Curriculum Intent

At Werneth School we recognise that music is a powerful, unique form of communication that can change the way pupils feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development.

Our curriculum is intended to build on their musical skills and allow students to develop their own personal musical interests as well as introduce them to musical styles and genres from different cultures and different times.


Curriculum Features

Our Music curriculum is designed to help students:

 

  • Develop a thorough understanding of music, through performing, composing, listening and analysing.
  • Develop self-confidence through performance, both through lessons and extra-curricular participation
  • Encourage creativity through composition skills
  • Understand the complexities of music through analysis of a wide range of genres from different musical and cultural perspectives
  • Encourage personal development through ensemble performances and group compositions
  • Understand how music can support the development of life skills, such as confidence, self awareness, perseverance and discipline and provide a holistic experience that they can take beyond their musical studies
  • Develop their cross-curricular skills of problem solving, perseverance, diligence, team work, time management, organisation, responsibility and cultural history

Gain a sense of achievement through performance.

Overview

Year 7

 

 

Autumn

Spring

Summer

Area of study:

Bridging Unit

Chinese Music

Ukulele

Fur Elise

Programme Music

What should they know?

Students will study…

The interrelated dimensions of music keywords.

 

 

What is a folk song?

Traditional Chinese instruments

How it compares to British Folk music

 

How a song can be created from chord patterns

The background to Fur Elise and the composer,  Beethoven.

The background to The Planets and the composer Gustav Holst.

What should they be able to do?

Students will be able to…

perform simple tunes on the keyboard.

to access and use Garageband

Record a simple folk song into Garageband and add a percussion track.

Make a comparison between Chinese and British folk tunes.

Play 3 chords on the Ukulele in time to a backing track

Perform the opening theme of Fur Elise

Compose a piece of music that reflects a character. Record this using Garageband.

Key vocabulary

Performing

Composing

Pitch

Tempo

Dynamics

Timbre

Rhythm

Texture

Describe

Orchestra

Woodwind / Brass / Strings / Percussion

 

Pentatonic scale

Folk song

Er-hu

Pipa

Yang-Qin

Di-zi

Improvise

Compare

 

Major

Minor

Chords

Structure

 

Theme

Study

Classical

 

Character

All keywords from units 1, 3 & 4

 

 

 

Assessment

Playing a tune on the keyboard

Written description of a piece of music

Garageband recording of a Chinese folk tune

Small group performance of a chosen song on the Ukulele

Performance of Fur Elise

Garageband composition

Year 8

 

Autumn

Spring

Summer

Area of study:

Spooky Music

Remixing

The Entertainer

Rap

Music & Media 1: Advertising

Hooks & Riffs

What should they know?

Students will study… how composers use certain techniques to create tension

Different genres of popular music and then use identified features to create their own remix of a well known popular tune

Key background information about Scott Joplin.

How to identify Ragtime piano music

The early history and development of Rap and Hip-Hop as a genre.

An understanding about the role music plays in the advertising industry

How important hooks & riffs are in composing successful popular music. 

What should they be able to do?

Students will be able to…

describe techniques used in extracts that we listen to and compose their own ‘spooky’ composition

Identify different genres of popular music and create their own remix arrangement of a popular tune

Perform the main theme of The Entertainer

Perform a rap in time to a backing track.

 

Create a backing track and own lyrics that are suitable to rap with.   Record this using Garageband

 

Create a suitable soundtrack for a chosen advert

Be able to identify hooks and riffs.

Create an arrangement of a popular tune, recording in a riff and a hook and also exploring improvising over the riff.

Key vocabulary

Discordant

Ostinato

 

Style

Genre

Soul

Acoustic

House

Rap

Drum ‘n’ Bass

Jazz

Ragtime

 

 

Flow

Rhyme

 

Promotion

Automation

Sound FX

 

Riff

Hook

Automation

 

 

Assessment

Garageband composition

Remix of an existing piece of popular music

Performance of The Entertainer

Recording of Rap

Garageband composition

Garageband recording

 

Year 9

 

Session 1

Session 2

Area of study:

Music & Media 2 : Film

Personal Music Project

What should they know?

Students will study…

Learn about the impact that music has on a film. Key techniques that composers use to convey the emotion and setting of the film.

Students will follow a pathway which will allow them to study a particular area of music at greater depth. E.g performer / producer / songwriter / dj / journalist

What should they be able to do?

Students will be able to…

create their own soundtrack for a film trailer

Students will further develop knowledge and skills relating to their chosen specialised musical pathway.

E.g. developing performance skills / theoretical knowledge / composition techniques etc

Key vocabulary

Underscore

Soundtrack

Leitmotif

Diegetic

Non-Diegetic

Mickey Mousing

 

Key vocabulary will be dependent on their chosen specialised pathway.  It will be based around language used by professionals in the industry.

Assessment

Final soundtrack submission

Submitted compositions / performances / written work based on their particular chosen pathway.

 

KS4

 

Curriculum Intent: The Music Department aims to provide students with a rewarding and enjoyable experience which enables them to become better musicians.  We will develop their level of performance, enable them to compose high quality pieces and be able to describe music from a range of genres taken from around the world and periods in time.  Time is also given over to developing students' broader musicianship and aural skills.

 

The curriculum is taught by interleaving the different listening topics alongside performing and composing work.  Students will work individually, in small groups and in whole class projects.

 

Curriculum Features:

  • To be able to perform confidently
  • To develop the oracy skills and use of technical language in the subject so that students can articulate their thoughts and provide reasoning for their work
  • Encourages students to develop their overall musicianship and musical experience in a wider sense.
  • To have a deep understanding of music from a range of genres across both time and place
  • To be able to confidently use music technology in order to create successful compositions that respond to a stimulus.
  • A curriculum that is designed for students to learn to their ability as well as aspiring to improve throughout

Curriculum overview:

Y10:

 

Autumn

Spring

Summer

Area of study:

Performance target setting

Group composing

Overview of the Areas of Study & describing music

 

Performance development

Composing techniques

Area of study 2: Concerto Through Time

Area of study 5: Popular Music

Performance development

Composing techniques cont

Area of study 3: Rhythms of the World

Area of study 4: Film & Computer Game music

What should they know?

Basic notation reading skills

Common instruments from the Areas Of Study

Key facts (around 100) on general music theory and across the areas of study

More advanced knowledge of all the Areas of Study

What should they be able to do?

Work as a group to compose short tunes based on different stimuli

Developing performance skills for an initial assessment

Use a range of  techniques to compose individually.

Improving performance skills

Use a notation package to compose a piece for melody and accompaniment.

Fluently perform a piece chosen by the student

Key vocabulary

Basic keywords relating to AoS

MAD T-SHIRT descriptive words

 

Keywords connected with the Areas of Study

More in depth keywords/instruments (approx additional 100 words/facts) across the Areas of Study

Assessment

To ensure consistency of assessment across the year for students we use the following model

  • In each of the above units students will have the opportunity to complete a series of progress checks. These are aimed at checking students' understanding and they will complete a relevant piece of improvement work based on teacher feedback -

 

 

Y11:

 

 

Autumn

Spring

Summer

Area of study:

Exam question practice of all Areas of Study.

Areas of Study and revision is targeted depending on analysis of Mock Exams results.

 

Completing performance and composition portfolios

Revision tasks covering all Areas of Study

Final listening exam

What should they know?

Be able to identify music from 10 different genres and have a secure set of knowledge connected to each.

Be able to identify music from all genres and have secure knowledge connected to each.

GCSE specification should be known confidently and secure knowledge of the skills required to answer a GCSE paper confidently.

What should they be able to do?

Perform at least one piece confidently to an accompaniment and developing another piece to complete the portfolio

Perform pieces to a total duration exceeding 4 minutes

Have two compositions completed - one set to a brief set by OCR and the other a free choice with a total duration exceeding 3 minutes.

Key vocabulary

Continued build of vocabulary

 

 

Assessment

  • Students' performance and composition work is regularly assessed and both verbal and written feedback is provided.
  • Development of knowledge in the Areas of Study is also regularly assessed by way of practice listening tests, small stakes quizzes and MCQ’s.
           

 

GCSE Exam Information: OCR GCSE Music (J536); Performing & Composing Portfolio (60%) / Listening Exam (40%)

 

Chris.barnett@wernethschool.com

Curriculum Intent

Dance is a hidden language that not only allows us to express our ideas and emotions in a different approach but also allows us to build lifelong skills of communication, creativity, teamwork and independence. Every young person has the opportunity to access dance as not only an art form but also as an alternative healthy lifestyle approach. Our curriculum aims to provide enriched opportunities for each and every student to gain skills for life and learn to appreciate dance from all over the world and its place in society.
 

Curriculum Features

  • Develop competence to excel in dance and develop confidence over time
  • Students are physically active for sustained periods of time
  • Promote healthy, active lives with the understanding what long term benefits of a healthy lifestyle are, building an interest to get involved with exercise both in and out of school
  • Students to look at different dance cultures, history and its place in current society
  • Build creative thinkers
  • Build problem solvers and critical thinkers
  • Be self-reflectors and have the ability to form opinions
  • Build interpersonal and transferable skills such as; teamwork, leadership and independence
  • Build appreciation skills
  • Promote self-discipline
  • Develop transferable skills

 

Overview

Students have 1 lesson of dance every 2 weeks

Year 7

 

Autumn

7 lessons

 

Spring

5 lessons

Summer

6 lessons

Area of study:

The elements of dance

The elements of dance

Narrative Dance

Narrative Dance

Abstract dance

Musical Theatre

What should they know?

Students will study…

The importance of warm up

Safe Practice in the studio

The basic elements of RADS (Relationship, Actions, Dynamics, Space) .

Students will study…. The basic elements of dance  (RADS) to give them the core principles to be successful through the KS3 curriculum.

Students will study…. Charlie Chaplin and how characterisation can be shown through the use of gestures.

Students will study…. The Bogey Man and how it can be used as a stimulus for dance.

Students will study…Shipwrecked as a stimulus for creating abstract dances.

Students will study…. Matilda the musical and will look at ‘Revolting children’.

What should they be able to do?

Students will be able to…Follow a teacher taught warm up, they should be able to recall some key facts about how we warm up and why we warm up.

Students will be able to…copy a simple dance motif. Students should be able to create simple motifs using action, space, dynamics, unison, canon, transitions and formations.

Students will be able to… Perform a teacher motif based on the characters from silent movies. Students will be able to create a short narrative dance using the characters from silent movies.

Students will be able to…Perform a teacher taught motif based on the character. Students should be able to create 2 short sections of movement based on a given stimulus.

Students should be able to…. Perform a teacher taught motif based on the stimulus. Students should be able to create a short dance using the game shipwrecked as a stimulus.

Students should be able to…. Perform a teacher taught motif and apply mirroring and motif development techniques to the movement phrases.

Key vocabulary

Mobilisation, Pulse Raiser, Stretching, Flexibility, Muscles, Heart rate, joints, Oxygen (oxygenated), energy

Continuation of Autumn 1 keywords plus:

Action

Space (levels/direction)

Dynamics

Relationship

Motif

Unison

Canon

Formation

Transition

Choreograph

 

Performance skills

Continuation of Autumn keywords plus:

Narrative dance

Stimulus

Character

Gesture

 

Performance skills

Continuation of Autumn and Spring keywords plus:

Section

 

Performance skills

Continuation of Autumn and Spring keywords plus:

Abstract

 

Performance skills

Continuation of Autumn and Spring keywords plus:

Mirroring

 

Performance skills

Assessment

Formative assessment within lessons.

Peer and self-assessment

Performance of choreographed motif using RADS and choreographic devices

Formative assessment of performance and choreography of Charlie Chaplin narrative dance

Summative assessment of performance and choreography of The Bogey Man Narrative dance

Choreography of Shipwrecked dance.

Performance of revolting children.

 

Year 8

 

Autumn

7 lessons

Spring

5 lessons

Summer

6 lessons

Area of study:

Dance styles

Physical Theatre

Dance styles

Physical Theatre

Dance styles

Musical Theatre

Dance styles

Musical Theatre

Dance styles

Cultural dance:

 

Dance styles

Cultural dance:

What should they know?

Students will study…

How to perform physical theatre contact work safely

Performance Skills

Students will study…Using the titanic as a starting point for creative work.

Students will study…repertoire from famous musical theatre shows.

Grease and Hairspray.

Students will study…repertoire from famous musical theatre shows.

Grease and Hairspray.

Students will study… a range of cultural dances across the term. They will study The Haka, Bollywood and Street Dance.

Students will study… a range of cultural dances across the term. They will study The Haka, Bollywood and Street Dance.

What should they be able to do?

Students will be able to…

Create more complex dance ideas using physical theatre techniques

Students will be able to…

Create more complex dance ideas using physical theatre techniques to create a short dance based on the stimulus titanic.

Students will be able to… perform repertoire from the musical.

Students should be able to develop ideas using their knowledge of the musical and using techniques learnt in the autumn term.

Students will be able to…. perform an extended piece of repertoire ’Nicest kids in town’ in an ensemble.

Students will be able to…. Perform dances in a range of different styles, they will be able to contribute ideas to whole class choreography and group dances.

Students will be able to…. Perform dances in a range of different styles, they will be able to contribute ideas to whole class choreography and group dances.

Key vocabulary

Counter Balance

Counter Tension

Taking Weight

Lift

Stimulus

Continuation of key vocabulary from year 7 curriculum

Counter Balance

Counter Tension

Taking Weight

Lift

Stimulus

Continuation of key vocabulary from year 7 curriculum

Musical Theatre

Repertoire

Develop

Continuation of key vocabulary from year 7 curriculum and Autumn term

Musical Theatre

Repertoire

Ensemble

Continuation of key vocabulary from year 7 curriculum and Autumn term

Culture

Stylistic features

Continuation of key vocabulary from year 7 curriculum and Autumn and spring term

Culture

Stylistic features

Continuation of key vocabulary from year 7 curriculum and Autumn and spring term

Assessment

Formative assessment in lessons.

Performance and choreography of physical theatre pieces.

Performance of teacher taught repertoire.

Performance of teacher taught repertoire.

Formative assessment in lessons.

Summative Assessment: Performance of your chosen style.

Year 9

 

Autumn

Spring

Summer

Area of study:

Rotation 1: Group 1

Rotation 1: Group 2

Rotation 1: Group 3

Rotation 2: Group 1

Rotation 2: Group 2

Rotation 2: Group 3

What should they know?

Students will study… Christopher Bruce’s Swansong

 

Students will study… Christopher Bruce’s Swansong

 

Students will study… Christopher Bruce’s Swansong

 

Students will study…The professional works of Kate Prince

Into the Hoods

Everyones talking about Jamie

Some Like it Hip Hop

Students will study…The professional works of Kate Prince

Into the Hoods

Everyones talking about Jamie

Some Like it Hip Hop

Students will study…The professional works of Kate Prince

Into the Hoods

Everyones talking about Jamie

Some Like it Hip Hop

What should they be able to do?

Students will be able to…Perform and create duo and group work based on the key themes of the piece. Students will be able to analyse the professional work and describe key features within the work.

Students will be able to…Perform and create duo and group work based on the key themes of the piece. Students will be able to analyse the professional work and describe key features within the work.

Students will be able to…Perform and create duo and group work based on the key themes of the piece. Students will be able to analyse the professional work and describe key features within the work.

Students will be able to…..Analyse the professional works and the key features within them. Students will be able to research key information in relation to the choreographer and the professional works. Students will be able to present their findings through presentations, reviews or mood boards.

Students will have an independent project to complete.

Students will be able to…..Analyse the professional works and the key features within them. Students will be able to research key information in relation to the choreographer and the professional works. Students will be able to present their findings through presentations, reviews or mood boards.

Students will have an independent project to complete.

Students will be able to…..Analyse the professional works and the key features within them. Students will be able to research key information in relation to the choreographer and the professional works. Students will be able to present their findings through presentations, reviews or mood boards.

Students will have an independent project to complete.

Key vocabulary

Stimulus

Choreographic intention

Choreographic Devices

Symbolic

Features of production

Manipulation

Intimidation

Humiliation

Continuation of key vocabulary from year 7 and 8 curriculum

Stimulus

Choreographic intention

Choreographic Devices

Symbolic

Features of production

Manipulation

Intimidation

Humiliation

Continuation of key vocabulary from year 7 and 8 curriculum

Stimulus

Choreographic intention

Choreographic Devices

Symbolic

Features of production

Manipulation

Intimidation

Humiliation

Continuation of key vocabulary from year 7 and 8 curriculum

Choreographer

Stimulus

Theme

Features of production

Design

Research

Present

Mood Board

Choreographer

Stimulus

Theme

Features of production

Design

Research

Present

Mood Board

Choreographer

Stimulus

Theme

Features of production

Design

Research

Present

Mood Board

Assessment

At the end of each rotation students will perform their final piece and submit a written report on the dance.

At the end of each rotation students will perform their final piece and submit a written report on the dance.

At the end of each rotation students will perform their final piece and submit a written report on the dance.

At the end of each rotation students will submit 1. Analysis of 1 professional work of your choice. 2. Presentation/Mood board of 1 work of your choice.3. A design of their choice.

At the end of each rotation students will submit 1. Analysis of 1 professional work of your choice. 2. Presentation/Mood board of 1 work of your choice.

3. A design of their choice.

At the end of each rotation students will submit 1. Analysis of 1 professional work of your choice. 2. Presentation/Mood board of 1 work of your choice

3. A design of their choice.

Year 9: Dance Performance

 

Autumn

Spring

Summer

Area of study:

Contemporary Dance Technique

Learning a repertoire in the style of a professional practitioner

Learning a repertoire in the style of a professional practitioner

Learning repertoire from a professional piece of dance

Learning repertoire from a professional piece of dance

Junior Dance Leaders

What should they know?

Students will study…

Contemporary Dance Technique

 

Students will study…

The work of Anne Teresa De Keersamaekers ‘Rosas Danst Rosas’

Students will study…

The work of Anne Teresa De Keersamaekers ‘Rosas Danst Rosas’

Students will study…

The work of Kate Princes Everyone's Talking about Jamie, ‘And you don’t even know it’

Students will study…

The work of Kate Princes Everyone's Talking about Jamie, ‘And you don’t even know it’

Students will study… How to create dances for young students. Leadership skills.

What should they be able to do?

Students will be able to…

Independently perform 5 exercises in a contemporary style

Independently perform an amalgamation in a contemporary style

Apply performance skills to contemporary technique

Students will be able to…

Independently perform a full length repertoire in the style of Anne Teresa De Keersamaeker. They will be able to review their progress and write milestone reviews.

Students will be able to…

Independently perform a full length repertoire in the style of Anne Teresa De Keersamaeker. They will be able to review their progress and write milestone reviews.

Students will be able to…

Independently perform a full length repertoire And you don’t even know it. They will be able to review their progress and write milestone reviews.

Students will be able to…

Independently perform a full length repertoire And you don’t even know it. They will be able to review their progress and write milestone reviews.

Students will be able to…

Independently create a dance that is suitable for Primary age students. They will be able to deliver practical sessions with primary age students in preparation for a mini performance.

Key vocabulary

Style

Stylistic Features

Technique

Performance skills

 

 

Style

Stylistic Features

Technique

Performance skills

Milestones

Review

Rehearsal discipline

Systematic repetition

Style

Stylistic Features

Technique

Performance skills

Milestones

Review

Rehearsal discipline

Systematic repetition

Style

Stylistic Features

Technique

Performance skills

Milestones

Review

Rehearsal discipline

Systematic repetition

Style

Stylistic Features

Technique

Performance skills

Milestones

Review

Rehearsal discipline

Systematic repetition

Dance vocabulary covered across the KS3 curriculum

Leadership

Organisation

Assessment

Students will be given a score for each exercise and a score for the amalgamation, this will then correlate into a working Foundation, pass, merit, distinction or distinction* grade. Students will receive a certificate once they have completed the syllabus.

Formative assessment.

Self assessment through reviews.

Final performance of the repertoire.

Evaluation of final performance.

Formative assessment.

Self assessment through reviews.

Final performance of the repertoire.

Evaluation of final performance.

 

 

GCSE Exam Information: Exam Board, papers and topics (weighting and length of paper)

Edexcel Pearson: BTEC Dance L1/2 Performing Arts with a Dance Approach

Component 1: Exploring the Performing Arts 30%

Component 2: Developing dance skills and techniques 30%

Component 3: Responding to a brief 40%

 

Useful links:

 

Careers: https://www.youtube.com/watch?v=nQvUqKgzLIc

Italia Conti: Online technique classes: https://www.youtube.com/@ItaliaContiVirtual

 

Transferrable skills in dance: https://www.youtube.com/watch?v=xqcKXYcQZXo

Transferrable developed over the curriculum:

Performance skills developed over the curriculum:

Student Performances:

Year 9 Dance production work:

 

Kit

In Dance, students should wear a practical kit for each lesson:

  • An official Werneth School PE top or official Expressive Arts’ top
  • Black practical bottoms: sport shorts or tracksuit bottoms or School PE tracksuit bottoms/shorts and sports leggings are all acceptable
  • Bare feet (No shoes or socks are allowed unless a medical note is provided and an alternative arrangement will be made)
  • Long hair should be tied up
  • Students should remove any earrings & watches for all lessons
  • If a student is unable to bring their kit or they have an injury, please write a note and send it to school with them. All students will usually be able to take part in some part of the lesson even if injured. Sanctions will be given for students who persistently do not bring kit and do not have a note.
  • Students are required to have a pen for every lesson.

In KS4 dance students may wish to also wear a leotard and any personalised departmental t-shirts that have been ordered. 

 

Kimberley.Hibbert@wernethschool.com

Curriculum Intent

The Drama Department exists to unlock the creativity of every learner at Werneth School. We foster positive communication,  story-telling and personal development as we open-doors to careers in the creative industries. We give students hands-on experience with culturally rich examples of Drama from the English Speaking World, and we approach our work with fun, respect and non-judgementalism so Werneth students can become independent, resilient and empathetic Drama-makers.

 

Curriculum Features

Students engage practically in the drama-making process in order to develop the essential skills and knowledge they will need to work as Creative Collaborators in the future. In rehearsals, students are devising and practising with focus, and thereby building not just skills as actors, but also team-work and communication skills. In performance, students are developing Characters, Narratives and Worlds of Play. Through performing their drama to others, students are building confidence and self-discipline. In evaluation, students are developing empathetic interpersonal skills as they engage in self and peer assessments, along with the ability to articulate their own personal tastes and strengths.

 

The Drama Department has positive links throughout Werneth, namely with Dance, English, Geography, History, MFL, Music, Life Learning, SEND and STEM. We are also proud Allies to the Skittle Squad and the LGBTQ+ Community.

The Drama Department is led by a subject specialist with professional experience as an actor and director as well as a practitioner of Applied Theatre. We have a dedicated Drama Studio with Sound and Lighting Equipment, which gives our students the opportunity to perform in an intimate yet sophisticated venue.

Overview

Year 7

 

Autumn

Spring

Summer

Area of study:

The Grimm Tales

The Chorus

Gothic Drama

What should they know?

Students will study…

  • The Brothers Grimm and the structure of traditional fairy tales.
  • How to develop drama from The Grimm Tales (stories and pictures)
  • How to perform as characters and narrators.
  • How to apply Elements of Drama to create meaning.

 

  • Ancient Greek Drama and how to apply some of its features to modern poetry.
  • How to develop chair duets, physical theatre, choral speaking and choral movement that tells a story based on a piece of modern poetry.

 

  • How tension and suspense are created through Narrative, Characterisation and Atmosphere, aka The World of the Play (including sound and lighting FX).
  • How to develop tropes and interpolated narratives from Gothic Literature.

What should they be able to do?

Students will be able to…

  • Develop dialogue, characters and narratives in pairs and groups. 
  • Devise from stimuli and perform in a piece of Drama that tells a story to the audience.
  • Articulate reactions as audience members, then offer and act upon feedback.

 

  • Participate in a chorus, moving and speaking as part of a group of performers.
  • Devise a piece of choral drama that tells a story to an audience.
  • Put across conflict in their drama. 
  • Articulate their reactions to the Drama of others, giving examples of what they find interesting, and then offering feedback for improvement and acting upon it.

 

  • Devise Drama effectively from Gothic stimuli, selecting elements of drama to fulfil the tropes and character archetypes.
  • Develop tropes and interpolated narratives from Gothic Stimuli.
  • Begin to articulate their creative intentions as drama-makers, along with their reactions to the Drama of others, being specific what they find interesting, and then offering feedback for improvement and acting upon it.

Key vocabulary

a.k.a. Elements of Drama

  • Grim and The Brothers Grimm      
  • Still-images (string-together)
  • Narration, Narrator, Narrative
  • Plot Structure
  • Actor as Object (Physical Theatre)
  • Proxemics
  • Characterisation
  • Dialogue
  • Thought-Tracking
  • Proxemics
  • Still-images (string-together)
  • Actor as Object (Physical Theatre)
  • Characterisation
  • Choral Speaking
  • Choral Movement
  • Mirroring and Marionettes
  • Chair Duets
  • Conflict
  • Characterisation - Gothic Archetypes 
  • Creative Intentions
  • Reactions as an Audience
  • Gothic Tropes
  • Atmosphere
  • Sound & Lighting Effects (SFX & LX)
  • Interpolated Narratives
  • Proxemics and Entrances/Exits
  • Narration/Direct Address
  • Dialogue in Role
  • Tension and Suspense
  • Conflict

Assessment

Students will be Assessed upon the work they do in Rehearsals, Performance and Evaluation. Both their practical drama and their booklets/folders will be assessed.

Working in groups, students must devise and perform a piece of Drama that tells (or retells) a well-known story from the Brothers Grimm, including the Elements of Drama we’re learning about this year.

Working in groups, students must devise and perform a piece of Choral Drama, based on a modern poem, including the Elements of Drama we’re learning about this year.

Working in groups, students must devise and perform a piece of Gothic Drama, based on Darkwood Manor, including the Elements of Drama we’re learning about this year.

Year 8

 

Autumn

Spring

Summer

Area of study:

Musicals

Soap Operas - EastEnders

Naturalism

What should they know?

Students will study…

  • How to bring scripts to life, focussing on excerpts from the Professional Repertoire of Musicals from the West End and Broadway
  • How to develop characterisation for musicals onstage
  • How to approach a script, understand what’s going on in the scene and learn your lines

 

  • General information about EastEnders and the origins of Soap Operas in Britain
  • How Soaps are created, including how to develop stock characters/caricatures  and story-lines from EastEnders

 

  • Naturalism and how to develop The Given Circumstances in Drama
  • How to make the Conflict escalate believably in a piece of Drama
  • How flashbacks can reveal depth about the characters and their stories

What should they be able to do?

Students will be able to…

  • Rehearse, perform and evaluate their drama-making, as if they were professionals developing a section of dialogue from a Musical.
  • Pick apart a script, memorise the structure and paraphrase it in performance.
  • Make choices about staging and characterisation.
  • Choose which character suits them best and how to develop it.
  • Evaluate what makes their scenes entertaining, what choices are successful, and then offering feedback for improvement and acting upon it.

 

 

  • Devise a series of scenes based on a typical episode of EastEnders.
  • Play at least one typical character from EastEnders.
  • Cross-cut between the scenes and use conflict, hooks and cliff-hangers to engage the audience.
  • Evaluate what makes their Soaps entertaining, discussing how the stories and characters are interesting, and then offering feedback for improvement and acting upon it.
  • As a challenge, students can include stage-combat.

 

  • Devise a piece of Naturalistic drama, including a flashback, based on photo-stimuli.
  • Develop believable characters based on the Given Circumstances.
  • Transition smoothly between at least two scenes, using simply the chairs as set/stage furnishings - moving creatively and with focus.
  • Develop LX and SFX to enhance their creative intentions.
  • Evaluate what makes their Naturalistic Drama entertaining, discussing how the stories and characters are believable and interesting, and then offering feedback for improvement and acting upon it.
  • As a challenge, students can include stage combat.

Key vocabulary

a.k.a. Elements of Drama

  • Read-Thru
  • Stage Directions
  • Lines
  • Paraphrasing
  • Choices
  • Blocking
  • Proxemics
  • Characterisation - Status
  • Conflict
  • 3-Take Rule
  • Cross-Cutting
  • Stock Characters & Caricatures
  • Stereotypes (Relatable Characters)
  • Cockney - East London
  • Melodrama
  • Hook
  • Cliff-hanger
  • Conflict
  • Believable (Relatable)
  • Escalate the Conflict
  • Transition
  • Given Circumstances
  • Flashback
  • Character Depth
  • Creative Intentions
  • Enhancing with SFX and LX
  • Devise from Stimuli

 

Assessment

Students will be Assessed upon the work they do in Rehearsals, Performance and Evaluation. Both their practical drama and their booklets/folders will be assessed.

Working in small groups, students must select a well-known scene from the set-texts -  excerpts from West End and Broadway Musicals, i.e. Blood Brothers, Annie, etc. They must rehearse, perform and evaluate (peer-assess) their work and include Elements of Drama.

 

Working in groups, students must devise and perform scenes based on famous stories and character from EastEnders, including Elements of Drama.

Working in groups, students must devise and perform Naturalistic scenes based on photo-stimuli, including Elements of Drama.

Year 9

 

Expressive Arts Carousel I

Expressive Arts Carousel II

Area of study:

Mafia and the World of The Godfather

Witch-Trials in the World of The Crucible

What should they know?

Students will study…

  • The world of the play of The Godfather, i.e. immigrants and the Mafia in early-mid 20th century America.
  • How actors use the given circumstances, objectives and obstacles in developing characterisation.
  • The world of the play of The Crucible, i.e. Witch Trials in the early British-American colonies (Salem, 1692).
  • How actors use objectives and obstacles in developing characterisation.

What should they be able to do?

Students will be able to…

  • Participate creatively in the whole-group role-play game, Mafia.
  • Develop their own characters and narrative within the world of Mafia.
  • Develop role-plays based on getting a job within the world of Mafia - at the café.
  • As a challenge, students can include stage combat.

 

 

  • Devise two linked Creative Role Plays -  in small groups and whole-group scenes and transition between the two.
  • Participate in a reasoned argument, including witness testimony, and “innocent” vs. “guilty” Judgements.
  • As a challenge, students can include stage combat with weapons.

Key vocabulary

a.k.a. Elements of Drama

  • Status
  • Objectives
  • Obstacles
  • Characterisation
  • Character Journey: A Day in the Life
  • Paraphrasing
  • Improvisation
  • Role-play Game

 

  • The Given Circumstances
  • Characterisation
  • Character Journey
  • Objectives/Obstacles/Motivations
  • Flashbacks and Backstory
  • Empathy
  • Conflict
  • Transition

Assessment

Students will be Assessed upon the work they do in Rehearsals, Performance and Evaluation. Both their practical drama and their booklets/folders will be assessed.

Working as a whole group, students will take reasonable ownership of The Mafia Game, animate the event themselves and participate in-role. Students will also develop role-plays in groups based on the events that occur at the café, developing a plot and characters set in The World of Mafia.

Working as a whole-group, students will devise and participate in-role in a courtroom scene for a Trial set in the World of The Crucible. Students will also develop role-plays in groups based on conflict between neighbours set in The World of The Crucible.

 

Curriculum overview:

Y10:

 

Autumn

Spring

Summer

Area of study:

Mock Component 1:

“Exploring the Performing Arts”

42nd Street & Hamilton

Re-teach, Revisit, and pre-learning for Component 1

 

Component 1:

“Exploring the Performing Arts”

Broadway Musicals, Shakespeare & Gritty Northern Drama

Mock Component 2:

Developing Skills and Techniques in the

Performing Arts

 

What should they know?

Students will study…

  • Professional productions, influences, creative outcomes and purpose.
  • The processes, techniques and approaches that contribute to performance repertoire - i.e. how the professionals put on a show.

Students will study…

  • How to take ownership of their learning journey.
  • The Job-Roles involved in Theatre-Making
  • An introduction to the pieces of Professional Repertoire that we’ll be considering in Component 1. 

Students will study…

  • A1. Professional performance material, influences, creative outcomes and purpose.
  • A2. Roles, responsibilities and skills used to create work, developing their knowledge and understanding of how they contribute to performance.
  • B. The interrelationships between processes, techniques and approaches that contribute to performance repertoire - i.e. how a range of professionals work together to put on a show.

Students will study…

  • Professional practice in acting and/or design, based on a script of their choice from Professional Theatre.
  • What is a successful pitch for designers.
  • How to approach a performance/Pitch and review one’s progress towards one’s goal.

 

What should they be able to do?

Students will be able to…

  • Discuss Professional Performance Material
  • Rehearse and perform excerpts of Drama, applying professional techniques.

Students will be able to…

  • Work with peers to develop skills and knowledge.
  • Discuss Professional Performance Material at an introductory level.
  • Pursue knowledge about how the professional performance material was created.

Students will be able to…

  • Discuss Professional Performance Material
  • Rehearse and perform excerpts of Drama, applying professional techniques as actors.
  • Develop designs and work as a member of the stage crew.
  • Evaluate the success of both professional performance material as well as their own work.

Students will be able to…

  • A Use rehearsal or production/design processes
  • B Apply skills and techniques in performance or realisation
  • C Review own development and application of performance or design skills.

 

Key vocabulary

  • 5Ws
  • Synopsis
  • Artistic Intentions
  • Impact on the Audience
  • Skills required of Actors, Producers, Designers and Crew, i.e. communication, creative, organisational skills, etc.
  • Language about the Production Process, i.e. casting, rehearsals, dress rehearsal, opening night.
  • Aim - Personal
  • Revision Skills and Techniques
  • Language about Technical Theatre - Lights, Sound, Set, Costumes
  • Theatre-Spaces

 

Revise -

5Ws - who, what when, where, why

Artistic Intention and Impact on the Audience.

Plus Giving Examples and Explaining their significance.

  • 5Ws
  • Synopsis
  • Elevator Pitch
  • Artistic Intentions
  • Impact on the Audience - please see Drama’s Mission for Oracy and drama-tools that have an impact
  • Skills required of Actors, Producers, Designers and Crew, i.e. communication, creative, organisational skills, etc.
  • Language about the Production Process, i.e. casting, rehearsals, dress rehearsal, opening night.
  • Language surrounding spaces in a theatre, i.e. dressing rooms, front of house, wings, etc.
  • Stanislavski’s Method - Given Circumstances, Objectives and Obstacles.

Actors:

  • Stanislavski’s Method - Given Circumstances, Objectives and Obstacles.
  • Getting organised - Call Time, Running Order, etc.

 

Designers:

  • Concept
  • Mood Board
  • Colour Palette
  • Sketches
  • Maquette
  • Prototypes
  • Lighting Grid
  • Cue-Sheet

Assessment

Students will participate in practical workshops and submit a portfolio.

Students will produce a portfolio of revision materials.

Students will participate in practical workshops and submit a portfolio during a controlled assessment period of approximately 12 hours.

Students will participate in practical workshops, give a performance/presentation for a small audience and submit a portfolio.

 

Y11:

 

Autumn

Spring

Summer

Area of study:

Component 2:

Developing Skills and Techniques in the

Performing Arts

Component 3:

Responding to a Brief

Component 3:

Responding to a Brief - Controlled Assessment (May)

What should they know?

Students will study…

  • How to choose the script and job-role that’s right for them.
  • How to develop a performance and/or design concept at a professional level.

Students will study…

  • How to respond to Brief
  • How to develop Drama for a Target Audience
  • How to have a impact

 

 

What should they be able to do?

Students will be able to…

  • A Use rehearsal or production/design processes
  • B Apply skills and techniques in performance or realisation
  • C Review own development and application of performance or design skills.

Students will be able to…

  • Apply the skills and knowledge acquired in C1 and C2 into a personalised project based on a  Brief.
  • Create meaningful Drama that has an impact on the audience
  • Articulate their desired outcomes and keep track of their progress towards that goal.

 

Key vocabulary

Actors:

  • Stanislavski’s Method - Given Circumstances, Objectives and Obstacles.
  • Getting organised - Call Time, Running Order, etc.

 

Designers:

  • Concept
  • Mood Board
  • Colour Palette
  • Sketches
  • Maquette
  • Prototypes
  • Lighting Grid
  • Cue-Sheet

Revise Vocabulary from Component 1 and 2.

 

  • Target Audience
  • Devised Drama
  • Collaboration
  • Ensemble
  • Solo

 

Assessment

Students will participate in practical workshops, give a performance/presentation for a small audience and submit a portfolio during a controlled assessment period of approximately 12 hours.

Students will collaborate in a group to create and deliver a workshop performance to a select audience, and designers will give a presentation.

Performances in groups: no more than 15 minutes, and individual design presentations: 5 minutes.

They will also capture their ideas on planning, development and effectiveness of the production process in a written log and an evaluation report.

A task worth 60 marks will be completed under supervised conditions.

The supervised assessment period (written logs) is 3 hours.

Please Note - Controlled Assessment is usually scheduled in May

 

 

 

GCSE Exam Information: Exam Board, papers and topics (weighting and length of paper)

 

Students gain the BTEC Tech Award in PERFORMING ARTS: Acting, Level 1/Level 2.

Component One - Exploring the Performing Arts (May/June: Year 10) 36 Guided-Learning Hours - 30% overall

Component Two - Developing Skills and Techniques in the Performing Arts (Dec/Jan: Year 11) 36 Guided-Learning Hours - 30% overall

 

Component Three - Responding to a Brief (May/June: Year 11) 48 Guided-Learning Hours - 40% overall

In year 10, students practically develop knowledge and skills based on current practice - and how it has developed over time - in the performing arts industry by considering a range of high-quality theatrical productions. They must also develop journals, portfolios and logs to support their learning.  Students will complete Mocks of Components One and Two, as well as Component One for Internal Assessment.

 

In yr 11, students explore and perform pieces from the Professional Repertoire and create their own piece of Theatre as a final assessment. Once more, they must develop journals and logs to support their learning.  Students will complete a Mock of Component Three, as well as Component Two for Internal Assessment and Component Three, which is Externally Assessed.

 

 

Useful links:

 

We have a strong network of collaborators, colleges and professionals who regularly contribute to Drama at Werneth.

Collaborators include: 

Debut Studios - https://www.debutstudios.uk/

Kit

  • Students will wear their regular school uniform, which may need to be adapted to suit the requirements of each lesson. For example, students may need to remove blazers, shoes and socks and ties in order to perform Physical Theatre.
  • The white shelves at the back of the room are there for students to use to put their personal things, i.e. coats and bags, during the lesson.
  • Students must have appropriate writing equipment with them in all lessons, simply: bring a pen. Purple and Red Pens will be supplied.
  • Students may be required to develop costumes for their characters in drama and bring in personal costumes pieces and props from home. This is not meant to cost any money, but students may be asked to think creatively about things they already have in their homes, and how they can be used for Drama.
  • Beyond Covid-19, students will share hygienically cleaned theatrical masks and costumes, as well as props, for lessons, assessments, and extra-curricular activities. However, during the Covid-19 outbreak, students cannot access these things.
  • For performances in class (mostly for yr 9, 10 and 11), students may be asked to wear basic-blacks (i.e. black top and black bottoms) along with bare-feet and/or trainers if appropriate.
  • For rehearsals in class, leading up to a performance (mostly yr 9, 10 and 11) students may wear clothing that facilitates movement, i.e. their Expressive Arts/PE shirt and black shorts/leggings. Again, this is not intended to cost any money and must be cleared with the class-teacher first.
  • For extra-curricular costumes and props, every production will have different demands, but here again, it is not a requirement to spend any money. 

Emilie.brothers@wernethschool.com