Term 1: Drama Skills

An introductory scheme that equips the students with the fundamental skills needed to perform, work as a team and respond creatively to a series of short tasks. The scheme instils the importance of a good spatial awareness, making the students aware of stage positioning, vocal projection and movement and using a range of different dramatic stimuli as a starting point. Towards the second half of the term, we introduce spontaneous and rehearsed improvisational tasks to motivate the students to be both creative and professional in how they present their work; physical theatre and loop dialogues also feature in the skills based unit, encouraging the students to apply the techniques they’ve acquired throughout the term to a short script-free performance.

Term 2: Darkwood Manor

This unit focuses on the physical actions of the actor and again promotes the importance of teamwork and cooperation. Whilst the emerging story has a simple structure for the students to follow, the outcome of the drama relies on how the students create tension and atmosphere whilst weaving chilling tales and non- naturalistic techniques into every dramatic response. The creative writing task at the end of the scheme allows the students to utilise what they have practically explored into a nail-biting crescendo.

Term 3: Holes by Louis Sacher

Holes is a novel written by Louis Sacher which was adapted into a film by Disney productions in 2003. The novel tells the story of a boy called Stanley Yelnats, who is sent to Camp Green Lake for ‘allegedly’ stealing Clyde Livingston’s shoes. Throughout the scheme, the students will be learning about the social, historical and cultural context of the plot as it visits three different time frames; Latvia in the 1870’s, Green Lake during the 1900’s and finally at Camp Green Lake, present day. The students will explore a variety of skills during the scheme that will enable them to demonstrate their learning through a script- free performance at the end of the unit, utilising the use of props, costume and staging. Amongst other areas, the students will learn about:

• The relationship between performer and audience
• The performers' vocal interpretation of character such as accent, volume, pitch, pace, delivery of lines
• The performers' understanding of character such as build, age, height, facial features, movement, posture, gesture, facial expression.

Over the course of all units the students will learn about specific strategies including:

Role play, Flashback, Thought tracking, Narration, Split screen, Hot seating, Cross- cutting and Writing in role and role on the wall.

Term 1 Melodrama: Sweeny Todd

During this scheme, students learn about the early origins of Melodrama, understanding stock characters and signature movements. As the scheme continues, students learn about over- exaggeration in performance, the use of an aside as well as line learning extracts from the play Sweeney Todd to perfect for the Term 1 Assessment. This scheme of work encourages the students to focus on their vocal and physical skills; in particular, over-the-top actions (and reactions) as well as vocal intonation and modulation. The students really enjoy this scheme of work, especially as they begin delving into the characters of Benjamin Barker, Judge Turpin and Johanna. It allows the students to be openly expressive whilst learning some of the history of Victorian theatre.

Term 2 Working from a script: Private Peaceful- Michael Morpurgo

A much-loved classic that presents further opportunity for the students to work from a script. Moving onto to pre- WWI, the students learn about the life of Tommo and Charlie and the trials and tribulations the family face before the brothers were conscripted. This scheme necessarily contrasts from the over- exaggeration of Melodrama. It encourages the students to put themselves into the brother’s shoes and imagine what they would do if they were in a similar situation. The text is explored through ensemble work and group discussion, as the students work towards preparing a second scripted performance to demonstrate their understanding of the skills involved in ensemble work and naturalistic acting.

Term 3 TIE County Lines

This scheme utilises specific SMSC issues surrounding the dangers of drug taking and County Lines. The style of theatre explored is, Theatre-in- Education (TIE) where the students debate a series of poignant issues that many young people are faced with today and utilise their findings into an educational and hard- hitting performance. Many of the techniques taught in this scheme prepare the students for the genres explored in Year 9, including, non- naturalism and scriptwriting. Here the students are encouraged to script their own performance to demonstrate their understanding of both the style and the issues explored. Theatre in Education allows the students to realise that theatre is as much about education as it is about entertainment.

This qualification is linear. Linear means that students undertake all non-exam assessment (NEA) in the certification year and sit the written exam at the end of the course.

Subject Content

There are 3 components;

1. Drama and Theatre: This unit is designed to develop the student’s knowledge and understanding of how drama and theatre is developed and performed, learning how to analyse and evaluate live theatre. This will involve attending the theatre and the study of two set plays, one pre-20th Century and one from the 20th/21st Century. The students will explore context, conventions, form and structure and investigate the theatrical processes and practices involved in interpreting and performing theatre for an audience.

2. Creating Original Drama (devising): This is a practical component where the students will create and develop ideas; communicate meaning as part of the theatre making process, make connections between dramatic theory and practice and apply theatrical skills to realise artistic intentions in live performance.

3. Making theatre (scripted performance): This is a practical component in which the students will apply theatrical skills to realise artistic intentions in live performance and analyse and evaluate their own work.

Please contact the school if you would like to find out more about the curriculum.