Drama & Theatre studies


Aims

Drama allows all students to challenge their creative abilities and for their particular talents to be valued. The Drama Department aims to provide an inclusive approach to education ensuring equal access for all.

Drama at Frances Bardsley Academy offers a varied and diverse curriculum that will enable students to be creative as well as to use their skills in planning, reasoning, problem solving and abstract thinking and will above all encourage them to become independent and reflective learners. Drama is also an essential learning tool, giving students the ability to explore a wide range of concepts, develop their understanding of the world in which they live and most importantly providing a means to express their thoughts and ideas. Our vision is to make the Drama work produced at Frances Bardsley easily accessible and highly regarded in the school and local community.

The Arts are an area of excellence within the school in terms of their teaching, examination achievement and as a provider of extra-curricular study. The Drama Department aims to support this reputation by providing a rich range of high quality creative learning opportunities.

Teaching and Learning

The Drama curriculum at FBA aims to develop the skills of Making, Performing and Responding to Drama and Theatre through the exploration of a variety of stimuli from different sources and traditions.  Drama lessons provide pupils with a rich and diverse experience of the cultural, historical, social and practical context of the art form.  Students’ progress is monitored and assessed at GCSE and A Level using the relevant examination board assessment criteria.  The department have also introduced a rigorous monitoring and assessment system at Key Stage 3 that supports the standard expected in Drama further up the school. The department are very aware of the teaching and learning needs of our students while they are in our classrooms.

Assessment for learning                            

Assessment is at the heart of what we do in the Drama classroom.  Our planning is always assessment led with the purpose of developing a student’s progression. Just as it is in other subject areas, it is important that students know how well they are doing and how to improve. Drama does not easily lend itself to assessment and therefore trying and testing new ways to assess is an on-going process for us. All students track their own progress by recording their attainment against their target grades. Teachers regularly monitor this information and are able to plan ways to support students as necessary. Drama lessons incorporate plenty of DIRTtime for students to receive feedback and self-assess their work by completing Closing the Gap sheets after each project. We believe this supports our department aim of developing reflective and self-aware students.

Home Learning

  • The Drama Department sets regular homework projects to all year groups using a ‘Homework Menu’ that students can use to select a task and relate it to the work they have been doing in class. The tasks are designed to deepen their thinking about the topic area and develop further Drama knowledge and skills.
  • All home learning activities will be published by individual staff members on the Show My Homework website which can be found by following the link on the school’s homepage. Students and parents can access this through their accounts or by filtering the results.

Equipment

All students are issued with Drama assessment booklets or handbooks/ workbooks where they can record their planning, track their progress and find key information relating to their projects. These are kept in school for the majority of the time, only taken home to complete their homework, so students are only required to have a pen and their planner as necessary.


Key Stage 3

Drama

Year 7 - Programme Of study
AUTUMN
SPRING
SUMMER
Romford Project
Baseline (2 lessons)

Darkwood Manor (rest of term)


Drama skilled based:

Hot-seating
Teacher in role
Role-play
Physical theatre

CARERS attributes:

Be Creative
Be Articulate
Be Resilient
Be Empathetic
Be Reflective
Be self-aware

Homework menu to be set
Animals

PSE & issue-based:

Bullying & Puberty

1.1 Personal Identities a,b,c
1.2 Healthy Lifestyles b,c
1.3 Risks a,b
1.4 Relationships a,b,c

CARERS attributes:

Be Creative
Be Articulate
Be Resilient
Be Empathetic
Be Reflective
Be self-aware

Homework menu to be set
Masks

Drama skills based:

Mime
Characterisation
Movement skills
Vocal skills

CARERS attributes:

Be Creative
Be Articulate
Be Resilient
Be Empathetic
Be Reflective
Be self-aware

Homework menu to be set
Let Him Have It

Drama skills based:

Devising
Role-play

PSE & issue based:

Values & beliefs relating to capital punishment, rights and responsibilities and taking risks.
Issues surrounding disability.
The influence of friends and family

1.1 Personal Identities a,b,c
1.2 Healthy Lifestyles b,c
1.3 Risks a,b
1.4 Relationships a,b,c

CARERS attributes:

Be Creative
Be Articulate
Be Resilient
Be Empathetic
Be Reflective
Be self-aware

Homework menu to be set
Lord Of The Flies

Drama skills based:

Abstract movement
Text exploration

PSE & issue based:

Rights and responsibilities.
Taking action.
The influence of friends and family

1.4 Relationship b
1.3 risk a,b

CARERS attributes:

Be Creative
Be Articulate
Be Resilient
Be Empathetic
Be Reflective
Be self-aware

Homework menu to be set
Plague Village

Drama skills based:

Performing from and writing scripts

PSE & issue based:

Values and beliefs relating to the welfare of groups versus the welfare of individuals.
Rights and responsibilities.
Being a member of the community.

1.4 Relationships b

CARERS attributes:

Be Creative
Be Articulate
Be Resilient
Be Empathetic
Be Reflective
Be self-aware

Homework menu to be set
Year 8 - Programme Of study
AUTUMN
SPRING
SUMMER
The Secret Room

Drama skilled based:

Monologue.
Naturalistic performance skills.
Devising.

PSE & issue-based:

Developing empathy while exploring the experience of an imagined Jewish family during the holocaust.

1.1 Personal identities a,b,c
1.5 diversity a,b
1.4 Relationships a,b

CARERS attributes:

Be Creative
Be Articulate
Be Resilient
Be Empathetic
Be Reflective
Be self-aware

Homework menu to be set
Physical Theatre

Drama skilled based:

Devising.
Physical theatre.

CARERS attributes:

Be Creative
Be Articulate
Be Resilient
Be Empathetic
Be Reflective
Be self-aware

Homework menu to be set
Hard To Swallow

Drama skills based:

Performing from text.
Naturalistic performance skills.
Devising.

PSE & issue-based:

Expoloration of a play text based on real life events of a girl suffering from anorexia nervosa and the impact of this on her family.

1.1 Personal Identities a,b,c
1.2 Healthy Lifestyles a,b,c
1.3 Risks b
1.4 Relationships a,b,c

CARERS attributes:

Be Creative
Be Articulate
Be Resilient
Be Empathetic
Be Reflective
Be self-aware

Homework menu to be set
Titanic

Drama skills based:

Devising
Responding to stimuli

CARERS attributes:

Be Creative
Be Articulate
Be Resilient
Be Empathetic
Be Reflective
Be self-aware

Homework menu to be set
Stage Fighting

Drama skills based:

Stage combat
Devising
Performance skills

PSE & issue based:

Relationships, trust, and risk taking

1.1 Personal identities b
1.3 risk a,c
1.4 Relationship a,b,c

CARERS attributes:

Be Creative
Be Articulate
Be Resilient
Be Empathetic
Be Reflective
Be self-aware

Homework menu to be set
Additional Information
Year 7 Enrichment Drama clubKS3 lunchtime Drama ClubWhole School ProductionSummer Term theatre tripExpressive Arts Showcase
How Parents/ Carers can help
Key websitesHTTP://WWW.NATIONALTHEATRE.ORG.UK/DISCOVER-MORE,HTTP://TICKETING.TIMEOUT.COM/LONDON-THEATRE 

Practical help: join a local youth theatre, for example The Queens Theatre Youth Theatre:HTTP://WWW.QUEENS-THEATRE.CO.UK/JOIN-IN/EDUCATION-OUTREACH-SUPPORTING-VOLUNTEERING-AND-BACKSTAGE-TOURS/YOUTH 

TV/Radio programmes: watch and discuss examples of live theatre on the Sky Arts channels or YouTube, listen to Front Row on Radio 4, go to the cinema to see NT Live productions:HTTP://NTLIVE.NATIONALTHEATRE.ORG.UK/ 

Newspapers: check the local newspapers for advertisements for local and London theatre productions. 
Literacy/numeracy: Find published plays and read them aloud together at home. Discuss how a professional theatre company might use its budget to produce their productions.

If you have any further questions about this course, to whom do I speak? 

 Miss Mond (Head of Drama)


Key Stage 4

GCSE Drama

 
AUTUMN
SPRING
SUMMER
Year 9Intro to devising

Performance and evaluation
Too Much Punch For Judy

Practical exploration.
Text performance.
Evaluation written task.
PractitionersTechnical theatre

Theatre trip with year 12

Written exam practice
Devised performance with practitioner influence, process portfolio and evaluation (Mock).
Exam board stimuli
Read written exam play and perfor short extract.

Blood Brothers

Workshop

Showcase July 2019
Year 10Written exam text study

Blood Brothers - Practical exploration and practice questions
Devising Drama

Devising process portfolio performance
Devising Drama portfolio and evaluation taskLive production.
theatre trip and analusis - show to be reviewed

Written exam text recap
Blood Brothers

Workshop
Year 11Performance text studyPresenting & performing texts (visiting examiner)
60 marks - 30%
Written exam prep
(recap exam text & live production)
Drama: Performance & Response
(written exam)
80 marks - 40%
Additional Information
Trips: One theatre trip in Year 9 to complete practice Live Theatre Review assignment.One theatre trip in Year 10 to prepare for GCSE assessment of Live Performance Review.One theatre trip in Year 11 to prepare for GCSE assessment of the set text. Revision: extra-curricular rehearsals will be arranged by students and staff to ensure preparation for performance assessments. 1:1 support will be provided for written aspects of the course if necessary.Clinics: Weekly/Fortnightly clinics will be arranged for written examination and controlled assessments.Careers guidance: Discussion with Drama teachers.Big activity day: Year 10 Big Activity Day focuses on preparation and exploration of that year’s Whole School Production.
How Parents/ Carers can help
Key websitesHTTP://WWW.NATIONALTHEATRE.ORG.UK/DISCOVER-MORE,HTTP://TICKETING.TIMEOUT.COM/LONDON-THEATRE 

Practical help: students can audition for the school production, offer to support leadership of Drama Clubs and rehearsals, join a local youth theatre, for example The Queens Theatre Youth Theatre: HTTP://WWW.QUEENS-THEATRE.CO.UK/JOIN-IN/EDUCATION-OUTREACH-SUPPORTING-VOLUNTEERING-AND-BACKSTAGE-TOURS/YOUTH

TV/Radio programmes: watch and discuss examples of live theatre on the Sky Arts channels or YouTube, listen to Front Row on Radio 4, go to the cinema to see NT Live productions: HTTP://NTLIVE.NATIONALTHEATRE.ORG.UK/

Newspapers: check the local newspapers for advertisements for local and London theatre productions.

Examination technique: Teachers will focus on this during the rehearsal process in Year 10 and when preparing for the written exam in Year 11. Teachers are also available during extra-curricular rehearsals.

Literacy/numeracy: Find published plays and read them aloud together at home. Discuss how a professional theatre company might use their budget to produce their productions.
If you have any further questions about this course, to whom do I speak?
Miss Mond (Head of Drama)

Key Stage 5

Level 3 Edexcel BTEC in Performing Arts – Proposal

This proposal is for the National Extended Certificate, equivalent to one A Level, however, there is also the Diploma which is equivalent to two A levels or the Extended Diploma which is equivalent to three A level’s.

Course information:

Pearson BTEC Level 3
National Extended Certificate in Performance (Musical Theatre)
360 GLH (470 TQT)
Equivalent in size to one A-Level.
5 units of which 3 are mandatory and 1 is external.
Mandatory content 66%
External assessment 33%
This qualification offers an engaging programme to support learners who want to pursue a career in Musical Theatre. This size of qualification allows learners to study related and complementary qualifications alongside it, without duplication of content.
It can prepare learners for a range of apprenticeships in performance-related areas. When taken alongside further Level 3 qualifications, it supports access to a range of higher education courses in the performing arts sector.

Curriculum plan:

 
Autumn
Spring
Summer
Year 12Introduction to the course and Musical Theatre skillsDeveloping skills and techniques for live performance (Unit 2) and Musical theatre techniques (Unit 27).
Both internally assessed.
Acting styles (Unit 19) and developing the voice for performance (Unit 20).
Internally assessed.
Acting styles (unit 19) and developing the voice for performance (unit 20).
Internally assessed.
Year 13Group performance workshop (unit 3).
Externally assessed.
Group performance workshop continued (unit 3).
externally assessed.
Finish, allowing for exams and studying leave.
Proposal:We have considered this course due to the problems Music and Drama have when recruiting for A Level; we feel that this course would be more appealing to students and will increase uptake due to the study of all the three disciplines and due to the more vocational approach to the course, which will prepare students more for a profession in the industry.
Teaching hours: this course would need to be taught by both Music (AJ) and Drama (HM and possibly RF) to cover the different disciplines of Music, Drama and Dance. If there were approx. 9 hours then ideally it would need to be split with 5/6 hours in Drama and 3/4 hours in Music.
HM has taught the Level 2 and 3 BTEC Performing Arts courses previously and was the Lead Teacher, Lead Internal Verifier and Quality Nominee at her previous school.
It would be beneficial to also offer A Level Drama and Music so that students could take a complimentary subject to the BTEC and benefit from both. 
As so many schools do not run A Level Dance or Music anymore; this course could be appealing to students wanting to study all three disciplines.
Additional Information
Trips: One theatre trip to prepare for assessment of Live Theatre Review.Two workshops: Devising skills and Brecht technique.Revision: extra-curricular rehearsals will be arranged by students and staff to ensure preparation for performance assessments.Clinics: one-to-one support sessions are arranged for written responses as necessary.Careers guidance: Discussion with Drama teachers.UCAS: support with personal statements and written references can be provided by teachers.
How Parents/ Carers can help
Key websitesHTTP://WWW.NATIONALTHEATRE.ORG.UK/DISCOVER-MORE,HTTP://TICKETING.TIMEOUT.COM/LONDON-THEATREPractical help: students can audition for the school production, offer to support leadership of Drama Clubs and rehearsals, join a local youth theatre, for example The Queens Theatre Youth Theatre: HTTP://WWW.QUEENS-THEATRE.CO.UK/JOIN-IN/EDUCATION-OUTREACH-SUPPORTING-VOLUNTEERING-AND-BACKSTAGE-TOURS/YOUTHTV/Radio programmes: watch and discuss examples of live theatre on the Sky Arts channels or YouTube, listen to Front Row on Radio 4, go to the cinema to see NT Live productions: HTTP://NTLIVE.NATIONALTHEATRE.ORG.UK/Newspapers: check the local newspapers for advertisements for local and London theatre productions.Examination technique: Teachers will focus on this during rehearsal process for the practical examinations. Teachers are also available during extra-curricular rehearsals.Literacy/numeracy: Find published plays and read them aloud together at home. Discuss how a professional theatre company might use their budget to produce their productions.
If you have any further questions about this course, to whom do I speak?
Miss Mond (Head of Drama)
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