| Half Term | Year 7 | Year 8 | Year 9 |
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1
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Intro to Theatre
A series of exercises & games to introduce and instil the basic skills necessary for drama to take place. Basic drama skills- as storytelling, soundscapes, hot seating, movement, and mime. Based on theme of a haunted house, ‘Darkwood Manor’.
Number of lessons: 8 |
Brecht
Practical workshops- exploring the theatre practitioner Brecht. Gives the students an opportunity to study his methods and techniques. Students then get to devise a short piece applying these successfully to a live audience.
Number of lessons 8 |
The Stones
This project allows the students to be exposed to a true story about two boys that were charged for attempted murder for throwing stones off a bridge on the A12. It opens debate and discussions around the severity of the boys’ actions as well as building upon the fundamental skills and techniques required at GCSE.
Number of lessons 8
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2
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Intro to Theatre Continued…
A series of exercises & games to introduce and instil the basic skills necessary for drama to take place. Basic drama skills- as storytelling, soundscapes, hot seating, movement, and mime. Based on theme of a haunted house, ‘Darkwood Manor’.
Number of lessons: 8
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Ernie’s Incredible Illucinations
Students learn how to interpret a play script, to cast, to stage, to direct, to block, rehearse and refine a play. They also learn structure and further develop group skills as well as applying the Brecht techniques they learnt in project 1.
Number of lessons 8 |
Genocide
Explores issues and touches on stories from Rwandan genocide and the holocaust. Students have opportunities to apply a range of drama skills from naturalistic to non- naturalistic
Number of lessons 8 |
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3
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Shakespeare
Students will explore the main themes and issues within a variety of different Shakespearian plays through practical activities, live theatre and reading texts. They will also be exposed to traditional Elizabethan theatre and performing in the round and finding ways to contextualise theatre for a modern audience.
Number of lessons: 7
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Physical Theatre: Objects to life
Introduction to physical theatre to explore physical skills including body control, puppetry, exaggeration, slow motion, pace, and transition. To help students gain an understanding of non-naturalism and symbolism.
Number of lessons: 7
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Application of Physical Theatre
More advanced exploration of physical theatre skills touched on in year 8 during the Objects to life project. Introducing 3 theatre practitioners to extend students’ knowledge and preparing them for GCSE – Frantic Assembly, DV8 and Berkoff
Number of lessons 7 |
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4
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Murder in the Library
A look at the genre of whodunit? Revision of skills and disciplines acquired in previous projects and a chance to create deeper characters to present in a performance.
Number of lessons: 6 |
Trestle Masks To enable to students to explore basic Trestle Mask skills and techniques, taking part in exercises which allow them to develop these skills. Students will learn about the beginner’s trestle mask characters, exploring their personalities and how to present them practically. Students will take part in different improvisation scenarios, (learnt in year 7) putting their new knowledge and skills to practice and accumulate all their learning into a final devised masked scene.
Number of lessons: 6
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Scripted Performance Girls Like That/Bang out of Order
A text based topical unit that will provide plenty of opportunities to discuss very relevant subjects such as internet. bullying/ empowerment of women/ the differences between boy’s views and girls/ anti-social behaviour /gangs /crime etc. It will introduce new and exciting ways to present drama.
Number of lessons: 6 |
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5
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Improvisation
This project gives the students the opportunity to embed the fundamental skills required for improvisation. They look at the difference between spontaneous and prepared improvisation that will encourage them to take risks and try out new styles of acting.
Number of lessons: 6 |
Kerry Smith
A thematic unit which explores dilemmas caused by teenage pregnancies. Dramatically it revisits various skills and forms to consolidate understanding of drama.
Number of lessons: 6 |
TIE
Students will develop a piece of theatre for a target audience about something they think that specific audience should know more about. They will have to research, and then implement this research so their piece is both educative and enjoyable. Student will either take on a performance, director or a designer role and will collaborate to create, rehearse, and showcase a form production that will be presented to our feeder primary schools.
Number of lessons: 6
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6
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Mini Scripts
A fun project to introduce script work. Each lesson the students are presented with a new script that suggests context, style, and genre. Giving the students the opportunity to take their ideas form the page to the stage. Most of the mini scripts act as a springboard the students and they then using their devising skills previously learnt to complete their pieces ready for performance.
Number of lessons: 7 |
Devising
To enable to students to use their imagination and create original performance work based on a piece of stimuli. This project also gives them the opportunity to explore a variety of different staging’s to help make their work innovative and original. Skills will include working on using the imagination, devising from various stimuli, structuring a performance and performance skills
Number of lessons: 7 |
TIE Continued…
Students will develop a piece of theatre for a target audience about something they think that specific audience should know more about. They will have to research, and then implement this research so their piece is both educative and enjoyable. Student will either take on a performance, director or a designer role and will collaborate to create, rehearse, and showcase a form production that will be presented to our feeder primary schools.
Number of lessons: 7
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Drama
Drama is exposure; its is confrontation; it is contradiction and it leads to analysis, construction, recognition and eventually to an awakening of understanding”- Peter Brook
The Drama Department, prides itself on its varied and challenging curriculum that encourages students to investigate topics important to the young people we serve. We look to nurture the creativity within all students enhancing their knowledge of playwrights, practitioners and contextual factors that inform the world of performance. We encourage students to consider their emotional wellbeing, using Drama as an outlet to recognise human conditioning. Each unit asks students to reflect and question their own ethics on who they are and what they believe in? This is important because we want students to use performance as a way of making sense of the world and the community they belong to. Students will also learn to analyse in a supportive and respectful manner the work of others, creating performances that portray emotions and personality with confidence. All skills required in this group work setting are transferable to their academic, personal and professional lives.
Drama is exposure; its is confrontation; it is contradiction and it leads to analysis, construction, recognition and eventually to an awakening of understanding”- Peter Brook
The Drama Department, prides itself on its varied and challenging curriculum that encourages students to investigate topics important to the young people we serve. We look to nurture the creativity within all students enhancing their knowledge of playwrights, practitioners and contextual factors that inform the world of performance. We encourage students to consider their emotional wellbeing, using Drama as an outlet to recognise human conditioning. Each unit asks students to reflect and question their own ethics on who they are and what they believe in? This is important because we want students to use performance as a way of making sense of the world and the community they belong to. Students will also learn to analyse in a supportive and respectful manner the work of others, creating performances that portray emotions and personality with confidence. All skills required in this group work setting are transferable to their academic, personal and professional lives.
Currently our department follow the curriculum and exam board specification as below. However the government have changed the look of GCSEs and from September 2016 Year 10 students will embark on a new look drama GCSE Specification. As a department, we are excited about the new specification we plan to follow (currently in draft form) as we think learners will have a much better experience of acting, rehearsing and theatre than previously; the qualification at the same time will be far more academic; as there is written content and a written open book at the end of the course.
More details on this will follow.
Year 10
Year 10 is all about getting used to GCSE Drama and preparing for Year 11. Hopefully, you will gain an understanding of what will be expected of you in Year 11 and be taught how to be at your very best. We want you to have fun in Year 10 and make mistakes- the sort of mistakes you will learn from.
In the spring learners will all attend a live theatre performance of a production and evaluate it’ effectiveness from the point of view of an informed audience member.
Year 11
Learners will take part in practical workshops based on Units 1 and 2 as detailed in the specification below. Unit 1 will be based around the theme of Genocide and Unit 2 will be based on the play text of ‘The Woman In Black.’ These units will be undertaken during Drama lessons, you will be given time and support to write the coursework. Unit 3 will be introduced at the end of January- and you will be assessed as either an actor or a designer. Your teacher will work with you and your group to shape a piece of theatre that you are confident to show to a visiting examiner. These exams usually take place during the second week in May. There will be a showcase for parents and friends a week before your exam date.
GCSE Drama (Single award)
Edexcel
This course is both practical and creative. It also follows on from the work students have done at Key Stage 3 Drama. This course allows students to explore how drama comes to life on stage including; performing, costumes, set design, lighting and sound. Students will enjoy this course if they enjoy working as part of a team as it does involve a lot of group work.
Modules students will study and what they will do, include:
- Exploring a range of issues through drama. E.g. War
- Study a modern playwright and how a whole play could be staged
- Lighting, sound, costumes, technical experience
- Acting /performing skills and techniques
Skills they will develop include:
- Creating and performing Drama
- Technical support skills
- Communication, team work, problem solving
- Drama will help students feel more self-confident and prepare them to deal with a range of different situations and people.
Assessment
- 60% coursework – practical work and supporting notes/diagrams
- 40% final exam – practical performance or technical support
Unit 1
Drama Exploration (30%) Year 10 – War and Year 11 – Genocide
This unit consists of a teacher assessed practical exploration of different stimuli, explorative strategies, drama mediums and elements of drama. Students must provide documentary evidence with a maximum of 2000 words under controlled conditions.
Unit 2
Exploring Play Texts (30%)
Year 10 – Blood Brothers and Year 11 – The Woman In Black
This unit consists of a teacher assessed exploration of a play text involving, exploration of character, interpretation of the play and design implications of the play. Students must provide documentary evidence with a maximum of 1000 words. Students will also visit and see a live theatre performance after which they will write a theatre review with a maximum of 2000 words under controlled conditions.
Unit 3
Drama Performance (40%)
Externally assessed practical examination of a devised or scripted play performed to an audience including a visiting examiner. Students may offer:
Acting skills or performance support and design skills
Careers and further study
The study of Drama can help students develop transferable skills, which they can take into any career or job. The skills and confidence developed through Drama will be especially useful in any career that involves meeting people face to face and working as part of a team.
Students could go on to take an A/S or A Level in Drama and Theatre Studies, a vocational A level in Performing Arts or a BTEC National Certificate or Diploma in Performing Arts or Performance Design and Technology.
At Key Stage 4, students receive one piece of homework every week, this is usually completing questions in their Drama Handbooks based on practical work undertaken in their Drama lessons. They will have coursework to do but this is completed under controlled conditions. When we are doing extended work on Unit 3, homework will be the expectation that students will spend at least an extra hour per week with their group devising, rehearsing and refining their pieces in readiness for performance. In Sixth Form students may receive a homework or study task from each teacher they have- they will be expected to manage this, however if they are struggling we will provide support.
Currently our department follow the curriculum and exam board specification as below. However the government have changed the look of GCE’s and from September 2016 new Year 12 students will embark on a new look Drama GCE Specification. As a department, we are excited about the new specification we plan to follow (currently in draft form) as we think learners have a much better experience of acting, rehearsing and theatre than previously; whilst the qualification time will also be far more academic; there is written content and a written open book at the end of the course.
In the Sixth form we offer our students two level 3 courses; AS/A2 Drama and Theatre Students.
AS/A2 Drama and Theatre studies
Edexcel
Outline of the course
Drama is about instinct and the human condition; plays and the world of theatre reflect this. This course combines the activities of exploring plays, creating theatre, the performing of plays, the analysis of theatre and the critical evaluation of all these elements. This course provides the right balance between practical and theory work and the course content and units of assessment are appropriate and accessible to all levels of ability.
What do I need to know before taking the course?
To complete this course a GCSE in Drama is desirable but not a necessity. However, to get the most from this course you need to possess a keen interest in seeing live performance and care about making drama.
Skills you will develop include:
- A thorough understanding of drama and the theatre through participation in productions, seeing performances, research and workshop exploration
- Highly toned analytical skills
- Highly toned creative and performing skills
- An ability to communicate effectively with others
Is this the subject right for me?
You need to be curious about issues and ideas and have a creative instinct for communicating your views through drama. You may be keen on acting, writing or on the visual and technical side of theatre and wish to develop your skills in some or all of these areas. Equally you will be interested in going to the theatre to see plays performed by different theatre companies.
Careers and further study
- This course works well in combination with several AS/A2 level subjects but particularly compliments English, Media Studies, Music, Dance, History and Sociology based subjects.
- This course has the support of higher education institutions as a specialist qualification for drama, theatre or performing arts related courses but equally it provides a worthwhile experience for students wishing to use it as part of the entry requirements into other subject areas.
- It is an excellent qualification for students wishing to pursue a career that involves communication and people orientated skills.
- This course is designed to be part of the Edexcel Level 3 Performing Arts sector suite of qualifications by providing a general qualification route into higher education.
Drama remains a popular choice in Sixth Form. Please see the gallery for pictures of productions.
**Link to picture gallery**
This year we are working with the Dance and Music departments to stage a musical production of Oliver!
Year 7 and 8 Drama Club
This after school club will commence as soon as Oliver is over. From Feb half term
Donmar Warehouse
We have strong links with this London based theatre. Last year 12 AS students participated in a series of workshops based on their successful productions of Henry IV and City of Angels.
This year we have maintained our links and students will enjoy a bespoke workshop and the seeing a production of Teddy Ferrara
At the core of our approach to marking at JRCS is task marking.
In non-practical subjects one substantial piece of work will be task marked at least once every eight hours of teaching. Students will respond to the tasks and they will be checked by staff. In between that time students’ work may be peer or self-assessed or briefly checked by staff.
It is likely the same piece of work will be assessed for literacy. Staff will mark work using the literacy marking code:
| Sp | spelling mistake |
| P | punctuation mark missing or incorrectly used |
| Voc | incorrect use of vocabulary |
| ^ | word missed out of sentence |
| ~ | unclear meaning or grammar within a sentence |
| // | new paragraph required |
| CL | capital letter error |
Levelling and Assessment
KS3
To develop a growth mindset and reflect ‘life after levels’ work in KS3 books will not usually be levelled; assessment will be formative and highlight how students can improve. Students will record areas of strength and development on their ‘reflection sheets’ which will be at the front or back of the book. At the end of each term a level is reported for students in each subject, which reflects all their work over that term. These are found on students’ pale yellow progress cards, which are stuck into their planners. These cards show students whether they are in line to meet their end of key stage target. With the move away from National Curriculum levels, the school is trialling a new ‘skills thermometer’ and 1 to 9 levelling in English. Other KS3 subjects will be using NC levels for the remainder of this year.
KS4
KS4 practice exam questions and mock exams are likely to be graded. This work might not be in student books. Students will record grades and areas of strength and development in their ‘reflection sheets’ which will be at the front or back of the book. All students receive an attainment and predicted grade at the end of each term. These are found on their pale yellow progress cards, which are stuck into their planners. These cards show students whether they are in line to meet their end of key stage target.
KS5
At KS5 students take a series of VIMAs (Sixth Form Milestone Assessments) during their course. Students receive developmental comments to help them improve their work. Each VIMA result includes four parts: the grade for that assessment, a comparison of the grade with their expected progress grade (EPG), a Learning Capability mark and a prediction of their end of year grade (PEG). The outcomes of these assessments and other graded work will be in student folders. They are also sent home to parents. A summary of VIMA marks and the students’ expected progress grade is also recorded in their planner.
Further Information
The Drama Department follows the whole school marking policy, with Assessment for Learning and reflection at the heart of what we do. Students work is marked and assessed and students have the opportunity to have peer and 1:1 feedback on their work with the focus being how they can learn from any marked work to improve their own abilities.
Staff from Drama
If you have any queries or concerns, please do not hesitate to contact the school office on 020 8270 6222 or contact the Head of Drama, Mr C Cook at CCook@jorichardson.org.uk