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Shevington High School

Scheme of work: KS4 Years 9, 10 and 11Year 9Year 9 Term 1

Week 1

Key idea Specification content Learning activity and resources

Introduction to GCSE Drama

Component 1 – Undertanding Drama

Component 2 – Devising Drama

Component 3 – Texts in Practice

Staging

AO1 – Create and develop ideas to communicate meaning for theatrical performance.

AO2 – Apply theatrical skills to realise artistic intentions in live performance.

AO3 – Demonstrate knowledge and understanding of how drama and

LO: To become familiar with the specification and understand the key terminology:

Monologue Duologue Devising Response Development Analysis

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Stage Positions theatre is developed and performed.

AO4 – Analyse and evaluate their own work and the work of others.

Focus: Staging. Identify the main features of proscenium, traverse, in-the-round and thrust staging.

Group Work: Students are given a staging type to research and create a short presentation on main elements, pros and cons, examples etc.

Whole Class Work: Stage Positioning game to test knowledge of stage locations.

Summary of Learning – What are the four main types of staging. What are their properties? What are the pros and cons of each staging type?

HOMEWORK:

Group presentation on Staging Type. Presented in class.

RESOURCES:

Specification PowerPoint

Staging Handout

Week 2


Roles and responsibilities in the theatre.

Component 1 – Understanding Drama

AO3 – Demonstrate knowledge and understanding of how drama and theatre is developed and performed.

LO: To become familiar with the various roles and responsibilities within the theatre profession.

Discussion: Roles and responsibilities – Sims PowerPoint.

Group Work: Researching a particular role and creating a fact sheet for the rest of the class.

Group Work: TV Advert to recruit various positions for a theatre company.

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Pair Work: Mock interviews to test knowledge of each role.

Summary of Learning: Roles and Responsibilities Quiz.

RESOURCES:

Sims PowerPoint

Roles and Responsibilities Quiz.

Week 3


Stanislavski.

Naturalism.

Melodrama.



LO: To learn about Stanislavski and his response to melodrama.

Discussion: What is melodrama? What are the stock characters?

Solo Work: Teacher calls out stock characters and students must create a still image that represents that character.

The hero. The heroine The villain. The old, good person. The henchman.

Students will then move around the room as their character.

Pair Work: In pairs students create still images reflecting: Villain threatening the old, good person. Henchman leering over heroine. Hero beating villain.

Group Work: Fours or Fives. Students each play one of the stock characters and create a short melodramatic scene.

Spotlight examples and evaluate.

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Discussion: This was what the theatre would have been like when Stanislavski was a young man. Teacher will discuss lack of actor training, apprenticeships, copying older actors. Students discuss what problems would arise from this. Students feedback ideas.

Presentation: Students view PowerPoint on Stanislavski and his life and times.

Summary of Learning: Why did Stanislavski react so vehemently to melodrama? What is Stanislavski’s legacy?

RESOURCES:Stanislavski PowerPoint

HOMEWORK:Create a fact sheet on Stanislavski.

Week 4


Naturalism.

The Method.



LO: To understand the rudiments of Naturalism. (The Method)

Teacher in Role. Teacher acts out that he has lost his USB stick which contains really important information and encourages the students to help find it

Discussion: Teacher explains that there wasn’t really a USB stick. Teacher shares learning objectives and gets pupils to “act” looking for the USB stick. In what way did the students act differently when they really thought there was a USB stick and when you knew it was pretend? What were the main differences?

Presentation: PowerPoint on Naturalism.

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Discussion: What can we do to make a performance naturalistic? Stanislavski wanted going to the theatre to be like peering through the fourth wall as much as possible.

Whole Class Work: Teacher facilitates students’ improvisations of• Sitting on a hot stove• Drinking a hot cup of tea• Eating something disgusting Reading an upsetting letter

Spotlight examples and evaluate.

Pair Work: In pairs students improvise an argument trying to make it as naturalistic as they can. Pupils perform and peer assess.

Teacher hands each student a Post-it Note with an object/piece of furniture on it. Pupils must use their imagination and create a still image that represents that object. When the teacher points at them they must discuss a) what they can see b) what they can hear c) what they can smell, etc.

Teacher then facilitates an instant improvisation activity. Students must act out a conversation between:

• Hammer and nail• Blade of grass and shoe• Toaster and piece of bread• Iron and Ironing board• Pen and pencil

Students discuss how easy/difficult these situations were to perform.

Group Work: Students are asked to work in groups and create a piece of drama showing food in a fridge. Pupils perform and peer assess.

Summary of Learning: Name one technique used in Naturalism

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and how it can be used.

RESOURCES:

Naturalism PowerPoint.

Post-it Notes.

HOMEWORK: Observe a family member or close friend.

Week 5


Observation. Component 1 – Understanding Drama


LO: To use observation skills to create naturalistic characters.

Pair Work: Students are given a Post-it Note with a room in their house written on it. In pairs they are instructed to describe the room in their house as though they were selling it. Pupils then change partners and describe the room in their house as if they hated it.

Discussion: Teacher explains that today we will be focusing on observation. Teacher explains how observation and imagination are linked. Teacher explains how Stanislavski used observation.

Whole Class Work: Students stand in a circle and are given another student to observe. After a brief observation period the student must become the person they observed.

Students will also have observed a person for homework. Now they must walk around the room as that person and the teacher will call out various things for them to consider. The teacher will then ask the pupils to make a sandwich as their person, tie their shoes, watch TV, eat their dinner, etc. Spotlight best practice.

Group Work: Students work in small groups and create a piece of drama set around a dinner table as their characters. They are

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reminded to keep it naturalistic and not let it become a comedy.

Students perform and peer assess.

Solo Work: Students are hotseated by each other remaining in role throughout.

Summary of Learning: How much of their performances today has been based on their observations and how much has been their imagination? Which would Stanislavski have preferred? Why do you think this is?

RESOURCES:

Post-it Notes.

HOMEWORK:

Create a diary entry for your dinner table character.

Week 6


ASSESSMENT WEEK

Given circumstances.

The Magic If.



ASSESSMENT WEEK

LO: To identify given circumstances in a text and create a character using the magic if.

Discussion: Teacher delivers PowerPoint on given circumstances. Students identify given circumstances from example. Discuss environemental and situational conditions such as:

Age Appearance Background Social Class

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Group Work: Students are given exctract from ‘Blood Brothers’. Students must allocate everyone a part and everyone must write down what they think their character’s given circumstances are.

Students then create a naturalistic performance of the text using the given circumstances to help them. Spotlight examples and give feedback.

Discussion: How did the given circumstances help them to play their character?

Whole Class Work: Students are given a random character fact file. Using these facts the students adopt their roles. Whole class improvisation on a plane.

TIR: The teacher then takes on the role of the hostage taker and the scene develops.

Discussion: Did your characters remain sincere although they were in extreme circumstances? Who was most effective and why?The teacher then introduces the magic if and reasons Stanislavski used this. Pupils must complete a magic if worksheet on their character.

Whole Class Work: Teacher takes on the role of the hostage taker again and after a few minutes of improvisation the teacher splits the group into two (still in role). Then out of role he explains that using everything that they have discovered about their character they must create a scene showing the hostages later being separated from the other half of the group and locked in a small room.

Summary of Learning: Students write peer observations. Students then share observations discuss and set targets for themselves.

RESOURCES:

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Given Circumstances PowerPoint.

Copies of ‘Blood Brothers’.

Character Fact Files.

Magic If Worksheet.

HOMEWORK:

Complete the Given Circumstances/Magic If Worksheet.

Week 7


Belief.

Visualisation.



LO: To understand and use belief as it relates to Stanislavski’s system.

Whole Class Work: Students sit in a circle. The teacher passes around a scrumpled up piece of paper and explains it is a bird that was found on the field which had fallen out of a tree. As the group pass the “bird” around the teacher will give more info such as its colour, eyes, the way its beak opens etc. When the bird returns to the teacher he will evilly mash it up.

Discussion: Why did they react like this? Teacher then explains why belief is important when using Stanislavski’s system.

Whole Class Work: The teacher passes a piece of paper around the circle and pupils must respond to it as though it is:

a love letter suicide note exam results, etc.

Students must then take an object out of a bag and use it convincingly as something else. Students then discuss what made us believe the performances.

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Group Work: In groups of four or five, students are told that they are family members and one of them is going to kill one of them with a knife. Students fill out the plot sheet stating who, what, where and why there are doing the things that they do. Pupils are given a scrumpled up piece of paper which they are told is a knife.

Students are told to spend a few minutes focusing on the knife and decide what it looks like, feels like etc. They are told that they are not to start working on the task until they can fully see the knife. They then create their scenes ensuring that they believe everything that they are doing.

Students perform and self-assess using self-assessment sheets.

Summary of Learning: Which Stanislavski techniques have they used and how do the techniques link together to make the system?

RESOURCES:

Paper.

Plot Sheets.

Self-Assessment Sheets.

HOMEWORK:

Watch any video on Stanislavski’s method of acting and write a brief summary of what you found out.

HALF TERM WK 8

Week 9


The Three Step Entrance. Component 1 – Understanding LO: To understand and use the three step entrance.

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Drama


Whole Class Work: Recap on skills developed so far. Students are told to stand in a space as though they are at an oven and cook. Spoltight examples and discuss how natural they were.

Discussion: Teacher questions how can we make them more believable? Teacher explains that the more info you have about a character and situation the easier it is to create a believable performance.

Development: Students are now given more information about who they are and what they are cooking.

Dinner lady preparing pasta. Rich person preparing dinner party. Chef preparing steak in a busy restaurant. Mum preparing curry for tea.

Pupils perform and teacher facilitates discussion on believability.

Solo Work. In a space students take part in a spontaneous improvisation activity where they must enter and exit and pupils must guess where they have come from, what has happened off stage and why they are entering. Pupils discuss why this is important.

Discussion: Teacher introuduces the three step entrance and demonstrates.

Small Group Work: Students are given the ‘Entrances’ mini script and are told to consider all of the above when rehearsing. Students perform and peer assess.

Summary of Learning: Students look at previous targets set and whether they have achieved them. Pupils to complete a review sheet on targets and set new ones where necessary.

RESOURCES:

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‘Entrances’ mini script.

Review Sheets.

HOMEWORK:

Complete Review Sheets.

Week 10


Emotion Memory.

Subtext.



LO: To understand and use the concepts of Emotion Memory and Subtext.

Presentation: The teacher runs through the PowerPoint on emotion memory and discusses main points with students.

Solo Work: Students sit in a space. Teacher calls out instructions such as remember a time you felt sad/happy/scared, take yourself back to that time, what could you smell, see, taste, what did you think etc. Students then must create still images to depict how they were feeling at the time.

Discusssion: How did this make you feel? Did you fins it difficult? Were some emotions more difficult than others?

Whole Class Work: Teacher sets out four chairs to represent a coffin. The students are going to remember a time that they felt sad and use this emotion memory to act as if they were at a funeral. They muse each say goodbye as though it was a loved one.

Discussion: Which performances were most believable and why. What might the negatives of Emotion Memory be?

Group Work: Students read the final scene of ‘The Terrible Fate of Humpty Dumpty’ and discuss the emotions that the characters

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must be feeling. Pupils then rehearse the scene using emotion memory.

Pupils perform and discuss effectiveness of emotion memory.

Discussion: Teacher speaks his thoughts out loud. Students discuss what he is doing and why? Teacher then explains what subtext is and shows students Subtext PowerPoint.

Group Work: Students are put into groups of four and are instructed to create a piece of drama showing two people on a first date at a restaurant. The other two perdormers stand behind the couple speaking their thoughts. (Their subtext)

Development: Students are given an extract from ‘The Terrible Fate of Humpty Dumpty’ and are allocated a role. Each student must work on their own and write down at the side of their lines what their character might be thinking. Then pupils sit in their groups and discuss how the subtext will influence theacting. Then pupils will rehearse the piece using the subtext.

Pupils perform and group assess.

Summary of Learning: Why is subtext important? How else can we show subtext?

RESOURCES:‘The Terrible Fate of Humpty Dumpty’ Scripts.

Emotion Memory/Subtext PowerPoint.

Emotion Memory Woeksheet.

HOMEWORK:Complete Emotion Memory worksheet.

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Week 11


Objectives and Obstacles.

Motivation.



LO: To understand and use objectives, super-objectives and obstacles.

Discussion: What does a character want? Define motivation. Share PowerPoint looking at units and breaking down a script into smaller sections.

Pair Work: In pairs students act out the following scenarios. A and B do not know of the other’s given circumstances.

A is the elder sibling, B is younger. B wants to borrow something but A does not want to lend it to them.

A is planning a surprise party for B. B suspects something is going on and tries to find out what.

A is planning a holiday with B. B is leaving A but does not want to tell them yet.

A has run over B’s pet. B is excited as they have bought their pet a new toy.

Development: In pairs the students now choose their own scenario. Their scene must show one character who really wants something but struggles to get it. Spotlight examples.

Discussion: Continue PowerPoint introducing the idea of units, objectives and obstacles. Students identify what their objectives, super objectives, and obstacles were and discuss.

Pair Work: Students are given an extract from ‘Blood Brothers’ and in pairs they must break the text down into units. They must also write down their super objective, objective for each unit and obstacle.

Students rehearse, perform and evaluate.

Summary of Learning: How did identifying the character’s 14

objectives help to make a more believable character? Discuss Actioning.

RESOURCES:

Objectives PowerPoint.

Copies of ‘Blood Brothers’.

HOMEWORK:

Complete Objectives Worksheet.

Week 12


Devising.

The Response.

Hook.





LO: To apply Stanislavski’s method to devised examination performances.

Discussion: Teacher shares Component 2 assessment criteria with students. Teacher then explains that they will be completing two assessments using Stanislavski’s techniques. The first will be devised and the second scripted. Students must make the performance as naturalistic as possible.

Presentation: Teacher shares PowerPoint on theme of ‘Living Hell’. Workshop activities based on the three stimuli which show The Holocaust, domestic abuse and survivor guilt.

Group Work: Students are to create an effective hook for their performance.

Development: Rehearsals take place throughout lessons enabling students to develop initial ideas and shape work.

Summary of Learning: Feedback given by teacher at regular intervals. Constant referral to both Stanislavski techniques and

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Component 2 assessment criteria.

RESOURCES:

Assessment Criteria.

‘Living Hell’ PowerPoint.

HOMEWORK:

Research material where required to deepen your response to the stimuli.

Week 13


Devising.

The Development.






Discussion: Teacher introduces method checklist. Students identify areas for development and skills that can be used to enable them to create a naturalistic performance.

Group Work: Students continue to work on devised performances. Rehearsals take place throughout lessons enabling students to finesse performance work.

Summary of Learning: Feedback given by teacher at regular intervals. Constant referral to both Stanislavski techniques and Component 2 assessment criteria.

RESOURCES:


HOMEWORK:16

Students prepare costume and props where required.

Week 14


Devising.

The Performance.






Discussion: Teacher introduces assessment sheet. Students prioritise rehearsal tasks for final week of rehearsals.

Group Work: Students continue to work on devised performances. Rehearsals take place throughout lessons enabling students to finalise performance work.

Performance and evaluation.

Summary of Learning: Students complete self-assessment sheets. Teacher assesses students and sets targets using assessment criteria for Component 2.

RESOURCES:

Assessment Sheets.

Week 15


Preparing a monologue. Component 1 – Understanding Drama


AO1 – Create and develop ideas to

LO: To apply Stanislavski’s method to scripted examination performances.

Discussion: Teacher shares Component 3 assessment criteria with students. Teacher then explains that they will now be working on a monologue from a published play. Students must make the

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communicate meaning for theatrical performance.


performance as naturalistic as possible.

Presentation: Teacher shares PowerPoint on ‘Approaching a Monologue’. Workshop activities based on the techniques explored.

Solo Work: Students will then be given a selection of monologues to choose from for their second assessment. They will then identify units, unit objectives, obstacles and super objectives.

Pair Work: Rehearsals take place throughout lessons enabling students to develop initial ideas and shape work using a monologue buddy to give appropriate feedback.

Summary of Learning: Feedback given by teacher at regular intervals. Constant referral to both Stanislavski techniques and Component 3 assessment criteria.

RESOURCES:


‘Approaching a Monologue’ PowerPoint.

HOMEWORK:

Learn lines in preparation for performance. Prepare costume and props where required.

Week 16


Performing a monologue. Component 1 – Understanding Drama

LO: To apply Stanislavski’s method to scripted examination performances.

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Discussion: Teacher introduces assessment sheet. Students prioritise rehearsal tasks for final week of rehearsals.

Pair Work: Students continue to work on monologue performances with their monologue buddy. Rehearsals take place throughout lessons enabling students to finalise performance work.

Performance and evaluation.

Summary of Learning: Students complete self-assessment sheets. Teacher assesses students and sets targets using assessment criteria for Component 3.

RESOURCES:

Assessment Sheets.

CHRISTMAS BREAK WK 17 & 18

Year 9 Term 2

Week 19


Week 20


19

Week 21


Week 22


Week 23


Week 24


HALF TERM WK 25

Week 26


Week 27


20

Week 28


Week 29


Week 30


Week 31


EASTER WK 32 & 33

Year 9 Term 3 Week 34


Week 35


21

Week 36


Week 37


Week 38


HALF TERM WK 39

Week 40


Week 41


Week 42


22

Week 43


Week 44


Week 45


Week 46


Year 10Year 10 Term 1

Week 1



Component 3 – Texts in Practice LO: To become familiar with Component 3 and understand the key language of the role.

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Staging

Stage Positions


Recap: Staging. Identify the main features of proscenium, traverse, in-the-round and thrust staging.


PowerPoint: Component 3 – Texts in Practice.

Discussion: What is the language of the role? Define terminology. Students create glossary at rear of working diary.

Group Work: Students devise a short scene which demonstrates the use of one of the key skills. E.g. A scene identifying the importace of pace in dialogue.

Summary of Learning – What is the language of the role? Define challenging words and concepts.

RESOURCES:

Component 3 PowerPoint

Language of the Role Handout

Week 2


‘Blood Brothers’ by Willy Russell

Historical, social, political and cultural context.



LO: To understand the context of ‘Blood Brothers’ and block/direct short extract examining social class of Mrs Johnstone.

Task One: Introduce the unit and the play through use of laminated images/quotations. Pupils to look at the images in silence and jot down any thoughts/feelings/ideas on a sheet.

Discussion: Plot, characters and themes. Context PowerPoint.

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Group Work: Play the song Marilyn Monroe from Blood Brothers. Read the lyrics from ‘Marilyn Monroe’ song. In groups of 5 or 6, take two verses to perform – use a mixture of still image and action.Decide how to move from one still image to the next so there is a seamless transition showing her life from 17-25.

Watch each montage with musical accompaniment.

Pair Work: Give Gynaecologist/Mrs Johnstone speech to each pair. Using vocal and physical techniques to bring the scene to life. Showcase outstanding work.

Summary of Learning: What is Mrs Johnstone to do? Seven children, a part time cleaning job, no husband and twins on the way? What do we think could happen?

HOMEWORK:

Read pages 2-6 in preparation for next lesson.

RESOURCES:Context PowerPointQuotes/Images (Laminated)Worksheet

Copies of the play

Week 3


Character study of Mrs Johnstone and Mrs Lyons.

The theme of superstition.



LO: To examine character and how social class is represented with the roles of Mrs Johnstone and Mrs Lyons.

Task One: Status Game. Pair work examining status using verbal and non-verbal communication.

Discussion – Extended questions – looking at Sample Question

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Sheet. What do we need to look for? What clues are in the questions? Read p8-9 looking for information and highlighting examples.

Pair Work: The pact. Rehearse and perform the scene between Mts Johnsone and Mrs Lyons.

Spotlight examples of best practice.

Discussion: Superstition. How are Mrs Johnstone’s fears exploited by Mrs Lyons, both in this scene and later on.

Group Work: In groups of 4, 5 or 6 create Mrs Johnstone’s nightmare using lines from the script as a flashback to show her fears now that she has made her pact with Mrs Lyons.

Summary of Learning: Create a contrast list for Mrs Johnstone and Mrs Lyons.

RESOURCES:

Sample Question Sheet.

Copies of the play.

Paper and pens.

Week 4


Working with script.

Action and reaction.

Blocking.

Direction.



AO2 – Apply theatrical skills to

LO: To work on a small section of script readying it for performance understanding the importance of clear blocking.

Discussion: Read p10-16. Has Mrs Johnstone made the right decision? What does their pact say about the two women’s characters?

Pair/Small Group Work. In pairs/threes split class so half of the

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realise artistic intentions in live performance.

students work on p11-13 and the rest work on p14-16. Students must block the scene and learn lines in order to create a sensitive and thought-provoking performance.

Interim feedback should be given.

Summary of Learning: The lyrics of the song ‘My Child’ tell us much about the two women. What is Willy Russell trying to communicate?

HOMEWORK:

Learn lines for performance.

RESOURCES:

Copies of the play.

Week 5


Effective note taking. Component 1 – Understanding Drama


LO: To develop the skills of effective note taking.

PowerPoint presentation on how to take effective notes.

Modelling of bullet points, mind map and sequential note taking. Students choose preferred style.

Students complete Notes Worksheet on ONE character of their choice. Peer feedback is given based on criteria on PowerPoint.

DIRT – Redraft notes taking into consideration peer and teacher feedback.

Written Work - Complete notes on one scene.

(After marking, photocopy best work from each character in each scene and disseminate)

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Summary of Learning: Why is it important to write effective notes? What other methods are there? Bullet points, mind map, sequential. What are the pros and cons?

RESOURCES:

Making Notes PowerPoint.

Making Notes Worksheet.

Copies of the play.

Week 6


Comedy/tragedy.

Dramatic irony.




LO: To explore the use of humour in Blood Brothers and how it can be used to emphasise the tragic elements of the story.

Hand back notes homework and discuss so far. Hand out photocopies of the best Mrs Lyons and Mrs Johnstone notes to the whole class.

Discussion: What was so good about the exemplars? (Level of detail, clarity, range of skills covered, insight into and understanding of the role etc.)

Small Group Work: Students work in threes on the next section (Mr Lyons, Mrs Lyons and Mrs Johnstone). Read first and discuss the severity of Mrs Lyons’ threat – how can pupils put this and Mrs Johnstone’s fear, across to an audience. Spotlight groups and discuss positives/what could be improved.

Discussion: Whay is the importance of Mr Lyons? What function does he fulfill? He does less but is still important – he is oblivious to the fact that Edward is not his and is a more light-hearted character. Dramatic irony.

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DIRT - Students share trio work and improve performances based on Teacher feedback.

Pupils work in character groups to fill in the notes sheets.

Summary of Learning: What is dramatic irony? Why is it used? Where else does Willy Russell use this theatrical device?

HOMEWORK:

Complete notes on one scene.

RESOURCES:

Copies of play.

Week 7


Key themes.

The theme of superstition.

Narration and the role of the narrator.

Soundscape.

Choral speech.




LO: To explore the role of the narrator and further explore the theme of superstition/fate.

Discussion: Watch PowerPoint on superstition. What other superstitions can you think of? If Mrs Johnstone relies on superstition what does Mrs Lyons rely on? Why has Willy Russell included the narrator? What purpose does he serve?

Group Work: Using the PowerPoint as inspiration create three still images based upon superstitions. At least one of these must feature in the play.

Discussion: Listen to ‘Shoes Upon the Table’ and discuss.

Development: In groups, pupils should create a sequence (using still image, movement, symbolism, choral speaking, canon, echo etc.) to bring the poem to life.

Written Work: Choose three of the key themes and find quotes

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which show how Willy Russell uses them. Nurture/Nature Social Classes Superstition/Religion Friendship/Family ties Fate Death

Summary of learning: Set yourself TWO targets. How can you improve your practical work? How can you improve your written work?

RESOURCES:

Superstition PowerPoint.

Copies of the play.

HALF TERM WK 8

Week 9


ASSESSMENT WEEK

Character Study of Mickey and Eddie.

Portraying different ages on stage.

Gait.

Posture.



ASSESSMENT WEEK

LO: To explore the characters of Mickey and Edward. To examine how vocal and physical skills can dictate the age of a role. (Aged 7)

Whole Class Work: Play stuck in the mud. Now play as 7 year olds.

Discussion: What was the difference? (louder, faster, sillier) What vocal and physical skills were you using to portray a child?

Solo Work: Students walk around the space. Speed up, slow down, clap and freeze. Walk as someone who is 95, 60, 35, 18, 12, 7

Discussion: What happened to the movement? Was one age easier to portray? Did we depend on stereotypes? How can we

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avoid them?

Written Task: What would the future be like for a baby who had Mrs Johnstone or Mrs Lyons as a mother? Create a mindmap for both characters.

Watch ‘I wish I was Our Sammy’ video. Discuss the performance and how the actor creates the comedy/energy of the scene.

Pair work: Each pair works on the scene where Mickey and Eddie first meet. Spotlight examples.

Discussion: How can costume also convey character? Politcal/social/historical/cultural context.

Summary of Learning: How did each pair portray the roles/show that they’re 7 yrs old? What physical and vocal skills were they employing?

HOMEWORK:

Design a costume for either Edward or Mickey. How does what they wear reflect their social background?

RESOURCES:

‘I wish I was Our Sammy’ video.

Copies of play.

Week 10


Further character Study of Mickey and Eddie.

Portraying different ages on stage. Consolidation work.


AO3 – Demonstrate knowledge and understanding of how drama and

LO: To explore the characters of Mickey and Edward. To examine how vocal and physical skills can dictate the age of a role. (Aged 14)

Solo Work: In a space students create a still image for various 31

Gait.

Posture.

theatre is developed and performed.

emotions – first as a seven year old and then as a fourteen year old.

Happy Sad Angry Excited

Whole Class Work: Read p32-33. Whole class to direct the actors in Forum Theatre style. Ask students to focus on developing physical and vocal skills in order to communicate meaning.

Pair Work: Developing this idea students now work in pairs to bring the scene to life using all of the techniques discussed.

Showcase examples of best practice.

Written task: Write notes on either Mickey or Eddie for this scene.

Summary of Learning: In groups create a mnemonic to help remember either vocal or physical skills. E.g. APPLE PIE.

A - AccentP - PitchP - PaceL - LoudnessE - ExpressionP - PauseI - InflectionE - Energy

HOMEWORK:

Learn lines for performance.

RESOURCES:

Copies of the play

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Week 11


Preparing to answer extended questions.

Using cross-curricular skills.



LO: To study a scene in depth and look at how to approach an extended examination question.

Discussion: What makes a good answer in the exam? Links to English. PEEKER.

Read p34-37 (Mrs Lyons and Edward)

Pair Work: Using the skills developed last week students work on scene using vocal and physical skills to explore the characters. Spotlight examples of best practice.

Read mock examination question and go through Preparing to Succeed PowerPoint to suggest how to approach the 20 mark answer.

Written Task: Complete extended question. Peer marking using criteria.

Summary of Learning: Can we identify best practice in writing as we can in performance? What skills do you need to work on? Set targets for improvement in written work.

RESOURCES:

Preparing to Succeed PowerPoint.

Copies of play.

Week 12


Independent study skills.

Historical context.


LO: To develop independent study skills in relation to script work.

Whole Class Work: Play some children’s playground/street games.

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Students to focus on capturing the age of the children they are playing to consolidate practical work.

Discussion: Read/Listen to ‘I Got y’, I shot y’’. Can we identify the games/cultural references? What are the differences between the children in the play and children today?

Independent Study: Students separate into smaller working groups to work on following short sections:

p.41-42 (Linda/Mickey)

p. 42-43 (Linda/Mickey/Eddie)

p.44-45 (Mr and Mrs Lyons)

p.46-47 (Mickey, Linda, Eddie, Policeman)

p.47-48 (Policeman, Mr Lyons, Eddie, Mrs J)

p.49-51 (Edward, Mrs Johnstone)

p.51-52 (Edward, Mr and Mrs Lyons)

p.52 (Mickey, Woman)

Watch and feedback.

Written Task: Students write up first draft notes with their group of THEIR scene. Refer back to extended question and what needs to be included.

Summary of Learning: Which group worked well today? What skills were they displaying? How can you use these skills in future work? Set yourself two targets in relation to independent learning.

HOMEWORK:

Learn lines for performance. Write up second draft of notes for

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YOUR scene. These will be shared.

RESOURCES:

Video of ‘I Got y’, I shot y’’

Copies of the play

Week 13


Consolidation of Independent Study Skills.

Dramatic Irony.




LO: To further develop independent study skills in relation to script work.

Discsussion: Read opening of Act Two. What is the mood of this first section? How does it differ from the opening of the play? Why do we think Willy Russell makes us feel optimistic?

Independent Study: Students separate into smaller working groups to work on following short sections:

p.61-62 (Edward, Mrs Lyons, Mrs J, Mickey, Sammy)

p.63-65( Conductor, Sammy, Mickey, Linda, Mrs J)

p.65-67 (Teacher, Edward, Mickey, Linda, Other Pupils)

p.68-69 (Mrs Lyons, Edward)

Watch and feedback.

Written Task: Students write up first draft notes with their group of THEIR scene. Refer back to extended question and what needs to be included.

Summary of Learning: Did you achieve your targets from last week? How can you improve further.

RESOURCES:

35

Copies of the play.

Week 14


Preparing for a timed response question.

The role of a director.



LO: To identify the themes in Act Two and work on direction/blocking skills.

Discussion: What is a director? What is his role? What skills do we need to be a good director?

Whole Class Work: Forum Theatre. Teacher models direction of pages 70-71 (Linda and Mickey). This extract will be used for a timed response – pupils will be told they could be asked about any extract from Act Two studied so far.

Small Group Work: In 3s or 4s each group works on the various scenes with one student acting as director. The director swaps with each new scene. Students MUST take into account vocal and physical skills.

74-75 (Mickey and Edward)

Read p.75-77

77-79 (Mrs L and Mrs J)

Read 79-85

86-87 (Edward, Mickey and Linda)

Read 87-90

HOMEWORK:

Revise Act Two in preparation for your timed response question.

36

Week 15


Timed Response. Component 1 – Understanding Drama


LO: To experience a timed response question and identidy areas for development.

Discussion: Assessment criteria. What is the examiner looking for? Consolidation on mnemonics for both vocal and physical skills.

Written Task: Timed Response on p70-71.

Develoment: Peer assessment and identification of best practice.

Discussion: Disection of exemplar answer.

Summary of Learning: Which were your weak areas? Are you better at identifying vocal or physical skills? Did you talk about some of the more detailed techniques such as proxemics and gait?

RESOURCES:

Assessment criteria.

Mock exam question.

Examplar response.

Copies of the play.

Week 16


The final scenes – an exploration of themes, character and plot.



LO: To consolidate work on directing.

Discusssion: How would we direct pages 91-93 (Eddie, Mickey) - the class uses Forum Theatre to direct a pair to get the optimum performance.

Group Work: Students are split into groups of varying size to

37


explore the final scenes of the play. 93-95 (Sammy, Eddie, Mickey, Linda) 95-96 (Narrator, Sammy, Mickey, Linda) 97-98 (Mickey, Linda) 98-99 (Mrs J, Linda) 99-100 (Mickey, Linda) 101-104 (Mickey, Linda)

Share work and discuss vocal and physical skills used.

Summary of Learning: Whole class performs pages 104-106. What themes are evident in this final scene? How could this end have been avoided?

RESOURCES:

Copies of the play.

HOMEWORK:

Set design for one scene – give out so all scenes are covered. Disseminate on return after Christmas.


Year 10 Term 2

Week 19


38

Week 20


Week 21


Week 22


Week 23


Week 24


HALF TERM WK 25

Week 26


39

Week 27


Week 28


Week 29


Week 30


Week 31


EASTER WK 32 & 33

Year 10 Term 3

Week 34


40

Week 35


Week 36


Week 37


Week 38


HALF TERM WK 39

Week 40


Week 41


41

Week 42


Week 43


Week 44


Week 45


Week 46


Year 11Year 11 Term 1

Week 1

Key idea Specification content Learning activity and resources42

Introduction to Component 2 – Devising Drama.

Response.

Development.

Analysis.





LO: To become familiar with Component 2 and understand the key terminology:

Response Development Analysis

Presentation: Teacher shares Devising PowerPoint. Students create glossary of terms in backs of rehearsal diaries.

Teacher shares PowerPoint on theme of ‘Madness’. Workshop activities based on the three stimuli which show Lady Macbeth, Miss Haversham and the Royal Bethel Hospital. Students record notes in rehearsal diaries.

Group Work: Students are to create an effective hook for their performance.

Development: Rehearsals take place throughout lessons enabling students to develop initial ideas and shape work.

Summary of Learning: Written Task: Students complete paragraphs 1-3 of Response log.

RESOURCES:

Devising PowerPoint

‘Madness’ PowerPoint.

HOMEWORK:

Finish paragraphs 1-3 of Response log.

Week 2


Style. Component 2 – Devising Drama LO: To define theatre style and decide on direction of devised

43

Naturalism.

Epic Theatre.

Message.



performance.

Discussion: What is theatrical style? What do YOU want to communicate to your audience? Which style is better suited for this message? Do you want your audience to fell or to think? Do you want them to do both?

Presentation: PowerPoint showing summary of both Naturalism and Epic Theatre.

Group Work: Students continue to work on devised performances deciding on which theatrical style to adopt. Rehearsals take place throughout lessons enabling students to develop performance work.

Written task: Students complete Paragraphs 4-6 of Response log.

Summary of Learning: Feedback given by teacher at regular intervals. Constant referral to Component 2 assessment criteria.

RESOURCES:


HOMEWORK:

Students research relevant aspect of ‘Madness’ theme to add depth to their practical work.

Week 3


Abstract Techniques. Component 2 – Devising Drama


LO: To explore a range of abstract techniques to add range and interest to the devised performance.

Discussion: What does abstract mean? List abstract techniques in rear of rehearsal diary.

44


Whole Class Work: Workshop on abstract techniques covering: Symbolism. Still image/thought tracking. Body-as-a-prop. Soundscape.

Group Work: Students continue to work on devised performances using at least ONE abstract technique to inform their work. Rehearsals take place throughout lessons enabling students to develop performance work.

Written task: Students complete paragraphs 1-2 of Development log.


RESOURCES:


HOMEWORK:

Students complete paragraphs 1-2 of Development log.

Week 4


Devised Monologues. Component 2 – Devising Drama



LO: To explore how devised monologues are created and add them to the devised performance.

Discussion: What is a monologue? What is their function within a piece of theatre? Why is it good practice to include monologues in YOUR performance?

Whole Class Work: Workshop on devising monologues covering: Observation.

45

Thought tracking. Vocabulary. Emotional/Reportage.

Group Work: Students continue to work on devised performances creating a monologue for a character they are playing. Rehearsals take place throughout lessons enabling students to develop performance work.

Written task: Students complete paragraphs 3-4 of Development log.


RESOURCES:


HOMEWORK:


Week 5


ASSESSMENT WEEK

Interim assessment.

Feedback.




ASSESSMENT WEEK

LO: To define meaningful feedback and how to prioritise rehearsal time in order to develop.

Discussion: What is feedback? How do we use feedback to ensure progression? How can we use rehearsal time effectively to prioritise tasks?

Presentation: Assessment PowerPoint. Students are to perform their devised performance as it stands so far.

46

Group Work: Students continue to work on devised performances. Rehearsals take place throughout lessons enabling students to develop performance work.

Assessment: Students perform and evaluate work in progress.

Summary of Learning: Students complete self-assessment worksheet and set targets in order to prioritise rehearsal tasks.

RESOURCES:

Assessment PowerPoint.

Self-assessment Worksheet.

HOMEWORK:


Week 6


Choral Speech.

Synchronised Movement.Component 2 – Devising Drama



LO: To understand and use the techniques of choral speech and synchronized movement.

Discussion: Define choral speech and synchronized movement. Why could these techniques be useful when creating a devised performance? What do they suggest?

Presentation: PowerPoint on Alabama lynching.

Whole Class Work: Workshop on choral speech/synchronized movement using ‘Strange Fruit’ as a stimulus.

Group Work: Students continue to work on devised performances incorporating choral speech and/or synchronized movement. Rehearsals take place throughout lessons enabling students to develop performance work.

47


RESOURCES:

PowerPoint on Alabama lynching.


HOMEWORK:

Writing in role for a character of their choice.

Week 7


Editing.

Refining.

Improving.




LO: To understand and use the skill of editing.

Discussion: What is editing? Why would we edit something? Comparison between editing a written story and a performance. Students encouraged to identify at least one section of performance that requires editing.

Whole Class Work: Workshop on editing using ‘The Train’ as a stimulus.

Group Work: Students continue to work on devised performances editing their chosen section. Rehearsals take place throughout lessons enabling students to develop performance work.

Summary of Learning: Performance of work in progress before half-term. Most scenes should now be in place with an effective structure. Teacher to give feedback and targets for improvement.

RESOURCES:


48

HOMEWORK:

Complete second draft of Response and Development sections of log.

HALF TERM WK 8

Week 9


Key Rehersals.

Technical Requirements.




LO: To use rehearsals effectively and prioritise tasks.

Discussion: What technical requirements do you need to present your finished performance? Remember to keep it simple! Explain that blackouts can hamper flow. Discusss costume, sound and lighting.

Group Work: Students continue to work on devised performances readying it for recording. Rehearsals take place throughout lessons enabling students to develop performance work.


RESOURCES:


HOMEWORK:

Finalise technical requirements. Ready sound, lighting, costume, props, etc.

Week 10


Cues. Component 2 – Devising Drama LO: To use rehearsals effectively and prioritise tasks.49

Technical Rehearsal. AO1 – Create and develop ideas to communicate meaning for theatrical performance.


Discussion: What happens at a technical rehearsal? What is the focus? How can we be prepared?


Group Work: Technical rehearsals take place.


RESOURCES:


Cue Sheets.

HOMEWORK:

Complete Cue Sheets.

Week 11


Dress Rehearsal.

Final Performance.




LO: To use rehearsals effectively and prioritise tasks.

Discussion: What happens at a dress rehearsal? What is the focus? How can we be prepared?


Group Work: Students take part in a dress rehearsal with final feedback.

Summary of Learning: Students perform their finished devised

50

performance and have it filmed for external standardization. Students watch video back and self-evaluate.

RESOURCES:


Video camera.

HOMEWORK:

Write paragraph 1-3 of Evaluation log.

Week 12


Component 1 Revision.

Section 1.

Roles and Responsibilities.

Stage directions.

Staging types.



LO: To revisit Component 1, Section 1 in preparation for Mock Week.Focus: Staging. Identify the main features of proscenium, traverse, in-the-round and thrust staging.


Discussion: Roles and responsibilities – Sims PowerPoint.

Group Work: TV Advert to recruit various positions for a theatre company.

Pair Work: Mock interviews to test knowledge of each role.

Summary of Learning: What are the four main types of staging. What are their properties? What are the pros and cons of each staging type? Roles and Responsibilities Quiz.

RESOURCES:

Sims PowerPoint

51

Roles and Responsibilities Quiz.

HOMEWORK:

Identify areas for development and revise any necessary points.

Week 13



Section 2.

Blood Brothers.



LO: To revisit Component 1, Section 2 in preparation for Mock Week.

Discussion: Outline plot, characters and themes of the play. What is the language of the role? Define terminology.

Presentation: Blood Brothers Revision PowerPoint. Go through slides and complete practical activities on superstition, family and fate.

Solo Work: Examine past paper and exemplar answers.

Group Work: In groups, students re-create mnemonic to help remember the language of the role? Define challenging words and concepts.

Summary of Learning: Time management. Summary of question analysis.

RESOURCES:

Blood Brothers Revision PowerPoint.Copies of the play.

HOMEWORK:

52

Identify areas for development and revise any necessary points.

Week 14



Section 3.

Live Review.



LO: To revisit Component 1, Section 3 in preparation for Mock Week.

Rewatch DVD of Performance.

Discussion: Outline plot, characters and themes of the play. Identify key scenes.

Presentation: Live Review Revision PowerPoint. Go through slides and complete practical activities on vocal and physical theatre skills.

Solo Work: Examine past paper and exemplar answers.

Group Work: In groups, students re-create mnemonic to help remember the language of the role? Define challenging words and concepts.

Summary of Learning: Time management. Summary of question analysis.

RESOURCES:Live Review Revision PowerPoint.

HOMEWORK:Identify areas for development and revise any necessary points.

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Week 15


MOCK EXAM WEEK

Examination.



MOCK EXAM WEEK

LO: To experience timed exam conditions.

Lesson 1: Section 1 and smaller ‘Blood Brothers’ questions. (30 mins)

Lesson 2: Extended ‘Blood Brothers’ questions. (45 mins)

Lesson 3: Live Performance question. (30 mins)

Week 16


Evaluation.

Target Setting.



LO: To self reflect on achievement this term and set targets for development.

Discussion: Teacher goes through self-assessment worksheet and target setting.

Written Work: Write paragraph 3-6 of Evaluation log and complete assessment sheet.

RESOURCES:

Self-assessment Worksheet.

HOMEWORK:

Complete second draft of Evaluation log.


54

Year 11 Term 2

Week 19


Week 20


Week 21


Week 22


Week 23


Week 24


55

HALF TERM WK 25

Week 26


Week 27


Week 28


Week 29


Week 30


Week 31


56

EASTER WK 32 & 33

Year 11 Term 3

Week 34


Week 35


Week 36


Week 37


Week 38


57

Half Term Week 39

Week 40


58

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