Curriculum
Overview
· Drama is taught to all years from year 7 right through to year 13.
· We offer it as a BTEC, GCSE and A Level and our results are some of the highest in the country.
· In the Sixth Form we offer two study pathways - BTEC L3 Performing Arts and A-Level Drama and Theatre Studies.
· All pupils in KS3 study Drama as part of their curriculum.
Key Stage 3
The guidance for the framework for teaching drama is taken from the following documentation:
· The Key Stage 3 National Strategy Key Stage 3 Drama Objectives Bank.
· Q C A Giving A Voice: Drama and Speaking and Listening Resources for Key Stage 3.
· Arts Council England, Drama in Schools : second edition.
All the schemes of work in the Key Stage 3 Drama Course are unique to our school and are continually assessed to ensure that they are appropriate for the students. There is a high emphasis on the content being intercultural, in order to reflect the diverse cultural backgrounds of the students and demonstrating the normality of our intercultural society. All of the schemes offer the opportunity for Making, Performing and Responding to Drama.
YEAR 7
The students arrive with very different experiences of drama and so initially it is important to allow them time to build positive group relationships. The use of drama games allows them the opportunity to gain confidence and focus on working to establish respect and cooperation skills when working together. The introduction to drama conventions (also called Drama Strategies)are taught ,so that the students begin to experience how to create drama and are able to work with each other in a variety of group sizes. The focus of the work encourages the students to reflect on the importance of ‘Staying Safe’ and through drama they devise scenes to explore the way to avoid some of the dangers that children might face in the home and out on the street.
Year 7 students are introduced to Intercultural Drama and participate in a variety of scenes that reflect their lives. They are encouraged to observe people who live in their families and in the community in order to base their characters on real people. This approach to creating drama helps them to understand that drama starts with what is familiar and can reflect their own experience. The importance of reinforcing that drama enables us to develop empathy with people real or imagined in our wider intercultural society.
In the second half of the term the unit is about ‘story through drama’. The Moon Story encourages the girls to create drama together using their own cultural understanding of rituals, traditions and folk-law around the significance of the moon. As part of the drama they have the opportunity to create simple costumes and use props to help them to believe that in the drama they are villagers who lived a long time ago and worshipped a Goddess called Chandra. The teacher also joins in the drama, in role as a wise woman and she leads the women of the village to question their beliefs.
In the Spring Term the drama lessons focus on the true story that happened in New York in 1911. A fire broke out in a sewing factory and the Boss had locked the women workers in. The story was the inspiration for International Women’s Day. The students learn how to stage a play for an audience and this time the play is scripted.
In the Summer Term the students demonstrate what they have learned about staging and devising plays and work in small groups to create a play in three scenes. This is performed for the rest of the class and forms their final assessment of the year.
Year 8
During the first term the students participate in a devised drama that looks at the issue of how parents’ problems can in turn create problems for children. As the term develops the girls are introduced to a play entitled ‘Glow’ by Manjinder Virk. The process allows them to act out scenes from the play on a fixed set. The main character, a girl wants to be a boxer; her Father Raj also followed that same dream. The family are grieving as the Mother past away when Kulwinder was young. Raj is unemployed in spite of being well qualified and is trying to raise his daughter alone. He faces the complexities of trying to guide his daughter who is talented boxer without any support. The play deals sensitively with the problems Kulwinder encounters as she hits puberty and has no Mother to support her.
In the Spring Term the students work on a unit on Physical Theatre and Mask Work and explore how to devise a play for a teenage audience on the issue of Bullying.
In the second half of the term the scheme entitled The Zorkons allows the students to examine racial prejudice. They explore the imagined arrival of The Zorkons. These beings are identical to Earth people but are peace loving and arrive as guests of the governments across the world to help Earth become more peaceful. They are very noticeable due to their complexions being varied shades of blue. The drama enables the students to play both Zorkons and Earth people and looks at what happens when a Zorkon is murdered because of the colour of her skin.
Finally the Summer Term allows the students an opportunity to explore the issue of Gender and inequalities. This time they research and devise a small piece of drama that has a message for an audience and tries to open up a viewpoint. The plays are shared with other students who are encouraged to give positive feedback on the content, the work as an ensemble and the clarity of the message.
YEAR 9
The first half of the term the students engage in creating drama from extracts of literature taken from teenage fiction written by contemporary female writers who write reflecting on issues of Identity faced by young girls across many different cultures. The fiction books are all currently available to buy and can be purchased from www.amazon.co.uk.
The students devise scenes that are both from the text encouraging them to create both scripts using the dialogue from the text. They also explore off the text scenes using the Explorative Strategies in order to deepen their understanding of character, plot, action and the themes. The performances will be refined and performed in some cases as part of Discovery Day in November.
In the second half of the term students in Year 9 will study a scripted play. This follows an in house performance of ‘Under A Foreign Sky’ a new play written by Paula B Stanic and performed by the Theatre Centre. All year 9 students are taught how to write a Review on a live performance. They also will work in a variety of ways on the text themselves.
In January the students embark on a scheme from a GCSE Improvisation unit exploring Greed and Need. They begin by relating to their own and others relationship with food. Later they are shown how the use of juxtaposition can help to highlight the differences of Greed and Need. For example they can make an advert for a Mustava ( something you MUST have ) and then switch to a Charity appeal for people who are starving and homeless. The idea came from changing channels on a television.
Finally the students create a performance piece using a variety of Drama medium including lighting, costume, set and props to make a dance drama entitled The Nightmare of a Shopaholic. In the final term the students put together a performance of devised scenes exploring the issue of why a young mum abandons a baby.
Finally they perform scenes from a contemporary play set in Handsworth that looks at the issue of Gun crime. This was written for the BTEC Acting Unit. It is to be hoped that all the work covered in Year 9 gives the students opportunities to see the many and varied ways they can use drama. The Options they select will enable them to choose between GCSE DRAMA and BTEC PERFORMING ARTS.
Most students begin in Year 7 on and around Level 3. By Year8 the average is around Leve4-5 and by the end of the Key Stage most of our students achieve a Level 5 or 6. A Level 8 is the equivalent to a C pass at GCSE.
It is most important is that they realise the importance of the use of drama in today’s society and that they begin to understand the power of live theatre.
For several years the students have been encouraged to take inspiration from the work of Black and Asian Playwrights and we have created a tradition in school of welcoming the Theatre Centre and some our young students attend drama classes at the Drum in Aston on a Saturday. There are also opportunities to see new and established plays written especially for schools and performed at the Drum ,The Birmingham Rep and various other performance venues. It is to be hoped that some of our students will still enjoy going to the theatre even after they leave school.
Key Stage 4
GCSE Drama (EDEXCEL)
How will I learn?
Students have 5 hours allocated teaching time per week. This consists of practical workshops, analysis of ideas and developing creativity in a variety of styles. Emphasis is on working as a team through practical exploration of themes, texts and dramatic strategies. Students have the opportunity to visit outside theatre companies, see plays and share their creative work both inside and outside of school.
How will I be assessed?
Almost all assessment is practical. There are no written examinations although pupils are required to keep a written record of your practical work. Pupils explore themes, ideas and plays in a wholly practical way. Students are also be required to perform in a play or contribute a form of design to a production such as costume, lighting or sound. Pupils will perform the play with a visiting examiner in the audience.
What Units will I study?
Unit 1
Drama Exploration
Internally assessed
Overview of content
Centre devised topic/theme/issue explored through practical workshops.
Overview of assessment
six-hour practical exploration
Documentary response
Unit 2
Exploring Play Texts
Internally assessed
Overview of content
The study of a full and substantial play text chosen by the centre
Experience of live theatre as a member of the audience
Overview of assessment
Six-hour practical exploration of the play text
Documentary response to practical exploration
Documentary response to live theatre
Unit 3
Drama Performance
Externally assessed
Overview of content
Demonstrate knowledge and understanding of practical drama skills through a devised live performance
Overview of assessment
Students will present their work as either performers or performance support students in a single performance to an examiner appointed by Edexcel.
EDEXCEL BTEC Subsidiary Diploma in Performing Arts (Performance)
What will I learn?
The BTEC course is vocational and looks to train the learner in all areas of Performance Art. Students will have the opportunity to create and perform original and scripted theatre. They will be asked to analyse theatre as both directors and writers of creative work. Students will be trained in technical aspects of theatre, including lighting, sound and set design. Students will look into job opportunities in the arts, setting up a theatre company and applying stage make up. By the end of the course students should have a sound base knowledge in all areas of creating a performance. Students will present in the hall a number of performance pieces.
How will I be assessed?
The BTEC course is assessed through several written assignments and performance work. All work is internally moderated and then checked externally. Students are not required to sit a written exam at the end of the course; all assessments take place during the running of the course.
What Units will I study?
Mandatory units:
Working in the Performing Arts Industry
Professional Development in the Performing Arts Industry
Performing Arts Production Process
The Development of Drama
Specialist Units:
Acting Skills and Techniques
Devising Plays
Make up for Performers
EDEXCEL BTEC Extended Certificate in Performing Arts (Dance)
How will I learn?
Students will have 5 hours allocated teaching time over two weeks. These will consist of practical workshops, analysis of ideas and developing choreography in a variety of styles. Students will have the opportunity to visit outside dance companies and share their creative work inside school. Students will be expected to learn dance routines and attend extra rehearsals as needed in preparation for exam work.
How will I be assessed?
The BTEC course is assessed through written assignments and primarily performance work. All work is internally moderated and then checked externally. Students are not required to sit a written exam at the end of the course; all assessments take place during the running of the course.
What Units will I study?
Mandatory unit:
Performing Dance
Specialist Units:
The Development of Dance
Developing Physical Theatre Performance
Key Stage 5
EDEXCEL BTEC Level 3 Subsidiary Diploma in Performing Arts
What will I learn?
The BTEC course is vocational and looks to train the learner in all areas of Performance Art. Students will have the opportunity to create and perform original and scripted theatre. They will be asked to analyse theatre as both directors and writers of creative work. Students will be trained in technical aspects of theatre, including lighting, sound and film production. For those interested in a teaching career there will be instances when students are asked to deliver workshops to young people using their performance knowledge. In doing so, students will develop skills that can be applied directly to the workplace.
How will I be assessed?
The BTEC course is assessed through several written assignments and performance work. All work is internally moderated and then checked externally. Students are not required to sit a written exam at the end of the course; all assessments take place during the running of the course.
What Units will I study?
Mandatory unit:
Unit 7: Performing to an audience
Specialist units:
Theatre for children
Film and TV acting
The Practice of Directing Theatre
Script writing
Developing physical theatre
A Level Drama and Theatre Studies (EDEXCEL)
What will I learn?
AS Level
Unit 1: Exploration of Drama and Theatre (40% of total AS) Internal
This unit introduces students to the content of plays written for the theatre. They will learn how to analysis plays in a variety of ways so that they become familiar with the way written plays can be interpreted for realisation in performance.
Unit 2: Theatre Text in Performance (60% of total AS) External
This unit offers students the chance to demonstrate skills in a performance environment. The knowledge gained during the study of two plays in Unit 1 can now be applied with a view to delivering a performance to an audience.
A2 Level
Unit 3: Exploration of Dramatic Performance (40% of total A2) Internal
This unit requires the creation of a unique and original piece of theatre. The knowledge and understanding gained in the AS units can now be applied to a created production.
Unit 4: Theatre Text in Context (60% of total A2) External
This externally examined written unit requires the detailed study of one set play text and one prescribed historical period of theatrical movement.
How will I be assessed?
Assessment is done through a variety of written and practical tasks that are both internally and externally examined. In the AS year pupils will be externally examined in a performance piece. In the A2 year pupils will sit a written paper that will be externally assessed. All other units will be assessed internally (as detailed above).
A Level Media Studies (OCR)
What will I learn?
AS
Unit 1: Foundation Portfolio (50% of total AS) Internal
This unit requires students to plan and construct a video production using appropriate technical and creative skills.
Unit 2: Key Media Concepts (50% of total AS) External
This externally examined written unit assesses student’s ability to analyse Institution, Audiences and Representation of social groups within the Magazine industry.
A2 Level
Unit 3: Advanced Portfolio in Media (50% of total A2) Internal
The unit requires candidates to engage with contemporary media technologies, giving them the opportunity to plan, research and construct two products.
Unit 4: Critical Perspectives in Media (50% of total A2) External
An externally assessed written unit, students study two areas; Theoretical Evaluation of Production and Contemporary Media Issues.
How will I be assessed?
Assessment is done through a variety of written and practical tasks that are both internally and externally examined as detailed above.
Teaching and Learning in Performing Arts
We are proud to be an outstanding department in our school and take all the work we do seriously. Whether this be a class showing of a drama scene or a large performance for the school, we believe that if we insist on high quality in every piece of work we create then the students will embody this mantra in all areas of their learning.
We also feel it is important to recognise the skills and learning needs of all our students and we push ourselves to experiment with different styles of teaching in order to fulfil these needs.
Learning activities:
· Role play
· Script writing
· Using imagination
· Developing creativity
· Developing communication skills
· Presentation
· Team work
· Independent thinking
· Rehearsal
· Performance
· Evaluating
· Peer feedback
· Critical thinking
· Devising
· Analysing ideas
· Pushing boundaries
· Thinking outside the box
· Helping others
· Developing movement skills
· Use of voice
· Expressing opinions
· Discussion and debate
· Recognising identity and culture
· Becoming more tolerant
· Experiment with real life drama
· Recognise quality
· Develop self reliance
· Being positive
· Listening skills
As a department we regularly share the work we create with other pupils in the school, incoming visitors and where possible, venues outside of school.
Assessment in Performing Arts Subjects
Key Stage 3
There are regular informal assessments whereby pupils will have feedback from the teacher on their progress throughout lessons. A formative assessment takes place every half term. This is usually a culmination of the work that has taken place over that period of time. For example – a performance piece, scripts, homework tasks, diary entries, filmed work, rehearsal and so on.
Key Stage 4 and Key Stage 5
Assessment is dependent on unit requirements and examination boards. Some assessments are internal, meaning that it will be monitored and graded by the teacher of that course; external assessments are graded by the examination board. Assessments are a fairly even mix of written and practical tasks. More information can be found in the information on courses in Performing Arts.
Homework in Performing Arts
Key Stage 3
Students will study Drama one lesson a week. The teacher will usually set homework every other lesson. In year 7 students at the beginning of their learning will be set homework on a weekly basis. This is to build up their confidence and vocabulary in Drama. Homework is often a variety of written and practical tasks. Sometimes a student’s homework will be to attend an extra rehearsal at a lunchtime or after school (parents will always be notified). We also ask the stiudents to create diaries of their thoughts, advertisements for the drama, scripts, and vocabularies of key terms in drama.
Key Stage 4 and 5
Students who join the courses at examination level are expected to commit a large amount of time to extra rehearsal both during lunchtimes and after school. This forms a heavy part of their homework. Students also have to learn lines, create designs, complete written papers, research topics, create presentations and perform on a regular basis.