Drama

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Introduction

Drama at Tabor is a successful subject at Key Stages Three and Four with the option to take Drama A - Level at KS5.Throughout all years the expectations in Drama at Tabor are high and challenges are set for students to reach the best possible quality of work.

Tabor Academy aims to provide a positive Drama experience for every pupil at KS3 and for students who decide to study Drama at KS4 and 5. We pride our department on giving students opportunities in technical routes alongside the performance aspect. The drama department are passionate to ensure students’ knowledge is embedded with foundations based on the theories of dramatists around the world. We are eager for our students to leave the department having a new-found confidence in their own abilities to use drama across the school in other subjects. Drama helps build incredibly important interpersonal skills such as communication, collaboration and listening skills. Most importantly, it is fundamental in supporting students to build their confidence.

Aims

We provide a wide curriculum which challenges pupils as well as providing an environment where pupils learn through their experiences and errors, reflecting on their performances and evaluating. We set out to make these experiences as interesting as possible where learning becomes fun! We make sure that pupils of all academic levels contribute where they can and to the best of their ability. Pupils of all abilities thrive in the practical curriculum and generally do well at all levels. Students are also given the opportunity to try lighting, costume and set design.

Students are encouraged by staff to build on their skills and to follow their own progress through a peer and self-assessment system. Progress is recorded and students’ work regularly reviewed and assessed by teachers.

Students are also encouraged to take themselves beyond set targets based on assessments completed in lessons. This might be through evaluative assessment done in the classroom or through the data assessment entries made throughout the year where pupils’ progress is regularly monitored.

Drama Visual Curriculum Map GCSE roadmap drama

KS3

At Key Stage three we assess students on collaboration, characterisation and performance skills.

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.

Drama	Year 7	Year 8	Year 9
Autumn 1	Introduction to Drama – Students develop confidence, teamwork and basic performance skills through practical drama exploration.	Blood Brothers by Willy Russell – Exploring the social, historical, cultural context of the play and its themes.	Teechers by John Godber – Exploring characterisation, comedy and multirole through script work.
Autumn 2	Pantomime – Developing characterisation, audience interaction and exaggerated performance techniques suited to the style.	Blood Brothers by Willy Russell – Page to Stage – Bringing scenes from the text to life through rehearsal and performance.	DNA by Dennis Kelly – Page to Stage – Exploring character, tension and staging through practical performance.
Spring 1	Physical Theatre – Using poem ‘Attic Whispers’ to explore ways of using movement as a tool for storytelling.	Devising – The 7 Deadly Sins – Using the 7DS as a stimulus to devise performances using a range of techniques explored across KS3.	Theatre in Education – Creating performances designed to inform, educate and engage a range of target audiences.
Spring 2	The Terrible Fate of Humpty Dumpty – Exploring ensemble performance through scripted text.	Soap Operas – Study of theatre practitioner Stanislavski – Applying Stanislavski techniques to support character development.	Girls Like That – Physical Theatre – Exploring contemporary issues through movement and ensemble performance.
Summer 1	Introduction to Masks – Understanding the history of masks in theatre. - Developing physical performance skills through mask work and non-verbal communication.	Social Media – Exploring the positives and negatives of social media and its impact on young people - through discussion and devised Drama.	Devising from a stimulus – Collaborative work exploring a range of stimuli. Creating performances inspired by various themes, images, objects, current issues.
Summer 2	Ernie’s Incredible Illucinations – Exploring script work through the imaginative world of Ernie. Building on and further developing ability to create a character using a range of vocal and physical skills.	Trestle Masks – Exploring the conventions and history of Trestle Masks. Further developing ensemble performance and non-verbal communication through mask work.	Practitioners – Exploring the work and techniques of influential Theatre practitioners. Applying techniques to practical performance.

KS4

Course description:

Examination Level: GCSE

Examination Group: EDUQAS

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 Theatre

Non-exam assessment: internally assessed, externally moderated - 40% of qualification

Learners will be assessed on either acting or design.

Learners participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by WJEC.

Learners must produce:

• a realisation of their piece of devised theatre

• a portfolio of supporting evidence

• an evaluation of the final performance or design.

Component 2: Performing from a Text

Non-exam assessment: externally assessed by a visiting examiner - 20% of qualification.

Learners will be assessed on either acting or design.

Learners study two extracts from the same performance text chosen by the centre.

Learners participate in one performance using sections of text from both extracts.

Component 3: Interpreting Theatre

Written examination: 1 hour 30 minutes - 40% of qualification

Section A: An Inspector Calls

A series of questions on one set text.

Section B: Live Theatre Review

One question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.

Extra-Curricular

We offer a KS3 and KS4 Drama club and often put on Drama shows throughout the academic year.

Previous shows have included ‘This Wizard of OZ’ and ‘Grease’

Useful links to help students at home:

BBC BITESIZE DRAMA

BBC BITESIZE GCSE DRAMA EDEXCEL

DRAMA REVISION GUIDE SAMPLE - PEARSON EDEXCEL

Assessment and Expectations KS3-

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.

AO1

Create and develop ideas to

communicate

meaning for theatrical

performance

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

Homework in Drama.

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.

Possible Trips

Theatre visits for KS3 and KS4 pupils. To both London and local theatres. Students recently attended a production of ‘Macbeth’ at Chelmsford Theatre.

Pathways after Year 11

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.