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Drama
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Aut 1 |
Aut 2 |
Spring1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Y7 |
Murder of Charlotte Dymond |
Greek tragedy |
Improvisation from a stimulus |
Bullying |
Mime |
Roald Dahl - Revolting Rhymes |
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Y8 |
Social media |
Naturalism - Stanislavski |
Genre |
Slapstick |
Blood Brothers |
Fairy Tales (Brechtian) |
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Y9 |
Mental Health (non-naturalistic) |
DNA |
Stimulus (link to GCSE component 1) |
Design project |
Intro to GCSE Drama - Component 1 Devising |
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Y10 |
Component 3 - Interpreting Theatre Section A: Set Text – Series of questions about ‘Noughts and Crosses’ by J.B. Priestley from the perspective of director, actor and designer Section B: Live Theatre Review – A review of a piece of live theatre seen during the course looking at the acting or a technical aspect of the production. |
Intro to component 2 - Performing from a text) mock performance Performance of sections from selected playtexts in a mock version of the performance examination. |
Component 1 - Devising theatre (moderated performance) Original piece of drama – 40% of GCSE Students create, develop and perform an original piece of drama in response to a brief. Evidence will include a 900 word portfolio, performance and evaluation of the piece. |
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Y11 |
Component 2 Script work and performance Performance – 20% of GCSE Students perform two sections from a play text |
Revision for component 3 Written examination – 1 hour 30 minutes – 40% of GCSE Examination consisting of two sections: |
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GCSE exam board & specification: Eduqas Year 10 (Edexcel Year 11)
A level exam board & specification: Eduqas
How to help your child: (3 strategies parents could deploy to support their children in studying your subject).
1. Encouraging them to share performances at home and also allowing them to verbally express their creative intentions for performance.
2. Encouraging record and save their practical work so that they can use this to support the writing up of final evaluations. Encouraging them to complete written work soon after the lesson will help them to write reflectively.
3. Encouraging them to watch some live theatre outside of school or engage with the ways costume, lighting, sound and set design is used in film/television and the impact it has.
For further information, contact: cmercuri@lampton.org.uk