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We have designed our curriculum using the KS3 National Curriculum and it is delivered under the framework of the IB Middle Years programme. We have also referenced the KS2 Programmes of Study in our initial planning.

The Drama Department students within Leigh Academy Mascalls will have a confident understanding of themselves and how they can adapt to social, cultural and economic situations within the wider world explored through the medium of Drama, therefore, developing their own understanding of where they fit in an ever changing world. Drama studies will allow them to experiment and develop their varied forms of communication; non-verbal and verbal, dissect characters from different global contexts and experiment with their creative thinking, so that they can take these transferable skills with them beyond the classroom walls making them well-rounded characters that will contribute positively to society. Alongside this we aim to inspire and enthuse students to consider the varied career opportunities within the arts.

KS3 drama

Topic 1

Introduction to basic drama performance skills-demonstrating and understanding the key drama terms on the knowledge organiser. Students will explore an actor’s Physical skills ; movement, gesture, body language, focus and facial expressions; how these are used to convey character, emotion and meaning to an audience. Students will in groups have one narrator and the rest of the group will create a mime using their non-verbal physical skills to communicate with the audience. The narrator will also use Makaton – developing students’ understanding on diversity and disabilities in the world. Creating awareness of professional companies who work with deaf people.

Topic 2

Exploring vocal skills through text, devising and performances. The knowledge of how to use the voice effectively and imaginatively within a performance. Building the performance skills by the end of the term students will be able to recall all performance skills; physical and vocal skills and apply to an extract of ‘A Christmas Carol.’

Statement of Inquiry

To investigate cultural and personal expression found in society

Key Concept(s)

Culture

Related Concept(s)

Expression

Global Context – Personal and Cultural Expression

Topic 1

Students will understand basic facts about Greek Theatre, Greek Mythology using learnt knowledge from English and the main elements of the story of Troy. Students will create their own mask inspired by Greek Theatre linked to the Greek Text explored underpinning the knowledge they will examine in Art.

Topic 2

Following on from Semester 3 students will learn and stage an extract from the Greek Theatre text that they have dissected in Sem 3. Semester 4 will culminate in a performance of the extract of the Greek Theatre performance text; embedding prior learning from the physical skills exploration in Semester 1 whilst using the mask. Thus developing student’s cultural capital and demonstrating learnt knowledge and skills from another country and style. Skills: vocal choral work, movement, ensemble.

Statement of Inquiry

To communicate the role of identity and relationships found in society.

Key Concept(s)

 Identity

Related Concept(s)

Boundaries

Global Context – Relationships and Identity

Topic 1

Students will gain an insight into the world of scripted pieces. Learning; what influences a playwright, the varied structures, writing forms and language used within texts, and how characters, cultures and meaning are conveyed as a result of dissecting scripted extracts from ‘The Cursed Child’. Context of the playtext they will perform extracts of will be set up through practical activities of relationships, scenario and staging conventions. During the practical explorations, educational discussions will take place to develop students’ understanding of how novels have been transferred to the stage; enhancing their cultural awareness. Consolidating skills learnt through the year.

Topic 2

Continuing on from Semester 5 – students will begin to explore a scripted extract from the text that allows them to apply learnt knowledge from Semester 5 on the play text, but also embedding knowledge from the year; characterisation, blocking and performance skills. In groups students will rehearse a section of the text and perform this for their end of year assessment. Following this they will be able to evaluate their performance identifying areas of improvement for next year and how the skills are transferable beyond the curriculum.

Statement of Inquiry

Personal and cultural expression develops a genre through time, place and space

Key Concept(s)

Time

Related Concept(s)

Genre

Global Context – Orientation of Space and Time

SOI – Artistic expression can communicate with an audience more effectively.

Key Concept – Communication

Related Concept – Audience

Global Context – Personal and Cultural Expression

SOI – Theatre in Education – Understanding historical and social events through performance can educate students, giving them a fair interpretation of global happenings.

Key Concept – Connections

Related Concept – Interpretation

Global Context – Fairness and Development

SOI – Expression through the arts to communicate culture, through consideration of narrative and genre.

Key Concept – Creativity

Related Concept – Narrative

Global Context –   Personal and Cultural Expression

Topic 1

Recall Performance Skills. Developing students’ dramaturgical understanding through adapting and developing their use of performance skills to meet the demands of the Proscenium Stage and how this effects the meaning of a production through the lens of scripted texts; exploring an extract of ‘A Monster Calls’. To explore and perform within this set stage type to build the skills an actor requires to be able to perform in a variety of spaces.

Topic 2

Building on their guided stage knowledge from Semester 1 students will begin to learn about  another type; Thrust stage to build actor / audience relationships. Students will develop their understanding of the extract and how meaning is conveyed through a different stage type – enhancing their global and cultural awareness.  This will progress their existing performance skills application as they utilise these skills in a different way to convey meaning to the audience.

Statement of Inquiry

To communicate the role of identity and relationships found in society

Key Concept(s)

Perspective

Related Concept(s)

Audience

Global Context – Relationships and identity

Topic 1

Introduction into Verbatim Theatre, adding to their repertoire of styles: Students are introduced to a play ‘London Road’ and how this play was constructed using the style of theatre.  As a result students will learn about their first practitioner over their Mascalls Drama journey; Alecky Blythe – using theory to underpin their practical. Preparing and developing their skills and knowledge required for GCSE and A-level.

Topic 2

Another style of theatre is introduced – Physical Theatre. Students will learn basic devising skills to create an understanding of how to use their bodies to portray an emotion or a story to the audience; resulting in a layered Physical Theatre performance piece. Clips of professional works to inspire and example quality work to students. To build on independence skills students will then utilise knowledge on both styles of theatre to explore and create an original theatre. The basic devising skills students will acquire will create the foundation skills for GCSE.

Statement of Inquiry

Systematic discrimination against and destruction of culture affects identity and relationships

Key Concept(s)

Systems

Related Concept(s)

 Narrative

Global Context – Relationships and identity

Topic 1

Students will conclude their second year of studying Drama by devising, marketing and producing their own performance. This will require students to dissect the devising journey resulting in them utilising their creative thinking skills and applying the knowledge and skills they have learnt so far. By dissecting each step of the creative journey it will develop the students’ ability to respond, analyse and evaluate their own work in progress; transferable skills across subjects. As a result students will create narratives, characters and meaning inspired from a range of stimuli. Alongside the creative process students will understand the importance of research and discovering theoretical information to underpin their intentions and what they want to communicate to the audience. Therefore, they will develop an understanding of one, or all aspects of cultural, social, historical and political themes associated with their ideas.  In addition to the performance elements, they will also gain an understanding of the importance of stage choice and technical value and how these can emphasise semiotics.

Topic 2

Students will continue learning about the artistic devising process as they show independent rehearsal skills and how to refine and develop work as a result of artistic discussions, set conventions to include and consideration of styles that they have learnt so far. This will allow students to demonstrate learnt skills and knowledge from Year 7 and Year 8. Students will perform their piece, record their performance and evaluate the process and final production. Additionally, students will reflect on the skills learnt and how they transfer to the bigger picture of life.

Statement of Inquiry

Styles are informed by interpretation of personal and cultural expression.

Key Concept(s)

Styles

Related Concept(s)

Interpretation

Global Context – Personal and cultural

SOI – Form and structure used to convey meaning to an audience are influenced by the dimensions of time and space
Key Concept – Form
Related Concept – Composition
Global Context – Orientation in space and time

SOI – The process of artistic creation can lead to self-discovery

Key Concept – Communication

Related Concept – Style

Global Context – Personal and cultural expression

SOI – The process of artistic creation can lead to self-discovery

Key Concept – Communication

Related Concept – Style

Global Context – Personal and cultural expression

Topic 1

Recall Performance Skills. Developing students’ dramaturgical understanding through adapting and developing their use of performance skills to meet the demands of the Proscenium Stage and how this effects the meaning of a production through the lens of scripted texts; exploring an extract of ‘A Christmas Carol’. To explore and perform within this set stage type to build the skills an actor requires to be able to perform in a variety of spaces.

Topic 2

Building on their guided stage knowledge from Semester 1 students will begin to learn about another type; Thrust stage to build actor / audience relationships. Students will develop their understanding of the extract and how meaning is conveyed through a different stage type – enhancing their global and cultural awareness. This will progress their existing performance skills application as they utilise these skills in a different way to convey meaning to the audience.

Statement of Inquiry

Stage Combat- To investigate cultural expression and how this develops a person’s identity

Key Concept(s)

Culture

Related Concept(s)

Expression

Global Context – Personal and Cultural Expression

Topic 1

Scripted work will develop students ability to analyse and understand the training process of an actor/designer when performing a text. Students will read the extract, research the content and understand the social, cultural and political aspects of the text. Therefore, understanding how to convey these through their skills of an actor / designer in the rehearsal process and performance. Once a week students will undertake a character development technique, make notes on impact, and apply this new knowledge to the performance. Students will memorise their lines by the end of half term.

Topic 2

A continuation of the scripted work culminating in their assessed performance. Once a week students will undertake a character development technique, make notes on impact, and apply this new knowledge to the performance. Students will have organised and applied technical and production elements to their piece. Assessed performance a week before the end of the semester – written evaluation.

Statement of Inquiry

To investigate how identities form and develop various relationships

Key Concept(s)

Creativity

Related Concept(s)

Role

Global Context – Identity and relationship

Topic 1

This SOW will introduce and recap the varied job roles within the arts; from acting to marketing, to costume designer to set designer. In groups they will utilise practitioner knowledge from Semester 1 and styles from Year 8 will be re-capped and will then be applied to a devised piece of theatre that they will start to create during this semester. A stimulus will be presented and students will explore these through responding and developing performance ideas. These then will form a performance idea that will be married up with a practitioner who shares the same outcome and impact on the audience. Research, creating a narrative and characters will begin to form – still images of ideas for scenes.  Students will be able to choose from a variety of job roles; not just a performance strand.

Topic 2

Devised work will continue; students create their mini devised project consisting of up to 5 minutes. Alongside this they will create a mini mock coursework to develop their written skills and learn how to evidence their devising journey.  Students will perform their pieces with teacher feedback.

Statement of Inquiry

Nature versus nurture. Learning through the idea of risk and consequence through pushing boundaries

Key Concept(s)

Global Interactions

Related Concept(s)

Boundaries

Global Context – Scientific and Technical innovation

SOI – Nature versus nurture. Learning through the idea of risk and consequence through pushing boundaries

Key Concept: Global Interactions

Related Concept – Boundaries

Global Context – Scientific and Technical innovation

SOI – The process of artistic creation can lead to self-discovery.

Key Concept: Creativity

Related Concept – Character

Global Context –  Identity and Relationships

SOI – The process of artistic creation can lead to self-discovery.

Key Concept: Creativity

Related Concept – Character

Global Context –  Identity and Relationships

KS4 drama

Topic 1

Practitioner’s introduction: Understand the course and expectations. Re-cap a variety of techniques and concepts of different influential practitioners required for the course. Use research skills, teach taught workshops and peer support to develop knowledge and understanding. Creating a booklet that they can refer to during the course when requiring information on the varied practitioners and styles.

Component 1: Blood Brothers background and context: Blood Brothers – set text – will be read,  explored and analysed in sections with practical explorations feeding theory. Homework and booklet will teach and recall the different job roles within the theatre and how they interlink. Additionally, they will learn different stages and how these aid the communication of meaning to the audience.

Topic 2

Component 1: Blood Brothers – set text – will be read,  explored and analysed in sections with practical explorations feeding theory.

Component 2: Devising Drama: Students will respond to a variety of stimuli creating and developing ideas for a performance. Through the use of research they will begin to shape, form and create their narrative for their piece. Characters will be born through the use of research and narrative, then shaped by the chosen style and practitioner of the performance.

Topic 1

Devising Drama: Students will respond to a variety of stimuli creating and developing ideas for a performance. Through the use of research they will begin to shape, form and create their narrative for their piece. Characters will be born through the use of research and narrative, then shaped by the chosen style and practitioner of the performance. 

Topic 2

Component 1:  Blood Brothers – Dissecting themes and how they are evidenced through characterisation; the role of the performer and director. Practical exploration feeding into the exam questions and content. Exploring example answers and modelling top band responses. Component 2: Devising Drama: Experimental ideas for scenes will begin to take place with a running rehearsal log being completed in a written form. Section 1 of the essay will have been completed by the end of the semester. 

Topic 1

Component 1:  Blood Brothers -Walking and talking mocks of Section A and B. Dissecting exam answers and using them to construct top band answers. Timed mock papers.

Component 2: Devising Drama: Practical examination semester: Students will continue to rehearse and refine their work. The final product will be complete in the first two weeks with a technical rehearsal taking place. Teacher and peer feedback will be given throughout to aid the devising process. Practical exam will take place towards the end of the semester. Section 2 will be complete with continuous peer and teacher feedback and Section 3 to be completed after the practical exam.

Topic 2

Component 1: Section C – Live Theatre. Students will go to see or watch a live streamed theatre production where they will be taught how to analyse the impact of the actors, directorial decisions and technical designs to convey meaning and impact. Dissecting exam questions and looking at intentions and exam responses.

Component 3 Introduction: Extract 1: Exploring, analysing and staging texts for the scripted exam. Using analytical skills to discover meaning, intentions and understand the social, historical and political context. Character exploration techniques to develop understanding of the character.

Topic 1

Component 1: Re-call and revision tasks for Section A and B of the exam paper. Exploring practical key moments to develop the ability to understand and draw upon any moment that could be selected. Component 3: Students will begin to practically explore and start staging their scripted extract 1 using knowledge from analysing the text, previous productions and playwrights intentions. In addition the character development techniques will allow students to develop their characters into three dimensional roles. To aid students in their progression they will perform for their peers and teacher to receive feedback continuously.

Topic 2

Component 1: Section C will be revisited with analysis tasks, marking answers and creating checklists. Timed answers and peer assessment. Component 3: Students will continue to practically explore and stage their scripted extract 1 (some may move onto Extract 2) using knowledge from analysing the text, previous productions and playwrights intentions. In addition the character development techniques will allow students to develop their characters into three dimensional roles. Throughout the Semester they will complete mock performances for peer and teacher feedback.

Topic 1

Component 1: Mock papers covering all areas; refining and identifying gaps that will be closed through supportive workshops and written support. Component 3: Practical exam semester: Students will continue to practically explore and stage their scripted extracts using knowledge from analysing the text, previous productions and playwrights intentions. In addition the character development techniques will allow students to develop their characters into three dimensional roles. Students will also complete the non-assessed Artistic Intention written document. Throughout the Semester they will complete mock performances for peer and teacher feedback until their exam date. 

Topic 2

Component 1:  Section A: Job Roles & stages re-capped and mock questions. Section B: Blood Brothers – set text – will be explored and analysed in relation to practical feeding theory. Section C: Live Theatre Review. Mock papers completed.

Component 1:  Section A: Job Roles & stages re-capped and mock questions. Section B: Blood Brothers – set text – will be explored and analysed in relation to practical feeding theory. Section C: Live Theatre Review. Mock papers completed.

KS5 drama

Topic 1

Component 1: Written Exam: Job roles & exploration of Hedda Gabler: Students will be introduced to the course and expectations set and how to reference to show academic honesty. For each lesson students will be asked to read a section of the play that will be discussed, analysed and dissected to gain an understanding on the social, political and cultural factors of the time that Hedda Gabler was written and set. Characters, narrative, SCHP will be learnt and how this reflects style and context of the time. Knowledge Organiser will support the learnt knowledge. Practitioner Exploration: Students will explore three key influential practitioners who have pioneered and developed styles over time. Through practical workshops and research tasks that involve wider reading using independent study time, students will begin to understand and experiment with these styles – deepening knowledge from KS3 and 4. Knowledge and understanding gained will be utilised in Semester 2 Component 2 Devising work. 

Topic 2

Component 1: Choosing key moments and practically the play from List A: Hedda Gabler – exploring with a student alternating as director/actor – experiencing the role of a director/actor and how to convey meaning. Analysing and answering example questions as a director – example answers to dissect for accurate key points. Component 2: Students will respond to a stimulus – researching and developing themes for an original idea. Applying a practitioner that shares their intentions and aims for creating a piece of theatre. Developing and refining their ideas through creative discussions and research finalising an idea for their performance. Experimenting with scene ideas and practitioner techniques to convey meaning.  Section 1 will be complete by the end of the semester.

Topic 1

Component 1:   For each lesson students will be asked to read a section of the play that will be discussed, analysed and dissected to gain an understanding on the social, political and cultural factors of the time that Metamorphosis was written and set. Characters, narrative, SCHP will be learnt and how this reflects style and context of the time. Knowledge Organiser will support the learnt knowledge.  Component 2 (end of semester mock performance to HOD/ other Drama teachers for additional feedback): Students will continue to create their devised piece ensuring they are utilising practitioners techniques and visions to support the communication of their concept to the audience. Costume, props and set are to be included now. Mock performances throughout for peer and teacher feedback. Section 2 being completed throughout via the use of notebooks at the end of each session. Section1 final mark and completed. 

Topic 2

Component 1:  Beginning of the semester technical knowledge and terminology taught using modelling and example. Choosing key moments and practically the play from List B: Metamorphosis – exploring with students alternating as director/actor/lighting/set designer experiencing and justifying how to convey meaning. Analysing and answering example questions with these jobs as a focus – example answers to dissect for accurate key points.  Component 2: Practical exam semester: Students will be polishing and experimenting with technical ideas to support meaning in their performance. Peers will be the technician for each other’s performances; lighting and sound technicians. Devised work will be videoed in exam conditions.   

Topic 1

Component 1:  Live Theatre: Live Theatre watched, analysed and taught using a variety of focal points; acting, costume and technical. Deconstructing semiotics teaching students how theatre communicates meaning through acting and technical designs and applications. Mock questions and answers will be examined and used to model successful writing to support students in their own written response. Component 2: Students to complete coursework through one to one tutorials, peer assessment and exemplars to develop responses and ensure top band expectations are strived for.

Topic 2

Component 1: Mock preparation: Students will be led through mock answers for a full paper, timed practice, refining and reviewing previous answers identifying how to improve their answers using criterias and examiners reports. Component 3: Extract 1: Students will have read and researched and read their text so they understand where the monologue is situated in the text. Students will have memorised the lines and will begin staging their monologue ready for their exam at the end of this term. Alongside this they will begin their Reflective Report for this extract.

Topic 1

Component 1: List B: Metamorphosis:  For each lesson students will be asked to read a section of the play that will be discussed, analysed and dissected to gain an understanding on the social, political and cultural factors of the time that Metamorphosis was written and set. Characters, narrative, SCHP will be learnt and how this reflects style and context of the time. Knowledge Organiser will support the learnt knowledge.  Component 3: Extract 2: Students will have read and researched (as homework from the summer break) their text so they understand where the duologue is situated in the text. Students will have memorised the lines and will begin staging their duologue ready for their exam at the end of this term. Alongside this they will begin their Reflective Report for this extract and complete final corrections on their Extract 1.

Topic 2

Component 1: List B: Metamorphosis:  Beginning of the semester technical knowledge and terminology taught using modelling and example. Choosing key moments and practically the play from List B: Metamorphosis – exploring with students alternating as director/actor/lighting/set designer experiencing and justifying how to convey meaning. Analysing and answering example questions with these jobs as a focus – example answers to dissect for accurate key points. Component 3: Extract 2& 3: Students will have read and researched (as homework from the half term) their text so they understand where the duologue is situated in the text. Students will have memorised the lines and will begin staging their duologue applying a practitioners style – different to their devised work. Students will begin to stage and explore Extract3. Alongside this they will begin their Reflective Report for this extract and complete final corrections on their Extract 1&2.

Walking and Talking Mocks: Students will identify areas that they feel need developing and improvement – teachers will teach to this support. Practical explorations of key moments underpinning the theoretical exam questions. Exploring directorial and design roles; lighting, sound, set and costume in relation to the meaning conveyed in the extract. Example answers and mock questions for completion. Section C – mock answers and questions dissected and completed through peer, teacher and self assessment.

Component 3: Extract 3: Exam semester with a visiting examiner: Students will have memorised the lines and will polish the staging of their duologue/group showing a practitioners style – different to their devised work. Alongside this they will complete their final set of corrections for all Extracts.