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									CLC 2007              1 of 20


CLC 2007                                                                               2 of 20

                       KS3 DRAMA
      Students have one period of Drama per fortnightly timetable.
      They are taught in groups of thirty in Years 7 and 8 and groups of twenty in
       Year 9.
      A scheme of work can be found in the Department Office, which strongly
       links to citizenship issues addressed at KS3.
      Assessment is via levels adapted into pupil speak from the Arts Council’s
       ‘Drama in School’s’ booklet and can be found on the wall in the Drama
      Students should receive a formal level for an assessment performed in the
       summer term.
      This assessment level should be written on each student’s end of year report.
      Scheme progressive – skills to performance, building on previous year

Below is one way that the material in the KS3 Scheme could be ordered, allowing
focus to be on the gradual development of skills needed for the start of the GCSE
Drama Course.

Year 7
Term1: Mime/Storybuilding
Term2: Folk Tales
Term 3: Role Play and Improvisation

Year 8
Term 1: Bullying
Term 2: At the Movies/Animal Rights
Term 3: Parents and Children/Titanic

Year 9
Term 1: Power and Status
Term 2: Introduction to script work/SATS drama realisation
Term 3: Image/Devising and lead into GCSE
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Drama at KS3 is built on 3 inter-related activities:
  1. Making (encompasses the many processes and activities
     employed when exploring, devising, shaping and
     interpreting drama)
  2. Performing (covers the skills and knowledge displayed
     when acting, presenting and producing dramas)
  3. Responding (incorporates reflecting on both emotional
     and intellectual reactions to the drama)

The expected level attainments for Drama, as outlined in the
Arts Council of England’s ‘Drama in Schools’ booklet are:

Key Stage 3: Levels 3-7
Key Stage 4: Level 5 –7 plus exceptional performance.

*GCSE Grade C is approximately equivalent to a LEVEL 7*

Criteria for each level is stated on the following table and should be shared in pupil
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MAKING               PERFORMING             RESPONDING

I CAN:               I CAN:                 I CAN:
1. Make up plays     1. Act out             1. Discuss my work
about different      improvised dramas      and the work of
issues.              and existing           others, showing
2.Use drama          characters, creating   understanding of
techniques to        characters that are    the use of forms eg,
deepen the role or   clearly different      melodrama, mime
understanding of     from myself using      2. Comment on the
the situation eg,    voice and gesture      drama both in and
thought-tracking,    2. Communicate my      out of role and
hot-seating          work as part of a      suggest ways of
3. Choose            group eg, learning     improving it.
vocabulary and       lines                  3. Talk about the
movement to match                           action taken by the
the person, place                           characters in the
and time required                           drama and consider
by their story or                           alternative
situation.                                  responses.
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MAKING                 PERFORMING             RESPONDING

I CAN:                 I CAN:                 I CAN:
1. Work confidently    1. Learn lines, work   1. Discuss themes
in a group, using a    well with others       and issues in the
range of drama         2. Experiment with     drama and the way
techniques to          my voice and           they were
explore situations     movement and           presented.
and make up            create different       2. Reflect on and
dramas for different   characters in          evaluate my own
purposes.              performance.           and others work
2. Plan and                                   using basic
structure plays that                          theatrical terms.
make use of a range
of techniques and
forms too express
ideas eg, narration
in story theatre,
mime in physical
3. Write and
perform my own
4. Establish a
character, with
control over
movement and
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MAKING                  PERFORMING            RESPONDING

I CAN:                  I CAN:                I CAN:
1. Explore and          1. Organise a short   1. Discuss the way
interpret ideas,        performance for an    ideas are presented
issues and              audience.             and how characters
relationships in my     2. Use a variety of   are portrayed in a
drama work.             drama techniques      piece of drama.
2. Make up plays        and conventions in    2. Compare
for different           my pieces of drama.   different
purposes.               3. Improve my         interpretations of
3. Keep in character    acting during the     the same text.
for a period of time.   rehearsal process.
4. Write scripts and
short plays based on
devised work.
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MAKING                PERFORMING          RESPONDING

I CAN:                I CAN:              I CAN:
1. Make up dramas     1. Organise and     1. Use theatrical
based on a range of   present             vocabulary to
challenging issues    performances in a   describe and
and themes.           range of styles.    evaluate my own
2. Give and accept    2. Choose and       work and the work
suggestions and       control my voice    of others.
ideas during          and movement and    2. Analyse how
rehearsals.           develop them in     actors and directors
3. Create and         rehearsal.          can communicate
represent clearly                         ideas, emotions and
defined characters                        feelings.
with motivation.
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MAKING                PERFORMING            RESPONDING

I CAN:                I CAN:                I CAN:
1. Create             1. Develop a piece    1. Talk about
performances for      of devised work and   strengths and
different audiences   transform it into a   weakness in my
and purposes using    scripted scene.       own and others
various styles eg,    2. Make use of the    work.
chorus from Greek     performance space     2. Suggest areas for
Theatre               in my drama.          improvement.
2. Contribute                               3. I can find
creatively to the                           information about
devising process                            my drama work
and use drama to                            from a range of
educate and                                 places eg, internet
entertain.                                  and can make
3. Use drama                                connections
techniques to                               between my own
establish                                   work and wider
atmosphere eg,                              theatre traditions.
simple props as
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MAKING                 PERFORMING           RESPONDING

I CAN:                 I CAN:               I CAN:
1. Work with others    1. Work as part of   1. Talk and write
to create a            an ensemble and      about plays in
challenging,           can give a           performance,
structured             controlled           showing good
performance piece      performances.        knowledge of
for a specific         2. Improvise,        theatre conventions
audience.              rehearse and         eg, Brecht and
2. Use my              perform theatre      alienation.
imagination to         pieces to a high     2. Use dramatic
interpret a range of   standard.            language and
play texts.                                 theatre vocabulary
3. Explore a wide                           to suggest
range of theatre                            improvements to
techniques and                              performance.


1. Organise my work confidently, as part of an ensemble and a
solo piece.
2. Lead and direct others in rehearsal.
3. Use a very wide range of different drama techniques to create
a desired effect on an audience.
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                   GCSE DRAMA
     Students have eight periods of drama per fortnightly timetable.
     Edexcel syllabus (
     Two year course
     Written/practical coursework 60% (completed during Years 10/11)
     Practical exam 40% (externally assessed - Summer of Year 11)
In the Department Office, you will find:
     Schemes of work for ‘War’, ‘Bedlam’ and ‘Blood Brothers’
     Scripts for the Paper 2 examination and practice
     Exemplar written student samples of coursework for Paper One.

Year 10
Autumn Term:
    Introduction to GCSE Drama
    Mock Paper One, Unit One coursework (written/practical) – WAR

Spring Term:
    Paper One, Unit Two coursework (written/practical) – BLOOD BROTHERS
       (including Theatre Visit)

Summer Term:
    Paper One, Unit Two coursework (written/practical) – BLOOD BROTHERS
    Year 10 Summer Performance Examination – G and T workshop, ‘BEYOND
    Performance Practice – WOMAN IN BLACK

Year 11
Autumn Term:
    Paper One, Unit One coursework – BEDLAM
    GCSE Mock Practical Examination

Spring Term:
    Paper 2 rehearsals

Summer Term:
    Paper 2 GCSE Performance Examination.
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   A) Teacher assessed practical work (6 hour workshop)
   B) Portfolio of written documentary evidence (maximum 6 sheets of A4)

Students should be introduced to:
   a) Explorative strategies (still image/thought-tracking/narrating/hot-
       seating/role-play/cross cutting/forum theatre/marking the moment.)
   b) The Drama Medium
   c) The Elements of Drama (action, plot, content/forms/climax, anti-
   d) Drama Texts (Poetry/Artefacts/Music/Play scripts/Live Theatre
       Performances/Television/Newspaper articles/Literary or non-literary fiction.)

Assessment Criteria:
AO1 RESPONSE (to texts provided through explorative strategies)
A02 DEVELOPMENT (of workshop through drama medium/elements, including
presentation of script in form of a) dialogue with stage directions b) storyboard c) in
role writing.
AO4 EVALUATION (on effectiveness of workshop, incorporating own/peers’

Schemes of Work
Mock Paper One, Unit 1 = WAR to be completed Autumn Term of Year 10
Paper One, Unit 1 = BEDLAM to be completed Autumn Term of Year 11.

   A) Teacher assessed practical work (6 hour workshop)
   B) Portfolio of written documentary evidence (maximum 6 sheets of A4)

You will explore a complete play and gain knowledge and understanding of the ways
in which performers, playwrights, directors and designers use the medium of drama to
communicate ideas to audience.

Schemes of Work
 Paper One, Unit 2 = ‘BLOOD BROTHERS’ to be completed Spring/Summer Term
of Year 10.
For the ‘evaluation section’ of Paper One, Unit 2, students should be taken to a
production of ‘Blood Brothers’, currently showing at the Phoenix Theatre, London.
They will then write a performance review.
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      Students should be prepared for an externally assessed practical examination
      They must work in groups of between three and nine.
      In terms of length, performances should be between 15 and 45 minutes,
       according to number of candidates involved.

Examples of possible play choices:

The Importance of Being Earnest
Living with Lady Macbeth
The Grimm Tales
Blood Brothers
Abigail’s Party
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        Grade criteria should be shared with pupils at the beginning of Year 10.
        Wherever possible, these grades should be used for practical work throughout
         the course, enabling students to track their progress.

Assessment is based on the four components of the GCSE Drama Course:

Grade C is equal to a Level 7 at KS3.


I can:

        Respond to given stimuli with real subtlety and imagination, using a very wide
         range of explorative strategies.
        Play a leading role in the development of an ensemble piece of drama, using a
         number of carefully chosen drama forms.
        Show an exceptional command of drama skills during performance.
        Evaluate my own drama work and the work of others, in both written and oral
         form, within the framework of a wide understanding of drama.


I can:

        Respond to given stimuli in an imaginative and particularly creative way,
         using a wide range of explorative strategies.
        Work very well within a group situation, at times leading the group in the
         development of a piece of drama, using a number of carefully chosen drama
        Show an excellent command of drama skills during performance.
        Evaluate in detail, my own drama work and the work of others, in both written
         and oral form, using explicit dramatic vocabulary.
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I can:

        Respond to given stimuli in a committed and creative way, using a range of
         explorative strategies.
        Work very well as part of a group in the development of a piece of drama,
         using a number of drama forms.
        Show a very good command of drama skills during performance.
        Evaluate my own drama work and the work of others, in both written and oral
         form, using appropriate dramatic vocabulary.


I can:

        Respond to given stimuli using a range of explorative strategies.
        Work well as part of a group in the development of a piece of drama using
         drama forms.
        Perform on stage using drama skills that keep an audience interested.
        Evaluate my own drama work and the work of others, in both written and oral


I can:

        Respond to given stimuli using basic explorative strategies.
        Contribute in some way to the development of a group piece of drama.
        Use a limited range of drama skills in performance.
        Evaluate my own work and the work of others, although this is within a
         superficial understanding of drama.
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                A-LEVEL DRAMA
     Students have fifteen periods of drama per fortnightly timetable.
     Edexcel syllabus (
     Two year course – Units 1-3 AS, Units 4-6 A2
     Split evenly between practical and written examination and coursework.
In the Department Office, you will find:
     Schemes of work for AS coursework Unit 1 (‘A Doll’s House’ and ‘Ui’)
     Exemplar student coursework for Units 1 and 4
     Possible scripts for practical examination Units 2 and 5
     Past papers for AS/A2 written examinations (Units 3 and 6)


Autumn Term:
    Teacher 1: ‘The Resistible Rise of Arturo Ui’ and Brecht
    Teacher 2: ‘A Doll’s House’ and Stanislavski

Spring Term:
    T1: Direction of Unit 2 Examination pieces
    T2: ‘A Doll’s House’ and Stanislavski/ Unit 3b preparation (theatre visits and

Summer Term:
    T1: Unit 3A Written Examination preparation/Artaud and Grotowski
    T2: Unit 3B Written Examination preparation/Introduction to Devising


Autumn Term:
    T1: Unit 4 Devising Coursework/Examination
    :Unit 6, Section A initial preparation

Spring Term:
    T1: Unit 5 Self-Directed Practical Examination

Summer Term:
    T1: Unit 6, Section A and B written Examination preparation.
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Unit 1 Exploration of drama and theatre (15%)
In this unit you will be introduced to at least two plays, by one or more playwrights.
You may also look at the work of some famous directors and theatre companies.
Your teacher will take you through the chosen plays to look at the ways in which each
play is put together. The plays that you study may well have been written some time
ago, and you will learn about the conditions under which each play was first written
and performed. As well as undertaking detailed practical study of the plays, you will
begin to acquire a wider vocabulary and knowledge of drama and theatre which will
be needed for the rest of the course.

Your teacher will explore the two plays with you through a series of practical
workshops. You will be assessed on both your practical work and written
exploration notes that you keep about what you have learned about the plays.
Your work for this unit will be marked by your teacher.

Play 1: ‘A Doll’s House’ (Ibsen)
Play 2: ‘The Resistible Rise of Arturo Ui’ (Brecht)

Unit 2 Text in performance (20%)
In this unit you will perform a role in the production of a play. The play will not have
been studied in Unit 1, but could be by one of the playwrights studied in that unit. In
preparation for this unit, you will take part in workshops that will help you to develop
your performance or design/technical skills. Your teacher may well try out several
different scenes from different plays to find a play that suits the group and you as an
individual. You may also be asked to audition for a part in the play. As a performer,
you will have to learn lines and think about how to play a part in order to convince
your teacher (the director), that you are the right person for the role. If you have an
interest in lighting, sound, set, mask or costume design, you can discuss with your
teacher the possibilities of taking on a role on the production side. If you are also
studying Art & Design, you might find that this part of the course is a useful and
original way of developing and applying your art and design skills.

The exam for this unit takes the form of a practical test. You will be assessed on
how well you use your performing or design skills in the performance. This unit
is linked with Unit 3 and during the rehearsals you will need to keep notes to
record your thoughts, observations and questions about the production. You
will be able to refer to these notes during the examination for Unit 3.
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Unit 3 Text in context - 1 (15%)

This unit is partly linked to Unit 2 where you took on the role of performer or
designer in a production of a play. During the process of rehearsing the play, you will
learn something about the conditions under which the play was originally written and
performed. You will also need to consider the relevance of the play to a
contemporary audience, and what the play means to you as an actor or designer. The
second part of this unit is based on performances you have seen during the course.

In the exam for this unit, you will answer one question asking you to discuss
aspects of the play you performed for Unit 2, and to evaluate the way in which
your interpretation as an actor or designer communicated the playwright's
intentions to an audience. You will also answer a second question using your
notes taken during a theatre visit to show your understanding and appreciation
of 'live' theatre.

Candidates will sit a two-hour examination in which they must answer a total of
6 questions from 2 sections, A and B

Section A: This section is based on Unit 2. Candidates must answer three questions (1
to 3). Each question will contain an either/or alternative.

Section B: Candidates must answer three questions (4 to 6) relating to one
performance that they have seen. Each question will contain an either/or alternative.

Unit 4 Devising (20%)
For this unit, you will work in a group of between three and twelve students to devise
an original piece of drama for presentation to an audience. This will be based on
criteria set by your teacher; a stimulus such as an idea, a fragment of a story or an
image; a specific audience such as primary school children; or both. You will be
assessed on your personal contribution to the devising process and the performance.
You will need to keep a structured record that will enable you to reflect upon and
analyse the process. You will be encouraged to devise a different kind of drama from
the plays you looked at in Units 1, 2 and 3. Your teacher will be marking you on both
the creative process and the performance.

Three quarters of the marks will be based upon the content of your Structured
Record and your teacher's observations, and the other quarter upon your
performance as an actor or your contribution as a designer. The performance
will be recorded on video.
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Unit 5 Text in Performance - 2 (15%)
This unit focuses on the in-depth study of one further play studied from the point of
view of a director, designer or performer. You will explore the chosen play and select
an appropriate scene or montage of scenes to demonstrate the essence of your
interpretation in a workshop performance. You will work in a group of between 3 and
6 on a presentation lasting between 15 and 30 minutes.

You can be assessed on your contribution to the performance as a performer, a
designer or as a director. The workshop performance will be assessed by a
visiting examiner.

Unit 6 Text in Context - 2 (15%)

This unit requires the study of a further two plays. In Section A you will study one
play from a choice of two from the point of view of a director and you will be
required to develop and shape your ideas for a fully thought through production. The
choice in this section for 2006 and 2007* is either 'The Beggar's Opera' by John Gay
or 'The Trojan Women' by Euripides and Edexcel will provide you with your own
copy of the script to work on. In Section B you are required to study and research the
production history of a play written and performed between 1575 and 1720 and to
evaluate the ways in which directors, designers and performers have used the medium
of drama to interpret the chosen play. This should include a contemporary production
of the play seen at first hand.

Section A(10%) requires you to relate your ideas for the whole play to an extract
set in the examination and to answer a general question demonstrating your
knowledge and understanding of the social, cultural and/or historical contexts of
the play.

Section B (5%) requires you to compare two productions of the play that you
have researched and to evaluate the effectiveness of the way in which the
medium of drama has been used to create the performances.

You will have two and half hours to complete the examination questions.

Candidates must answer three questions; two from section A and one from
section B.

There is a choice available to candidates for the second question in section A.
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     Sample schemes of work can be found in the Department Office and in ‘Staff
     Drama lessons take place in the Drama Workshop, the hall, Room 48 (and in
      classrooms when the hall is in use during examination periods).
     If a lesson is displaced due to exams/or for another reason, a list of the new
      rooming will appear on the staffroom board.
     There are two costume cupboards adjoined to the Drama Workshop and a
      props room in the Learning Support Area which students can use in the
      presence of a teacher.
     No students are allowed onto the balcony in the Drama Workshop without
      teacher permission.
     DVD and video players can be hired from the library.
     Projectors and computer equipment can be hired from ICT.
     The lighting desk for use in the Drama Workshop is kept in a locked cupboard
      and can be accessed by teachers and 6th form technical prefects.
     6th form Drama prefects are responsible for Lower School Drama/Dance club
      under teacher supervision.
     Any students causing significant cause for concern (disruption/lack of
      homework etc) should be sent to the Curriculum Area Manager.
     Merits can be awarded at KS3 for excellent work.
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