Drama

Throughout KS3 Drama pupils work on developing basic performance skills and look at different techniques and elements of drama. Once these skills are developed, Drama can be a world of imagination and adventure. We would like all pupils to enjoy drama as a creative subject but for some students to use drama as a tool for life skills to take forward with them in all aspects of school and work life.

Drama at Tabor allows students to explore an imagined world something that really pushes their personal boundaries, in a fun, engaging manner. They learn new skills such as using masks, using props, creating costumes, building scenery and set, lighting and sound design. Students will devise their own drama performances around the new skills obtained.

Pupils will work in groups on small projects and gain their inspiration from watching different styles introduced by their teacher, or work used in the theatre or from other gained experiences. They will be inspired by different stimuli, such as poetry, photographs, songs, sound effects to name a few. They will be strongly encouraged in all years to experiment with ideas and combine different elements together, with the guidance of their teacher and peers to create pieces they will be proud to call their own.

Aims: To enable each student to:

• Respond creatively to a variety of stimuli and the use of drama techniques, as well as being introduced to the concepts of Drama Practitioners as a foundation for KS4 and KS5.
• Develop imagination, sensitivity and self-confidence.
• Encourage personal and group creative expression, communication and co-operation.
• Act out improvised and scripted dramas regularly.
• Discuss and evaluate finished work using correct terminology, develop a common vocabulary for drama which can be carried through all key stages.
• To develop tolerance and empathy towards viewpoints which differ from his/her own.

Year 7:

• Basic practical skills and the introduction of performance in an improvisational setting, the learning of dramatic terminology.
• The development of personal language and building of character and confidence.
• Learning about themselves and their environment through their experiences.
• Students’ will develop a sense of the areas for written work around the format used at GCSE.

Year 8:

• Develop further understanding of how to use performance skills worked on in year 7.
• Approach drama performances using different forms of drama such as physical theatre, monologues and duologues.
• Delve into topics such as stereotyping and verbatim theatre.
• Scripted work and putting pieces together with influences from different practitioners.

Year 9: 

The overall aim and objective for students in year 9 is to build up further and showcase the skills learnt in year 7 and 8. Skills and topics looked at will require a deeper maturity and understanding of the world around them. Year 9 is for students to express themselves by using fun, relatable texts and explore playwrights such as John Godber. Students in year 9 will also complete mock versions of GCSE components to help prepare those who wish to take the subject as a GCSE examination.

Course description

GCSE Drama at Tabor takes everything that was learnt at KS3 and develops and further challenges students’ creative abilities.  We study the Edexcel Drama exam board which enables to students to experience a wide range of performance texts and styles.  We also work with the music department and the technology department for our performance evenings which will give our students the opportunity to experience what the theatre can be like on a professional level. 

The confidence to communicate and work creatively within a team of peers by:

• Regularly working in small groups in lessons
• Creating polished performance work with groups they are put in
• Being encouraged to take on roles from a range of different performance pieces

A creative approach when developing interesting theatre performances by:

• Taking part in a wide range of drama workshops in lessons
• Exploring a variety of theatre skills, techniques, style and practitioners
• Being encouraged to use imaginative theatre techniques when rehearsing performance work

The confidence to stand up and perform short pieces in front of an audience by:

• Regularly performing work back to the class during lessons
• For older students – performing work to larger audiences including friends and family

A critical nature that is able to evaluate strengths and weaknesses by:

• Evaluating own and others performance work
• By taking part in written activities that develop critical and analytical writing skills
• Listening to regular feedback from teachers or peers that will help them improve their work

Examination Level:                         GCSE

Examination Group:                       EDEXCEL

Examination Value:                        40%

Controlled Assessment:               60%

Examination Structure:                 The examination is divided into three units of work.

For the GCSE, students must take all three units.

Component 1: Devising (Component code: 1DR0/01)

Coursework: 40% of the qualification – 60 marks

Content overview

• Create and develop a devised piece from stimulus (free choice for centre
• Performance of this devised piece or design realisation for this performance
• Analyse and evaluate the devising process and performance
• Performer or designer routes available.

Assessment overview

• AO1, AO2 and AO4 are assessed
• Internally assessed and externally moderated
• There are two parts to the assessment:
  1. A portfolio covering the creating and developing process and analysis and evaluation of this process (45 marks, assessing AO1 and AO4). The portfolio submission recommendations are:
     • can be handwritten/typed evidence between 1500–2000 words
     • can be recorded/verbal evidence between 8–10 minutes
     • an be a combination of handwritten/typed evidence (between 750–1000 words) and recorded/verbal evidence (between 4–5 minutes)
  2. A devised performance/design realisation (15 marks, assessing AO2).

Component 2: Performance from Text

Performance to a live examiner: 20% of the qualification – 48 marks (externally assessed)

Content overview

Students will either perform in and/or design for two key extracts from a performance text

• Centre choice of performance text
• Performer or designer routes available. Assessment overview
• AO2 is assessed
• Externally assessed by visiting examiner
• Centres are free to cover the performance/designing of the two key extracts in any way. This freedom caters for centres with different cohort sizes and allows them to choose

Component 3: Theatre Makers in Practice

Written examination: 1 hour 45 minutes: 40% of the qualification – 60 marks

Content overview

• Practical exploration and study of one complete performance text
• Choice of eight performance texts
• Live theatre evaluation – free choice of production. Assessment overview

Section A: Bringing Texts to Life

• 45 marks, assessing AO3
• This section consists of one question broken into five parts (short and extended responses) based on an unseen extract from the chosen performance text
• Performance texts are not allowed in the examination as the extracts will be provided.

Section B: Live Theatre Evaluation

• 15 marks, assessing AO4.
• This section consists of two questions requiring students to analyse and evaluate a live theatre performance they have seen
• Students are allowed to bring in theatre evaluation notes of up to a maximum of 500 words.

Welcome to Drama! At Tabor there is a highly attended Drama Club on a weekly basis which is run by the Drama department. This has enabled students to gain further knowledge and practice on the skills learnt in Drama.

We offer a wonderful KS3 and KS4 Drama club and put on Drama shows throughout the year. Last year we put on the play ‘Murder is never pleasant,’ and ‘The Wizard of Oz,’ and most recently we had a wonderful performance of ‘Greased Lightning,’. We also invite pupils to help work on set, lighting or costume design as well.

We offer a wonderful and inclusive Drama club on a lunchtime and after school and we plan to have a year 11 performance in the new year of ‘DNA,’ by Dennis Kelly.

BBC BITESIZE DRAMA

BBC BITESIZE GCSE DRAMA EDEXCEL

DRAMA REVISION GUIDE SAMPLE - PEARSON EDEXCEL

At Key Stage three we assess students against four areas contained within each termly project. These are: ‘Creating and developing, ‘Theatrical skill, ‘Demonstrating knowledge and ‘Analysing and evaluating,’ These areas of assessment and the structure of the curriculum are designed to measure the skills involved in the creative process as much as team working skills and performance.

Pupils will have a formal Drama practical assessment each term for their performance skills. It is expected that students work well with each other and learn to share ideas and listen to others.

Pupils will also be set homework fortnightly for Drama and the homework will comprise of learning lines, evaluating performances and research of the topic. Drama is set once a week if chosen for an option at KS4.

Theatre visits to the West End for KS4 pupils

This year we had a wonderful trip to the West End to see ‘The Wizard of Oz,’ due to the wonderful performance that our own pupils gave. At Tabor we are keen to build pupil interest in the arts and will be planning our next trip to the West End to possibly see ‘Les Misérables,’ or a new upcoming show.

GCSE Drama pupils will also be invited to see a live performance for part of their GCSE.

Pathways after Year 11

A Level Drama Theatre Studies (Tabor Academy Sixth Form):

This course reflects and progresses on from the GCSE course and being with the same exam board is a natural progression from one course to another. The A Level goes on to look a little deeper into the theories and practical processes. It develops a deeper understanding where students' acting, and technical skills are challenged further leading to university and further education specialists.

KS5.

Examination Level:                         A-Level

Examination Group:                       AQA

Examination Value:                        40%

Controlled Assessment:                60%

Examination Structure:                 The examination is divided into three units of work.

                         For the A-level, students must take all three                               units.

Component 1: Drama and Theatre

• Written exam: 3 hours

• Open book

• 80 marks

 •40% of A-level

Content overview

• Knowledge and understanding of drama and theatre

• Study of two set plays, one chosen from List A, one chosen from List B

• Analysis and evaluation of the work of live theatre makers

Assessment overview

• Section A: one question (from a choice) on one of the set plays from List A (25 marks)

• Section B: one three part question on a given extract from one of the set plays from List B (30 marks)

 • Section C: one question (from a choice) on the work of theatre makers in a single live theatre production (25 marks)

Component 2: Creating original drama (Practical)

• Working notebook (40 marks)

• Devised performance (20 marks)

• 60 marks in total

• 30% of A-level

This component is marked by teachers and moderated by AQA.

Content overview

• Process of creating devised drama

• Performance of devised drama (students may contribute as performer, designer or director).

• Devised piece must be influenced by the work and methodologies of one prescribed practitioner

Component 3: Making Theatre (Practical)

• Performance of Extract 3 (40 marks)

• Reflective report (20 marks)

• 60 marks in total

• 30% of A-level

Completely marked by AQA.

Content overview

• Practical exploration and interpretation of three extracts (Extract 1, 2 and 3) each taken from a different play.

• Methodology of a prescribed practitioner must be applied to Extract 3.

• Extract 3 is to be performed as a final assessed piece.

(students may contribute as performer, designer or director)

• Reflective report analysing and evaluating theatrical interpretation of all three extracts.

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.

University and Acting College:

There are University courses that focus on Drama and the theories of Drama and world-renowned dramatists. There are educational courses that combine the art of the actor with the knowledge of a teacher and taking Drama into different sectors of Education. Ultimately there are specific acting colleges, not just in London, but all over the UK that focus on becoming an actor. However, there are over 5000 jobs in the entertainment industry from Theatre to television to Film, where the very grounding for all starts with GCSE Drama.

Careers in Performing Arts.pdf