- Staff
- Students
- Parents
- E-Safety
- Translate
Drama
Mrs V Ryan – Head of Drama
Mrs G Andrews – Teacher of Drama
“All the World’s a Stage”
Mission
Our Mission is to develop our students’ understanding of Drama and love of theatre alongside inspiring students to develop transferable skills in communication and leadership. In order to do this we take a creative and disciplined approach to the study of Drama and Theatre through a combination of practical and written activities. Our approach not only enriches knowledge and understanding of a variety of playwrights and theatre practitioners, but also develops the emotional intelligence of the students, producing well-rounded individuals. Students gain a knowledge and understanding of Drama as an Art form, yet also develop skills in leadership, communication, time management, organisation, creativity and self-discipline – all of which will assist students in a variety of career paths.
We boast a varied curriculum covering devising, scripted drama, theatre design and analysis of drama in all years covering a range of genres and styles of Drama. The excellent facilities offering both practical and theory spaces create a. learning environment in which learners can flourish.
Extra-curricular clubs are offered to all year groups. The department organises an annual whole-school production and has links with local theatres, offering students the opportunity to perform outside of school such as the 360 programme at The Royal Exchange.
Overall Curriculum Intent
Students will experience a variety of opportunities that;
• Challenge them both inside and outside the classroom
• Focuses on improving their understanding of drama and theatre through knowledge and application.
• Develop transferable skills for life and the world of work.
• Develop skills in creating, performing and responding.
• Develop knowledge of forms, genres, playwrights and design elements of Drama
• Enhance and embed resilience, determination and confidence.
• Aims to ensure all students studying Drama leave the school possessing skills in in leadership, communication, time management, organisation, creativity and self-discipline alongside a thorough knowledge of Drama and Theatre
| Study Topic | Knowledge and Skills | Assessment | How to support your child |
| An Introduction to Drama | Collaboration Creating Drama Still images Improvisation Thoughts Aloud Evaluation Live Theatre Evaluation | Verbal feedback. 1 assessed performance at the end of the half term. | Encourage contribution. Access live theatre performances through NT online |
| Wacky Soap by Mark Wheeller | Devising and improvising skills Non naturalistic techniques Allegory | Verbal feedback. 1 assessed performance at the end of the half term | Encourage contribution. |
| Page to Stage Sound design | Developing Scripted skills Line learning Blocking | Verbal feedback. 1 assessed performance at the end of the half term | Help them to learn their lines by reading the other parts in with them. Research appropriate music and sound effects for their chosen script |
| Goodnight Mr Tom Costume Design | Creating realistic characters. Focus in emotional ‘fourth wall’ performances Empathy Basic Stanislavski | Verbal feedback. 1 assessed performance at the end of the half term | Research the story and the film: https://www.imdb.com/title/tt0175680/ |
| Mask and mime work | Physical theatre Trestle masks – basic skills Comic timing | Verbal feedback. 1 assessed performance at the end of the half term | Watch masked theatre performances: https://www.youtube.com/watch?v=gPGEeiZlR1c |
| Roald Dahl’s Revolting Rhymes | Adaptation Use of narrator Direct Address Breaking the 4Th Wall | Verbal feedback. 1 assessed performance at the end of the half term | Run lines at home and learn them before the performance. |
| Study Topic | Knowledge and Skills | Assessment | How to support your child |
| Melodrama | Developing scripted skills Characterisation Blocking Learning Lines | Verbal feedback. 1 assessed performance at the end of the half term | Run lines at home and learn them before performance. Scripts on Teams. |
| Racism Noughts and Crosses The Alabama Bus Boycott | Scripted skills Status Abstract and physical theatre techniques Design skills | Verbal feedback. 1 assessed performance at the end of the half term | Research Noughts and Crosses or watch the BBC series on iplayer. |
| Devising – responding to stimulus | Mind mapping Writing in role Still images Improvising | Verbal feedback. 1 assessed performance at the end of the half term | BBC Bitesize https://www.bbc.co.uk/bitesize/guides/zdqf6v4/revision/1 |
| Devising Cyberbullying theme | Responding Creating Developing – use of non- naturalistic techniques Performing Evaluating | Verbal feedback. 1 assessed performance at the end of the half term | Cyberbullying research https://www.unicef.org/end-violence/how-to-stop-cyberbullying |
| Physical Theatre | Control Focus Extension Unison Body as prop Transitions | Verbal feedback. 1 assessed performance at the end of the half term | https://www.youtube .com/watch?v=hI9t86hDNC0 Watch this physical theatre performance and look for excellent examplesz. |
| Scripted styles | Shakespearean Realism Multi Role | Verbal feedback. 1 assessed performance at the end of the half term | Run lines at home to help learn them before the performance. |
| Study Topic | Knowledge and Skills | Assessment | How to support your child |
| Moral Dilemmas Hit and Run Life skills link | Devising Skills Responding Creating Developing Performing Evaluating | 1 assessed performance at the end of the term | |
| Scripted Styles DNA I love you Mum I promise I won’t die Life skills link – gangs | Characterisation Motivation Units and objectives Emotion Memory | 1 assessed performance at the end of the term | Run lines at home to learn them before the assessment |
| Blood Brothers by Willy Russell | Social/ Cultural/ Historical context Characterisation Themes Staging Design | 1 assessed performance at the end of the term | Run lines at home to learn them before the assessment |
Key Stage 4
GCSE students will follow the OCR specification for Drama at Mossley Hollins. Their work will be assessed through two components: practical work that is worth 60% and a written exam (at the end of year 11) worth 40%. Throughout year 10 and 11, students work in groups to produce a number of pieces of practical work, (for example: devised thematic work, script work and improvisation). Students will produce a written portfolio which supports their creative choices and will record the steps taken during the rehearsal process. In the exam, students will demonstrate their understanding of a set text which will have been developed through practical exploration in workshop style lessons. Students will also be required to analyse a live performance. This will provide the opportunity for students to visit a theatre and watch a professional production, with students writing in detail on the performers use of voice, gesture and facial expressions to communicate their character to the audience and analyse the effectiveness of this.
Year 10 Term One
| Study Topic | Knowledge and Skills | Assessment | How to support your child |
| Devising Drama Preparation for NEA | How to respond to a stimulusHow to create an artistic intention How to research for your devised pieceHow to develop your piece with techniques and conventionsHow to record development using Situation, Problem, Solution and OutcomeHow to perform confidentlyHow to evaluate your performance and progressHow to compete an outstanding portfolio | Feedback given on both written and practical work throughout the term in preparation for real GCSE NEA assessment next term. | Homework will be set on Teams BBC Bitesize – Devising Drama – OCR- https://www.bbc.co.uk/bitesize/topics/zjw3vk7 |
| Blood Brothers – Design and Direction focus | Understanding semioticsUnderstanding the social, cultural and historical context of Blood Brothers Knowing key terms for design – set/ costume/ lighting/ soundKnowing how to apply and justify design choices | At least 2 written pieces given www/ebi feedback in preparation for the T1 written assessment in November. | Homework will be set on Teams. There will be a Theatre Trip opportunity to see a live production of Blood Brothers. A recorded production can be found on Youtube https://www.youtube.com/watch?v=eP1j1B1TtNU |
Year 10 Term Two
| Study topic | Knowledge and skills | Assessment | How you can support your child |
| Devised Drama – Non Examined Assessment begins | Responding to a stimulus Initial ideas Artistic intention Research Style and StructureTechniques and conventions to develop the piece Recording development using Situation, Problem, Solution, OutcomeCompleting Devising Portfolio | Produced Portfolios will be assessed in line with the OCR Specification marking scheme. Section 1 and 2 of the portfolio will be completed this term. | Homework will be set on Teams. BBC Bitesize – Devising Drama – OCR- https://www.bbc.co.uk/bitesize/topics/zjw3vk7 |
| Blood Brothers Acting focus | Knowing key terms for acting –physicality/ vocal skills/ interaction Knowing how to apply and justify characterisation choices | At least 2 written pieces given www/ebi feedback in preparation for the written assessment in February. | Homework will be set on Teams. There will be a Theatre Trip opportunity to see a live production of Blood Brothers. A recorded production can be found on Youtube https://www.youtube.com/watch?v=eP1j1B1TtNU |
Year 10 – Term Three
| Study Topic | Knowledge and Skills | Assessment | How to Support your child |
| NEA Devised Drama Performance and Evaluation | Performing with confidence Evaluation of your own and others’ performances | Final Performances and produced portfolios will be assessed in line with the OCR specification mark scheme. These will be externally assessed. | Homework will be set on Teams BBC Bitesize – Devising Drama – OCR- https://www.bbc.co.uk/bitesize/topics/zjw3vk7 |
| Live Theatre | How to describe, analyse and evaluate Live Theatre | At least two written pieces given www/ ebi feedback in preparation for assessment. | BBC Bitesize – live theatre evaluation OCR https://www.bbc.co.uk/bitesize/guides/zrjsxyc/revision/1 |
Year 11 Drama – Term One
| Study topic | Knowledge and skills | Assessment | How you can support your child ? |
| Presenting and Performing Texts Selection of Texts and Scenes | Understanding different scripted styles Experimenting with different scripts Selecting a script for assessmentResearching the social, cultural and historical contextResearching themesRehearsing extract one Completing the Concept pro Forma for extract one | Verbal feedback given on performances in line with OCR specification. | Homework will be set on Teams BBC Bitesize – Scripted Drama https://www.bbc.co.uk/bitesize/topics/z7qgbdm |
| Live Theatre ‘The Play That Goes Wrong’ Blood Brothers Revision | How to cue the question Terminology – performance and design Using PETER to structure your paragraphUnderstanding style/ artistic intention How to describe, analyse and evaluate Focus on 2 actorsHow to write about design aspects How to answer as a performer, director or designer. | At least 2 written pieces given www/ebi feedback in preparation for the written assessment PPE in November. | Homework will be set on Teams. Revision documents and Powerpoints will be on Teams. A recorded production can be found on Youtube https://www.youtube.com/watch?v=eP1j1B1TtNU GCSE Pod |
Year 11 – Term Two
| Study topic | Knowledge and skills | Assessment | How you can support your child |
| Presenting and performing Texts Developing chosen extracts and performance skills | Developing Artistic IntentionRehearsing extract one and extract two Completing the Concept pro Forma for extract two | Verbal feedback given on performances in line with OCR specification. Final performances assessed by visiting examiner in April. | Homework will be set on Teams BBC Bitesize – Scripted Drama https://www.bbc.co.uk/bitesize/topics/z7qgbdm |
| Live Theatre ‘The Play That Goes Wrong’ And ‘Frankenstein’ Blood Brothers Revision | How to cue the question Terminology – performance and design Using PETER to structure your paragraphUnderstanding style/ artistic intention How to describe, analyse and evaluate Focus on 2 actorsHow to write about design aspects How to answer as a performer, director or designer. | At least 2 written pieces given www/ebi feedback in preparation for the written assessment PPE in February. | Homework will be set on Teams. Revision documents and powerpoints will be on Teams. A recorded production can be found on Youtube https://www.youtube.com/watch?v=eP1j1B1TtNU GCSE Pod |
Year 11 Drama – Term Three
| Study topic | Knowledge and skills | Assessment | How you can support your child |
| Live Theatre ‘The Play That Goes Wrong’ And ‘Frankenstein’ Blood Brothers Revision | How to cue the question Terminology – performance and design Using PETER to structure your paragraphUnderstanding style/ artistic intention How to describe, analyse and evaluate Focus on 2 actorsHow to write about design aspects How to answer as a performer, director or designer. | At least 2 written pieces given www/ebi feedback in preparation for the Final exam At least 2 written pieces given www/ebi feedback in preparation for the Final exam | Homework will be set on Teams. Revision documents and powerpoints will be on Teams. Revision documents and powerpoints will be on Teams. A recorded production can be found on Youtube https://www.youtube.com/watch?v=eP1j1B1TtNU GCSE Pod |
Extra-Curricular
There are many opportunities for the exploration of drama outside of the school timetable in the form of extra-curricular clubs. On a Monday lunchtime the KS3 Drama Club takes place which aims to allow students from years 7-9 to deepen their understanding of performance and theatre. These sessions enable students to work in groups of varied ages and collaborate in order to produce performances which will be presented during ‘An Evening of Drama’.
The annual drama production takes place during the second autumn term. The performance is rehearsed over a number of months and students engage with a play which is presented to the public. This provides students with the opportunity to work in a professional manner and enables them to be creative and explore performance and theatre on a large scale.