| Unit | Content |
|---|---|
|
Units 1 & 2 Willy Russell's Blood Brothers |
At the beginning of Year 9, students explore Willy Russell's acclaimed play Blood Brothers. In the first half of the double unit, they familiarise themselves with the text through collaborative work focused on scenes that contain important character moments, themes and narrative devices. In the second half, students are given time and freedom to produce their own, abridged version of the play, learning to respond to an open brief in ways that prepare them for GCSE Drama, should they choose this option. Key knowledge developed:
Key skills developed:
Assessment: Students benefit from immediate oral feedback from the teacher in lessons. They receive peer feedback and have the opportunity to assess themselves according to established criteria. Finally, students receive written feedback from the teacher following each group performance. |
|
Unit 3 Responding to a Stimulus |
This unit of work is designed to improve students' creativity in the ways they respond to a given stimulus. Students build their understanding of this essential foundation of the GCSE specification while learning to create imaginative and original performances. They are presented with a range of thought-provoking stimuli and produce an initial response performance for each of these. At the midpoint of the unit, students select one of these to turn into a final performance which is then developed and presented at the end of the unit. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed formatively throughout the unit by the teacher and through feedback from peers. |
|
Unit 4 Physical Theatre 2 |
In this unit of work, students increase the range of dramatic skills at their disposal. They learn a variety of physical theatre skills including imitation and mime, mirroring, simple repeatable movements, frantic assembly techniques, multi-prop work and techniques from Steven Berkoff. Students also revisit different types of staging including the proscenium arch, theatre in the round, traverse, thrust and promenade. The unit concludes with the students presenting a physical theatre performance in the round. Key knowledge developed:
Key skills developed:
Assessment: Students benefit from immediate oral feedback from the teacher in lessons. They receive peer feedback and have the opportunity to assess themselves according to established criteria. Finally, students receive written feedback from the teacher following each group performance. |
|
Units 5 & 6 Comedy |
Students study features and aspects of comedic performance in this final KS3 unit, taking part in exercises designed to maximise their understanding of timing and concentration. They study the role of status in comedy, with reference to the 'master-servant' dynamic originating in the commedia dell'arte. Students also explore situation comedy, studying classic and modern sitcoms to understand their common tropes and the ways in which the genre has evolved. Finally, students are tasked with creating the pilot episode of a new sitcom. This involves determining the setting and casting, writing an opening scene, and then “pitching” the finished idea to the class. Key knowledge developed:
Key skills developed:
Assessment: Students benefit from immediate oral feedback from the teacher in lessons. They receive peer feedback and have the opportunity to assess themselves according to established criteria. Finally, students receive written feedback from the teacher following each group performance. |
