YEAR 10 GCSE DRAMA
SCHEME OF WORK OVERVIEW
Year 10 GCSE Module
This scheme of work is based on the theme of moral courage and prejudice within
society looking first at the story of Anne Frank who at the age of thirteen went into
hiding with her family in a secret annexe in Amsterdam in order to escape being
captured and taken to a labour camp by the Nazis. Comparisons are then drawn with
contemporary issues surrounding prejudice in modern society. Students are
introduced to Form and Content within Drama and will be required to respond,
develop and evaluate their own and others work in preparation for work to be
undertaken in Year 11 for the Edexcel GCSE syllabus, Unit 1.
Aims and Learning Objectives
Students will be introduced to Form and Content within drama and will be
required to analyse, develop and evaluate its use.
The use of Form will be explored through the experimentation of different
conventions within drama and through analysis, development and evaluation
students will be able to identify the effective use of such conventions in their
devised drama to explore issues.
Students will be encouraged to create a structured piece of drama in which
Content will then be introduced and explored.
Two separate texts will be used from different times and cultures
Frozen images/ Tableaux
Dramatic Tension and Suspense
Interpretation of text
Students will be assessed using criteria set out in Edexcel GCSE Drama Syllabus
(1699) and students will be assessed on their ability to:
Respond to ideas and issues in different contexts
Develop and explore different drama forms in order to create a meaningful
piece of Drama
Evaluate their own and others work effectively.
National Curriculum Requirements
The scheme will cover:
EN1 Speaking and Listening- through development, presentation and evaluation of
their own and others work
EN2 Reading- through use of text and scripting
EN3 Writing- through the use of an ongoing working notebook.
SUMMARY OF EACH SESSION
1. Hitler comes into power in 1933 and changes across Europe start to occur, in 1940
the Netherlands has been invaded and is under Nazi rule.
FREEZE FRAMES- students create freeze frames/ tableaux of family portraits and
normal family life prior to Nazi invasion.
2. Jewish businesses are taken over as well as houses being raided and belongings
taken by the Nazis, many Jews are sent to Labour camps. Introduce Anne Frank and
family and how they went into hiding.
MONOLOGUES- pupils are introduced to the first of the two texts to be studied
which will be a monologue taken from Anne Frank’s diary, this is then added to the
freeze frames of the family portraits.
3. Life in the secret annexe- what was life like for Anne Frank in the house? What
was happening to Jews outside of the house?
MONOLOGUES- students now script their own monologues based on Anne Frank’s
diary. A soundtrack from the film Schindler’s List is also added to continue layering.
4. Continuing the exploration of Anne’s life in the secret annexe and how those
hiding there survived and avoided being captured for two years.
SPLIT SCENES/ CROSS CUTTING- introduce the use of split scenes. One scene
shows the family in the house, the other shows what is happening to other Jews
outside of the house.
5. The Frank family and others in the secret annexe are betrayed and captured and
taken to separate concentration camps. Discuss separation.
DEVISING SCENES- students now devise their own scenes in groups considering
forms of drama already explored in previous lessons. How can the students make the
work interesting and meaningful? Students must also consider production techniques
6. Conditions in the concentration camps are very bad. Many Jews are executed, sent
to the gas chambers or die from disease.
DREAM SEQUENCE- introduction to abstract/stylised theatre. The character of
Anne Frank has a dream about entering the gas chamber. Students will learn
techniques in order to create abstract drama such as Pace, Pause, Repetition etc.
Dramatic Tension is also explored.
7. Edith, Anne and Margot Frank die at concentration camps weeks before liberation
happens. Otto Frank survives but returns to Holland to find his family and most of his
friends did not.
INTERPRETING TEXT- students are introduced to the second text to be studied
which will be lyrics from a modern Hip Hop song. Students will be required to
analyse and interpret meaning to create a final scene for their structured pieces.
8. Links to racism today and how it affects society.
DEVISING FINAL SCENE- students now put all forms explored together to create a
structured piece of drama which will start from the freeze frames completed in
Lesson 1 to the devised last scene which links to issues of prejudice in society today.
These pieces will then been analysed in order to introduce Content.
9. Students will analyse the Content within the work they produced and how they
used Form to create this. Students will evaluate work and show a clear understanding
of how Form and Content work in conjunction.
COURSEWORK- students will be set written coursework to secure understanding of
Learning Objectives in which an assessment of written work will also take place.