Drama
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
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Autumn
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Spring
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Summer
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Area of study:
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The Grimm Tales
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The Chorus
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Gothic Drama
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What should they know?
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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.
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- 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.
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- 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.
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What should they be able to do?
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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.
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- 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.
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- 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.
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Key vocabulary
a.k.a. Elements of Drama
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- Grim and The Brothers Grimm
- Still-images (string-together)
- Narration, Narrator, Narrative
- Plot Structure
- Actor as Object (Physical Theatre)
- Proxemics
- Characterisation
- Dialogue
- Thought-Tracking
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- Proxemics
- Still-images (string-together)
- Actor as Object (Physical Theatre)
- Characterisation
- Choral Speaking
- Choral Movement
- Mirroring and Marionettes
- Chair Duets
- Conflict
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- 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
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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.
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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.
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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.
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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.
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Year 8
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Autumn
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Spring
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Summer
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Area of study:
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Musicals
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Soap Operas - EastEnders
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Naturalism
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What should they know?
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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
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- 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
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- 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
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What should they be able to do?
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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.
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- 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.
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- 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.
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Key vocabulary
a.k.a. Elements of Drama
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- Read-Thru
- Stage Directions
- Lines
- Paraphrasing
- Choices
- Blocking
- Proxemics
- Characterisation - Status
- Conflict
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- 3-Take Rule
- Cross-Cutting
- Stock Characters & Caricatures
- Stereotypes (Relatable Characters)
- Cockney - East London
- Melodrama
- Hook
- Cliff-hanger
- Conflict
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- Believable (Relatable)
- Escalate the Conflict
- Transition
- Given Circumstances
- Flashback
- Character Depth
- Creative Intentions
- Enhancing with SFX and LX
- Devise from Stimuli
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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.
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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.
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Working in groups, students must devise and perform scenes based on famous stories and character from EastEnders, including Elements of Drama.
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Working in groups, students must devise and perform Naturalistic scenes based on photo-stimuli, including Elements of Drama.
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Year 9
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Expressive Arts Carousel I
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Expressive Arts Carousel II
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Area of study:
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Mafia and the World of The Godfather
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Witch-Trials in the World of The Crucible
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What should they know?
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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.
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- 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.
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What should they be able to do?
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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.
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- 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.
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Key vocabulary
a.k.a. Elements of Drama
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- Status
- Objectives
- Obstacles
- Characterisation
- Character Journey: A Day in the Life
- Paraphrasing
- Improvisation
- Role-play Game
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- The Given Circumstances
- Characterisation
- Character Journey
- Objectives/Obstacles/Motivations
- Flashbacks and Backstory
- Empathy
- Conflict
- Transition
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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.
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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.
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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.
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Curriculum overview:
Y10:
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Autumn
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Spring
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Summer
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Area of study:
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Mock Component 1:
“Exploring the Performing Arts”
42nd Street & Hamilton
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Re-teach, Revisit, and pre-learning for Component 1
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Component 1:
“Exploring the Performing Arts”
Broadway Musicals, Shakespeare & Gritty Northern Drama
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Mock Component 2:
Developing Skills and Techniques in the
Performing Arts
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What should they know?
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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.
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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.
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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.
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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.
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What should they be able to do?
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Students will be able to…
- Discuss Professional Performance Material
- Rehearse and perform excerpts of Drama, applying professional techniques.
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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.
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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.
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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.
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Key vocabulary
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- 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.
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- 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.
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- 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.
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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
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Assessment
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Students will participate in practical workshops and submit a portfolio.
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Students will produce a portfolio of revision materials.
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Students will participate in practical workshops and submit a portfolio during a controlled assessment period of approximately 12 hours.
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Students will participate in practical workshops, give a performance/presentation for a small audience and submit a portfolio.
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Y11:
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Autumn
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Spring
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Summer
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Area of study:
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Component 2:
Developing Skills and Techniques in the
Performing Arts
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Component 3:
Responding to a Brief
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Component 3:
Responding to a Brief - Controlled Assessment (May)
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What should they know?
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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.
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Students will study…
- How to respond to Brief
- How to develop Drama for a Target Audience
- How to have a impact
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What should they be able to do?
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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.
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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.
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Key vocabulary
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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
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Revise Vocabulary from Component 1 and 2.
- Target Audience
- Devised Drama
- Collaboration
- Ensemble
- Solo
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Assessment
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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.
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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
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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