drama4KS3

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
  • 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 focus on:

  • Basic practical skills and the introduction of performance in an improvisational setting, the learning of drama language
  • 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, but this will be at their level and set as homework. Homework is set to act as a proactive approach where students practice, as well as produced work for the next lesson

During Year 8, areas are studied introducing different forms of drama, such as Melodrama and Stereotyping, and also introducing the concept of looking at a wider range of issues such as the construction of the text and some thoughts on putting a play together.

The aims and objectives of year 7 are continued and developed further over this year in year 8. This is done by continuing to widen practical skills, building confidence and developing an awareness of themselves and their society/world. During this year students will continue to develop written work using the same format as GCSE but at this stage will work on the style of writing necessary at GCSE, but purely at Year 8 level. This will also take the form of regular homework, as well as the proactive approach.

GCSE Course Outline Edexcel Pearson

(Pearson) – Inspiring Creativity and Confidence

We have developed a GCSE Drama qualification for 2016 that encourages creativity, focus on practical work and develops skills that will support progression to further study of drama and a wide range of other subjects.

A practical Focus is at the Heart
Our Set Texts will require students to articulate how they would perform in certain roles, and design for certain scenes, putting practical work at the heart of each specification.

Engaging set texts
Our carefully selected set texts will inspire teachers and students and avoid the most popular performance texts. You get to choose performance texts that best suit your students, their ability to access the work, their interests and their skills.

Clear and Straight Forward Assessment
Question papers will be accessible for students and the mark schemes will make the required standard clear.

Supports Progression and has Transferable Skills
With similar approaches to assessment at GCSE and A level, students will have a coherent experience of drama, developing valuable skills that support a smooth transition to the next level of study.

Incorporates 21st Century Practice
Students will have the opportunity to explore practitioners and performance texts from this century.

Content and assessment overview

The Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Drama consists of two coursework components and one externally examined paper.

Students must complete all assessment by May/June in any single year.

Component 1: Devising
Coursework 40% of the qualification – 60 marks

 

Content overview

  • Create and develop a devised piece from a 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, 30 marks assessing AO1 and 15 marks assessing AO4).

The portfolio submission recommendations are: – can be handwritten/typed evidence between 1500–2000 words or – can be recorded/verbal evidence between 8–10 minutes or – can 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
Coursework
20% of the qualification – 48 marks

 

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

group, solo and/or partner-based routes for assessment.

  • Performance/design realisation covering both key extracts is worth 48 marks.
  • If two separate performances are done covering two key extracts, then each

performance/design realisation is worth 24 marks.

 

Component 3: Theatre Makers in Practice
Written examination: 1 hour 30 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 six 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.

Tabor’s script for the new coming cohort will be ‘The Crucible’ by Arthur Miller.
The set text for the moderated Scripted performances will be either, ‘Blood Brothers’ by Willy Russel, or ‘A Curious Incident of the Dog in the Night Time’