Subjects

The key concepts in Drama are embedded within the curriculum and are aimed at developing key concepts and key skills, simultaneously. Pupils need to understand the stages of the Drama process which are as follows:

Making

Pupils will be taught skills necessary to develop performance material. They will be taught the importance of teamwork and cooperation in developing a performance. Starting from the basic idea that a performance needs to have a beginning, middle and an ending, with the potential to entertain and deliver a wider message.

Performing

Pupils will be taught the necessary skills for performing/presenting work to an audience. These will include the continuous use of the 5 Elements of Drama in all performance work. These are:

Drama

1. Use of Facial expressions
2. Use of Voice (tone, pitch, projection, vocal expression etc.)
3. Use of Gesture (body language)
4. Use of Movement (pace, pressure, pose)
5. Showing Relationships on stage (being aware of proxemics and other actors and their roles)

Responding

Pupils are taught how to respond to a range of different stimuli for developing Drama such as; cultural and historical contexts, existing scripts, poetry, images and art. They are also expected to respond by being able to:

• talk about their own and other’s performances, using subject specific terminology.
• understand the style, period and context. i.e. the knowledge that is required to improve their making, performing and responding.

Key concepts and skills

The overarching themes in Year 7 are creating character exploration and storytelling through foundational skills.
(Creating a character, naturalism and method acting through Stanislavski, Myths and legends, non-naturalistic techniques, historical and cultural theatre, technical theatre design and studying a play text)

• Autumn 1 – Roald Dahl

Students will gain an understanding of the five key characterisation skills for creating a character and how they are used when performing (voice, movement, gestures, body language and facial expressions). Students will practically explore new methods and techniques, leading to group work, exploring and creating their own interpretations of famous children’s literature. They will explore a range of text stimuli including poetry, prose and drama. 

• Autumn 2 – Spy School, Stanislavski’s Method Acting

Students will be able to demonstrate key components both theoretically and physically and appreciate Konstantin Stanislavski’s techniques. Naturalism – Throughout this unit students will explore the work of Stanislavski who was one of the most influential theatre practitioners of the twentieth century whilst enrolling themselves in spy school.

• Spring 1 – Sharples Manor

An exploration of horror as a genre focusing on physical theatre, mood and atmosphere and using key drama techniques including soundscapes and body as prop. Students will be able to develop their storytelling skills, creating tension throughout the devising process.

• Spring 2 – Bugsy Malone

Students will learn how to recreate scenes using scripts and improvisation techniques, whilst developing vocal projection and role-play skills and techniques such as hot-seating to create characters on a deeper level. They will explore the power of friendship, social status and class through this renowned musical (Cross-curricular with Music).

• Summer 1 – Who Am I?

Students will explore the key themes of identity and personal growth, whilst further developing their performance skills. Students will create characters and devised role-play performances based on personal experiences and current issues which challenge social expectations and promote diversity and a celebration of what makes you who you are. (Cross-curricular with PSHCE)

• Summer 2 – Ernie’s Incredible Illucinations

Students will be introduced to the skills required to study a play text effectively. They will explore how to bring the text on the page to life, develop their understanding of writers intentions and apply their knowledge of creating a character to a professional piece of work. Ernie’s Incredible Illucinations encourages students to explore the world of imagination and apply key techniques to transport the audience between reality and fantasy.

The overarching themes in Year 8 are Comedy, History, Political Theatre, Brecht, Power, Status. 

(Greek Theatre, Medieval, Elizabethan, Modern Theatre, Victorian Melodrama, Elizabethan Theatre, Staging Design)

• Autumn 1 – History of Theatre

Students will look at key themes and symbolism from Waiting for Godot such as the absurdity of existence, the purposelessness of life and how suffering increases with the passage of time. (Cross-curricular with History)

• Autumn 2 – Blood Brothers

Students will study the story of the Johnston twins. They will learn how to recreate key scenes from Willy Russell’s Blood Brothers through an exploration of the sub-text and playwright’s intention. Developing Character – Students will read the play ‘Blood Brothers’ and interpret dialogue, themes and characterisation skills. (Cross-Curricular with English)

• Spring 1 – Brecht
  

Students will explore the practitioner Brecht and his theatrical techniques. They will be introduced to the academic study of Brecht as a historical practitioner, explore his techniques such as use of placards, breaking the fourth wall, third person narration and use of facts to explore key social issues that are important to their age group and context. Students will become skilled in how to apply political theatre in a sensitive and mature way whilst also developing a deeper understanding of how theatre has developed over time and how it can be applied to modern theatre.

• Spring 2 – Macbeth

Students will explore Shakespeare’s Macbeth through a range of practical activities that focus on the themes of the text – good versus evil, the dangers of ambition, the contrast between appearance and reality, loyalty and guilt, creating atmosphere and tension. (Cross-curricular with English).

• Summer 1 – Theatre in Education

Students will develop and adapt their script-writing skills for a Theatre-in-Education project, through the exploration of current affairs and using theatre as a catalyst for change whilst developing key vocabulary and literacy skills. (Cross-Curricular with PSHE)

• Summer 2 – A Monster Calls
  

A highly successful novel, a critically acclaimed film and a successful run of a play at the Bristol Old Vic, A Monster Calls is a story which explores the themes of family, bullying, self-identity, grief, fantasy and reality through relatable characters. Students will explore this story practically and develop their application of skill using non-naturalistic techniques when exploring the monster to using naturalist techniques when exploring the raw reality of loss. Cross-Curricular links with year 7 English.

The overarching themes in Year 9 are Status, Power, Hierarchy, Identity, Stereotypes.
(Naturalism, Elizabethan Theatre, Contemporary Theatre and Technical Theatre Design)

• Autumn 1 – Physical Theatre
  

Students will study the devising process of physical theatre, exploring a range of strategies to create and stage a devised performance. They will explore the work of Frantic Assembly and DV8 with a focus on the art of storytelling through movement. Students will focus on the health and safety elements of physical theatre and develop their collaboration and teamwork skills to ensure a safe and successful learning environment for all learners. (Cross-curricular with PE and Dance)

• Autumn 2 – Crimes connected with urbanisation in the C19th

Students will develop non-naturalistic techniques, cross cutting and hot seating skills. They will gain insight into pivotal moments in British history through practical drama. (Cross-curricular with History)

• Spring 1 – Devising

Students will study the devising process, exploring a range of strategies to create and stage a devised performance. They will focus on the use of a stimulus as a starting point and clearly identify their target audience. Students will use a variety of explorative strategies to structure their scenario. (Cross-curricular with Music).

• Spring 2 – Technical Theatre (with devising)

Students will study the devising process, exploring a range of strategies to create and stage a devised performance. They will focus on the use of a stimulus as a starting point and clearly identify their target audience. Students will use a variety of explorative strategies to structure their scenario. Students on the technical theatre pathway will explore and research the roles and responsibilities of being a designer, collaborate with actors to provide technical support and perform a presentation and actively create resources for the acting students performances. (Cross-curricular with The Arts, Technology and Media)

• Summer 1 – Trestle Masks

Students will explore non-realistic theatre through the use of Trestle masks. Through mask work, they will have the freedom to develop physicality and mime techniques and explore the world through another’s eyes.

• Summer 2 – Exploring a text (DNA)

Students will explore DNA through a range of practical activities that focus on the themes of the text – friendship, the dangers of lying, status, loyalty and guilt and power and conflict whilst creating atmosphere and tension through use of lighting and sound.

Year 10

Autumn 1 – Skill Development

Students will participate in various workshops which focus on skill development. From devising to practitioners, scripted to live theatre, students will deepen their understanding of the key performance skills that will aid their success on the GCSE Drama course

Component 1 – Devising

Students will begin a mock unit of Component 1 which is their devising unit. They will explore various stimuli and will create a performance which is entirely their own work to then perform to an audience. It will be in their own chosen style with chosen practitioner influences. Students may opt for a design pathway for this unit. After their performance, students will write a 1800 word essay about the process answering six key questions.

Students will be asked to repeat the unit with a new set of stimuli for their final component 1 piece. They will be marked in their performance exam out of 15 and will have their portfolio marked out of 45. These two marks will be combined to give them 40% of their final GCSE grade which must be completed at the end of year 10. This is an internally assessed unit by the classroom teacher which is sent to the exam board for moderation.

Students are expected to commit to rehearsals in lunch time and after school to ensure they have enough time to create their 25 minute performance and to complete their coursework to the expected standard.

Homework for component 1 will be a weekly log book diary which will be used to form the majority of their coursework.

Component 3 – Theatre Makers in Practice – The Crucible and Live Theatre

Alongside Component 1, students will complete work for Component 3 which is their written exam. They will study Act 1 and Act 2 of the Crucible by Arthur Miller both practically and analytically. Students will explore the socio-economic context of the play with wider historical context, the characters, key themes and writers intentions in great depth. Students will also be taught exam technique for Section A and B of their written exam ahead of their PPE in Summer 2. Students will also explore the roles of an actor, director and a designer as each exam question focuses on these roles.

Students will also attend a compulsory theatre trip in year 10. This is an exam requirement as Section B of the written exam is based on a piece of live theatre seen as a class. Students will then further enhance their technical and performance knowledge they have seen within their lessons.

Home learning for Component 3 will be a mixture of further study and research, presentations, exam practice and preparation, live theatre note preparation and revision.

ALS will begin for Component 3 after the winter break for year 10 students

Year 11

Component 2 – Performance From Text

Students will be placed into either monologue, duologue or group performance groups and will be assigned a play to study. They will have to read the whole play, explore it together and (with teacher guidance) select which two extracts they would like to rehearse and perform to a visiting examiner. The professional repertoire studied will be selected by your teacher and guidance will be given throughout. The exam window for this exam is January to March and the students must perform to a live audience. Students can be entered for this exam on a designer pathway. This component is 20% of the final grade and is marked externally by a visiting examiner with results revealed at the end of year 11.

Rehearsal times will be available during set lunch times for year 11 students

ALS for this component will be available for all year 11 students from the beginning of the year until winter break for year 11 students.

Home learning for this component will consist of studying the play you have been given, rehearsing, learning lines and completing the written paperwork analysing and evaluating the section you have chosen to perform

Component 3 – Theatre Makers in Practice

Alongside Component 2, students will continue to complete work for Component 3 which is their written exam. They will study Act 3 and Act 4 of The Crucible by Arthur Miller both practically and analytically. Students will continue to explore the socio-economic context of the play with wider historical context, the characters, key themes and writers intentions in great depth. Students will also continue to revisit and be taught exam technique for Section A and B of their written exam ahead of their PPE and final written exam in May. Students will also explore the roles of an actor, director and a designer as each exam question focuses on these roles.

Students will also attend a compulsory theatre trip in year 11. This is an exam requirement as Section B of the written exam is based on a piece of live theatre seen as a class. Students will then further enhance their technical and performance knowledge they have seen within their lessons.

This is 40% of their final grade which is externally assessed with results given on results day.

Home learning for Component 3 will be a mixture of further study and research, presentations, exam practice and preparation, live theatre note preparation and revision.

ALS will begin for Component 3 after the winter break for year 11 students

Reading in drama is an essential component of the academic study of the subject. As actors, we must read with our minds, our hearts and our imaginations to fully understand the shoes in which characters are walking in and the plot of the literature that we read. From reading classical plays such as the Greeks and Shakespeare to more contemporary plays, we must grow our reading skills to explore theatre on a deeper level. 

Analysis and evaluation literature surrounding theatre reviews and advertisement is key in sparking an interest in the type of theatre around us. Similar to the blurb on a novel, this type of literature is there to engage the imagination and spark curiosity to encourage the reader to read on!

Exploring the language of theatre is a wonderful opportunity as it is one of the most powerful tools in this art form. Becoming familiar with high tier vocabulary through wider reading will lead to us becoming more confident readers in the world of theatre.

Click here to view the suggested reads poster.
Please note: the images of the book covers are clickable hyperlinks to the book.