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Drama and performng arts

The Drama and Performing Arts curriculum offers a broad, coherent and rigorous course of study. This is a subject which inspires creativity and excellent communication in students. It provides opportunities for students to make and understand drama, recognising it as a practical art form in which ideas and meaning are communicated to an audience through choices of form, style and convention. The curriculum prepares students to make informed decisions about further learning and progression opportunities.

The curriculum enables students to:  

• apply knowledge and understanding when making, performing and responding to drama  

• explore a range of performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created  

• develop a range of directorial and design skills and apply them to performance material 

• work collaboratively to generate, develop and communicate ideas  

• develop as creative, effective, independent and reflective students able to make informed choices in process and performance  

• contribute as an actor or designer to a theatrical performance  

• reflect on and evaluate their own work and that of others  

• develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice  

• adopt safe working practices 

DRAMA AND PERFORMING ARTS CURRICULUM INFORMATION FOR KEY STAGE 4 

 9 

Autumn 

GCSE: Scripted Performance  

From page to stage  

 

BTEC: Developing Skills and Techniques in the Performing Arts 

 

Development of skills assessed through practical application in performances and designs 

  

Spring 

GCSE: Explorative Strategies  

 

 

 

BTEC: Exploring Performing Arts Roles 

 

Explorative Strategies explored through Teacher in Role and Improvisation  

 

Research presentation on industry professionals and live performances 

  

Summer 

GCSE and BTEC: Creating Theatre/Performance material 

Performers: contribution to performance from a practical perspective 

Designers: design contribution to the performance 

 10 

Autumn 

GCSE: Performing from a Text  

Interpreting Theatre  

 

 

 

 

 

 

 

 

BTEC: Exploring the Performing Arts 

 

 Performers: contribution to performance from a practical perspective 

Designers: design contribution to the performance 

Both assessed on use of artistic intentions 

 

 

Research presentation on performance repertoire which demonstrates evaluation skills 

  

Spring 

GCSE: Performing from a Text  

Interpreting Theatre 

 

BTEC: Exploring the Performing Arts 

Practical exploration of set text for the written exam. 

 

Research presentation including information from live performances/theatre trips and interviews with industry professionals. 

  

Summer 

GCSE: Evaluating Live Theatre  

Devising Theatre  

 

 

 

 

BTEC: Developing Skills and techniques within the Performing Arts 

Students create their own theatre and assessment is derived from close links to stimulus material. 

 

 

Development of skills assessed through practical exploration of performance material. 

 11 

Autumn 

GCSE: Devising Theatre  

Performing from a Text 

 

 

 

 

BTEC: Developing Skills and Techniques within the Performing Arts 

Students create their own theatre and assessment is derived from close links to stimulus material. 

 

Development of skills assessed through practical exploration of performance material. 

 

  

Spring 

GCSE: Interpreting Theatre 

 

BTEC: Performing to a Brief (Creating Theatre) 

Preparation for the written exam. 

 

 

Students create their own theatre and assessment is derived from close links to stimulus material. 

 

Summer 

GCSE: Interpreting Theatre 

 

 

 

 

Preparation for the written exam. 

 

GCSE (9-1) DRAMA COURSE INFORMATION 

Qualification & Board 

Eduqas GCSE Drama 

Course Content 

Drama is an important part of a balanced curriculum. Students explore a range of texts alongside their social, cultural and historical contexts which provides them with an in-depth insight of various different themes relevant to everyday life.  

 

Practically, students have the option to communicate as a designer or performer which builds upon effective communication skills, evaluative skills, and leadership skills - all of which are vital when progressing towards a career.  

From a theoretical approach, students study various styles of theatre, building a repertoire of skills used within the Performing Arts industry.  

 

This course helps develop independent research skills and encourage learners to be critical thinkers, reflecting on the work of others. The course is designed to allow students to work with industry professionals by visiting working theatres and experience live performances, to provide students with knowledge of not only what is required of a performer but how a performance is  shaped through the work of others such as; directors, office staff, theatre managers, agents as well as lighting, set and sound designers.  

 

Drama requires learners to acknowledge the significance of the actor as well as the importance of roles who are involved within the process. Students who opt for the course are not required to participate in school musicals/whole school productions however, the opportunity Is available to perform or take on a non-performance role. 

 

Potential Career paths 

This Drama course suits the world of work and a range of employment as it develops all aspects of communication skills and confidence.  

For those wishing to seek employment in the performance industry, the following opportunities could arise: Actor, Singer, Dancer, Director, Lighting Technician, Costume Designer, Theatre Staff, Playwright, Agent. 

Assessments (inc. field work / assessed practical's) 

Component 1: Devising Theatre (40% internally assessed)  

Learners will be assessed on either acting or design. 

Learners participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential 

theatre practitioner or a genre, in response to a stimulus set by the exam board. 

Learners must produce: 

 a realisation of their piece of devised theatre 

 a portfolio of supporting evidence 

 an evaluation of the final performance or design.  

 

Component 2: Performing from a Text (20% externally assessed by a visiting examiner) 

Learners will be assessed on either acting or design. 

Learners study two extracts from the same play.  

 

Component 3: Interpreting Theatre (40% written exam) 

Section A: A series of questions on one set text.  

Section B: Live Theatre Review 

One question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course. 

Core or Option 

 Option 

No Option Choices (GCSE only) 

  

No. GCSE / A Level equivalent 

 

LEVEL 2 BTEC PERFORMING ARTS COURSE INFORMATION 

Qualification & Board 

BTEC TECH Award in Performing Arts Level 2  

Course Content 

Performing Arts is an important part of a balanced curriculum. Students explore a range of texts alongside their social, cultural and historical contexts which provides them with an in-depth insight of various different themes relevant to everyday life. Practically, students have the option to communicate as a designer or performer which builds upon effective communication skills, evaluative skills, and leadership skills - all of which are vital when progressing towards a career. From a theoretical approach, students study various styles of theatre, building a repertoire of skills used within the Performing Arts industry.  

 

This course helps develop independent research skills and encourage learners to be critical thinkers, reflecting on the work of others. The course is designed to allow students to work with industry professionals by visiting working theatres and experience live performances, to provide students with knowledge of not only what is required of a performer but how a performance is  shaped through the work of others such as; directors, office staff, theatre managers, agents as well as  lighting, set and sound designers. Performing Arts requires learners to acknowledge the significance of the performer as well as the importance of roles who are involved within the process. Students who opt for the course are not required to participate in school musicals/whole school productions however, the opportunity Is available to perform or take on a non-performance role. 

 

Potential Career paths 

Performing Arts suits the world of work and a range of employment as it develops all aspects of communication skills and confidence. For those wishing to seek employment in the performance industry, the following opportunities could arise: Actor, Singer, Dancer, Director, Lighting Technician, Costume Designer, Theatre Staff, Playwright, Agent. 

Assessments (inc. field work / assessed practical's) 

Component One: Exploring the Performing Arts (Internal assessment) 

Students will study three live performances and have the opportunity to practically explore the style of each production. During exploration, students will gain a deeper insight to a range of roles which contribute to the Performing Arts industry. 

 

Component Two: Developing Skills and Techniques in the Performing Arts (Internal assessment) 

Students will gain a broad understanding of the skills required to become a professional performer. Through exploration, students will keep a log of their progress and evaluate their skills, resulting in a final performance. 

 

Component Three: Performing to a Brief (External assessment) 

Students will respond to a brief set by the exam board, under timed and supervised conditions. The brief may allow students to devise their own theatre work for a designated target audience. This unit is highly focused on communication skills and the ability to work in a team to develop an effective performance.  

Core or Option 

 Option 

No Option Choices (GCSE only) 

  

No. GCSE / A Level equivalent