Drama

Vision/Mission/Philosophy

Our vision in drama is to excite, enthuse and educate students to perform, write and respond to many different concepts and techniques that come under the umbrella of Drama. The co-operation, creativity, independence and practical learning encourage and support confidence and development of one’s character. Through both the curriculum and our extra-curricular opportunities we encourage students to pursue a ‘can do’ attitude within this practical context.

Drama Assessment Criteria for Key Stage 3

In all Key Stage 3 assessments we mark all schemes out of 90. Students will be assessed against 3 sets of criteria per scheme. 30 of those 90 marks are always for COLLABORATION where students are marked for their co-operation, focus, enthusiasm, support and ideas in group work. This mark will be based across ALL LESSONS in drama. They can only lose these marks if they are doing something that can be deemed uncooperative in any lesson. By placing such importance on co-operation/support at this early stage we establish this as a pattern of behaviour to be continued into upper school and beyond!

The other 60 marks will be awarded against 2 sets of criteria which vary upon each scheme. This could be Characterisation, Creating, Script or Evaluation. This will develop their Performance Skills as well as their creativity.

  Overview Schemes Assessment
Year 7

In Year 7, students will explore and learn many different drama and performance skills which will be creatively explored through a variety of stimuli ranging from text, story, image and artefact. We value the importance of a holistic development in all students and so whilst it is important that students develop their knowledge and skills in performing, we place a lot of emphasis on students developing communication and co-operation skills as well as encouraging creativity and building that all important confidence that shapes their character. The curriculum offers a range of drama genres which allow students to use a variety of techniques in performance as well as develop characterisation skills and opportunity to explore issue based drama.

The Mystery Girl

Fairytales

Charlie and the Chocolate Factory

The Tempest

Wacky Soap

Scripted Performance

Granny and the Wolf

Collaboration

Performance Skills

Creating

Evaluation

Year 8 In Year 8, students continue to develop their skills using a range of drama techniques whilst developing their knowledge in dramatic form as they explore different styles of performance. As students build confidence in this year they are encouraged to use imagination to create dramatic meaning in more creative and non-naturalistic ways.

Adrian Mole

Comedy

Physical Theatre

Lamb to Slaughter

Scripted Performance

Hope Springs

Collaboration

Performance Skills

Creating

Evaluation

Year 9 In Year 9, students begin to explore more challenging themes and issues with many schemes based on real events. Through class discussions and practical work students tackle issues of injustice, crime and prejudice. They are expected to disclose a more mature approach to their practical work as well as to each other’s opinions. In the final term, Year 9 work in a more independent environment on a performance that they perform to the rest of their year group.

Let him have it

Riots

Blood Brothers

I don’t like Monday’s

Performance Project

Collaboration

Performance Skills

Creating

Evaluation

 

KS4 –GCSE Drama (Until Summer 2017)

Examination board: WJEC

UNIT ONE:

Devised Practical Performance (60%)

Controlled Assessment 120 marks (120 UMS)

TASK ONE – 40% Devised Performance (AO1, AO2) Candidates will devise a practical performance based on a theme, linked with a practitioner or genre.  Teachers record the work on DVD/Video; Internally assessed and externally moderated with task two.

TASK TWO – 20% Devised Performance Report (AO3) Candidates will complete a written report on the practical work they completed in Task One, under formal supervision.  The report should include details of live performances candidates have seen, that have influenced their practical work; details on decision making; the inclusion of technical elements and the content of the piece and an evaluation of their own work and that of the group;  Internally assessed and externally moderated with task one.

UNIT TWO: Performance from a Text (20%) External Assessment 50 marks (40 UMS )

Candidates will be assessed on either their acting or a theatre design skill, in a scene from a published play.  Candidates to work in groups of between 2 to 5 members;  Externally assessed by a visiting examiner in April/May.

UNIT THREE: Written Examination (20%) Written Paper: 1½ hours 50 marks (40 UMS)

Candidates will be assessed on their ability to analyse one set text as an actor, designer and director and to evaluate practical work completed in Unit 2.

GCSE Drama from September 2016 – GCSE (9-1)

Examination board: Eduqas (WJEC)

Component 1: Devising Theatre

Non-exam assessment: internally assessed, externally moderated

40% of qualification

Learners will be assessed on either acting or design.

Learners participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by WJEC.

Learners must produce:

 a realisation of their piece of devised theatre

 a portfolio of supporting evidence

 an evaluation of the final performance or design.

Component 2: Performing from a Text

Non-exam assessment: externally assessed by a visiting examiner

20% of qualification

Learners will be assessed on either acting or design.

Learners study two extracts from the same performance text chosen by the centre.

Learners participate in one performance using sections of text from both extracts.

Component 3: Interpreting Theatre

Written examination: 1 hour 30 minutes

40% of qualification

Section A: Set Text

A series of questions on one set text from a choice of five:

1. The Tempest, William Shakespeare

2. The Caucasian Chalk Circle, Bertolt Brecht

3. Hard to Swallow, Mark Wheeller

4. War Horse, Michael Morpurgo, adapted by Nick Stafford

5. DNA, Dennis Kelly.

Section B: Live Theatre Review

One question, from a choice of two, requiring analysis and evaluation of

a given aspect of a live theatre production seen during the course.

 KS5 – A Level Drama and Theatre Studies (until Summer 2017)

Examination Board: Edexcel

AS Unit 1: Exploration of Drama and Theatre *Unit code 6DR01

  Internally assessed. To be completed by the May deadline.

40% of the total AS marks 20% of the total GCE marks

Content summary: This unit introduces students to the content of plays written for the theatre. They will learn how to analyse plays in a variety of ways so that they become familiar with the way written plays can be interpreted for realisation in performance. Assessment: This internally assessed unit requires students to explore two contrasting play texts, chosen by the centre, in a practical and active way. At least one of the plays must be explored in the light of a recognised theatre practitioner. A video/DVD of one session of the practical work must be made available for use in moderation. A set of Exploration Notes must be submitted. Students are also required to experience a live theatre performance and submit an evaluation.

AS Unit 2: Theatre Text in Performance *Unit code 6DR02 „

Externally assessed „ Availability: February–May

60% of the total AS marks 30% of the total GCE marks

 Content summary: This unit offers students the chance to demonstrate skills in a performance environment. The knowledge and understanding gained during the study of two plays in Unit 1 can now be applied with a view to delivering a performance to an audience. Assessment: This is an externally assessed unit. The first section requires students to offer either a monologue or duologue. The second section requires students to contribute to a performance of a professionally published play by a known writer. Students may offer either acting or a design form and must also provide a concept of the interpretation of their chosen roles or designs. *

 A2 Unit 3: Exploration of Dramatic Performance *Unit code 6DR03

 Internally assessed. To be completed by the May deadline

40% of the total A2 marks 20% of the total GCE marks

Content summary: This unit requires the creation of a unique and original piece of theatre. The knowledge and understanding gained in the AS units can now be applied to a created production. Students will be assessed on both the process of creation and the finished product in the form of a performance to an invited audience.

Assessment: Students will be assessed on the research and development of their work as well as the final performance in front of an identified audience. They are also required to complete an evaluation on both the process and performance of their work. Written evidence will be required reflecting the research and development work as well as a video/DVD of the final performance

 A2 Unit 4: Theatre Text in Context *Unit code 6DR04„

Externally assessed. Availability: June

 60% of the total A2 marks 30% of the total GCE marks

Content summary: This externally examined written unit requires the detailed study of one set play text and one prescribed historical period of theatrical development. Assessment: This externally assessed unit takes the form of a 2-hour-and-30-minute written paper in three sections. Sections A and B require students to explore one play, from a choice of three set play texts, from the point of view of a director in both an academic and practical way. In Section C a selection must be made of one from a choice of three historic periods of theatre history. A live performance of a play from the chosen period must be experienced and evaluated and a comparison made with the original staging conditions of the play.

A Level (Linear) Edexcel Drama and Theatre (from September 2016)

Component 1: Devising (*Component Code: 9DR0/01)

Coursework

40% of the qualification

80 marks

● Devise an original performance piece.

● Use one key extract from a performance text and a theatre practitioner as stimuli.

● Centre choice of text and practitioner.

● Performer or designer routes available.

● Internally assessed and externally moderated.

● There are two parts to the assessment:

1) a portfolio (60 marks, 40 marks assessing AO1 and 20 marks assessing AO4)

O the portfolio submission recommendations are:

- can be handwritten/typed evidence between 2500–3000 words or recorded/verbal evidence between 12–14 minutes or

- can be a combination of handwritten/typed evidence (between 1250–1500 words) and recorded/verbal evidence (between 6–7 minutes).

2) the devised performance/design realisation (20 marks, assessing AO2).

Component 2: Text in Performance (*Component Code: 9DR0/02)

Coursework

20% of the qualification

60 marks

● A group performance/design realisation of one key extract from a performance text.

● A monologue or duologue performance/design realisation from one key extract from a different performance text.

● Centre choice of performance texts.

● Externally assessed by a visiting examiner.

● Group performance/design realisation: worth 36 marks.

● Monologue or duologue/design realisation: worth 24 marks.

Component 3: Theatre Makers in Practice (*Paper Code: 9DR0/03)

Written examination: 2 hours 30 minutes

40% of the qualification

80 marks

● Live theatre evaluation – choice of performance.

● Practical exploration and study of a complete performance text – focusing on how this can be realised for performance.

● Practical exploration and interpretation of another complete performance text, in light of a chosen theatre practitioner – focusing on how this text could be reimagined for a contemporary audience.

● Centre choice of 15 performance texts from two lists on the next page.

● Choice of eight practitioners.

Assessment overview

Section A: Live Theatre Evaluation

● 20 marks, assessing AO4.

● Students answer one extended response question from a choice of two requiring them 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.

Section B: Page to Stage: Realising a Performance Text

● 36 marks, assessing AO3.

● Students answer two extended response questions based on an unseen extract from the performance text they have studied.

● Students will demonstrate how they, as theatre makers, intend to realise the extract in performance.

● Students answer from the perspective of a performer and a designer.

● Performance texts for this section are not allowed in the examination as the extracts will be provided.

Section C: Interpreting a Performance Text

● 24 marks, assessing AO3.

● Students will answer one extended response question from a choice of two based on an unseen named section from their chosen performance text

● Students will demonstrate how their re-imagined production concept will communicate ideas to a contemporary audience.

● Students will also need to outline how the work of their chosen theatre practitioner has influenced their overall production concept and demonstrate an awareness of the performance text in its original performance conditions.

● Students must take in clean copies of their performance texts for this section, but no other printed materials.

Extra-curricular activities

As part of the Performing Arts Faculty, the Drama Department will have a production each year that students will be able to audition across the different year groups. There will also be trips, events, clubs and projects throughout the course of the academic year.