Key Stage Three

Drama is taught as a discrete subject at Les Quennevais School and is a highly regarded subject taught by passionate subject specialists, Miss Sarah Milman (Head of Department) and Mrs Katherine McAllister. We believe that Drama is a multi-faceted subject with its own corpus of knowledge, understanding and skill.

It is our aim to provide our students with an engaging, exploratory, enjoyable, participatory and purposeful curriculum in which breadth and depth of knowledge, understanding, skill and experience are paramount.

Our curriculum model has been developed to encourage and support students in their exploration of Drama and Theatre by addressing the following key elements:

SKILLS

• How we experiment with, select, employ dramatic and technical skills to create dramatic action and to communicate meaning to an audience.

TECHNIQUES


• How techniques can be used to help us explore and communicate issues, stories/scenes, characters or stimuli in drama.

THEATRE KNOWLEDGE
• How we recognise and characterise the many different forms, genres, styles as well as historical, social and cultural traditions of Drama.

Our long, medium and short term planning is underpinned by the belief and hope that all of our students should know what, how and why they are learning in Drama at any one given moment. We feel that by implementing, wherever possible, the above 'key elements' within each lesson our students will be afforded the broadest opportunity to develop their knowledge, understanding, skill and progress.

At Year 8, we have combined Drama with PSE in order to explore important issues in a kinaesthetic and practical way, so as to deepen understanding and empathy and hopefully to increase students' engagement with the topics and issues being studied.

GCSE Drama


At GCSE, we follow the EDEXCEL syllabus for Drama.
The aim of the course is to give students the opportunity to develop:
• Creative and imaginative powers, and the practical skills for communicating and expressing ideas, feelings and meanings in drama;
• Investigative, analytical, experimental and interpretative capabilities, aesthetic understanding and critical skills.
• Understanding of drama forms and awareness of the context in which they operate;
• Knowledge and understanding of drama within a social, cultural and historical context.
• A basis for their role as active citizens in employment and society in general, as well as for the possible further study of drama.
The GCSE syllabus will require students to develop the following skills: acting skills; interpersonal and group-working skills; creative skills; communication skills and evaluation skills.
Assessment of work.


Drama has three units:

UNIT one (30%): Drama Exploration

Teacher assessed practical work, supported by documentary response of 2,000 words maximum. Includes DVD recordings of work undertaken during the second year, externally moderated. Students will improvise practically around a scheme of work on an issue or theme that takes place in class over 6 lessons. The students will then create a documentary response in the form of a controlled written assessment.


UNIT two (30%): Exploring Play texts


Teacher assessed practical work, supported by documentary response of 2,000 words maximum. Includes DVD recordings of work undertaken during the second year, externally moderated. Students will explore practically, a full and substantial play text chosen by the centre that takes place in class over 6 lessons. They will also experience live theatre as a member of the audience. The students will then create a documentary response to practical exploration (recommended maximum 1000 words) in the form of a controlled written assessment. Following this, they will create a documentary response to live theatre (recommended maximum 2,000 words) in the form of a controlled written assessment. We base our work on Mark Wheeler's play 'Too much Punch for Judy' which is performed yearly to our Year 11 students.


Unit three (40%) Drama Performance


Externally assessed: Practical performance. Assessed by an examiner in the Spring term of Year 11.
Option A: Performers can offer scripted performance, devised performance or a combination of both.
The GCSE drama course is great fun and requires commitment and hard work in order to get the most out of it. By the nature of the subject, parental support is invaluable. Students may need help with access to news media, theatre or film presentations, etc and the development of ideas. Students will be writing sketches, learning lines, making sound-effects, models, props, etc and may need help finding time and resources at home.


Extra-Curricular activities


We are developing our extra-curricular provision within the department and mount two performances per year; a musical or theatrical whole-school production in February, and the Year 10 Drama GCSE showcase in July. We are looking forward to the House drama competition this summer term, to be facilitated and led by the Year 10 Drama students who will be responsible for mentoring and directing the younger students in their house. Additionally, we are hoping to provide other extra-curricular 'projects' for KS3 students in the summer term. We are always looking for parents who would be willing to help backstage or with costumes and make-up. Please contact the school if you are able to assist us!