Subject Assessment Focus

Key Stage 4 Drama. Unit 3 Title: Unit Three Drama Exploration - Communication and Relationships GCSE Core Unit 3 Subject Expectations Cross Curricular Framework (CCF) Assessment Focus A Cross Curricular Aspects AF1: Recall, select, use and At the end of this unit i. PLTS communicate their knowledge and Most pupils will have engaged in a programme of work that will help them appreciate 1 Independent enquirers, 2 Creative thinkers, understanding of drama in an how drama activities can be used to deepen their understanding of the drama form. 3 Reflective learners, 4 Team workers, 5 Self Managers, effective manner to generate, All students will explore how the dramatic form, medium and strategies can be used 6 Effective participators. explore and develop ideas – 20% to communicate meaning based on a theme. ii. ECM AF2: Apply practical drama skills to 1 Safety, 2 Healthy, 3 Economic well being, 4 Enjoy and communicate in performance – 0% Some pupils will not have made so much progress and will have engaged in a 5 Participate. programme of work that will help them appreciate how a range of drama activities iii. KS Level 1, 2 and 3 AF3: Analyse and evaluate their can be used to deepen their understanding of the drama form. All students will 1 Communication, 2 ICT, 3 Improving learning and performance, own work and that of others using explore how the dramatic form, medium and strategies can be used to communicate 4 Problem solving, 5 Working with others. appropriate terminology – 10% meaning based on a theme. Some students will be able to make connections between iv. WRL the different stimuli to support the theme. 1 Develop skills 2 Extend experience and understanding, About the unit 3 Learn how business works, 4 Awareness of employment opps, This Unit works towards Unit Some pupils will have progressed further and will have engaged in a programme of 5 Consider career intensions, 6 Undertake tasks and activities, One of the Examination work that will help them appreciate how a range of more advanced drama activities 7 Learn from employment sectors, 8 Develop experiences, ‘Drama Exploration’. The unit can be used to deepen their understanding of the drama form. All students will 9 Engage with ideas and challenges. is worth 30% of the overall explore how the dramatic form, medium and strategies can be used to communicate B Wider Curriculum Dimensions GCSE grade and requires meaning based on a theme. Some students will be able to make detailed connections 1 Identity and cultural diversity, 2 Community participation, students to develop their between the different stimuli to support the theme. appreciation and 3 Healthy Lifestyles, 4 Enterprise, 5 Global dimension, understanding of drama 6 Technology and Media, 7 Creativity and critical thinking. elements, mediums and C COL strategies around the theme of Language for learning D Prior learning ‘communication and It is helpful if pupils have: relationships’ Developed their understanding of drama techniques, strategies, elements and mediums Where the unit Developed their skills in performance fits in Developed their ability to write analytically about their This Unit Is Unit One of Three performance and verbally evaluate both their own and others which are examined. This unit performance is taught in the first term of E Resources year 11. The Unit culminates Breakfast Poem in a 6 hour practical exam and Tom’s Diner controlled assessment Lyrics coursework. Coursework Booklet Range of photographs

Key Stage 4 Drama. Unit 3 Title: Unit three Drama Exploration - Communication and Relationships GCSE Core Unit 3 Lesson titles and Teaching activities Learning outcomes CCF and COL Learning objectives Pupils: Pupils should learn: ● How can we use a poem to stimulate Starter ● Knowledge and understanding of the overall idea PLTS 1, 2, 3, 4 and 6 and develop dramatic ideas? ● Vocal warm up – Moving across the circle behind the theme and how this can be communicated ECM 4 and 5 ● How can we use our voice in delivering a persons name with a specific dramatically KS 1, 3 and 5 different ways to communicate objective, e.g. long lost friend, ex that broke ● Development of concept of selecting and WRL 1, 6 and 9 different ideas and feelings to an your heart etc. communicating knowledge of communication of drama WCD 1 and 7 audience? through use of voice COL Development Activities ● Development of process of ways of experimenting Homework AF1: Recall, select, use and ● Initial Discussion - ‘Comnmunication and with your voice and use of voice within Analyse two different ways communicate their knowledge and Relationships’ what does this mean? How can we performance you used your voice in understanding of drama in an communicate ideas about communication and todays lesson. Describe effective manner to generate, explore relationships to an audience using the drama exactly how you used your and develop ideas medium voice and what you were trying to communicate for AF3: Analyse and evaluate their own ● Read poem as a class the audience work and that of others using ● Thought shower in group’s initial ideas, appropriate terminology thoughts, and feelings the poem raises? Who are the characters within the poem? What is happening? What is the subtext? What is the atmosphere? What feelings are created through the words of the poem? What are the key moments and why? ● Experiment in small groups performing the poem in different styles and different tones of voice – How does this effect what is being communicated to an audience? Spotlight examples and evaluate

Plenary ● Quick fire Q&A recap on drama techniques and strategies

● How can we use the work of Frantic Starter ● Knowledge and understanding of the work of a PLTS 1, 2, 3, 4 and 6 assembly within our own work? ● Brief recap – Choose three words which sum up contemporary theatre company ECM 4 and 5 ● How can we use a chair duet to the poem, reduce to two, reduce to one. ● Development of concept of analysing and evaluating KS 1, 2, 3 and 5 communicate ideas about character? the work of a professional company and using their WRL 1, 2, 6 and 9 Development Activities knowledge of drama to explore ideas WCD 1, 3 and 7 COL AF1: Recall, select, use and ● Explanation of chair duets – watch clips on DVD ● Development of process of use of physical theatre Homework communicate their knowledge and ● Paired exercise developing a basic chair duet within performance Explain in detail the chair understanding of drama in an duet task. Identify 4 effective manner to generate, explore ● Developing this further in groups of 4 to music reasons the chair duet may and develop ideas ● Spotlight and Evaluate. be useful to a performer ● Film using a flip camera and self evaluate AF3: Analyse and evaluate their own work and that of others using Plenary appropriate terminology ● Quick fire Q&A on drama techniques and strategies

● How can we communicate what is Starter ● Knowledge and understanding of the differences PLTS 1, 2, 3, 4 and 6 happening in the poem through still ● Game of exaggerated rock, paper, scissors between naturalistic and abstract work ECM 4 and 5 image? focusing on exaggerated physicality ● Development of concept of abstract work to explore KS 1, 3 and 5 ● What might these characters be ideas WRL 1, 6 and 9 thinking and feeling at this moment? Development Activities ● Development of process of use of still image and WCD 1 and 7 ● In groups students to develop two still images thought tapping to communicate and explore ideas COL AF1: Recall, select, use and that reflect each stanza of the poem – one Homework communicate their knowledge and naturalistic, one abstract. Analyse one still image understanding of drama in an ● Spotlight and evaluate in detail what is being from todays lesson effective manner to generate, explore communicated and how/why describing in detail use of and develop ideas facial expression, posture, ● Develop with thought tapping gesture and body language AF3: Analyse and evaluate their own work and that of others using Plenary appropriate terminology ● Student as teacher – Pick three students to summarise the lesson and question the class on what they have learnt

● How can we use a range of Starter ● Knowledge and understanding of the drama stimulus PLTS 1, 2, 3, 4 and 6 elements, mediums and strategies ● Physical warm up e.g. zip, zap, boing and how it can be brought to life dramatically ECM 4 and 5 together to communicate story and ● Development of concept of using knowledge and KS 1, 3 and 5 character? Development Activities understanding of drama to recall and select WRL 1, 6 and 9 ● Brief recap on images from last lesson appropriate techniques WCD 1 and 7 AF1: Recall, select, use and ● Develop one image practically using movement, ● Development of process of movement, sound and COL communicate their knowledge and sound, choral speech. Focus on communicating choral speech to generate and explore ideas and Homework understanding of drama in an clearly the story and feeling of that stanza. communicate ideas to the audience Evaluate your groups use of effective manner to generate, explore elements, mediums and and develop ideas Students to think about the positioning of the audience and their appropriate use of elements, strategies in todays task using WWW/EBI AF3: Analyse and evaluate their own mediums and strategies to communicate their work and that of others using stanza. appropriate terminology ● Spotlight examples and evaluate use of mediums, elements, and strategies. What were the groups trying to communicate – did they achieve this?

Plenary ● Hand out character cards for a variety of characters linked to the poem. Quick fire hot seating exercise in groups of 3

● What is non - verbal communication? Starter ● Knowledge and understanding of the PLTS 1, 2, 3, 4 and 6 ● How can we use non - verbal ● Physical warm up game focusing on use of mime ● Development of concept of analysing and evaluating in ECM 4 and 5 communication to portray such as explosion or what’s in the box detail using appropriate terminology KS 1, 2, 3 and 5 character? ● Development of process of use of non verbal WRL 1, 6 and 9 Development activities communication to tell a story WCD 1 and 7 AF1: Recall, select, use and ● Pairs to thought shower in more detail possible COL communicate their knowledge and ideas for plot/character that could be Homework understanding of drama in an developed from the poem. Students to create a effective manner to generate, explore ● In pairs create a timeline of the relationship of detailed character profile and develop ideas the characters reflecting on 10 key moments for the character developed in todays lesson AF3: Analyse and evaluate their own ● Develop 3 images of 3 key moments in the work and that of others using relationship between these two characters appropriate terminology ● In pairs develop a 2 minute mimed piece focusing on using non verbal communication to communicate key information about the relationship between the characters. Focus is on use of eye contact, body language, gesture facial expression and use of proxemics ● Spotlight and evaluate in detail the use of non verbal communication within these mini scenes

Plenary ● Students show the three key things to remember from todays lesson in mime

● How can we create an effective Starter ● Knowledge and understanding of the role of music PLTS 1, 2, 3, 4 and 6 soundscape? ● Vocal warm up focusing on use of sound within a performance ECM 4 and 5 ● How can we use a song, music and ● Development of concept of selecting and using a KS 1, 2, 3 and 5 lyrics as a stimulus for our drama? Development Activities range of drama elements to aid clear communication WRL 1, 6 and 9 ● Thought shower ideas on the atmosphere and ● Development of process of use of soundscape to WCD 1 and 7 AF1: Recall, select, use and feeling communicated through the location of explore and develop ideas COL communicate their knowledge and the poem Homework understanding of drama in an ● Develop these ideas into a soundscape. Consider Students to complete effective manner to generate, explore the actor/audience proxemics, use of vocality, analysis table of and develop ideas use of sound effects and elements of drama soundscape AF3: Analyse and evaluate their own such as tempo, rhythm, pace. and volume . work and that of others using ● Spotlight examples and evaluate appropriate terminology Plenary ● Create a quick fire freeze frame which summarises each groups feelings about the song ● How can we use our imaginations to Starter ● Knowledge and understanding of detailed PLTS 1, 2, 3, 4 and 6 develop a world around the ● Students in a space creating quick fire off text development of character ECM 4 and 5 character? images of the central character. Add thought ● Development of concept of generating, exploring and KS 1, 2, 3 and 5 ● How can we use role play to tap developing ideas on character WRL 1, 6 and 9 communicate our ideas? ● Development of process of hot seating and off text WCD 1 and 7 Development Activities improvisations to explore character COL AF1: Recall, select, use and ● Discussion – Why does the character leave at Homework communicate their knowledge and the end of the poem? Characterisation analysis understanding of drama in an ● Hot seating the central character – Can be done describing in detail facial effective manner to generate, explore as a whole class or in small groups expression, gesture, and develop ideas posture, body language ● In groups create two short off text AF3: Analyse and evaluate their own improvisations based on the life of the central work and that of others using character – one presenting a typical day in their appropriate terminology life, the other depicting a key event from their life

Plenary ● Students to share 3 things they have done well, 3 things their group has done well, 3 things they have learnt, 3 things they would like to improve

● How can we use cross cutting to Starter ● Knowledge and understanding of exploring changes in PLTS 1, 2, 3, 4 and 6 explore changes in time within a ● Physical warm up focusing on use of physicality time effectively through selection of drama ECM 4 and 5 piece? techniques KS 1, 2, 3 and 5 Development Activities ● Development of concept of self analysis and WRL 1, 6 and 9 AF1: Recall, select, use and ● Small group brainstorming – What may have evaluation WCD 1 and 7 communicate their knowledge and occurred directly before and after the poem? ● Development of process of cross cutting and layering COL understanding of drama in an ● Creation of still images communicating what of techniques Homework effective manner to generate, explore Students to complete self and develop ideas happens before and after the poem at the following moments – 5 seconds/5minutes/5 evaluation of todays task AF3: Analyse and evaluate their own days/5 years work and that of others using ● Develop task through creation of three brief appropriate terminology scenes occurring cross cut before, during and after the poem. Groups to use either split stage or cross cutting as main technique plus 2 others of their choice ● Film using flip camera and watch and evaluate

Plenary ● Student picked and given one minute to speak about the work from todays lesson – As soon as they repeat anything or pause another student takes over ● How can we use music as a stimulus Starter ● Knowledge and understanding of more advanced PLTS 1, 2, 3, 4 and 6 to help us create a piece of drama? ● Quick fire essence machine representing Love abstract techniques to communicate ideas ECM 4 and 5 ● How can we create an effective and Hate ● Development of concept of analysing and evaluating KS 1, 3 and 5 essence machine? Development Activities own performance WRL 1, 6 and 9 ● Class to listen to piece of music and read Lyrics. ● Development of process of creation of essence WCD 1 and 7 AF1: Recall, select, use and Thought shower initial ideas on song and machines to communicate feelings and ideas COL communicate their knowledge and feedback – Consider music, lyrics, pace, tempo, Homework understanding of drama in an rhythm, volume etc. Students to complete effective manner to generate, explore ● Class discussions - How are ideas communicated analysis table for essence and develop ideas through the music/lyrics machine AF3: Analyse and evaluate their own ● Development of an essence machine dramatizing work and that of others using the overall feeling and emotions of the song appropriate terminology Plenary ● Student to write intricate instructions explaining how to create an effective essence machine

● How can we use a photograph as a Starter ● Knowledge and understanding of generating, PLTS 1, 2, 3, 4 and 6 stimulus to create a piece of ● Moulding exercise – Taking on the role of exploring and developing ideas using a photograph as ECM 4 and 5 theatre? director to mould a variety of different a stimulus KS 1, 3 and 5 ● What makes a successful director? characters through physicality ● Development of concept of recalling and selecting WRL 1, 6 and 9 Development Activities appropriate techniques to communicate WCD 1 and 7 AF1: Recall, select, use and ● Groups to be given a photograph and spend 15 understanding COL communicate their knowledge and minutes discussing all their initial ideas, ● Development of process of directing skills and Homework: Students to understanding of drama in an thoughts and feelings when looking at this photo marking the moment write a one page monologue effective manner to generate, explore ● In groups of 3 students to develop a polished 2 for the character of their and develop ideas minute scene between the characters from the choice from todays duologues. AF3: Analyse and evaluate their own photo. Photo is used as the starting image to work and that of others using the scene. Scene is a duologue with one student appropriate terminology directing. ● Scene must use drama techniques to mark the moment at two key points Plenary ● Students to choose which character to focus on for their monologue – Walking round space physicalsing character, freeze and thought tap to stimulate ideas for monologue

● What makes a successful Starter ● Knowledge and understanding of performance and PLTS 1, 2, 3, 4 and 6 monologue? ● Students to read aloud their monologues to the grade criteria ECM 4 and 5 ● How can we annotate and rehearse a class ● Development of concept of communicating knowledge KS 1, 2, 3 and 5 monologue ready for performance? and understanding of drama through performance WRL 1, 6 and 9 Development Activities ● Development of process of analysis and evaluation of WCD 1 and 7 AF1: Recall, select, use and ● In a space – images of character – key moments own and others work COL communicate their knowledge and ● Read and discuss grade criteria Homework: Students to understanding of drama in an prepare monologues for ● Students to work individually to annotate effective manner to generate, explore monologues performance with and develop ideas ● Paired rehearsal of monologues reference to two targets ● Performance and evaluation of monologues in AF3: Analyse and evaluate their own work and that of others using groups of 4 – detailed feedback on appropriate terminology characterisation ● Record using flip camera and watch back for self assessment

Plenary ● Feedback on work so far. Identification of two Targets to work on at home before next lesson

● What do I need to do in my Starter ● Knowledge and understanding of performance and PLTS 1, 2, 3, 4, 5 and 6 monologue performance to achieve a ● Students in a space rehearsing monologues grade criteria ECM 4 and 5 grade C or above simultaneously – beginning from frozen image ● Development of concept of communicating knowledge KS 1, 2, 3 and 5 and understanding of drama through performance WRL 1, 6 and 9 AF1: Recall, select, use and Development Activities ● Development of process of analysis and evaluation of WCD 1 and 7 communicate their knowledge and ● Recap grade criteria own and others work COL understanding of drama in an ● Performance of each monologue Homework: Self and Peer effective manner to generate, explore Evaluation of Monologue and develop ideas ● Detailed self and peer evaluation – written and work spotlight for verbal feedback ● Record using flip camera and watch back for AF3: Analyse and evaluate their own self assessment work and that of others using appropriate terminology Plenary ● Physical evaluation of grade achieved