{"id":23133,"date":"2026-07-02T15:45:39","date_gmt":"2026-07-02T15:45:39","guid":{"rendered":"https:\/\/futuralearning.co.uk\/schools\/?page_id=23133"},"modified":"2026-07-02T15:47:20","modified_gmt":"2026-07-02T15:47:20","slug":"drama-curriculum-overview","status":"publish","type":"page","link":"https:\/\/futuralearning.co.uk\/schools\/chilton-trinity-school\/drama-curriculum-overview\/","title":{"rendered":"Drama Curriculum Overview"},"content":{"rendered":"\t\t
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Drama Curriculum Overview\n<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Drama Curriculum Overview<\/strong><\/h2>

Team Vision<\/h3>

To create student performers that are confident to try new things and to approach performance work with energy and optimism.<\/p>

Curriculum Intent<\/h3>

To be able to know what makes a successful performance and to create a variety of believable character performance. To be able to perform successfully in a variety of styles beginning to understand the background, influence and work of theatre practitioners to include Stanislavski, Brecht and Artaud. To be independent performers, able to perform from script and to devise their own work, appreciating the work of others and to study a set text in detail.<\/p>

Long Term Plan<\/h3>

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Term 1<\/strong><\/p><\/td>

Term 2<\/strong><\/p><\/td>

Term 3<\/strong><\/p><\/td>

Term 4<\/strong><\/p><\/td>

Term 5<\/strong><\/p><\/td>

Term 6<\/strong><\/p><\/td><\/tr>

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Year 7<\/strong><\/p>

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Unit: Introduction to Drama<\/strong><\/p>

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Unit: Darkwood Manor<\/strong><\/p>

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Unit: The Titanic<\/strong><\/p>

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Unit: Introduction to Shakespeare<\/strong><\/p>

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Unit: Superheroes<\/strong><\/p><\/td>

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Unit: Melodrama<\/strong><\/p>

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Key Learning<\/strong><\/p>

Students need to know and remember from this unit of work<\/strong><\/p><\/td>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introduction to Drama and group performance.<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Mime and silent performance.<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Group and whole class still images.<\/p>

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–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Soundscape and Physical theatre.<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Storytelling and building tension.<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Whole class storytelling<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Live Theatre Review.<\/p><\/td>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Devising Performance<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Characterisation creation and introduction to PPIGS FM method<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Group and Monologue performance<\/p><\/td>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introduction to Shakespeare and Shakespearian language<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Scripted performance<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The Tempest, Hamlet and Romeo and Juliet<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Choosing an effective script for performance<\/p><\/td>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Still images and thought tracking<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvisation and devising performance<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Character and narrative development<\/p><\/td>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Scripted and Devising performance<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Understanding of stereotyped characters and how to subvert these<\/p><\/td><\/tr>

Check for Understanding<\/strong><\/p>

How we will check for understanding in this unit of work<\/strong><\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint: U<\/strong>nderstanding of group work and ability to use preparation time well. How to work in a drama classroom<\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:<\/strong><\/p>

Can students use soundscape effectively ongoing?<\/p>

End of unit whole class assessment<\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:<\/strong><\/p>

Monologue performance assessment<\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:<\/strong><\/p>

Scripted performance- students have the opportunity to choose which script they use for performance<\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:<\/strong><\/p>

Ongoing assessment to check skills and performance of key stock characters<\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint: End of year assessment- creation of their own melodrama<\/p>

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Year 8<\/strong><\/p>

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Unit: Scriptwriting<\/strong><\/p>

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Unit: Capoeira and Stage Fighting<\/strong><\/p>

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Unit: A Midsummer Night\u2019s Dream<\/strong><\/p>

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Unit: Refugee Boy<\/strong><\/p>

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Unit: Arson About<\/strong><\/p><\/td>

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Unit: Thematic Devising<\/strong><\/p>

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Key Learning<\/strong><\/p>

Students need to know and remember from this unit of work<\/strong><\/p><\/td>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 How to set out a script<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Dialogue, Stage Directions and Settings<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 How to interpret a character and prepare a character for performance<\/p><\/td>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Physical movement and control<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Capoeira is a Braziian non-contact martial art in a dance form in order to teach students control of their bodies on the stage<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Stage Fighting- teaching students how to do this effectively and safely, ensuring realism through a variety of moves taught<\/p><\/td>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Interpretation of Shakespearian language and characterisation<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Creation of the different worlds of the play- the lovers, the fairies, the mechanicals and the royal court<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Use of levels and status between the different characters<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/p><\/td>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Devising from a novel as a stimulus<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Understanding of the world around us and looking into other cultures<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Links with Geography and History<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Devising whole class performance, small group performance and Monologue from stimulus<\/p><\/td>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Clear Characterisation<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Physical Theatre<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Groupwork and effective use of rehearsal and preparation time<\/p><\/td>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Creating performance work from stimulus (Social Media)<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Use of a variety of different stimuli to create ideas and to put these into performance<\/p><\/td><\/tr>

Check for Understanding<\/strong><\/p>

How we will check for understanding in this unit of work<\/strong><\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:\u00a0<\/strong>Scripted performance assessment at the end of the unit<\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:\u00a0<\/strong>Devised performance assessment- incorporation of stage fighting into a performance<\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:\u00a0<\/strong>Mid-year assessment- Scripted performance- The Mechanicals<\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:\u00a0<\/strong>Devising group performance<\/p>

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Assessment<\/strong><\/p>

Checkpoint:\u00a0<\/strong>End of Year Scripted performance<\/p>

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Assessment<\/strong><\/p>

Checkpoint:\u00a0<\/strong>Ongoing performance assessment<\/p>

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Year 9<\/strong><\/p>

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Unit: Fame and Celebrity<\/strong><\/p>

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Unit: Frantic Assembly<\/strong><\/p>

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Unit: Grand Guignol<\/strong><\/p>

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Unit: DNA<\/strong><\/p>

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Unit: Too Much Punch for Judy<\/strong><\/p><\/td>

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Unit: Staging a show- Technical Project<\/strong><\/p>

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Key Learning<\/strong><\/p>

Students need to know and remember from this unit of work<\/strong><\/p><\/td>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Devising from stimulus<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 PSHE link to the world around us and the topic of fame and celebrity<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Split screen, crosscutting, flash back and flashforward, writing in role<\/p><\/td>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Physical theatre work inspired by Frantic Assembly\u2019s chair duets<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Skills of Over, under, round, by and through<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Interpretation of thematic work and representation in a physical way set to music.<\/p><\/td>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 French Victorian era Horror theatre<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Development of melodramatic performance techniques<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Use of lighting and sound to create tension and jump scares for the audience<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 SFX makeup design to create bruises and cuts using a variety of specialist SFX makeup<\/p><\/td>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Naturalistic characterisation performance<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Study of a whole script as a set text to prepare for GCSE<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Performance of different scenes (monologues, duologues and group work)<\/p><\/td>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Devising unit based on verbatim theatre by Mark Wheeler<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Development of characterisation<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Still images, thought tracking, mime and marking a moment<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 PSHE link for drink driving and development of an anti drink-driving advert<\/p><\/td>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Looking at a variety of different technical aspects of a film\/theatrical performance including:<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Costume\/advertising poster\/set design<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Character development and casting<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Narrative structure and dramatic development<\/p><\/td><\/tr>

Check for Understanding<\/strong><\/p>

How we will check for understanding in this unit of work<\/strong><\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:<\/strong><\/p>

Devising group performance<\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:<\/strong><\/p>

Ongoing assessment each week of skills \u00a0<\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:<\/strong><\/p>

Ongoing assessment throughout the unit<\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:<\/strong><\/p>

Performance of monologue\/duologue\/group performance of a section of the text<\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:<\/strong><\/p>

Group devising performance from stimulus<\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:<\/strong><\/p>

End of unit presentation to the class of the different elements of their production<\/p>

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Year 10<\/strong><\/p>

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Unit 1:<\/strong><\/p>

Understanding Drama (written exam)<\/strong><\/p>

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Unit 2:<\/strong><\/p>

Devising Coursework- Non-examined assessment<\/strong><\/p>

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Unit 3:<\/strong><\/p>

\u00a0Scripted Performance

<\/strong><\/p>

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Key Learning<\/strong><\/p>

Students need to know and remember from this unit of work<\/strong><\/p><\/td>

Theory work to take up 1 lesson per week for the vast majority of the year to complete Unit 1- externally assessed 1 hour 45 min exam at the end of year 11- 40% of course.<\/p><\/td>

Practical work to take up 2 lessons per week for the vast majority of the year to complete Unit 2 & Unit 3.<\/p>

Teacher assessed non-examined coursework (40%) of course.<\/p><\/td>

Practical work to take up 2 lessons per week for the vast majority of the year to complete Unit 2 & Unit 3. Externally assessed scripted performance exam work (20% of course)<\/p><\/td><\/tr>

Section A:<\/strong><\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Roles in the theatre<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staging Types<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staging Locations<\/p>

Section B:<\/strong><\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Set Text (Blood Brothers)
How to write as a drama student<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Characterisation and understanding<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cultural context of characters, setting and playwright<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Character development and comparison<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Costume\/Set\/Props\/Lighting Design for a Set text<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Performance and realisation of a character as an actor<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Justification and exemplification of characterisation and performance choices<\/p>

Section C:<\/strong><\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 How to write a critical review, contrasting and comparing choices made on the stage<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Live Theatre Review trip to be held\u00a0(as a suitable point in the academic calendar- this may change year on year dependant on when quality and suitable theatre is available to view)<\/em><\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analysis and review of live theatre performance<\/p><\/td>

Term 1 and Term 2:<\/strong><\/p>

Introduction to and development of understanding of different devising performance skills and techniques to include (still image, thought tracking, narration, cross-cutting, flashforward, flashback etc.)<\/p>

Introduction to devising from stimulus at GCSE level.<\/p>

\u00a0<\/p>

Term 3 and Term 4:<\/strong><\/p>

Workshops to begin the Devising NEA to include work in the style of Stanislavski, Brecht, Frantic Assembly and Artaud.<\/p>

Workshops to develop creativity from teacher chosen stimulus.
Students begin to work in groups to develop their own devising performance from the stimulus (20 marks)<\/p>

Introduction to Devising Log (60 marks) which is based on the process of practical devising.<\/p>

\u00a0<\/p>

Term 5 and Term 6:<\/strong><\/p>

Final development and rehearsal of devising performance<\/p>

Assessed performance of devising work (20 marks- teacher assessed and moderated)<\/p>

Completion of Section 1 and 2 of Devising Log and work on section 3 of Devising log.<\/p><\/td>

Term 1:<\/strong><\/p>

Scripted performance unit will be assessed in Year 11, however there will be lots of preparation for this in Year 10 to include (but not limited to):<\/p>

\u00a0<\/p>

Term 1 and Term 2<\/strong>: Performance of Monologue (marked out of 20). Preparation for this will include learning:<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Effective characterisation<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 How to read a script<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Dialogue and Stage Directions<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Actor research preparation<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Role on the wall and other characterisation development techniques<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analysis and critiquing each others\u2019 performance<\/p>

\u00a0<\/p>

Term 3 and Term 4:<\/strong>\u00a0Scripted performance- focus on duologues for Blood Brothers set text study. Students will perform an extract in pairs from Blood Brothers for assessment (marked out of 20).<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td><\/tr>

Check for Understanding<\/strong><\/p>

How we will check for understanding in this unit of work<\/strong><\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:<\/strong><\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ongoing weekly homework checked<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Section A assessment at end of term 2<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Summer Year 10 mock assessment written exam (full or part)<\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:<\/strong><\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ongoing assessment within lessons at suitable points<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Mock Devising performance in Term 5<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Final Devising performance in Term 6 (practical performance marked out of 20)<\/p>

Ongoing assessment for Devising log (marked out of 60) deadlines to be set by the teacher to ensure completion and improvement of work is ongoing.<\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:<\/strong><\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ongoing assessment within lessons at suitable points<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Scripted performance Monologue assessment in Term 2 (out of 20) using exam criteria<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assessment during Term 4 of Blood Brothers Set text duologue performance (marked out of 20) using exam criteria<\/p><\/td><\/tr><\/tbody><\/table>

\u00a0<\/p>

\u00a0<\/strong><\/p>

Year 11<\/strong><\/p>

\u00a0<\/strong><\/p>

\u00a0<\/strong><\/p>

\u00a0<\/strong><\/p><\/td>

\u00a0<\/p>

Unit 1:<\/strong><\/p>

Understanding Drama<\/strong><\/p>

\u00a0<\/strong><\/p>

\u00a0<\/strong><\/p><\/td>

\u00a0
Unit 2:<\/strong><\/p>

Devising Coursework- Non-examined assessment<\/strong><\/p>

\u00a0<\/strong><\/p><\/td>

\u00a0<\/strong><\/p>

Unit 3:<\/strong><\/p>

\u00a0Scripted Performance

<\/strong><\/p>

\u00a0<\/strong><\/p><\/td><\/tr>

Key Learning<\/strong><\/p>

Students need to know and remember from this unit of work<\/strong><\/p><\/td>

Theory work to take up 1 lesson per week for the vast majority of the year to complete Unit 1- externally assessed 1 hour 45 min exam at the end of year 11- 40% of course.<\/p><\/td>

Teacher-assessed Non-Examined coursework component. Practical performance (10%) will have been completed in Year 10 and the majority of the Devising Logbook (30%).<\/p><\/td>

Practical work to take up 2 lessons per week for the vast majority of the year to complete Unit 2 & Unit 3. Externally assessed scripted performance exam work (20% of course)<\/p><\/td><\/tr>

Term 1-Term 6<\/strong><\/p>

Section A:<\/strong><\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Roles in the theatre<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staging Types<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staging Locations<\/p>

Section B:<\/strong><\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Set Text (Blood Brothers)
How to write as a drama student<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Characterisation and understanding<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cultural context of characters, setting and playwright<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Character development and comparison<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Costume\/Set\/Props\/Lighting Design for a Set text<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Performance and realisation of a character as an actor<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Justification and exemplification of characterisation and performance choices<\/p>

Section C:<\/strong><\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 How to write a critical review, contrasting and comparing choices made on the stage<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Live Theatre Review trip to be held\u00a0(as a suitable point in the academic calendar- this may change year on year dependant on when quality and suitable theatre is available to view)<\/em><\/p>

Analysis and review of live theatre performance<\/p><\/td>

Devising coursework to be finalised and completed for Assessment in Year 11.<\/p>

\u00a0<\/p>

Devising Logbook<\/strong><\/p>

Finalised and completed early on in Year 11 for teacher assessment and moderation.<\/p><\/td>

Term 1:<\/strong><\/p>

Students to continue to workshop different scripts and performance styles (Stanislavski, Brecht, Artaud and Frantic Assembly etc.) and group\/monologues.<\/p>

\u00a0<\/p>

Term 2, Term 3 and Term 4:<\/strong><\/p>

Students to work in groups or individually to prepare their scripted performance for the visiting examiner (date to be decided when examiner is allocated in January). This is in the form of an acting performance or assessment as a Costume\/Lighting\/Sound\/Set\/Puppet designer. The date for this can be set once contact from the external examiner from AQA is made.<\/p>

Tasks to prepare for this may include:<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Group\/Solo rehearsal<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Role on the wall activities<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Play, character and playwright research<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Performance to the class and teacher and appropriate feedback<\/p>

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Costume Development<\/p>

\u00a0<\/p>

Any students assessed as a designer will be working with a performer\/s and will be working collaboratively throughout the process.<\/p><\/td><\/tr>

Check for Understanding<\/strong><\/p>

How we will check for understanding in this unit of work<\/strong><\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:<\/strong><\/p>

Mock exams (whole paper to be completed) in November and February PPE assessment windows.<\/p>

Ongoing marking of work in lessons and for homework activities<\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:<\/strong><\/p>

Following the assessment of the performance and first draft of the written logbook in Year 10, assessment will be ongoing until the work is completed to the students\u2019 best ability.<\/p><\/td>

Assessment<\/strong><\/p>

Checkpoint:<\/strong><\/p>

Ongoing assessment in lessons at appropriate points.<\/p>

PPE performance scheduled prior to the external visiting examiner\u2019s exam date and at appropriate points prior to the external exam.<\/p><\/td><\/tr><\/tbody><\/table>

Useful Links<\/h3>

National Theatre | London, UK<\/a><\/p>

Bristol Hippodrome<\/a><\/p>

Welcome to Shakespeare’s Globe | London (shakespearesglobe.com)<\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Work Hard. Be Kind. Be Ambitious. Be Curious. Be Proud.<\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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01278 425222<\/a><\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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office@chilton-trinity.co.uk<\/a><\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Drama Curriculum Overview Drama Curriculum Overview Team Vision To create student performers that are confident to try new things and to approach […]<\/p>\n","protected":false},"author":12,"featured_media":0,"parent":22680,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"categories":[61],"tags":[],"class_list":["post-23133","page","type-page","status-publish","hentry","category-chilton-trinity"],"acf":[],"yoast_head":"\nDrama Curriculum Overview<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/futuralearning.co.uk\/schools\/chilton-trinity-school\/drama-curriculum-overview\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Drama Curriculum Overview\" \/>\n<meta property=\"og:description\" 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