At Hillcrest we have very high expectations of our students. Great emphasis is placed on hard work, achievement and high standards of behaviour.
KEY STAGE 3 CURRICULUM
Students follow a programme of study which enables them to pursue Drama at Key Stages 4 and 5.
The Department of Drama strives to stimulate the imagination of our students; to motivate them to understand their strengths and weaknesses, and to encourage self-confidence and clarity in life goals. We work to enfold our students into and instil in them a respect for the theatre, entertainment, and the arts, in order to be able to react and engage in contemporary society.
We help our students develop an ability to communicate on the page and on their feet, verbally and physically. We teach them the importance of responsibility for themselves and for the community; that theatre imitates life and thus helps them to gain a better understanding of the world in which we live.
|Year7 Autumn Term 1||Introduction to Drama: Base line activities and team building activities, including assessment of making, performing and responding to creative tasks. Students will be introduced to the basic skills of drama and use these to create their own short piece. They will perform this as part of their end of unit assessment. Progress made will be evidenced in the students ‘Drama Progress Booklets’.|
|Year7 Spring Term 2||Ernie’s Script: Students will explore the play ’Ernie’s Incredible Illucinations’ by Alan Ayckbourn focusing on key techniques such as narration, freeze frames, soundscapes and physical theatre. They will work with the opening scene from the script and turn it into a short performance. Progress made will be evidenced in the students ‘Drama Progress Booklets’.|
|Year7 Summer Term 3||Devising a stimulus: Students will identify different stimuli and then explore a given stimulus (visual/textual). Taking inspiration from this, they will create a short piece of drama that portrays key elements of the stimulus. Students will perform this as part of their end of unit assessment. Progress made will be evidenced in the students ‘Drama Progress Booklets’.|
|Year 8 Autumn Term 1||Pantomime: Students explore Pantomime. At the end of the project students perform some scenes from Cinderella from a script. They use freeze frame, improvisation, spotlighting, blocking and perform showing a knowledge of stock characters and ability to use technical effects. Progress made will be evidenced in the students ‘Drama Progress Booklets’|
|Year 8 Spring Term 2||Scripted performance: Students will explore the story ‘Let Him Have It’ focusing on key techniques such as improvisation, freeze-frames and characterisation. Students will watch video clips of this film and use these to help them in their practical explorations. Working closely with the story, they will devise a piece of Verbatim theatre and perform this as part of their end of unit assessment.|
|Year 8 Summer Term 2||Devising with a stimulus: Students will explore a given stimulus (visual/textual/tactile). Taking inspiration from this, they will explore the stimulus through research and then create a short piece of drama that portrays key elements of the stimulus. Students will perform this as part of their end of unit assessment. Progress made will be evidenced in the students ‘Drama Progress Booklets’.|
Key Stage 4 Curriculum
GCSE DRAMA OPTION SUBJECT
COURSE CONTACT: MISS L TAYLOR– LEARNING MANAGER
Over the 3 year course students will:
Understand Drama: Explore different genres, understand performance conventions, understand how meaning is communicated to an audience, use appropriate drama terminology, understand how plays are constructed, explore drama in a social, cultural and historical context.
Perform Drama: Improvise, create a role, remain in a role, develop performance skills, perform scripted plays, and respond to direction.
Devise Drama: Work collaboratively and creatively, establish a dramatic intention, develop a dramatic intention, develop reflective and evaluative skills.
Component 1 – Devising
40% of the qualification – 60 marks
Create, develop and perform a devised piece from a stimulus. Analyse and evaluate the devising process and the performance.
Component 2 – Performance From Text
20% of the qualification – 48 marks
Two separate performances from a script covering two key extracts.
Written Exam (40%)
Component 3 – Theatre Makers in Practice
Written examination: 1 hour 30 mins (40% of the qualification – 60 marks)
Section A – Bringing Texts to Life – 45 marks
This section consists of one question broken into six parts (short and extended responses) based on an unseen extract from the chosen performance text.
Section B – Live Theatre Evaluation – 15 marks
This section consists of two questions requiring you to analyse and evaluate a live theatre performance they have seen. Students are allowed to take in theatre evaluation notes up to 500 words.
Students who enjoy performing as they will develop both expressive and physical skills in a range of dramatic genres. Students who enjoy working with others and developing transferable skills such as communication skills, organisation skills, analytical skills and problem-solving skills. Students who may want to work in the Performing Arts business as they will gain insight into Arts Administration, Theatre Production and Theatrical Supplies. Leading on to AS/A2 and BTEC courses at KS5 within the Oaks Collegiate.