Topic 1

Introduction to basic drama performance skills-demonstrating and understanding the key drama terms on the knowledge organiser. Students will explore an actor’s Physical skills ; movement, gesture, body language, focus and facial expressions; how these are used to convey character, emotion and meaning to an audience. Students will in groups have one narrator and the rest of the group will create a mime using their non-verbal physical skills to communicate with the audience. The narrator will also use Makaton – developing students’ understanding on diversity and disabilities in the world. Creating awareness of professional companies who work with deaf people.

Topic 2

Exploring vocal skills through text, devising and performances. The knowledge of how to use the voice effectively and imaginatively within a performance. Building the performance skills by the end of the term students will be able to recall all performance skills; physical and vocal skills and apply to an extract of ‘A Christmas Carol.’

Statement of Inquiry

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Key Concept(s)

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Related Concept(s)

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Topic 1

Students will understand basic facts about Greek Theatre, Greek Mythology using learnt knowledge from English and the main elements of the story of Troy. Students will create their own mask inspired by Greek Theatre linked to the Greek Text explored underpinning the knowledge they will examine in Art.

Topic 2

Following on from Semester 3 students will learn and stage an extract from the Greek Theatre text that they have dissected in Sem 3. Semester 4 will culminate in a performance of the extract of the Greek Theatre performance text; embedding prior learning from the physical skills exploration in Semester 1 whilst using the mask. Thus developing student’s cultural capital and demonstrating learnt knowledge and skills from another country and style. Skills: vocal choral work, movement, ensemble.

Statement of Inquiry

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Key Concept(s)

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Related Concept(s)

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Topic 1

Students will gain an insight into the world of scripted pieces. Learning; what influences a playwright, the varied structures, writing forms and language used within texts, and how characters, cultures and meaning are conveyed as a result of dissecting scripted extracts from ‘The Cursed Child’. Context of the playtext they will perform extracts of will be set up through practical activities of relationships, scenario and staging conventions. During the practical explorations, educational discussions will take place to develop students’ understanding of how novels have been transferred to the stage; enhancing their cultural awareness. Consolidating skills learnt through the year.

Topic 2

Continuing on from Semester 5 – students will begin to explore a scripted extract from the text that allows them to apply learnt knowledge from Semester 5 on the play text, but also embedding knowledge from the year; characterisation, blocking and performance skills. In groups students will rehearse a section of the text and perform this for their end of year assessment. Following this they will be able to evaluate their performance identifying areas of improvement for next year and how the skills are transferable beyond the curriculum.

Statement of Inquiry

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Key Concept(s)

To be updated

Related Concept(s)

To be updated

Topic 1

Practitioner’s introduction: Understand the course and expectations. Re-cap a variety of techniques and concepts of different influential practitioners required for the course. Use research skills, teach taught workshops and peer support to develop knowledge and understanding. Creating a booklet that they can refer to during the course when requiring information on the varied practitioners and styles.

Component 1: Blood Brothers background and context: Blood Brothers – set text – will be read,  explored and analysed in sections with practical explorations feeding theory. Homework and booklet will teach and recall the different job roles within the theatre and how they interlink. Additionally, they will learn different stages and how these aid the communication of meaning to the audience.

Topic 2

Component 1: Blood Brothers – set text – will be read,  explored and analysed in sections with practical explorations feeding theory.Component 2: Devising Drama: Students will respond to a variety of stimuli creating and developing ideas for a performance. Through the use of research they will begin to shape, form and create their narrative for their piece. Characters will be born through the use of research and narrative, then shaped by the chosen style and practitioner of the performance.

Topic 1

Devising Drama: Students will respond to a variety of stimuli creating and developing ideas for a performance. Through the use of research they will begin to shape, form and create their narrative for their piece. Characters will be born through the use of research and narrative, then shaped by the chosen style and practitioner of the performance. 

Topic 2

Component 1:  Blood Brothers – Dissecting themes and how they are evidenced through characterisation; the role of the performer and director. Practical exploration feeding into the exam questions and content. Exploring example answers and modelling top band responses. Component 2: Devising Drama: Experimental ideas for scenes will begin to take place with a running rehearsal log being completed in a written form. Section 1 of the essay will have been completed by the end of the semester. 

Topic 1

Component 1:  Blood Brothers -Walking and talking mocks of Section A and B . Dissecting exam answers and using them to construct top band answers. Timed mock papers.

Component 2: Devising Drama: Practical examination semester: Students will continue to rehearse and refine their work. The final product will be complete in the first two weeks with a technical rehearsal taking place. Teacher and peer feedback will be given throughout to aid the devising process. Practical exam will take place towards the end of the semester. Section 2 will be complete with continuous peer and teacher feedback and Section 3 to be completed after the practical exam.

Topic 2

Component 1: Section C – Live Theatre. Students will go to see or watch a live streamed theatre production where they will be taught how to analyse the impact of the actors, directorial decisions and technical designs to convey meaning and impact. Dissecting exam questions and looking at intentions and exam responses.

Component 3 Introduction: Extract 1: Exploring, analysing and staging texts for the scripted exam. Using analytical skills to discover meaning, intentions and understand the social, historical and political context. Character exploration techniques to develop understanding of the character.

Topic 1

Component 1: Written Exam: Job roles & exploration of Hedda Gabler: Students will be introduced to the course and expectations set and how to reference to show academic honesty. For each lesson students will be asked to read a section of the play that will be discussed, analysed and dissected to gain an understanding on the social, political and cultural factors of the time that Hedda Gabler was written and set. Characters, narrative, SCHP will be learnt and how this reflects style and context of the time. Knowledge Organiser will support the learnt knowledge. Practitioner Exploration: Students will explore three key influential practitioners who have pioneered and developed styles over time. Through practical workshops and research tasks that involve wider reading using independent study time, students will begin to understand and experiment with these styles – deepening knowledge from KS3 and 4. Knowledge and understanding gained will be utilised in Semester 2 Component 2 Devising work. 

Topic 2

Component 1: Choosing key moments and practically the play from List A: Hedda Gabler – exploring with a student alternating as director/actor – experiencing the role of a director/actor and how to convey meaning. Analysing and answering example questions as a director – example answers to dissect for accurate key points. Component 2: Students will respond to a stimulus – researching and developing themes for an original idea. Applying a practitioner that shares their intentions and aims for creating a piece of theatre. Developing and refining their ideas through creative discussions and research finalising an idea for their performance. Experimenting with scene ideas and practitioner techniques to convey meaning.  Section 1 will be complete by the end of the semester.

Topic 1

Component 1:   For each lesson students will be asked to read a section of the play that will be discussed, analysed and dissected to gain an understanding on the social, political and cultural factors of the time that Metamorphosis was written and set. Characters, narrative, SCHP will be learnt and how this reflects style and context of the time. Knowledge Organiser will support the learnt knowledge.Component 2 (end of semester mock performance to HOD/ other Drama teachers for additional feedback): Students will continue to create their devised piece ensuring they are utilising practitioners techniques and visions to support the communication of their concept to the audience. Costume, props and set are to be included now. Mock performances throughout for peer and teacher feedback. Section 2 being completed throughout via the use of notebooks at the end of each session. Section1 final mark and completed. 

Topic 2

Component 1:  Beginning of the semester technical knowledge and terminology taught using modelling and example. Choosing key moments and practically the play from List B: Metamorphosis – exploring with students alternating as director/actor/lighting/set designer experiencing and justifying how to convey meaning. Analysing and answering example questions with these jobs as a focus – example answers to dissect for accurate key points.Component 2: Practical exam semester: Students will be polishing and experimenting with technical ideas to support meaning in their performance. Peers will be the technician for each other’s performances; lighting and sound technicians. Devised work will be videoed in exam conditions.   

Topic 1

Component 1:  Live Theatre: Live Theatre watched, analysed and taught using a variety of focal points; acting, costume and technical. Deconstructing semiotics teaching students how theatre communicates meaning through acting and technical designs and applications. Mock questions and answers will be examined and used to model successful writing to support students in their own written response. Component 2: Students to complete coursework through one to one tutorials, peer assessment and exemplars to develop responses and ensure top band expectations are strived for.

Topic 2

Component 1: Mock preparation: Students will be led through mock answers for a full paper, timed practice, refining and reviewing previous answers identifying how to improve their answers using criterias and examiners reports. Component 3: Extract 1: Students will have read and researched and read their text so they understand where the monologue is situated in the text. Students will have memorised the lines and will begin staging their monologue ready for their exam at the end of this term. Alongside this they will begin their Reflective Report for this extract.