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KS3: MYP Drama

Intent

To develop students’ communication, collaboration, confidence, and creativity through engaging drama experiences, preparing them for successful lives and careers in a diverse and ever-changing world. We aim to encourage students to be risk takers, developing confidence and resilience. Our curriculum gives students the opportunity to fuel their creativity and broaden their understanding of the world we live in.

Curriculum outline

Students will study dance in KS3 on a carousel with drama and music. Throughout each year they will study one topic over a 12 week period in Year 7 and 8 and two topics over two 6 week periods. Year 7 students will look at devising and performance, building the foundations of techniques used in a performance before applying them to their own pieces. Pupils will explore FUELBAG and develop communication and collaboration skills. In Year 8 pupils explore movement in theatre as well as bringing to life a scripted classical text to further improve their communication and collaborative skills. Finally in Year 9, students will undertake two modules. The first will focus on contrasting devising styles while the second will encourage students to understand the impact of significant practitioners and their work on the performing arts. This prepares students for KS4 BTEC demands such as exploring the performing arts, developing skills and techniques and responding to a brief. In addition  students will develop confidence in performance skills, create choreography, and explore different styles and practitioners from around the world. This is an opportunity for all students to refine their creative-thinking skills in addition to mastering their collaborative and communication skills.

Schedule of learning

Making Drama

Statement of Inquiry: The role of the arts is to communicate meaning to an audience by breaking boundaries.

Storytelling & FUEL BAG

  • Criteria A – Inquiry: Students will complete a written assessment that demonstrates their understanding of different styles, genres and skills they are exploring.
  • Criteria B – FUEL BAG Skills: Students will have their understanding of skills, and how to demonstrate them, assessed throughout the term.
  • Criteria C- Devising and Performance: Students will partake in performances of different genres to demonstrate their skills in/for different practices in front of each other as an audience.
  • Criteria  D- Evaluation: Students will evaluate their own development and how this development has contributed to the success of their performances.

Murder Mystery

  • Criteria A – Inquiry: Students will complete a written assessment that demonstrates their understanding of different styles, genres and skills they are exploring.
  • Criteria B – FUEL BAG Skills: Students will have their understanding of skills, and how to demonstrate them, assessed throughout the term.
  • Criteria C- Devising and Performance: Students will partake in performances of different genres to demonstrate their skills in/for different practices in front of each other as an audience.
  • Criteria  D- Evaluation: Students will evaluate their own development and how this development has contributed to the success of their performances.

Schedule of learning

From Page to Stage

Statement of Inquiry: Through innovation and risk we can create work that is  beautiful.

Movement in Theatre

  • Criteria A – Inquiry: Students will complete a written assessment that demonstrates their understanding of different styles, genres and skills they are exploring.
  • Criteria B – FUEL BAG Skills: Students will have their understanding of skills, and how to demonstrate them, assessed throughout the term.
  • Criteria C- Devising and Performance: Students will partake in performances of different genres to demonstrate their skills in/for different practices in front of each other as an audience.
  • Criteria  D- Evaluation: Students will evaluate their own development and how this development has contributed to the success of their performances.

Scripted Drama

  • Criteria A – Inquiry: Students will complete a written assessment that demonstrates their understanding of different styles, genres and skills they are exploring.
  • Criteria B – FUEL BAG Skills: Students will have their understanding of skills, and how to demonstrate them, assessed throughout the term.
  • Criteria C- Devising and Performance: Students will partake in performances of different genres to demonstrate their skills in/for different practices in front of each other as an audience.
  • Criteria  D- Evaluation: Students will evaluate their own development and how this development has contributed to the success of their performances.

Schedule of learning

Ch-ch-ch-Changing

Statement of Inquiry: Art can raise awareness and lead to increased community engagement and change.

Exploring Horror

  • Criteria A – Inquiry: Students will complete a written assessment that demonstrates their understanding of different styles, genres and skills they are exploring.
  • Criteria B – FUEL BAG Skills: Students will have their understanding of skills, and how to demonstrate them, assessed throughout the term.
  • Criteria C- Devising and Performance: Students will partake in performances of different genres to demonstrate their skills in/for different practices in front of each other as an audience.
  • Criteria  D- Evaluation: Students will evaluate their own development and how this development has contributed to the success of their performances.

 

Theatre for Change

  • Criteria A – Inquiry: Students will complete a written assessment that demonstrates their understanding of different styles, genres and skills they are exploring.
  • Criteria B – FUEL BAG Skills: Students will have their understanding of skills, and how to demonstrate them, assessed throughout the term.
  • Criteria C- Devising and Performance: Students will partake in performances of different genres to demonstrate their skills in/for different practices in front of each other as an audience.
  • Criteria  D- Evaluation: Students will evaluate their own development and how this development has contributed to the success of their performances.

Assessment

For each topic, across key stage three, students will carry out research, rehearse, perform and evaluate their own or another individual’s work.

Criteria

How this is assessed

1.1a

To identify and outline features of a performance.

1.2a

To know and understand key subject terminology.

1.3b

To explore and demonstrate key terminology practically.

1.4c

To know what makes a successful rehearsal.

1.5c

To understand how performance skills communicate meaning to an audience.

1.6c

To apply Performance skills in performance.

1.7d

To understand and explain what makes an effective performance.

1.8d

To understand how to review a performance.

Criteria

How this is assessed

1.1a

To outline and describe features of a performance.

1.2a

To understand and explain key subject terminology.

1.3b

To confidently demonstrate key terminology practically.

1.4b

To demonstrate what makes a successful rehearsal.

1.5c

To explain how performance skills communicate meaning to an audience.

1.6c

To apply mostly effective Performance skills in performance.

1.7c

To explain and justify what makes an effective performance.

1.8d

To accurately review a performance.

Criteria

How this is assessed

1.1a

To describe and analyse features of a performance.

1.2a

To explain and evaluate key subject terminology.

1.3b

To confidently demonstrate and experiment practically with all key terminology.

1.4b

To lead a successful rehearsal.

1.5c

To analyse and evaluate how performance skills communicate meaning to an audience.

1.6c

To apply consistently effective Performance skills in performance.

1.7c

To analyse and evaluate what makes an effective performance.

1.8d

To effectively review a performance.

Final grades are then awarded from a range of 1-8, with each ascending grade demonstrating the students mastery of that particular subject.

Resources

KS3: MYP Dance

Intent

To develop students’ communication, collaboration, confidence, and creativity through engaging dance experiences, preparing them for successful lives and careers in a diverse and ever-changing world. We aim to encourage students to be risk takers, developing confidence and resilience. Our curriculum gives students the opportunity to fuel their creativity and broaden their understanding of the world we live in.

Curriculum outline

Students will study dance in KS3 on a carousel with drama and music. Throughout each year they will study one topic over a 12 week period in Year 7 and 8 and two topics over two 6 week periods. Year 7 students will look at choreography and performance from around the world. Pupils will explore technical skills based on cultural dances and develop communication and collaboration skills. In Year 8 pupils investigate how society has impacted dance, this will encourage students to broaden their creative-thinking skills as well as further improve their communication and collaborative skills. Finally in Year 9, students will undertake two modules. The first will focus on contrasting ballet styles while the second will encourage students to compare the impact of significant choreographers and their work on the performing arts. This prepares students for KS4 BTEC demands such as exploring the performing arts, developing skills and techniques and responding to a brief. In addition  students will develop confidence in performance skills, create choreography, and explore different styles and practitioners from around the world. This is an opportunity for all students to refine their creative-thinking skills in addition to mastering their collaborative and communication skills.

 

Schedule of learning

Around the World in 80 Days

Inquiry Question: Art can be used to express culture to an audience, breaking boundaries.

Manjani – Bhangra – Capoeira – Can Can

  • Criteria A- Inquiry
    Students will complete a written assessment that demonstrates their understanding of different styles, genres and skills they are exploring.
  • Criteria B- TEMP Skills
    Students will have their understanding of skills, and how to demonstrate them, assessed throughout the term.
  • Criteria C- Choreographing and Performance
    Students will partake in performances of different genres to demonstrate their skills in/for different practices in front of each other as an audience. 
  • Criteria  D- Evaluation
    Students will evaluate their own development and how this development has contributed to the success of their performances.

Schedule of learning

Lets do the Time Warp Again!

Inquiry Question: Genres of art express social changes throughout time

Charleston – Jive – Disco – Street

  • Criteria A- Inquiry
    Students will complete a written assessment that demonstrates their understanding of different styles, genres and skills they are exploring.
  • Criteria B- TEMP Skills
    Students will have their understanding of skills, and how to demonstrate them, assessed throughout the term.
  • Criteria C- Choreographing and Performance
    Students will partake in performances of different genres to demonstrate their skills in/for different practices in front of each other as an audience. 
  • Criteria  D- Evaluation
    Students will evaluate their own development and how this development has contributed to the success of their performances.

Schedule of learning

Dancing Queens (and Kings!)

Narrative Dance – What’s in a Name?

  • Criteria A- Inquiry
    Students will complete a written assessment that demonstrates their understanding of different styles, genres and skills they are exploring.
  • Criteria B- TEMP Skills
    Students will have their understanding of skills, and how to demonstrate them, assessed throughout the term.
  • Criteria C- Choreographing and Performance
    Students will partake in performances of different genres to demonstrate their skills in/for different practices in front of each other as an audience. 
  • Criteria  D- Evaluation
    Students will evaluate their own development and how this development has contributed to the success of their performances.

Assessment

Students will explore work practically, developing performances, that they will develop, rehearse and evaluate in order to achieve the MYP grades. 

Students will learn about each dance style and its origins, they will be assessed on this through google quizzes in order to meet criteria A. Students will develop, rehearse and perform a piece of choreography in order to meet criterias B and C. Students will include evaluations of their skills in order to meet criteria D.

Criteria

How this is assessed

1.1a

To identify and outline features of a performance.

1.2a

To know and understand key subject terminology.

1.3b

To explore and demonstrate key terminology practically.

1.4b

To know what makes a successful rehearsal.

1.5c

To understand how performance skills communicate meaning to an audience.

1.6c

To apply Performance skills in performance.

1.7d

To understand and explain what makes an effective performance.

1.8d

To understand how to review a performance.

Criteria

How this is assessed

1.1a

To outline and describe features of a performance.

1.2a

To understand and explain key subject terminology.To understand how to review a performance.

1.3b

To confidently demonstrate key terminology practically.

1.4b

To demonstrate what makes a successful rehearsal.

1.5c

To explain how performance skills communicate meaning to an audience.

1.6c

To apply mostly effective Performance skills in performance.

1.7d

To explain and justify what makes an effective performance.

1.8d

To accurately review a performance.

Criteria

How this is assessed

1.1a

To describe and analyse features of a performance.

1.2a

To explain and evaluate key subject terminology.

1.3b

To confidently demonstrate and experiment practically with all key terminology.

1.4b

To lead a successful rehearsal.

1.5c

To analyse and evaluate how performance skills communicate meaning to an audience.

1.6c

To apply consistently effective Performance skills in performance.

1.7d

To analyse and evaluate what makes an effective performance.

1.8d

To effectively review a performance.

Resources

KS4: BTEC Performing Arts Tech Award

Intent

The drama department has developed this curriculum to develop the skills that students have learnt at key stage three. Students will continue to focus on their confidence and ability to speak, perform and present publicly. Students will draw on their skills from English in order to think critically as well as analyse and evaluate a range of professional and their own work. Our curriculum is designed to encourage students to work collaboratively and independently to become successful problem solvers.

Curriculum Journey

In KS4 students will further their knowledge and understanding of choreography by creating a performance inspired by a stimulus set by the exam board. Students will reflect on their process by completing regular logs that explore what they have done so far and what they need to develop their performances. Finally students will evaluate their final performance and process. This gives students the opportunity to be reflective and understand what they can do to develop as a performer. At KS4 students will continue to explore a range of dance styles by watching a number of performances. Students will explore how professional performances are created and understand how the skills and techniques are used by professionals to create and generate new work. Students will then have the opportunity to apply their understanding of how theatre is created and develop, rehearse and perform their own performances inspired by professional works. By the end of KS4 students will have the knowledge and understanding in order to complete the Level 3 Performing Arts course in KS5. Students will be able to think critically about professional/own performance and think reflectively about professional/own performances. Students will have developed their skills and understanding of a number of dance styles and finally students will be confident working collaboratively to generate ideas for performance.

Careers and Next Steps

Drama can give you a number of transferable skills that many other subjects cannot. These are useful and relevant in whatever career path you decide to choose, whether it is related to Drama or not. It teaches you presentation and teamwork skills and it helps in developing your confidence and empathy with others. If you wish to continue studying Drama at a higher level, then studying GCSE Drama will prepare you for higher education such as Drama at KS5, or supporting your process into a dedicated performing arts college.

Assessment

Internal Assessment

External Assessment

Year 10

Components One and Two are assessed by the student’s teacher and moderated by an examiner. Students are assessed on the following three areas: 

  • The development of core knowledge and understanding of a range of performance/ production styles, and the key features that contribute to these such as practitioners’ roles, responsibilities, skills and techniques.
  • The development and application of skills such as practical and interpretative, rehearsal and performance/ production in acting, dance, musical theatre and/or production through workshops and classes 
  • Reflective practice through the development of skills and techniques that allow learners to respond to feedback and identify areas for improvement using relevant presentation techniques, for example a logbook.

Year 11 

Component Three: Responding to a Brief requires learners to apply performances or production skills and techniques in response to a brief and stimulus, developing group workshop performance for a selected audience.

The external assessment is based on a key task that requires students to demonstrate that they can identify and use effectively an appropriate selection of skills, techniques, concepts, theories and knowledge from across the whole qualification in an integrated way.

Units of study:

Module 1: An Introduction to the performing arts industry

Inquiry question: How is theatre made?

  • Criteria A:  practically Investigate how professional performance or production work is created 
  • Criteria B: Demonstrate understanding of the skills, techniques and approaches used by professionals to create performance/production work

Module 2: Developing Skills and Techniques in the Performing Arts

Inquiry question: How is theatre made with the audience in mind?

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

Module 3: Component 1 – Exploring the Performing Arts

Inquiry question: What is the purpose of theatre?

  • Criteria A: How is a professional performance or production work created
  • Criteria B:  Demonstrate understanding of the skills, techniques and approaches used by professionals to create performance/production work.

Module 4: Component 1 – Developing Skills and Techniques in the Performing Arts

Inquiry question: What is the role of an actor or designer?

  • Criteria A: To be able to  use a rehearsal or production/design processes.
  • Criteria B: Apply skills and techniques in performance or realisation.
  • Criteria C: Review own development and application of performance or design skills.
  • Deadline 1st May 2024

Module 5: Component 3 – Responding to a Brief (Mock)

Inquiry question: How does theatre change the world?

  • AO1- Understand how to respond to a brief
  • AO2- Select and develop skills and techniques in response to a brief
  • AO3- Apply skills and techniques in a workshop performance in response to a brief
  • AO4- Evaluate the development process and outcome in response to a brief
  • Deadline 1st May 2024

Module 6: Component 3 – Responding to a Brief (Mock)

Inquiry question: How does theatre change the world?

  • AO1- Understand how to respond to a brief
  • AO2- Select and develop skills and techniques in response to a brief
  • AO3- Apply skills and techniques in a workshop performance in response to a brief
  • AO4- Evaluate the development process and outcome in response to a brief

Module 1: Component 3 – Responding to a Brief (Mock)

Inquiry question: How does theatre change the world?

  • AO1- Understand how to respond to a brief
  • AO2- Select and develop skills and techniques in response to a brief
  • AO3- Apply skills and techniques in a workshop performance in response to a brief
  • AO4- Evaluate the development process and outcome in response to a brief

Module 2: Component 3 – Responding to a Brief (Mock)

Inquiry question: How does theatre change the world

  • AO1- Understand how to respond to a brief
  • AO2- Select and develop skills and techniques in response to a brief
  • AO3- Apply skills and techniques in a workshop performance in response to a brief
  • AO4- Evaluate the development process and outcome in response to a brief

.

Modules 3-5: Component 3 – Responding to a Brief

Inquiry question: How does theatre change the world?

  • AO1- Understand how to respond to a brief
  • AO2- Select and develop skills and techniques in response to a brief
  • AO3- Apply skills and techniques in a workshop performance in response to a brief
  • AO4- Evaluate the development process and outcome in response to a brief

Curriculum Related Expectations: Key Stage Four (BTEC Tech Award)

Criteria

How this is assessed

1.1

Students are expected to identify and describe a range of dance styles, genres, and the work of significant dance practitioners, demonstrating an understanding of their historical and cultural contexts.

1.2

Students should be able to analyse existing dance works, identifying key features such as choreographic devices, performance skills, and production elements, and articulating their impact on an audience.

1.3

Students are expected to conduct effective research into the effect of different performing arts forms, including dance, and present their findings clearly and concisely, using appropriate terminology.

1.4

Students should be able to apply their knowledge of dance styles and practitioners to inform their own creative responses and critical evaluations.

1.5

Students are to understand the roles and responsibilities of all those involved in creating a professional piece of theatre and how these individuals work effectively with each other to create outstanding performances.

Criteria

How this is assessed

2.1

Students are expected to demonstrate developing technical skills in dance styles, showing control, coordination, and spatial awareness.

2.2

Students should be able to convey character, mood, and intention effectively through their dance performances, demonstrating appropriate use of dynamics and musicality.

2.3

Students are expected to actively participate in rehearsal processes, applying feedback to refine their performance skills and improve their overall execution through regular target setting.

2.4

Students should be able to use their developing dance skills and techniques to interpret and perform given choreography.

2.5

Students are expected to demonstrate an understanding and application of safe working practices during all practical dance activities, including warm-up, cool-down, and injury prevention.

Criteria

How this is assessed

3.1

Students are expected to accurately interpret a given performance brief, identifying its requirements, target audience, and intended purpose for a dance performance.

3.2

Students should be able to generate and develop creative dance ideas that directly address the demands of the brief, demonstrating originality and problem-solving skills.

3.3

Students are expected to work effectively as part of a dance ensemble, contributing positively to group dynamics and supporting fellow performers to achieve a cohesive performance.

3.4

Students should deliver a polished and engaging dance performance that showcases their technical and expressive skills, meeting the specific criteria outlined in the brief.

3.5

Students are expected to critically evaluate their own performance and the overall group performance against the brief, identifying strengths and areas for future development.

KS5: BTEC Performing Arts Tech Award

Intent

To prepare students for further education or career opportunities in Performing Arts. To develop critical thinkers who can reflect, analyse and evaluate progress, always driving for improvement. To develop and apply practical acting and performance skills, based on universally accepted theories and practice, both historical and contemporary. 

Curriculum Journey

In KS3 students develop devising, performance and evaluative skills. In KS4 students apply these skills to practitioners and performance. KS5 deepens students’ understanding and teaches a wider variety of practitioners. Students develop skills to a high level, to progress onto higher education and to prepare students for a career in Performing Arts.

Careers

Some of the careers that are directly associated with performance are: Actor/Actress, Stage Manager, Arts Administrator, Drama/Dance Teacher, Drama Therapist, Television/Theatre/Film Production, Radio Presenter, Playwrights, Author, Producer. 

Other careers where these skills would be transferable are: Youth and Community Worker, Social Worker, Journalist and Management, Theatrical Researcher, Events Planner, Hospitality Coordinator, Marketing and Events Management.

University Pathways

This qualification compliments many degree choices, such as a BA (Hons) in: Theatre Studies, Theatre and English Studies, Performance Studies, Stage Management and Theatrical Studies, Film Studies, Acting and Dance. 

Apprenticeship Pathways

There are a variety of apprenticeships in the Performing Arts industry focused on the production side of the industry. The Performing Arts BTEC will give students the opportunity to gain the required skills for this pathway.

Assessment

Internal Assessment

External Assessment

Unit 19: Acting Styles

  1. Understand acting styles and techniques for performance
  2. Develop acting styles, skills and technique
  3. Apply acting styles, skills and techniques in rehearsal and performance
  4. Review personal development and own performance

Unit 2: Developing Skills and Techniques for a Live performance

  1. Understand the role and skills of a performer
  2. Develop performance skills and techniques for live performance
  3. Apply performance skills and techniques in selected styles
  4. Review and reflect on development of skills and techniques for live performance

Unit 1: Investigating Practitioners’ Work

  • Exam release date 18th March 2024
  • Exam 1st May 2024 (3 hr)

Unit 2: Developing Skills and Techniques for a Live performance

  • Externally set task – 8th January 2025
  • Final submission – May 8th 2025

Units of study:

Unit 1: Investigating Practitioners’ Work

Students exploring the innovative world of diverse performing arts practitioners (Mathew Bourne and Frantic Assembly). They delve deeply into each practitioner’s unique body of work (Swanlake and Lovesong), understanding their artistic vision and impact. Assessment focuses on students’ ability to critically analyse and contextualise these works, developing a sophisticated understanding of artistic expression and historical influence.

Learning Aims:

A- Investigating contextual factors

B– The relationships between contextual factors, creative

intentions and themes

C– Critical analysis of the work of performing arts practitioners

D– Be able to present conclusions and independent judgements

through effective investigation

Unit 2: Developing Skills and Techniques for a Live performance

Students dive deep into the world of performance, actively developing their skills through dynamic workshops and dedicated rehearsals. This hands-on approach is supported by a robust process of self-reflection; students meticulously document their growth through research, comprehensive skills logs, and weekly evaluations. To culminate their learning, each student is expertly guided by their class teacher to craft and present an adapted performance of a professional piece of work, showcasing their evolving talents and understanding of theatrical practice.

Learning Aims:

A- Understand the role and skills of a performer

B- Develop performance skills and techniques for live performance

C- Apply performance skills and techniques in selected styles

D- Review and reflect on development of skills and techniques for live performance

Unit 3: Group Performance Workshop

At this exciting stage of their journey, students will collaborate closely to create an entirely original performance. This creative endeavour is directly inspired by a stimulus provided by the exam board, challenging them to innovate within a framework. Throughout this unit, students aren’t just performing; they are also actively reflecting on and reviewing their evolving skills and the collaborative process, fostering a deeper understanding of their artistic development and teamwork.

Learning Aims: 

A – Generating and exploring ideas from stimulus

B – Develop and realise creative ideas for a group performance in response to stimulus

C – Personal management and collaborative skills

D – Communicate creative intentions through group workshop performance

E – Review and reflect on the effectiveness of the working process and the workshop performance

Unit 18: Interpreting Classical Text for Performance

In this rich unit, students embark on a fascinating journey through performing arts history, exploring and researching three pivotal historical periods that profoundly influenced the industry. They will delve into a diverse range of classical texts, understanding their cultural significance and theatrical demands. Through dedicated workshops, students will apply and refine a sophisticated range of skills essential for performing classical work, from vocal technique to period movement. The culmination of this exploration is a compelling performance of a classical text, expertly directed by their class teacher, showcasing their mastery of historical understanding and performance artistry. Throughout this process, students rigorously research, develop, rehearse, review, and evaluate their evolving skills, fostering a comprehensive and reflective approach to their craft.

Learning Aims:

A- Understand the performance requirements of classical texts 

B- Develop skills in interpreting classical text and character for a performance 

C- Apply vocal and physical acting skills to the performance of classical text

D- Review personal development and own performance