Drama
Subject Leader : Miss Lucy Burgess, l.burgess@lavington.wilts.sch.uk
Year 7
We are a vibrant, caring, exciting and innovative department where students are challenged, achieve highly and enjoy a wide range of ‘creative’ experiences. Our primary aim for drama is to enable our students to develop their creative minds, become sensitive to the needs of others as well as communicate effectively.
What are we studying?
In Drama at Lavington School, we aim to build confidence, form great relationships and promote excellent teamwork. Students will participate in performance, creating and responding to work they have seen both professionally and in lesson. They have a broad program of study which enhances both their knowledge of drama and dramatic skill and also gives them perspective of the wider world.
Terms 1 and Term 2
The Twits
Darkwood Manor
Term 3 and Term 4
Where the Wild Things Are
Social Media
Term 5 and Term 6
Space Quest
Super Heroes
Ho are we assessed?
Each topic lasts for approximately one term. At the end of the topic students’ knowledge, skills and understanding of drama is assessed by curriculum levels.
This will be compared to their target level to measure progress and performance.
How we provide for SEN and Most able students
SEN and most able students are catered for in individual lessons based upon need. This may be in the form of placement in group work to enable an appropriate mix of ability that stretches both the lower and higher end of abilities. Or a task that suits their needs as individuals. These lessons are tailored to the individual and are designed to involve the students into the drama lesson with an alternative curriculum if required. There is a group work mark as part of assessment that allows students who are less able performers to be recognised for their input. The most able students are challenged by a more demanding role in performance work. All students are supported appropriately by the class teacher.
How are we grouped?
Students are always taught in mixed ability classes. During lesson time, students work in pairs, small groups and mixed gender groupings.
What homework are we expected to do?
Drama is a practical subject, however students may be asked to complete a homework that might include research for a topic or some preparation for a performance such as learning lines or preparing a plot.
What can parents do to help?
Ask your child what has happened in their drama lesson and encourage them to complete any homework tasks set.
Year 8
We are a vibrant, caring, exciting and innovative department where students are challenged, achieve highly and enjoy a wide range of ‘creative’ experiences. Our primary aim for drama is to enable our students to develop their creative minds, become sensitive to the needs of others as well as communicate effectively.
What are we studying?
In Drama at Lavington School, we aim to build confidence, form great relationships and promote excellent teamwork. Students will participate in performance, creating and responding to work they have seen both professionally and in lesson. They have a broad program of study which enhances both their knowledge of drama and dramatic skill and also gives them perspective of the wider world.
Term 1 and Term 2
Charlie and the Chocolate Factory
Pantomime
Term 3 and Term 4
Murder in the Mansion
Private Peaceful
Term 5 and Term 6
Spears Sports
Swallows and Amazons
How are we assessed?
Each topic lasts for approximately one term. At an appropriate point in the learning, students’ knowledge, skills and understanding of drama is assessed by curriculum levels. This will be compared to their target level to measure progress and performance.
In Year 8, the following skills are developed:
- Making a positive contribution to group work ,sharing ideas and showing leadership
- Exploring ideas and issues
- Learning lines and performing a short script from memory script
- using a wider range of different performance skills with growing confidence and creativity
- showing audience awareness by being seen and heard
- using voice and movement to perform imaginative characters and staying in role
- using the language of drama to give thoughtful feedback
How we provide for SEN and Most able students
SEN and most able students are catered for in individual lessons based upon need. This may be in the form of placement in group work to enable an appropriate mix of ability that stretches both the lower and higher end of abilities. Or a task that suits their needs as individuals. These lessons are tailored to the individual and are designed to involve the students into the drama lesson with an alternative curriculum if required. There is a group work mark as part of assessment that allows students who are less able performers to be recognised for their input. The most able students are challenged by a more demanding role in performance work. All students are supported appropriately by the class teacher.
How are we grouped?
Students are always taught in mixed ability classes. During lesson time, students work in pairs, small groups and mixed gender groupings.
What homework are we expected to do?
Drama is a practical subject, however students may be asked to complete a homework that might include research for a topic or some preparation for a performance such as learning lines or preparing a plot.
What can parents do to help?
Ask your child what has happened in their drama lesson and encourage them to complete any homework tasks set.
Year 9
We are a vibrant, caring, exciting and innovative department where students are challenged, achieve highly and enjoy a wide range of ‘creative’ experiences. Our primary aim for drama is to enable our students to develop their creative minds, become sensitive to the needs of others as well as communicate effectively.
What are we studying?
In Drama at Lavington School, we aim to build confidence, form great relationships and promote excellent teamwork. Students will participate in performance, creating and responding to work they have seen both professionally and in lesson. They have a broad program of study which enhances both their knowledge of drama and dramatic skill and also gives them perspective of the wider world.
Term 1 and Term 2
Murder Mystery
Stage Fighting
Term 3 and Term 4
Survival
Joyriding
Term 5 and Term 6
Performing a script
SFX and stage craft.
How are we assessed?
Each topic lasts for approximately one term. At an appropriate point in the learning, students’ knowledge, skills and understanding of drama is assessed by curriculum levels. This will be compared to their target level to measure progress and performance.
In Year 9, the following skills are developed:
- Working positively with everyone, contributing thoughtfully to group work, listening and showing good leadership skills
- Devising thoughtful drama, based on a range of issues and themes
- Communicating a script with some effectiveness
- Using a variety of different performance skills with definite confidence and creativity, including stylised drama
- showing audience awareness by being seen, heard and using space effectively
- performing convincing characters with confidence and originality, and consistently staying in role
- using the language of drama with some confidence to discuss their own work and the work of others
How we provide for SEN and Most able students?
SEN and most able students are catered for in individual lessons based upon need. This may be in the form of placement in group work to enable an appropriate mix of ability that stretches both the lower and higher end of abilities. Or a task that suits their needs as individuals. These lessons are tailored to the individual and are designed to involve the students into the drama lesson with an alternative curriculum if required. There is a group work mark as part of assessment that allows students who are less able performers to be recognised for their input. The most able students are challenged by a more demanding role in performance work. All students are supported appropriately by the class teacher.
How are we grouped?
Students are always taught in mixed ability classes. During lesson time, students work in pairs, small groups and mixed gender groupings
What homework are we expected to do?
Drama is a practical subject, however students may be asked to complete a homework that might include research for a topic or some preparation for a performance such as learning lines or preparing a plot.
What can parents do to help?
Ask your child what has happened in their drama lesson and encourage them to complete any homework tasks set.
Years 10 and 11
What are we studying?
Students will be studying the exciting new OCR specification for GCSE (9–1) Drama. This gives students the opportunity to explore the subject from a range of perspectives by devising their own, original work; by bringing to life the work of a playwright; as theatre reviewers, developing their own thoughts on what makes drama and theatre successful; and as creative artists building and bringing a character to life through exploration and rehearsal. There will also be a visit to the theatre in Year 10.
How are we assessed?
The qualification is made up of three components.
(60% of qualification)
|
Component 1: Devising Drama 60 marks |
Component 2: Text Performance 60 marks |
|
Students will create a devised performance in groups. They will be able to select a starting point from a range of stimuli provided by the exam board. Performances will be between 5 and 15 minutes, depending on the size of the group. All performances will be supported by a written Portfolio which is evidence of the students’ devising process and can be made up of a combination of writing, images, observation notes and artefacts.
40 marks: For the evidence in the portfolio 20 marks: For the final performance. |
Students will study a text chosen by the centre. Students will take a part in two performances of two extracts from the text. They will work in a group no larger than 6 The time range is between 2 and 15 minutes, depending on the size of the group. Students will be required to produce an accompanying concept document which outlines their intentions for the performance.
20 marks: Interpretation of the text and creating an intention for performance 40 marks: For the demonstration of the chosen theatrical skill in the final performances. |
|
Component 3: Written Exam (40% of qualification) The exam component will be assessed at the end of the qualification and will be 1 hour and 30 minutes in length. Students will have to complete two compulsory sections |
|
|
Section A 50 marks |
Section B 30 marks |
|
Students will be asked about preparing and performing a text. They will draw on the experience of studying a whole text during the course from a list set by the exam board. The questions will focus on the process of creating and developing a performance, working as a director, performer and designer, as well as the performance of a character from the text |
This section asks the students to review a performance they have seen on their course. They will be primarily assessed on their ability to analyse and evaluate, but will also be marked on their accurate use of subject specific terminology. |
How are we grouped?
Students are always taught in mixed ability classes. During lesson time, students work in pairs, small groups and mixed gender groupings.
What home learning are we expected to do?
Home learning will be set each week and there will be a mixture of practical and written work. Students will be expected to rehearse and prepare outside lessons, for a practical performance, as well as keep a written record of their drama work which will involve analysis and evaluation. Students will also be set tasks connected to the written exam.
What can parents do to help?
Discuss with your child what has happened in their drama lesson and encourage them to complete any home learning tasks set. Theatre visits are also a valuable learning tool.