Voice – tone, pitch pace and pause. Projection and clarity Spatial awareness Focus Review - Analysing and evaluating their own work and the work of others. How can the use of costume / props / sound enhance a performance? | Play text / (Naturalism Style performance) - Act 1 Skills learnt: Script work - Following stage directions. Learning lines. Staging a performance. Creative skills: Creating atmosphere Tension and climax Marking the moment (slow motion) Characterisation and performance skills - Character – feelings and emotions shown through characterisation skills and development strategies. Facial expressions and Body language Voice - tone, pitch, pace and pause. Projection and clarity Physical skills Spatial awareness Focus Review - Analysing and evaluating their own work and the work of others.
| Play text / (Naturalism Style performance) - Act 2 Skills learnt: Script work - Following stage directions. Learning lines. Staging a performance. Creative skills: Creating atmosphere Tension and climax Marking the moment (slow motion) Characterisation and performance skills - Character – feelings and emotions shown through characterisation skills and development strategies. Facial expressions and Body language Voice - tone, pitch, pace and pause. Projection and clarity Physical skills Spatial awareness Focus Review - Analysing and evaluating their own work and the work of others. GCSE style written exam on set text - using comp 3 section A style questions - bringing text to life as a performer and director. |
Assessment Tasks | Create a physical theatre style performance around the scenario stimulus given. Mini assessment: through ‘spotlighting’ work in progress and gaining peer verbal feedback. Pre-assessment 1 (final for first half term of unit) - Students will be pre-assessed and marked on their use of physical theatre techniques and abstract elements within their performance so far. | Create a physical theatre style performance around the scenario stimulus given. Mini assessment: through ‘spotlighting’ work in progress and gaining peer verbal feedback. Final assessment: Students will be assessed and marked on their use of physical theatre techniques and abstract elements within their performance | Students will be continuously assessed during the creative process on developing a short play around a given stimulus. Throughout the process, students will also be assessed within a forum theatre environment in their role as a ‘spect-actor’. Mini assessment: through ‘spotlighting’ work in progress and gaining peer verbal feedback. Pre-assessment 1 (final for first half term of unit) - Students will perform their performance so far, demonstrating the performance skills above. | Mini assessment: through ‘spotlighting’ work in progress and gaining peer verbal feedback. Final assessment: Students will perform their final perfected performance of their short play, devised around a stimulus. | Mini assessment: through ‘spotlighting’ work in progress and gaining peer verbal feedback. Final assessment: To perform a 5 minute section of the script. students will also be assessed on the above performance skills and performance choices. | Mini assessment: through ‘spotlighting’ work in progress and gaining peer verbal feedback. Final assessment: To perform a section of the script using costume, props and sound. Learners will also be assessed on the following acting skills and performance choices GCSE style written exam – section A – The study of a performance text and the development of drama and performance. |
Tier 3 Language | Device Canon Unison Speed Scale Transition Movement Gesture | Comedy Comic Timing Slapstick Exaggerated Reaction Rhythm Stress | Forum Improvisation Challenge Actor Actress Spectator Creating Blocking | Tension Atmosphere Levels Dramatic Potential Dynamic Lighting Sound effects | Script Costume Staging Plot Prop Scene Characterisation Theme | Text Split-screen Moral Still image Marking the moment Explorative strategy Structure Setting |
Cultural Capital | ||||||
Suggested reading | BBC bitesize - Physical theatre. | BBC bitesize - Physical theatre | BBC bitesize - Devising Drama | BBC bitesize - Devising Drama | ‘Free’ By David Grant. | ‘Free’ By David Grant. |
Suggested viewing | YouTube - Physical theatre (Off Balance - Robin Hood). Frantic assembly Push Complicite | YouTube - Physical theatre (Off Balance - Robin Hood). Frantic assembly Push Complicite | YouTube - Frantic assembly masterclass. National theatre Gecko SpyMonkey | YouTube - Frantic assembly masterclass. National theatre Gecko SpyMonkey | ||
Cultural capital experiences. | KS3+KS4 Extra curricular show meeting + auditions Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | KS3+KS4 Extra curricular show rehearsals + performances KS3 live theatre trip Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | KS3+KS4 Extra curricular show rehearsals Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | KS3+KS4 Extra curricular show rehearsals + Performances Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | Local places you can visit: Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | Local places you can visit: Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. |
Year 9 | Aut 1 | Aut 2 | Spr 1 | Spr 2 | Sum 1 | Sum 2 |
Title | Pantomime | Pantomime | TIE project | TIE project | Live theatre review | GCSE Drama - Devising from stimuli |
Links to AO / Component | Drama style, specific skills, creating and performance. A01, A02 and A04 | Drama style, specific skills, creating and performance. A01, A02 and A04 | Drama style, specific skills, creating and performance. A01, A02 and A04 | Drama style, specific skills, creating and performance. A01, A02 and A04 | Reviewing and responding to live theatre. A04 | Drama style, skills, creating and performance. A01, A02 and A04 |
Acquisition of Knowledge and Skills | Style - Pantomime Skills learnt: Pantomime skills and Style: Stock characters Direct address Audience interaction and participation Comedy + comic timing Slapstick Devising skills - creating, developing and refining performance. Characterisation and performance skills: Sustained focus Exaggerated character showing: Body Language Facial expression Movement and gesture. Vocal clarity Vocal projection Voice - tone, pace, pitch, pause, volume and intonation. Spatial awareness Team work Use of space Effective use of costume and props Effective use of music. Review - Analysing and evaluating their own work and the work of others. | Style - Pantomime Skills learnt: Pantomime skills and Style: Stock characters Direct address Audience interaction and participation Comedy + comic timing Slapstick Devising skills - creating, developing and refining performance. Characterisation and performance skills: Sustained focus Exaggerated character showing: Body Language Facial expression Movement and gesture. Vocal clarity Vocal projection Voice - tone, pace, pitch, pause, volume and intonation. Spatial awareness Team work Use of space Effective use of costume and props Effective use of music. Review - Analysing and evaluating their own work and the work of others. | Style - Theatre in education: Exploring characters, researching issues and using a variety of stimuli to create drama. Exploration of theatre practitioner Bertolt Brecht. Skills learnt: Devising skills - creating, developing and refining performance. Characterisation and performance skills: Voice – tone, pace, pitch, pause, volume and intonation. Movement and gesture. Body language Facial expression Staging Spatial awareness Focus Who is Bertolt Brecht and what are his ideas on performance style? Opportunities for theory and practical exploration of technical / design roles in theatre: Lighting design Costume design Sound design Set, props and stage furniture. Review - Analysing and evaluating their own work and the work of others. | Continuation of TIE performance development. Skills learnt: Theatrical conventions and explorative strategies: Direct address Narration Placards and signs Flashback Exploration of structure Soliloquy Hot seating Thought tracking Role on the wall. Devising skills - creating, developing and refining performance. Characterisation and performance skills: Voice – tone, pace, pitch, pause, volume and intonation. Movement and gesture. Body language Facial expression Staging Spatial awareness Focus Who is Bertolt Brecht and what are his ideas on performance style? Opportunities for theory and practical exploration of technical roles in theatre: Lighting design Costume design Sound design Set, props and stage furniture. Review - Analysing and evaluating their own work and the work of others. | Watching recorded live theatre. Exploring: Performance skills Lighting Set, props and stage furniture Sound Costume Skills learnt: Identifying and explaining choices made in the above areas within the performance. Reviewing performance choices Analysing Evaluating GCSE style exam using component 3 section B style questions. Analysing and evaluating the work of others. | Exploration of Jaques Lecoq, physical theatre and devising skills. Exploring ways to approach a variety of stimuli and create Drama. Skills learnt: Devising from a variety of stimuli - ways to approach and develop ideas. Explorative strategies Brecht and Stanislavski style approaches Performance conventions Developing ideas and intentions Vocal and physical skills. Devising skills - creating, developing and refining performance. Review - Analysing and evaluating their own work and the work of others. |
Assessment Tasks | Mini assessment: Spotlighting work in progress. Verbal peer feedback. FInal assessment: To perform / direct a 5 - 10minute devised pantomime scene showing / explaining the creative and acting skills. | Mini assessment: Spotlighting work in progress. Verbal peer feedback. Pre-assessment 1 (final for first half term of unit) - To create a TIE style performance based on key topics that are affecting young people. Exploring characters, researching issues and using a variety of stimuli to create drama. | Mini assessment: Spotlighting work in progress. Verbal peer feedback. Pre-assessment 1 (final for first half term of unit) - To create a TIE style performance based on key topics that are affecting young people. Exploring characters, researching issues and using a variety of stimuli to create drama. | Final assessment: To analyse and evaluate live theatre performance;
| Mini assessment: Spotlighting work in progress.Verbal peer feedback. Final assessment: Devised performance using given stimuli. Marked using the component 1 devised performance criteria. | |
Tier 3 Language | Pantomime Exaggeration Stock character Audience participation Aside Chorus Devising Script | Sustained Clarity Vocal expression Projection Movement Characterisation Soliloquy Gesture | Stimulus Stimuli Climax Anti-climax Monologue Dialogue Comic relief Stylised | Theatre in Education Realism Naturalism Style Dramatic irony Genre Narration Thought tracking | Auditorium Cyclorama Proscenium arch Traverse Promenade Treads Raked Stalls | Stimulus Stimuli Devising Responding: Literal Emotional Physical Contextually Textually Visually Thought tracking Marking moment Still image Naturalistic Abstract Soliloquy Role-play Hot-seating Cross-cutting Narration Forum theatre |
Cultural Capital | ||||||
Suggested reading | Fairy tales | Fairy tales | BBC bitesize - Theatre in Education Plays by Mark Wheeler | BBC bitesize - Theatre in Education Plays by Mark Wheeler | BBC Bitesize - Reviewing Drama | BBC bitesize - Devising Drama, Physical theatre, Styles, genres and practitioners, selecting a practitioner. An actor prepares - Stanislavski Any play text. Edexcel GCSE Drama revision guide. Edexcel GCSE Drama Designing Drama; Costume, lighting, set and sound design. |
Suggested viewing | Youtube: ITV pantomimes | Youtube: ITV pantomimes | Youtube - Theatre in education. | Youtube - Theatre in education. | Any live theatre (Live or recorded) - Disney + - Hamilton, Newsies. Netflix - Shrek | Any live theatre (Live or recorded) - Disney + - Hamilton, Newsies. Netflix - Shrek ‘Oh what a lovely War’. |
Cultural capital experiences. | KS3+KS4 Extra curricular show meeting + auditions Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | KS3+KS4 Extra curricular show rehearsals + performances KS3 live theatre trip Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | KS3+KS4 Extra curricular show rehearsals Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | KS3+KS4 Extra curricular show rehearsals + Performances Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. |
Year 10 | Aut 1 | Aut 2 | Spr 1 | Spr 2 | Sum 1 | Sum 2 |
Title | Intro to GCSE Drama / Devising mini projects | Devising drama (component 1) | Component 1 / Comp 3 (Theatre makers in practice) section B | Exam play text (component 3) | ||
Links to AO / Component | Drama style, drama skills, devising, performance and portfolio. A01 and A02 | Drama style, drama skills, devising, performance and portfolio. A01, A02 and A04 | Portfolio - documenting, reflecting and responding. / Analysing and evaluating live theatre. A01 and A04 | Set text, drama skills and performance. A03 | ||
Acquisition of Knowledge and Skills | Skills / style – practitioners. Skills learnt: Devising from a variety of stimuli - ways to approach and develop ideas. Explorative strategies Brecht and Stanislavski style approaches Performance conventions Developing ideas and intentions Vocal and physical skills. Devising skills - creating, developing and refining performance. Review - Analysing and evaluating their own work and the work of others. | Component 1 Mock. Skills learnt: Devising from a stimulus Explorative strategies to enhance and develop performance and character. Performance conventions Developing ideas and intentions Vocal and physical skills. Devising skills - creating, developing and refining performance. Review - Analysing and evaluating their own work and the work of others. | Practical exploration. Skills learnt: Devising from a stimulus Explorative strategies to enhance and develop performance and character. Performance conventions Developing ideas and intentions Vocal and physical skills. Devising skills - creating, developing and refining performance. Review - Analysing and evaluating their own work and the work of others. | Practical exploration and portfolio writing (Q1-3) Skills learnt: Devising from a stimulus Explorative strategies to enhance and develop performance and character. Performance conventions Developing ideas and intentions Vocal and physical skills. Devising skills - creating, developing and refining performance. Review - Analysing and evaluating their own work and the work of others. Portfolio skills: Explanation of the exploration and devising process. Analysing and evaluating the creative and development process. | Portfolio writing (Q. 4,5+6) Portfolio skills: Explanation of the exploration and devising process. Analysing and evaluating the creative and development process and the final performance. Written exam mock section B (Live performance review) - Analysing and evaluating the work of others. | Performance exam mock (using exam text DNA with component 2 marking) Skills learnt: Bringing a play text to life. Communicating meaning through vocal and physical skills space and spatial relationships The relationship between performer and audience. Production elements; set, props, costume, lighting and sound. Review - Analysing and evaluating their own work and the work of others. |
Assessment Tasks | Mini assessment: Spotlighting work in progress.Verbal peer feedback. Final assessment: Devised performance using given stimuli. Marked using the component 1 devised performance criteria. | Mini assessment: Spotlighting work in progress.Verbal peer feedback. Final assessment: Mock component 1 devising drama assessment and mini portfolio. | Mini assessment: Spotlighting work in progress.Verbal peer feedback. FInal assessment: Devising drama work in progress assessment and portfolio work in progress overview. | Mini assessment: Spotlighting work in progress.Verbal peer feedback. Final assessment: Devising drama assessment and portfolio official exam. | Mini assessment: Spotlighting work in progress.Verbal peer feedback. FInal assessment: Performance assessment (using comp 3 performance text DNA and comp 2 performance assessment) Practice of exam section B – Live theatre evaluation. | Mini assessment: Spotlighting work in progress.Verbal peer feedback. Final assessment: Performance assessment on sections of the play text ‘DNA’ (using comp 3 performance text DNA and comp 2 performance assessment) |
Tier 3 Language | Vocal skills: Tone Pitch Pace Pause Stress Intonation Volume Accent Physical skills: Movement Gesture Body language Posture Stance Gait Stillness Facial expression Proxemics Brecht Narration Placards Thought tracking Tableau / Tableaux Still Image Conscience Alley Hot-seating Montage Cross-cutting Spass Gestus verfremdungseffekt - alienation effect Multi-rolling Split-role Minimalism Symbolism Episodic Stanislavski Realism / realistic Naturalism / naturalistic Prose Objective Super-objective Subtext Through-line Circumstances Magic ‘if’ Tempo Rhythm
Analysing Evaluating | Vocal skills: Tone Pitch Pace Pause Stress Intonation Volume Accent Physical skills: Movement Gesture Body language Posture Stance Gait Stillness Facial expression Proxemics (keywords fitting with chosen style of performance - see previous column) Naturalistic Abstract Minimalistic Stylised Physical theatre Staging Levels Exits Entrances Stage-left Stage-right Upstage Downstage Centre Stage Cue Atmosphere Tension Mood Flashback Flashforward | Vocal and physical skills (see previous columns) (keywords fitting with chosen style of performance - see previous columns) Intention Genre Style Context Form Structure Character Spoken Language Time Costume Material Make-up Mask Accessories Semiotics Symbolism Sound Sound effect Soundscape Volume Lighting Angle Front-light Back-light Spotlight Up-light Side-light Profile spot Blackout Fade Cross-fade Slow Fade Strobe Flood / wash Gobo Gel Set Props Stage furniture Cyclorama Projection Site-specific Traverse Proscenium arch End-on Promenade In the round | See previous columns Dress rehearsal Technical rehearsal Performance | See previous columns Review Artistic intentions Point Explain Analyse Evaluate Judgement Context
| See previous columns Play text Set text Social context Historical context Social context Cultural context Acts Scenes ‘beat’ Directing Performing Designing Themes Devices |
Cultural Capital | ||||||
Suggested reading | BBC bitesize - Devising Drama, Physical theatre, Styles, genres and practitioners, selecting a practitioner. An actor prepares - Stanislavski Any play text. Edexcel GCSE Drama revision guide. Edexcel GCSE Drama Designing Drama; Costume, lighting, set and sound design. | BBC bitesize - Devising Drama, Physical theatre, Styles, genres and practitioners, selecting a practitioner. An actor prepares - Stanislavski Any play text. Edexcel GCSE Drama revision guide. Edexcel GCSE Drama Designing Drama; Costume, lighting, set and sound design. | BBC bitesize - Devising Drama, Physical theatre, Styles, genres and practitioners, selecting a practitioner. An actor prepares - Stanislavski Any play text. Edexcel GCSE Drama revision guide. Edexcel GCSE Drama Designing Drama; Costume, lighting, set and sound design. | BBC bitesize - Devising Drama, Physical theatre, Styles, genres and practitioners, selecting a practitioner. An actor prepares - Stanislavski Any play text. Edexcel GCSE Drama revision guide. Edexcel GCSE Drama Designing Drama; Costume, lighting, set and sound design. | DNA by Dennis Kelly. BBC bitesize - DNA by Dennis Kelly Edexcel GCSE Drama revision guide. Edexcel GCSE Drama Designing Drama; Costume, lighting, set and sound design. | DNA by Dennis Kelly. BBC bitesize - DNA by Dennis Kelly Edexcel GCSE Drama revision guide. Edexcel GCSE Drama Designing Drama; Costume, lighting, set and sound design. |
Suggested viewing | Any live theatre (Live or recorded) - Disney + - Hamilton, Newsies. Netflix - Shrek ‘Oh what a lovely War’. | Any live theatre (Live or recorded) - Disney + - Hamilton, Newsies. Netflix - Shrek ‘Oh what a lovely War’ | Any live theatre (Live or recorded) - Disney + - Hamilton, Newsies. Netflix - Shrek ‘Oh what a lovely War’ | Any live theatre (Live or recorded) - Disney + - Hamilton, Newsies. Netflix - Shrek ‘Oh what a lovely War’ | Youtube - DNA by Dennis Kelly (Amateur performance + Documentary videos). | Youtube - DNA by Dennis Kelly (Amateur performance + Documentary videos). |
Cultural capital experiences. | KS3+KS4 Extra curricular show meeting + auditions Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | KS3+KS4 Extra curricular show rehearsals + performances Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | KS3+KS4 Extra curricular show rehearsals Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | KS3+KS4 Extra curricular show rehearsals + Performances KS4 live theatre trip. Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. |
Year 11 | Aut 1 | Aut 2 | Spr 1 | Spr 2 | Sum 1 | Sum 2 |
Title | Component 3 - Theatre makers in practice | Component 2 - Performance from text /Component 3 | Component 3 | Component 3 EXAM? | ||
Links to AO / Component | Comp 3 - Set text, drama skills, performance, directing and designing. A03 (Comp 3 - live theatre evaluation. A04 - performance depending) | Comp 3 - Set text, drama skills, performance, directing and designing. A03 Comp 2 - Set text, performance skills. A02 | Comp 2 - Set text, drama skills and performance. (Comp 3 - live theatre evaluation. AO4 - performance depending) | Comp 3 - Set text, drama skills, performance, directing and designing. A03 Comp 3 - Section B live theatre evaluation. | Comp 3 - Set text, drama skills, performance, directing and designing. A03 Comp 3 - Section B live theatre evaluation. | Comp 3 - Set text, drama skills, performance, directing and designing. A03 Comp 3 - Section B live theatre evaluation. |
Acquisition of Knowledge and Skills | DNA Performance exploration, directing and technical / design roles. Skills learnt: Bringing a play text to life. Communicating meaning through vocal and physical skills space and spatial relationships The relationship between performer and audience. The role of the director. Production elements; set, props, costume, lighting and sound. Review - Analysing and evaluating their own work and the work of others. | DNA Performance exploration and technical / design roles. Performance from chosen text. Skills learnt: Bringing a play text to life. Communicating meaning through vocal and physical skills space and spatial relationships The relationship between performer and audience. The role of the director. Production elements; set, props, costume, lighting and sound. | Performance from chosen text. Skills learnt How meaning is communicated through; Use of voice physical and non-verbal techniques. Space and spatial relationships. The relationship between performer and audience. Communicating creative intent. Production elements; set, props, costume, lighting and sound. | DNA set text - performance, directing and technical / design roles. Skills learnt How performers, directors and designers create impact and meaning through the elements of performance; acting style and purpose - vocal and physical skills. Set, props and stage furniture. Lighting and sound Costume and make-up. Use of stage space and spatial relationships. Review - Analysing and evaluating the work of others. | DNA set text - performance, directing and technical / design roles. Skills learnt How performers, directors and designers create impact and meaning through the elements of performance; acting style and purpose - vocal and physical skills. Set, props and stage furniture. Lighting and sound Costume and make-up. Use of stage space and spatial relationships. Review - Analysing and evaluating the work of others.
| DNA set text - performance, directing and technical / design roles. Skills learnt How performers, directors and designers create impact and meaning through the elements of performance; acting style and purpose - vocal and physical skills. Set, props and stage furniture. Lighting and sound Costume and make-up. Use of stage space and spatial relationships. Review - Analysing and evaluating the work of others.
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Assessment Tasks | Mini assessments: Spotlighting work in progress.Verbal peer feedback. Exam style questions on section A of the component 3 written exam. Final assessment: Performance assessment on sections of the play text ‘DNA’ (using comp 3 performance text DNA and comp 2 performance assessment) | Mini assessments: Spotlighting work in progress.Verbal peer feedback. Exam style questions on section A of the component 3 written exam. Final assessment: Pre-assessment Performance of both extract 1 + 2 using the component 2 assessment criteria. | Mini assessments: Spotlighting work in progress.Verbal peer feedback. Pre-assessment Performance of both extract 1 + 2 using the component 2 assessment criteria. Final assessment: Externally assessed final performance of 2 extracts from a chosen text (component 2). | Continuous assessment: Practice questions on section A and B of the component 3 written exam. Mock exam: Component 3 written exam. | Continuous assessment: Practice questions on section A and B of the component 3 written exam. | Final component 3 exam. |
Tier 3 Language | Vocal skills: Tone Pitch Pace Pause Stress Intonation Volume Accent Physical skills: Movement Gesture Body language Posture Stance Gait Stillness Facial expression Proxemics Intention Genre Style Context Form Structure Character Spoken Language Time Costume Material Make-up Mask Accessories Semiotics Symbolism Sound Sound effect Soundscape Volume Lighting Angle Front-light Back-light Spotlight Up-light Side-light Profile spot Blackout Fade Cross-fade Slow Fade Strobe Flood / wash Gobo Gel Set Props Stage furniture Cyclorama Projection Site-specific Traverse Proscenium arch End-on Promenade In the round Play text Set text Social context Historical context Social context Cultural context Acts Scenes ‘beat’ Directing Performing Designing Themes Devices | See previous column. Contrast Playwright Off script Stage directions Extract Monologue Duologue Multi-role | See previous columns. | See previous columns | See previous columns | See previous columns |
Cultural Capital | ||||||
Suggested reading | DNA by Dennis Kelly. BBC bitesize - DNA by Dennis Kelly Edexcel GCSE Drama revision guide. Edexcel GCSE Drama Designing Drama; Costume, lighting, set and sound design. | DNA by Dennis Kelly. BBC bitesize - DNA by Dennis Kelly Edexcel GCSE Drama revision guide. Edexcel GCSE Drama Designing Drama; Costume, lighting, set and sound design. Any contrasting play text to DNA. Pre-2000, not by Dennis Kelly and not the genre dark comedy. | DNA by Dennis Kelly. BBC bitesize - DNA by Dennis Kelly Edexcel GCSE Drama revision guide. Edexcel GCSE Drama Designing Drama; Costume, lighting, set and sound design. Any contrasting play text to DNA. Pre-2000, not by Dennis Kelly and not the genre dark comedy. | DNA by Dennis Kelly. BBC bitesize - DNA by Dennis Kelly Edexcel GCSE Drama revision guide. Edexcel GCSE Drama Designing Drama; Costume, lighting, set and sound design. | DNA by Dennis Kelly. BBC bitesize - DNA by Dennis Kelly Edexcel GCSE Drama revision guide. Edexcel GCSE Drama Designing Drama; Costume, lighting, set and sound design. | DNA by Dennis Kelly. BBC bitesize - DNA by Dennis Kelly Edexcel GCSE Drama revision guide. Edexcel GCSE Drama Designing Drama; Costume, lighting, set and sound design. |
Suggested viewing | Youtube - DNA by Dennis Kelly (Amateur performance + Documentary videos). | Youtube - DNA by Dennis Kelly (Amateur performance + Documentary videos). Any live theatre (Live or recorded) - Disney + - Hamilton, Newsies. Netflix - Shrek ‘Oh what a lovely War’ | Youtube - DNA by Dennis Kelly (Amateur performance + Documentary videos). Any live theatre (Live or recorded) - Disney + - Hamilton, Newsies. Netflix - Shrek ‘Oh what a lovely War’ | Youtube - DNA by Dennis Kelly (Amateur performance + Documentary videos). Any live theatre (Live or recorded) - Disney + - Hamilton, Newsies. Netflix - Shrek ‘Oh what a lovely War’ | Youtube - DNA by Dennis Kelly (Amateur performance + Documentary videos). | Youtube - DNA by Dennis Kelly (Amateur performance + Documentary videos). |
Cultural capital experiences. | KS3+KS4 Extra curricular show meeting + auditions Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | KS3+KS4 Extra curricular show rehearsals + performances Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | KS3+KS4 Extra curricular show rehearsals Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | KS3+KS4 Extra curricular show rehearsals + Performances KS4 live theatre trip. Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. | Local places you can visit: Chichester Festival theatre, Chichester. Alexandra theatre, Bognor. Chichester College Riverside theatre. Northbrook theatre, Worthing. Connaught theatre, Worthing. Pavilion theatre, Worthing. Kings theatre, Southsea. Portsmouth theatre Royal, Portsmouth. |