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Drama

Drama - Key Stage 3

Why study Drama?

The intent of the Drama curriculum in this phase is to give learners a strong and broad basis for succeeding in Drama.  Learners are faced with opportunities and challenges to develop their creativity, confidence and oracy skills through their performance work. We focus on key Dramatic skills and techniques that can be applied to different topics and genres.

We intend that learners receive a wide and varied topic base building on cultural capital by addressing social issues, preparing for the future and historical drama as well as making cross curricula link with PSHE, English and Music in particular.  Our intent is that all our topics create a real life link to PHSE were learners are able to develop and express themselves through Drama and they can develop transferable skills and transfer knowledge they learn in drama to other areas of the curriculum.

The Drama curriculum actively encourages empathy, understanding and engagement and covers a wealth of social historical and political issues that enable learners to see the views and opinions of others, putting yourself in someone else’s shoes gives students a broader perspective to be a more tolerant and understanding member of the community.

Year 7

Autumn Term:

Bullying – PSHE link and introduction to tacking issues through drama. Secrets and Spies – Skills development focus, Drama foundation techniques such as cross cutting, hot seating, characterisation and using music to enhance atmosphere.

Spring Term:

The Tempest – the breaking down and studying of performance of Shakespearean classic plays, gaining knowledge of still image, slow motion and thoughts aloud.

Summer Term:

African Tales – puppetry making, script writing, and learning about theatre from other cultures.

Year 8

Autumn Term:

Melodrama – Developing performance skills, learning about specific genres such as mime and stock characters, exploring history of Drama.

The interview – PHSE and IAG link to careers, using Drama to prepare and take part in a mock interview to support further work in the Creative Industry and  using Drama skills to support any interviews in the future

Spring Term: A Midsummer Night’s Dream – Learners use unison, canon, stereotyping and status and should use and reflect on other skills learnt throughout the phase.

Summer Term: Comedy – Students learn about timing and develop characterisation further, using prior knowledge and gathering their drama skills together to culminate in a comedy performance for a year 7 audience, students also get to work with costume and prop to enhance their pieces of theatre.

Students have PLC’s specific to skills in Drama to work towards.  Assessment is this phase in on practical performance skills on a half termly basis, students are assessed on the skills they have learnt at the end of each topic through performance.

The focuses of the PLCs are Vocal Expression, Body Language, Facial Expression and Evaluation.

Enrichment opportunities change throughout the years but all learners have access to external expert visitors, we have visits from RSC, workshops from professionals and trip to the theatre alongside visiting performers.

There is always further support available from the PA teachers, they can take part in additional workshops and extra curricula clubs to help their development in Drama.

Tor Bridge High
Drama - Key Stage 4

Why study Drama?

During this phase learners develop their Drama skills in further depth, building, developing and deepening on the foundation skills learnt in the year 7 and 8 phase.

Learners are expected to show a higher level of independence in developing their performance techniques and will study classic and modern texts with cross curricular links with English.

By the end of this phase the intent is that learners will have produced their own piece of theatre on a theme set by the exam board, they will develop skills to enable them to do this successfully during this phase including planning and preparation, devising and writing of scripts and consideration of technical aspects of performance to enable them to be ready for further study and experiences in Drama and the school community.

The intent is that learners will experience real life career scenarios in the performing arts industry learning and using valuable transferrable skills into the working world, they will be well rounded students who are confident and show a high level of communication and social skills through their experiences in drama.

Our learners will continue to develop their creativity at a higher level, through performance and written work learners increase their use of oracy and improve their language knowledge, as well as their presentation of their oracy skills through performance.

Learners must do one external unit set by RSL and one internal unit.

External unit – Live performance – during this 30 hours exam leaners must respond to a brief, for example, create a 12 minute piece of theatre on conflict and peace.  They must prepare everything required for a live performance including health and safety issues through to performance.

Internal unit – Performing text – Learners must study 2 different contrasting texts, one modern, on classic and develop their understanding of how to bring theatre from page to stage focusing on how to rehearse, how to understand the language of the characters and how to deliver lines as the writer intended.

The work is assessed through a variety of written portfolio, tutor interview and feedback, practical drama skills and essay writing.  In the optional unit learners may present work in a method that suits them best, this can include presentations, blogs or written analysis as well as practical performance of their acting skill.

The assessment criteria are clearly set by the exam board and all learners have copies of this to refer to.

Learners will be encouraged to take part in extra curricula clubs to develop their skill further.
Learners will have access to TR2 specialist hubs, they will be invited to attend performances and talks from specialist in the Acting industry.
Learners will also develop topic based work for specific audience focusing on social issues and links to PSHE.

Text guide for ‘An Inspector Calls’
Text guide for ‘Macbeth’ – the ones that are recommended by English will support this unit

Drama - Key Stage 5

Why study Drama?

The intent in this phase is to prepare students for a career or future pathway in the Creative and Performing Arts industry.  Learners have a real sample of briefs and tasks set by industry professionals in all aspects of the industry, this is to prepare them for the working world, whichever career path they choose, enabling them to utilise their valuable communicative, social and expressive skills learnt through this phase.

The curriculum followed through RSL develops the whole person, exposing learners to a variety of real life tasks and develops important transferable skills and knowledge.

Learners are given a deeper knowledge of different practitioners, genres, forms and styles creating broad spectrum of knowledge ina challenging and varied curriculum.

The intention is that learners embed and the knowledge and skills needed within the industry and how to apply this to other areas of the curriculum and greater working world.

There are 7 units to cover in total, with one external core, one internal ore of 5 optional units that students choose based on the area they wish to develop further expertise in.

External Core – 40 hour practical exam – Performance Preparation

Internal Core – Preparing for a career in the creative and performing arts industry – looking in depth to all areas and aspects of the vast industry and the opportunities that arise.

The optional units are focused on acting, dance or musical theatre:

  • Global Dance Styles
  • Solo Music Performance
  • Acting for Camera
  • Community Drama
  • Jacobean and Elizabethan theatre
  • Greek and Roman Theatre
  • Vocal techniques
  • Contemporary theatre
  • Audition Techniques
  • Choreography
  • Ensemble Music performance

The work is assessed through a variety of written portfolio, tutor interview and feedback, practical drama skills and essay writing.  In the optional units learners may present work in a method that suits them best, this can include presentations, blogs or written analysis.

The assessment criteria are clearly set by the exam board and all learners have copies of this to refer to.

There are excellent enrichment opportunities at Level 3, students can run workshops either in school or in the wider community to develop their teaching and leader ship skills. Learners will take educational trips to the theatre to watch performance, to have pre show talks, to speak with directors and actors.

Students will have specialist industry members as guest speakers to support different units for example working with professional actors to support their audition techniques unit, working with local radio station to develop vocal skills. 

Texts that specialise on the practitioners Brecht, Stanislavski, Weisener and the Method.
Use of Careers and IAG websites to develop industry knowledge.

Students are welcome to book in extra support where necessary in their challenge 6 or study time where staff are available.