Performing Arts

Subject Intent  

The intent of the Drama curriculum at Jarrow School is to develop - through practical and vocational learning - students who are respectful, resilient, positive and independent, and to develop performers who are cooperative communicators, enthusiastic, creative and confident. 

We strive to instil in students the cultural importance of the performing arts and for them to be proud of their own achievements in Drama. We aim for students to have a comprehensive understanding of drama and the ability to apply this understanding to their own work, both practical and theory, and to use it to self-reflect and evaluate.

Our Drama curriculum gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover the:

  • Development of key skills to improve aptitude in Drama, such as reproducing repertoire or responding to stimuli
  • Processes which underpin effective ways of working in the performing arts, such as development of ideas, rehearsal and performance
  • Attitudes that are considered most important in Drama, including personal management and communication
  • Knowledge that underpins effective use of skills, processes and attitudes in the sector, such as roles, responsibilities, performance disciplines and styles.

Keystage 3 Overview

Year 7

Autumn Term Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

An Introduction to Drama

Throughout this unit of work students will work effectively within groups, pairs and individually, develop an understanding of basic drama skills, apply basic drama skills to the creation of a piece of performance and evaluate the effectiveness of their own and their peers’ performance work.

Greek Theatre

This unit of work provides students with an introduction to the time period of Ancient Greece and allows students to experiment with approaches to chorus and character. Not only will students research and perform Greek myths, they will develop their understanding of the Greek gods, develop vocal skills and physical skills and develop written analytical skills and reflection in drama.

Design Project

Students will learn about the considerations and skills required in either costume design or stage and set design, they will then respond to a brief and create a portfolio of work, using Cinderella as a stimulus.

 Year 8

Autumn Term Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Skills Building

Students will participate in a series of performance workshops and will develop skills linked to voice, body, face and movement. Students will need to work collaboratively in teams and create drama which conveys meaning and explores themes through dramatic technique. Student will develop story-making skills through allowing emotional connection to colour the spoken word and drive physical connection.

Devising

Students will gain a deeper understanding of spontaneous improvisation and difference between improvising and devising, whilst developing the skills needed to improvise effectively. They will work in groups to develop and structure ideas for a piece of devised drama based on the theme of ‘community’ and focus on how to create and change atmosphere within a scene.

Design Project

Students will learn about the considerations and skills required in either costume design or stage and set design, they will then respond to a brief and create a portfolio of work using The Lion and, the Witch the Wardrobe as a stimulus.

Year 9

Autumn Term Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Verbatim

Whilst studying this genre, students will develop their understanding of verbatim theatre and experiment with approaches to political matters. Students will conduct research and form opinions on ethical issues, then use this is the basis for an original verbatim performance piece. During this unit of work, students will develop their vocal and physical skills.

Physical Theatre

Building upon prior knowledge, students will develop a deeper understanding of modern physical theatre within the context of a contemporary company, focusing on the style of Frantic Assembly. Students will become familiar with the work of Frantic Assembly and try out techniques for themselves.

Students will explore a range of practical exercises in order to start developing ideas and approaches to short devised work.

Design Project

Students will learn about the considerations and skills required in either costume design or stage and set design, they will then respond to a brief and create a portfolio of work using Anna Reid’s ‘Rattle Snake’ as a stimulus.

Key Stage 4 Overview

In years 10 & 11, students follow the Pearson Edexcel BTEC Tech Award in Performing Arts, following either an acting, dance or design pathway.

Year 10

Autumn Term
Spring Term
Summer Term
Half term 1 Half term 2 Half term 3 Half term 4 Half term 5 Half term 6

Introduction to the Course

During the first term of key stage 4, students will be introduced to the course, its requirements and will begin to develop the necessary skills to succeed.

Students will participate in performance or design workshops, develop their self-evaluation skills and watch examples of professional repertoire.

Introduction to the Course

During the first term of key stage 4, students will be introduced to the course, its requirements and will begin to develop the necessary skills to succeed.

Students will participate in performance or design workshops, develop their self-evaluation skills and watch examples of professional repertoire.

Component 1

Students will begin to work on Component 1: Exploring the Performing Arts.

Through studying this component, students will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance.

Component 1

Students will continue to work towards the completion of Component 1. This involves participating in performance or design workshops and watching examples of professional repertoire.

Component 1

During this half term, students focus on the responsibilities and skills of various industry professionals and triangulate their findings with examples from existing repertoire. Furthermore, students complete the coursework requirements for Component 1.

Component 2

Students embark upon Component 2: Developing Skills and Techniques in the Performing Arts.

Through studying this component, students will develop their performing arts skills and techniques, through the reproduction of existing repertoire, and participation in skills, performance and design workshops.

Year 11

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Component 2

Further work on Component 2 in Year 11 will allow students to produce and interpret performance or design work. It will also allow them to reflect on their progress and use of skills in performance and design, as well as how they can improve.

Component 2

Students will continue to develop performance or design skills and techniques and participate in workshops where they will develop technical, practical and interpretative skills through the rehearsal and performance process.

Component 3

During the spring term of year 11, students begin Component 3 of the course.

They will work as part of a group to create a workshop performance in response to a given brief and stimulus.

Design students will focus on one design element and work to the set brief.

Students are assessed by an externally assessed task. They will work in groups to create a performance based on a set brief.

 

During the first half of the summer term, students will participate in the dress rehearsal and recorded performance of the Component 3 workshop production they have created.

Design students will record their design pitch.

Students will also complete three controlled assessments.

 

 

Additional Curriculum Information

Most Able

Our most able Drama students are challenged and stretched through:

  • The planning of effective and differentiated lessons
  • Extension activities
  • Support through classroom talk and questioning
  • Setting high expectations and monitoring progress through effective assessment
  • Tackling underachievement of more able students
  • Enriched learning outside of the classroom with an engaging extra-curricular club

SEND

Specific schemes of work have been written for our students with ASD with activities which are mindful of any sensory issues they may have and also:

  • Encourage students to actively participate in their learning environment
  • Encourage students to construct their own knowledge.
  • Offer student choice in assignments and activities.
  • Allow for self-reflection so students can reflect and communicate their understanding.

We also have differentiated schemes of work which are more accessible for students with low literacy levels which:

  • Provide alternative instruction and assessment activities
  • Challenge students at their appropriate level in terms of their readiness, interests and learning profiles

Despite this, Drama is a talent-based subject and therefore by nature, most lessons are accessible for students who may have a barrier to learning. 

Assessment

Key Stage 3

As this is a practical subject, the majority of assessments are performance based. Students are assessed on a range of criteria for each assessment and the overall mark is not just based on their final performance, but on the entire developmental process. Assessment is ongoing to inform planning, differentiation and appropriate challenge.

Key Stage 4

Assessment for Components 1 and 2 is carried out internally through both practical work and coursework.

Assessment for Component 3 is carried out externally through practical work and controlled assessments.

Homework

Homework is set half-termly and is made up of research tasks, learning lines, selecting music for performance pieces, reflective and self-evaluative written tasks.

Many of the homework tasks will inform student participation and level of engagement the following lesson and therefore will be assessed by outcome. Feedback for written tasks will be provided as verbal or written feedback.

Beyond the curriculum

There are many enrichment opportunities in Drama, including a key stage 3 extra-curricular Drama Club, theatre trips and links with local theatres and industry professionals.

Literacy & Subject Specific Vocabulary

Subject specific vocabulary and key words for the unit of work being studied are discussed and referred to each lesson and are displayed throughout on the Word Wall.

Opportunities to read are frequent in the form of scripts and texts which are being used as stimuli.

Unit 2: 20th Century Depth Studies

Section A The Roaring 20s: USA 1919-1929

Section B Depression and the New Deal: The USA, 1929-1941

Section C War in Vietnam, 1964-1975

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Jarrow School
Field Terrace
Jarrow
Tyne & Wear
NE32 5PR

Email: info@jarrowschool.com
Tel: 0191 4283200
Fax: 0191 4283202

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