In Drama, we aim to:

• Apply knowledge and understanding when making, performing and responding to drama
• Explore performance texts,understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created
• Develop a range of theatrical skills and apply them to create performances
• Work collaboratively to generate,develop and communicate ideas
• Develop as creative, effective,independent and reflective learners able to make informed choices in process and performance
• Contribute as an individual to a theatrical performance
• Reflect on and evaluate their own work and that of others
• Develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice

Course Structure:

Term 1: Charlie and the Chocolate Factory

Learn the essential vocal and physical skills for performance in order to create a variety of characters. Develop knowledge of abstract and physical theatre.

Term 2: The Taming of the Shrew

Learn to approach a Shakespearean text in a fun and practical way. Explore the historical and cultural importance of this playwright and themes within the play. Develop knowledge and skills in stage combat.

Term 3: The Boy in the Striped Pyjamas

Learn about the historical background of this story, and the characters within it. Use deeper skills such as Hot-Seating to develop in depth and believable characters. Create an extended performance thinking about design elements such as lighting and sound.

Useful resources:

• GCSE Drama BBC Bitesize

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In Drama, we aim to:

• Apply knowledge and understanding when making, performing and responding to drama
• Explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created
• Develop a range of theatrical skills and apply them to create performances
• Work collaboratively to generate, develop and communicate ideas
• Develop as creative, effective, independent and reflective learners able to make informed choices in process and performance
• Contribute as an individual to a theatrical performance
• Reflect on and evaluate their own work and that of others
• Develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice

Course Structure:

Component 1: Devising

Work as part of a group to create an original piece of performance based on a chosen stimulus. Keep a performance log which tracks your process. You will also explore two theatre practitioners to help develop your performances.

Component 2: Scripted

Work on your own, in a pair or group to rehearse and performance two different scripted performances.

Component 3: Written Exam

Explore the set text DNA by Dennis Kelly as an actor, director and designer. Watch a piece of live theatre and review it.

Useful resources:

• GCSE Drama BBC Bitesize
• Eduqas GCSE Drama Revision Guide
• Frantic Assembly Digital
• PaperBirds Theatre Company

Course title and type of qualification: BTEC Tech Award in Performing Arts

What will I learn?

Students who opt for the BTEC qualification in Performing Arts study a wide variety of different performance styles and practitioners. The course has been put together to provide practical exploration of the subject, to build confidence and provide deeper understanding of the working world of Performing Arts.

The course covers 3 units:

Component 1: Exploring the Performing Arts

• Part A - Professional Practitioners: Students will present their research and examples of practical work in a written of filmed portfolio.
• Part B - Practical Exploration: Students will practically explore a range of theatre practitioners, styles and professional performances.

Component 2: Developing Skills and Techniques in Performance

• Part A - Develop Skills & Techniques: Learners will participate in workshops and classes, developing performance or design skills
• Part B - Apply Skills: Learners will apply performance or design skills and techniques in a performance (individual or group). They will communicate existing material in a selected style within their chosen discipline.
• Part C - Review: Learners will reflect on their development and application of skills, techniques and working practices. They will provide a review in the filmed or written format.

Component 3: Performing to a Brief

• Parts A & B - Respond to Brief, Developing Skills: Written or filmed evidence of discussions and ideas about the brief. Workshop evidence of practical exploration.
• Part C - Performance: Working with others to complete rehearsals, develop skills and take part in a final performance.
• Part D - Evaluation of Process: Written or filmed evidence, reflecting on the success of the process and performance.

How will I be assessed?

Grading will be in the form on Distinction* / Distinction / Merit / Pass. The course is assessed on a combination of practical and written assessments. There is no written exam on the BTEC course.

• Unit 1: Exploring the Performing Arts – 30% of Grade – Internally Assessed. Part coursework, part practical workshops.
• Unit 2: Developing Skills and Techniques in Performance – 30% of Grade – Internally Assessed. Part coursework, part rehearsal and performance.
• Unit 3: Performing to a Brief – 40% of Grade – Externally Assessed. Part coursework, part workshops and part performance.

What could I move onto?

One of the main purposes of BTEC qualifications is to help learners to progress ultimately into employment. The vast majority of employers require learners to have certain technical skills, knowledge and understanding to work in a particular sector, but they are also looking for employability skills to ensure that employees are effective in the workplace. Unlike technical skills, which may become out-dated over time, employability skills enable learners to adapt to the ever-changing roles needed to survive in the global economy.

Drama has many transferable skills to aid progression with various education/career choices as it also develops skills for work requiring a high level of confidence, these skills include: self-management, team working, business awareness and customer awareness, problem solving, communication and presentation. Previous students have found careers in Advertising, Design, Law, Health Promotion, Medicine, the Police Force, Radio, TV, Teaching and, of course, Theatre

Exam Board: Pearson