Curriculum Intention:

In year 7 many students have little or no prior experience of Drama lessons. The course is designed to start with a sense of familiarity in the use of ‘Harry Potter’ (JK Rowling) source material, so that students can enjoy early success and will feel more motivated. As the year unfolds the subject matter becomes increasingly challenging in terms of skills required and topics covered, frequently linking back to the familiar to help students to feel grounded and secure in their exploration of Drama. All the skills identified for each unit link to the GCSE specification or wider social, moral, spiritual and cultural issues, often encompassing all of these aspects.

Musical Theatre is embedded to support the development of students’ skills in this area. Librettos are used to enable students to identify key aspects of the music curriculum, such as notation, key signatures, tempo and dynamics. School of Rock is used at the end of the course to encourage an aspirational view of Music as a subject. Students in year 7 also have separate Music and Dance lessons on rotation.

Autumn

Spring

Summer

Sept 6^th - Oct 22^nd

Harry Potter

Music/ Dance

Skills – Team building, roles within a team esp. directing, public speaking, narration, stagecraft

Jan 5^th – 11^th Feb

Roald Dahl – Revolting Rhymes

Skills – vocal, projection and articulation, script writing, memorising lines, proxemics, communicating meaning

20^th April – 27^th May

Stanislavski ‘The Method’ Monologue or stage design

Skills – imagination, understanding Stanislavski’s principles e.g. naturalism, fourth wall, connecting to the character, hot seating

Half term

Half term

Half term

Nov 1st – Dec 17^th

Macbeth

Music/ Dance

Skills – vocal, projection and articulation, script writing, memorising lines, proxemics, communicating meaning

21^st Feb – 1^st April

Roald Dahl/ Tim Minchin – Matilda the Musical

Skills – Team building, roles within a team esp. directing, public speaking, narration, stagecraft

6^th June – 22^nd July

School of Rock

Skills – musical theatre, ensemble, production elements including costume, light and sound design.

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Students will develop in confidence and be able to demonstrate this by engaging with increasingly sophisticated techniques as the year progresses.  By the end of year 7 all students should be able to speak in front of an audience and will understand how this skill can be adapted to everyday situations. Students will also have a basic command of Music and Dance skills to take forward into year 8.

Employability skills:

Students will understand the importance of speaking in front of others and communicating key information. They are reminded that this will be invaluable in a situation where they are in charge or in an interview.

Curriculum Intention:

Year 8 students start with at least one year’s experience of Drama, and as such have the core values and expectations of the subject embedded in their learning experience. The year starts with a more challenging approach, asking students to consider characterisation, devising and writing a script. These are all necessary components of the GCSE course and this early experience is intended to assist students as they begin to formulate ideas for the future, including whether or not they wish to continue past year 9. As in year 7, all units link to the GCSE specification or wider SMSC issues.

Musical Theatre still plays an integral role, with librettos again being used to address the musical aspect of Performing Arts and allow students to consider whether Music might be of interest to them in the future as a GCSE option.

Autumn

Spring

Summer

Sept 6^th – Oct 22^nd  

What has happened to Lulu? Poem (Charles Causley)

Skills – improvisation, status, extended writing (monologue or duologue), SMSC relating to wider world, flashback, kitchen sink drama, marking the moment

Jan 5^th – 11^th Feb

Humpty Dumpty

Skills – ensemble, soundscape, special effects, social responsibility

20^th April – 27^th May

Brecht ‘Political Theatre’ devising

Moral plays, Grimm Tales – Hansel and Gretel

Skills – epic theatre, alienation, narration, breaking the fourth wall, third person, gestus, screen writing from a story

Half term

Half term

Half term

Nov 1^st – Dec 17^th

The Tempest

Skills – understanding Shakespeare, responding to a stimulus, cannon and unison, ensemble, physical theatre, movement to music

21^st Feb – 1^st April

Social Media

Skills – SMSC, problem solving, creative solutions, imagination, mime, conscience alley

6^th June – 22^nd July

High School Musical

Skills - musical theatre, ensemble, production elements including costume, light and sound design.

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Students will be able to demonstrate increasingly sophisticated skills and techniques as the year progresses. Some of these may be edging towards GCSE standard, and this will be acknowledged through departmental praise and rewards (e.g. postcard home, invitations for trips). Students should also be able to articulate how and why the study of Drama is relevant to making progress in other subjects, e.g. by improving presentation skills.

Employability skills:

Students will understand the relevance of Drama to the wider world and will thus be better prepared to present themselves for employment opportunities.

Curriculum Intention:

In year 9 students are expected to demonstrate a mature approach to Drama by engaging with a broad repertoire of skills and techniques introduced to them over the previous two years at STM. For this reason we are able to start the year with more difficult and complex techniques such as monologue and flashback. Students are also asked to consider how a person’s behaviour can have an impact on their future and ways to alter this impact where necessary. Where a new topic is introduced its relevance to GCSE is made explicit, so that students are able to make an informed choice about whether or not Drama would be an appropriate choice for them in year 10.

Year 9 is also the last opportunity to use Musical Theatre to convey the variety of aspects in Performing Arts. Students also use skills and techniques relevant to Dance and Music at GCSE, so that all aspects are covered.

Autumn

Spring

Summer

Sept 6^th - Oct 22^nd

Blood Brothers ‘University’ and Finale scene

Skills – building relationships, developing character, proxemics, movement memory, stage presence, duologue, marking the moment

Jan 5^th – 11^th Feb

Performing from a script

Skills – leadership (directing), working as a team (production company), unison and canon, connecting with an audience, stagecraft revision

20^th April – 27^th May

Devising- response to a stimulus

Skills – hot seating, role on the wall, flashback, meeting/ monologue, future outcomes, definitions, learning questions

Half term

Half term

Half term

Nov 1^st – Dec 17^th

Homelessness project

Skills – ensemble, multi-media, SMSC, movement to music, direct address

21^st Feb – 1^st April

Stanislavski

Brecht ‘Too Much Punch For Judy’

Skills – as above plus comedy/tragedy, duologue, monologue, physical theatre, hot seating, interview, dramatic irony, gestus, tempo/ rhythm, written response – live review

6^th June – 22^nd July

In The Heights/ Hamilton

Skills - musical theatre, ensemble, production elements including costume, light and sound design

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Students will demonstrably be able to showcase a variety of dramatic techniques in their assessments and be able to explain how to use the relevant skills in other subject areas, e.g. presentation.

Employability skills:

Techniques learnt in Drama are beneficial in a number of areas including, but not limited to, interview technique and presentation skills.

Curriculum Intention:

To fulfil the criteria for GCSE Drama students must: AO1 Create and develop ideas to communicate meaning for theatrical performance, AO2 Apply theatrical skills to realise artistic intentions in live performance, A03 Demonstrate knowledge and understanding of how drama and theatre is developed and performed, and AO4 Analyse and evaluate their own work and the work of others.

To this end the course is divided into three components: 1 Devising, 2 Performance from text, and 3 Theatre Makers in practice. Year 10 begins with component 1, which (with a 40% weighting) is usually the component students find most challenging. It is for this reason that a larger portion of year 10 is dedicated to this component with the other units addressed more latterly and in greater detail in year 11. Component 3 is also woven in at other strategic points in the year.

Autumn

Spring

Summer

Sept 6^th - Oct 22^nd  

Devising

Jan 5^th – 11^th Feb

Devising

20^th April – 27^th May

Performance from a text

Half term

Half term

Half term

Nov 1^st – Dec 17^th

Devising and introduction to Theatre Makers in Practice

21^st Feb – 1^st April

Performance from a text

6^th June – 22^nd July

Theatre Makers in Practice

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Students will meet the assessment objectives outlined above and should meet the criteria for progressively higher grades within each assessment area.

Employability skills:

The course provides opportunities to develop skills relevant to the performing arts sector as well as other desirable qualities such as confidence. Collaborative work and presentation are also at the forefront of the work produced in Drama.

Curriculum Intention:

To fulfil the criteria for GCSE Music students must: AO1 perform with technical control, expression and interpretation AO2 compose and develop musical ideas with technical control and coherence AO3 demonstrate and apply musical knowledge AO4 use appraising skills to make evaluative and critical judgements about music.

Students with at least a grade 3 qualification on a musical instrument (including voice) will already have a good understanding of the theory behind Music GCSE, so ideally this should be the baseline for candidates. Students who have not attained a grade 3 will need additional support on top of the lesson structure outlined below.

Autumn

Spring

Summer

Sept 6^th - Oct 22^nd  

Composition and The Concerto Through Time

Jan 5^th – 11^th Feb

Performance and Film Music

20^th April – 27^th May

Composition to a brief and ensemble performance

Half term

Half term

Half term

Nov 1^st – Dec 17^th

Composition and Rhythms of the World

21^st Feb – 1^st April

Performance and Conventions of Pop

6^th June – 22^nd July

Listening practise

Composition x2 polish

Performance x2 polish

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Students will meet the assessment objectives outlined above and should meet the criteria for progressively higher grades within each assessment area.

Employability skills:

The course provides opportunities to develop skills relevant to the performing arts sector as well as other desirable qualities such as confidence and listening skills.

Curriculum Intention:

To fulfil the criteria for GCSE Drama students must: AO1 Create and develop ideas to communicate meaning for theatrical performance, AO2 Apply theatrical skills to realise artistic intentions in live performance, A03 Demonstrate knowledge and understanding of how drama and theatre is developed and performed, and AO4 Analyse and evaluate their own work and the work of others.

To this end the course is divided into three components: 1 Devising, 2 Performance from text, and 3 Theatre Makers in practice.

Autumn

Spring

Summer

Sept 6^th - Oct 22^nd  

Devising

Jan 5^th – 11^th Feb

Performance from a text

20^th April – 27^th May

Theatre Makers in Practice

Half term

Half term

Half term

Nov 1^st – Dec 17^th

Devising (Finish component 1)

21^st Feb – 1^st April

Performance from a text (Finish component 2)

Theatre Makers in Practice

6^th June – 22^nd July

Exams

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Students will meet the assessment objectives outlined above and should meet the criteria for progressively higher grades within each assessment area.

Employability skills:

The course provides opportunities to develop skills relevant to the performing arts sector as well as other desirable qualities such as confidence. Collaborative work and presentation are also at the forefront of the work produced in Drama.

Curriculum Intention:

To fulfil the criteria for GCSE Music students must: AO1 perform with technical control, expression and interpretation AO2 compose and develop musical ideas with technical control and coherence AO3 demonstrate and apply musical knowledge AO4 use appraising skills to make evaluative and critical judgements about music.

Students with at least a grade 3 qualification on a musical instrument (including voice) will already have a good understanding of the theory behind Music GCSE, so ideally this should be the baseline for candidates. Students who have not attained a grade 3 will need additional support on top of the lesson structure outlined below.

Autumn

Spring

Summer

Sept 6^th - Oct 22^nd  

Composition and Performance for the integrated portfolio

Jan 5^th – 11^th Feb

Composition to a brief and ensemble Performance

20^th April – 27^th May

Final preparation for component 05 (Listening exam)

Half term

Half term

Half term

Nov 1^st – Dec 17^th

Composition and Performance for the integrated portfolio (Finish component 01/02)

Composition to a brief

21^st Feb – 1^st April

Composition to a brief and ensemble performance (Finish component 03/04)

Revisit AoS 2,3,4 and 5

6^th June – 22^nd July

Exams

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Students will meet the assessment objectives outlined above and should meet the criteria for progressively higher grades within each assessment area.

Employability skills:

The course provides opportunities to develop skills relevant to the performing arts sector as well as other desirable qualities such as confidence and listening skills.

Curriculum Intention:

To fulfil the criteria for A Level Drama and Theatre students must AO1 Create and develop ideas to communicate meaning as part of the theatre-making process, making connections between dramatic theory and practice AO2 Apply theatrical skills to realise artistic intentions in live performance AO3 Demonstrate knowledge and understanding of how drama and theatre is developed and performed AO4 Analyse and evaluate their own work and the work of others.

The course is set out in three components, with students being required to devise as a group for component 1, perform from published work in a monologue and as a group for component 2, and study two complete texts and a live piece of theatre for the written paper (component 3).

Component 1 – Devising; Component 2 – Text in Performance; Component 3 – Theatre Makers in Practice

Autumn

Spring

Summer

Sept 6^th - Oct 22^nd

Devising

Theatre Makers in Practice

Jan 5^th – 11^th Feb

Text in Performance

Theatre Makers in Practice

20^th April – 27^th May

Theatre Makers in Practice

Half term

Half term

Half term

Nov 1^st – Dec 17^th

Devising

Text in Performance

21^st Feb – 1^st April

Text in Performance

Theatre Makers in Practice

6^th June – 22^nd July

Devising

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

A solid basis for progression onto the year 13 course. As there is no longer an option to finish at AS level this is a necessary outcome.

Year 12 finishes with component 1 (Devising) with a view to fully completing this component by Christmas of year 13. Components 2 and 3 are strategically placed to allow students to achieve the best possible outcomes in their mock exams and have the greatest chance of a confident progression into year 13.

Employability skills:

Cognitive skills

● Non-routine problem solving – expert thinking, metacognition, creativity.

● Systems thinking – decision making and reasoning.

● Critical thinking – analysing, synthesising and reasoning skills.

Interpersonal skills

● Communication – active listening, oral communication, written communication, assertive communication and non-verbal communication.

● Relationship-building skills – teamwork, trust, intercultural sensitivity, self-presentation, social influence, conflict resolution and negotiation.

● Collaborative problem solving – establishing and maintaining shared understanding, taking appropriate action, establishing and maintaining team organisation.

Intrapersonal skills

● Adaptability – ability and willingness to cope with the uncertain, handling work stress, adapting to different personalities, communication styles and cultures, and physical adaptability to various indoor and outdoor work environments.

● Self-management and self-development – ability to work remotely in virtual teams, work autonomously, be self-motivating and self-monitoring, willing and able to acquire new information and skills related to work.

Curriculum Intention: To fulfil the criteria for A Level Drama and Theatre students must AO1 Create and develop ideas to communicate meaning as part of the theatre-making process, making connections between dramatic theory and practice AO2 Apply theatrical skills to realise artistic intentions in live performance AO3 Demonstrate knowledge and understanding of how drama and theatre is developed and performed AO4 Analyse and evaluate their own work and the work of others.

The course is set out in three components, with students being required to devise as a group for component 1, perform from published work in a monologue and as a group for component 2, and study two complete texts and a live piece of theatre for the written paper (component 3).

Component 1 – Devising; Component 2 – Text in Performance; Component 3 – Theatre Makers in Practice

Autumn

Spring

Summer

Sept 6^th - Oct 22^nd

Devising

Theatre Makers in Practice

Jan 5^th – 11^th Feb

Text in Performance

20^th April – 27^th May

Theatre Makers in Practice

Half term

Half term

Half term

Nov 1^st – Dec 17^th

Devising (finish component 1)

Theatre Makers in Practice (mock component 3)

21^st Feb – 1^st April

Text in Performance (finish component 2)

Theatre Makers in Practice

6^th June – 22^nd July

Exams

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

An overall grade (A-E) A level Drama and Theatre

The Pearson Edexcel Level 3 Advanced GCE in Drama and Theatre consists of two non-examination assessment components and one externally examined paper. Students must complete all assessment by May/June in any single year.

Students can progress from this qualification to:

● drama schools, university courses that relate directly to drama and theatre

● university courses that will benefit from the skills acquired from this GCE, for example law, human resources, people management

● employment where people skills are essential, for example management, retail, nursing, industry and business environments

● employment where time management, confidence, the ability to work collaboratively and to meet deadlines are desirable.

Employability skills:

Cognitive skills

● Non-routine problem solving – expert thinking, metacognition, creativity.

● Systems thinking – decision making and reasoning.

● Critical thinking – analysing, synthesising and reasoning skills.

Interpersonal skills

● Communication – active listening, oral communication, written communication, assertive communication and non-verbal communication.

● Relationship-building skills – teamwork, trust, intercultural sensitivity, self-presentation, social influence, conflict resolution and negotiation.

● Collaborative problem solving – establishing and maintaining shared understanding, taking appropriate action, establishing and maintaining team organisation.

Intrapersonal skills

● Adaptability – ability and willingness to cope with the uncertain, handling work stress, adapting to different personalities, communication styles and cultures, and physical adaptability to various indoor and outdoor work environments.

● Self-management and self-development – ability to work remotely in virtual teams, work autonomously, be self-motivating and self-monitoring, willing and able to acquire new information and skills related to work.