Key Stage 3
What are the knowledge and skills that students will gain over Key Stage 3?
Key Stage 3 Drama encourages students to develop their skills in the following areas:
- information-processing skills, eg sequencing and comparing
- reasoning skills, eg drawing inferences and making deductions
- enquiry skills, eg asking relevant questions and testing conclusions
- creative thinking skills, eg generating and extending ideas, applying imagination and looking for alternative endings
- evaluation skills, eg judging the value of their own and others’ work
- communication, negotiation, compromise and self-assertion
- personal maturity and emotional literacy.
Why is it delivered in this way?
In Year 7, students are introduced to the basic skills in Drama, including physical theatre and thought tracking, before going on to apply these skills to their performances through the year. These skills are developed through the year, building up to a performance aimed at a specific target audience which shows everything they have learnt.
In Year 8, students begin to work more with scripts, developing and creating characters and exploring different genres, thereby building on the work they have done in Year 7. Links are made to the GCSE Drama syllabus as the year goes on through devising from a stimulus and the learning of lines, preparing the students who are planning on choosing Drama as an option for the next stage.
Key Stage 4
Course Title: OCR GCSE Drama J316, 242630-specification-accredited-gcse-drama-j317.pdf
What are the knowledge and skills that students will gain over Key Stage 4?
OCR’s GCSE in Drama will encourage learners to:
• apply knowledge and understanding of drama when making, performing and responding to drama
• explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created (a performance text is one that has been written specifically for theatrical performance)
• develop a range of theatrical skills and apply them to create performances
• 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 individual 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.
Why is it delivered in this way?
The GCSE course starts with giving the students the fundamental knowledge they will need to inform their study of the subject through the following 3 years. This includes study of Stanislavski and Brecht, as well as looking at physical theatre.
From this, in Year 10 the students then focus on three of the key parts of their final GCSE - the written and practical exams, the devised performance and portfolio. The portfolio is done in Year 10 to give students the time they need to produce work of a standard which reflects the fact that this is worth 20% of their final GCSE. Getting this completed in Year 10 then allows the students to focus on the exams in Year 11.
In Year 11, the skills developed through the past 2 years are then focused towards the exams, with equal time spent on written and practical work throughout the year. Students complete their Presenting and Performing a text module around February in order to give them a concentrated period of time to prepare for the written exam.