Learning Cycle 1

Learning Cycle 2

Learning Cycle 3

Year 7

Exploring Dramatic Techniques:

• A range of drama games and activities will be explored in a collaborative manner
• Short presentations to peers demonstrating how techniques are put into practice and begin to be able to give and receive constructive feedback

Shakespeare In Performance

• The opening of range of Shakespeare’s plays will be explored.
•  Students will have the opportunity to perform extracts or to support within a design capacity
• Critical reflection of their own work, and the work of their peers, will be part of the feedback process.

Exploring Dramatic Techniques:2

• The work in this LC will focus upon group collaboration techniques and the understanding of what ‘devised’ drama is.
• The theme will be ‘Travel’.

Devised work based on ‘The Sinking Of The Titanic’

• Students to explore the background to the historic event and share ideas/thoughts.
• Short extracts of the film ‘Titanic’ to be observed with focus on the different social classes/crew.
• Exercises to be carried out to reinforce the need to use accurate posture; dialogue; facial expression; physicality.
• Whole group performance to be devised incorporating clear direction student/teacher led, music; basic set; lighting; costume.
• Critical reflection and evaluation of performance in regard to of their own work, and the work of their peers, will be part of the feedback process.

Exploring Dramatic Techniques:3

• The work in LC3 will focus on study of a much-loved classic, Roald Dahl’s ‘Charlie And The Chocolate Factory’
• Students will be introduced to this fantastic storyline and more specifically, the play, which ran for many years in the West End as well as being a well-known film (two great versions). Students will focus on the opening suspense-filled section where the race is on to find a Golden Ticket. There are numerous opportunities for both performance and design aspects within the play and this will be a great culmination of the work carried out in Y7.
• Again, critical reflection and evaluation of performance in regard to of their own work, and the work of their peers, will be part of the feedback process.

Year 8

Exploring Dramatic Techniques

The Woman In Black by Stephen Mallatratt (based on the novel by Susan Hill)

• The techniques in this LC will focus upon suspense, tension and atmosphere in performance.
• Short improvisation tasks will enable students to put into place how they might utilise the above techniques, constantly reflecting upon their work and the work of their peers.
• As a class, students will read the text as a whole. They will be directed to short video extracts where they can see how the actors transform this well-known work from multiple characters to just two actors. This idea of communicating multi-role characters is very important and will be instilled within the way in which the students approach this text.
• Students to work in pairs and present a chosen extract from ‘The Woman In Black’. They must consider technical aspects such as sound and lighting in addition to the techniques explored.
• Critical reflection and evaluation of performance in regard to of their own work, and the work of their peers, will be part of the feedback process.

Exploring Dramatic Techniques:2

Relationships in Performance: Romeo And Juliet

This text links sequentially with the work taking place in the English department this LC hence consolidating students’ learning.

• Improvisation and devising skills will be the focus of this LC.
• Students will be presented with a range of starting points based on William Shakespeare’s ‘Romeo And Juliet’. Students will be supported through tasks to produce performance or production work using this text with devising at the heart of the process.
• Starting points will include:
•   Scenarios based on the play
• Images
• Lyrics
• Poetry
• Music
• Collaborative group scenarios
• Modern adaptations of the play such as ‘West Side Story’ and ‘Warm Bodies’.
• The idea of collaborative work is very much at the heart of this LC, as with other work students will have explored.
• As with other learning cycles, critical reflection and evaluation of performance in regard to of their own work, and the work of their peers, will be part of the feedback process for both performers and production students.

Exploring Dramatic Techniques:3

Approaching Drama From A Devised Perspective

‘An Inspector Calls’ by JB Priestley

During this LC the focus will be on using existing repertoire as a starting point.

• The work focuses on social injustice n society and links to the English Department’s LC material about class divide and poverty Vs wealth.
• Students will watch/read the text ‘An Inspector Calls’ by JB Priestley
• This intriguing play will form the basis of the devised tasks that they will be asked to create.

Skills and techniques which will be focused upon are:

• Character Motivation
• Vocal techniques, to include volume; pace; pitch; accent
• Physicality
• Blocking
• Interaction with other performers on the stage
• Effective planning and creation/devising of work
•  Students should regularly evaluate their development across the skill areas for performance and production skills.
• The idea of collaborative work is very much at the heart of this LC, as with other work students will have explored.
• As with other learning cycles, critical reflection and evaluation of performance in regard to of their own work, and the work of their peers, will be part of the feedback process.

LC2 links to the KS4 curriculum in Performing Arts (Component 3)

Year 9

Exploring Dramatic Techniques: 1

The Uncanny

• The material this LC will again, link to the English Department learning based on the theme ‘The Uncanny’. The fascination with ghosts and strange events will form the basis of the work.
• Building sequentially on the learning in Y8, the students will recall the techniques they applied to the text, ‘The Woman In Black’.
• Tension, suspense, shock and surprise should be at the centre of the work.t
• The text that we shall focus on will be ‘The Others’ by Alajandro Amenabar. This represents the true nature of ‘the uncanny’ and there is a great deal of surprise for the viewer/audience as the work draws to a conclusion.
• Students will watch/read the work and then will be asked to focus on scenes or sections where they will create effective performance work or design work.

Skills and techniques which will be focused upon are:

• Character Motivation
•  Vocal techniques, to include volume; pace; pitch; accent
• Physicality
•  Blocking
• Interaction with other performers on the stage
• Effective use of sound, light, costume, make-up, set
• Students will be required to be self-evaluative throughout the rehearsal process, identifying the areas that require improvement. They will also be required to offer feedback to their peers.
•  There is an expectation that they will be able to apply the skills learnt in Y8 to the creation of the work based on The Others.
•  Students should be able to articulate the skills that they are building upon and developing throughout their rehearsal or production processes.

Exploring Dramatic Techniques:2

Dystopia: The Hunger Games

• During this LC the focus will be on using existing repertoire as a starting point.
• Students will watch/read the text ‘The Hunger Games by Gary Ross, Suzanne Collins, Billy Ray
• This dystopian play will be used to enable students to engage with the genre and, more importantly, continue to develop their scripted performance work.
•  Students should focus on a scene or section within the work that they are able to develop from a performance or a design perspective.
• By building upon the use of repertoire the intention is to equip the students with the confidence in techniques and dramatic conventions and to be able to plan, rehearse and perform or support technically collaboratively with peers.

Skills and techniques which will be focused upon are:

·       Character Motivation

·       Vocal techniques, to include volume; pace; pitch; accent

·       Physicality

·       Blocking

·       Interaction with other performers on the stage

·       Effective planning of chosen scene or section

·       Confident use of technical skill area: lighting, sound, make-up, costume, props, etc.

·       The idea of collaborative work is very much at the heart of this LC, as with other work students will have explored.

·       In addition to other learning, critical reflection and evaluation of performance or design skills, in regard to of their own work, and the work of their peers, will be part of the feedback process.

• LC2 links to the KS4 curriculum in Performing Arts (Component 2 – Developing Skills And Techniques For Performance)

Exploring Dramatic Techniques:3

Grease: The Musical

• The techniques will focus upon Musical Theatre as a genre. Students will learn how the three discrete areas of dialogue, song and dance all combine to form this energetic and escapist form of theatre.
• Reflection on the professional repertoire will support students in choosing the scenes and sections that they choose to rehearse and ultimately present.  Students will consider how they might utilise the three elements of Musical Theatre as their rehearsals progress. There will be constant reflection upon their work and the work of their peers. In addition, students may support the performers from a design perspective.

Set text ‘Grease The Musical’ by Jim Jacobs and Warren Casey

• As a class, students will select extracts from the text. They will be asked to focus on characterisation, physicality and the combination of the three musical theatre elements. They do not have to ‘showcase’ all three elements, but they must display a collaborative approach at all times.
• Students to work in groups of 4-6 performers (plus designers) and present a chosen extract from ‘Grease The Musical’. They must consider technical aspects such as sound and lighting in addition to the techniques explored.
• Critical reflection and evaluation of performance in regard to of their own work, and the work of their peers, will be part of the feedback process.
• LC3 links to the KS4 curriculum in Performing Arts (Component 1 and 2)

Learning Cycle 1

Learning Cycle 2

Learning Cycle 3

Year 10

Component 1: Teaching And Exploration of Skills

From September to December, you will watch, study and participate in workshops based on professional repertoire. During this ‘teaching/exploring’ time, you will gain an insight into the performing arts industry as well as an appreciation of how works are created and who is involved.

Work will be selected from the following:

 Acting styles and genres, e.g. absurd, classical, comedy, commedia dell’arte, epic, forum theatre, melodrama, naturalism, symbolism, theatre of cruelty, verbatim.

 Musical theatre styles, e.g. book musicals, chamber musicals, concept musicals, comic musicals, jukebox musicals, musical revues, operetta, rock musicals.

Component 1: 30% of the course

From January of Y10, you will begin the GLH (guided learning hours) section of the course.

You must complete the following tasks:

TASK 1: In response to Task 1, learners will investigate an example of professional performing arts work, covering stylistic qualities, features, intentions and purpose of the work. Learners will also cover the skills and responsibilities required and the influences of other work.

TASK 2: In response to Task 2, learners will actively explore the techniques, processes and approaches used in the creation of professional work from Task 1.

Learners will develop their understanding of the performing arts by examining the work of performing arts professionals and the processes used to create performance.

You will respond to a PSA (Pearson Set Assignment) within the timeframe allotted.

The assignments will be marked by centres and moderated by Pearson. 

Component 2: Teaching and Exploration of Repertoire

From May to July of Y10 you will develop your performing arts skills and techniques through the reproduction of acting and/or musical theatre repertoire as performers or designers.

You will participate in rehearsal or production/design practices, continuing the development of skills and techniques with reference to existing performance types, styles and repertoire. You will complete all the content appropriate for your chosen role.

This part of the term will explore different performance material gaining confidence and understanding of your chosen specialism.

Year 11

Learning Cycle 1

 Component 2: 30% of the course

September-December

Pearson sets the assignments for the assessment of this component.

The assignment for this component consists of three tasks.

TASK 1:

 In response to Task 1 learners will prepare for a performance or pitch/presentation of designs of/for existing repertoire.

TASK 2:

In response to Task 2, learners will showcase performance or production designs for an audience.

TASK 3:

 In response to Task 3, learners will review the development and application of skills and techniques during the process and after.

The assignment will take approximately 5-6 supervised hours to complete. The assignments will be marked by centres and moderated by Pearson

Learning Cycle 2

Component 3

January-April

This Component is an externally assessed task, where you will work in groups of between 3 and 7 members to create a performance or a design based on a set brief, provided by Pearson.

This Component is worth 40% of the overall course.

The component is released to centres in January of Year 11.

During Component 3, students will:

• use the set brief and previous learnings to generate creative ideas
• build on your skills in classes, workshops and rehearsals
• review the process using an ideas and skills log
• perform a piece to your chosen audience
• Reflect on their performance in an evaluation report.

During LC2, it is anticipated that the students will complete their performance and present it, according to Pearson’s exam conditions. They will also complete the evaluation log/

All work will be collated and each student will have their own unique digital folder.

It is anticipated that by 15^th May of Y11, all work will be completed and with the exam board.