GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.

The fundamental aim of the Drama Department at Glyn School is to develop individuality amongst our young people and to encourage students to think and express themselves with flair and confidence, but also to encourage tolerance and understanding. Students are given opportunities through practical role-play and written drama activities to experience the world around them and begin to appreciate situations from more than one perspective. Through drama, we encourage students to question, challenge and ultimately change their perception of the world in which they live. 

Head of Drama Mr C Beaney C.Beaney@glynschool.org

Why study this subject?

Drama is the perfect subject for anyone who wishes to develop their communication skills, presentation skills or self-confidence.  If you are interested in the issues going on in the wider world, enjoy performing, group discussion and debate, then Drama is the subject for you.

Year 7 sequence of lessons

Half Term 1 - Rosa Parks

Students start Year 7 exploring a historical event that is also studied in RS and primary school - and allows them to practically explore key drama techniques, such as character creation, freeze frames and cross cutting.

 

Half Term 2 - Darkwood Manor

Following on from a historical scheme where facts are explored. Darkwood Manor looks more into fictional drama and the creation of a character from stimulus. Independent performance skills are explored - such as monologue.

 

Half Term 3 - Mime and Silent Theatre

Having established character and voice in the previous term - we now re-focus on the use of movement through mime, whilst also looking back at the historical subject of mime and silent movies of 100 years ago.

 

Half Term 4 - Terrible Fate of Humpty Dumpty

Now that key skills of character, voice, movement have been covered separately in previous schemes - we look at the skill of script and the ability to memorise lines and create a character on stage other than yourself. The play focuses on a young man who has died as a direct result of bullying and is essentially a flashback to his life. Students have chance to explore consequences of decisions you make and how to deal with bullying in a better way.

 

Half Term 6 - Macbeth

We conclude the year with a practical exploration of Shakespeare’s Macbeth - which is also a text in English. Students though getting an overview of th text we explore the themes of power and corruption whilst also encouraging an enthusiasm for a classic writer.

Year 8 sequence of lessons

Half Term 1 - Commedia

Year 8 begins with looking at a fundamental skill/technique and era which shapes modern theatre in particular comedy.  Key skills we look at here include physical theatre, comedy and slapstick humour.

 Half Term 2&3 - Game Over

This is a new text where we explore online grooming in relation to Breck Bedner from Redhill. This play is closely related to a whole school initiative through PSHCE and we will practically explore the text in detail. This will include character creation, staging and vocal and movement techniques to create atmosphere and tension on stage through a script. This style of script is studied at GCSE and fits in with option choices.

 Half Term 4 - Theatre in Education

Students have a chance to create a performance with a didactic element where they challenge themselves to educate the audience in a relevant subject. 

Half Term 5&6- Treasure Island Review

By this stage students have made their option choices and will look at live theatre and how to review it effectively as well as exploring a classic text performed at the national theatre.  This allows students through NT Live to experience a professional production and develop written skills in review and analysis.

Is it right for me at GCSE?

You will learn how to think creatively and develop the confidence to suggest and support your own ideas by working independently. You will also develop your ability to work as part of a team and to recognise that in many areas of life and work, the ability to work in a team is invaluable.

Year 9 sequence of lessons

 

Half Term 1 - Introduction to the New GCSE

This gives students an opportunity to have a baseline assessment whilst exploring a number of diverse practitioner approaches to theatre including’;

Stanislavski, Brecht, Artaud, Frantic and Kneehigh. There is also lots of opportunity to perform and build relationships with other members of the class.

 

Half Term 2 - Devising Image Based (C1)

Students have a chance to create a piece of theatre based around a stimulus - this is followed up with an extended piece of written work. The work relates back to one or more of previously studied practitioners and gives them a chance to experience the structure of a GCSE unit. 

 

Half Term 3 - C3 - Live Theatre - National

Students will see a love piece of theatre and have the chance to review it and learn the written skills needed in the exam in order to analyse and express themselves on their opinion of a professional piece of theatre.

 

Half Term 4 - C2 - Too much punch and Blood Brothers

Students will study one of the above texts in detail - looking at intention of the author as well as how to play one of the challenging roles resulting in a performance graded on GCSE criteria.

 

Half Term 5 - C3 - DNA Exam preparation

Students will study and practically explore the set text of DNA in preparation for the exam two years later. This will include looking at exampler questions and answers and developing a written technique and style to help them cope with the time pressures exams.

 

Half Term 6 - C3 - DNA and Live Theatre

The previous column leads to them doing a practice written paper.

 

 

 

Year 10 sequence of lesssons

Half Term 1 - DNA and Live theatre focus for PPE

Students will focus on the written exam - leading on from the end of year 9 with the intention of sitting a full PPE paper in class before Christmas so we build up written and evaluative skills as well as examination technique.

 

Half Term 2 - Live Theatre Review Notes - PPE before Christmas

Students will focus on the written exam - leading on from the end of year 9 with the intention of sitting a full PPE paper in class before Christmas so we build up written and evaluative skills as well as examination technique.

 

Half Term 3 - C1 - Devising and Practitioners

We now move away from the written exam for a short time and bring it back to devising theatre. This is where a piece of work will be produced that is actually internally marked and externally moderated for their final GCSE grade.

 

Half Term 4 - C1 - Devising Rehearsal for Exam

We do this now as they have had over a year of exploring texts, stimuli and various practitioners and are ready to independently work on an exam piece. This is performed to a public audience. Around May. Students will also keep a log/record throughout the process for their portfolio.

 

Half Term 5 - C1 - Devising Exam - Portfolio

In reflection of their performance students undertake the task of their portfolio - this marked and re-drafted and goes to final GCSE grade. This is done so immediately after both the process and performance.

 

Half Term 6 - C3 - DNA and Live Theatre Review

After a short break we return to the exam and set texts and re-visit what we have previously done and look to improve and get ourselves into the mindset for the exam which is now a year away.

 

Year 11 sequence of lessons

Half Term 1 - C1 - Portfolio review and C3 - DNA

We start the year by ensuring our final draft of coursework is acceptable and to the best of our abilities as well as looking at practice questions and papers for the exam.

 

Half Term 2 - C1 - Live Theatre Review - Followed PPE’s and C2 Practical rehearsal

PPE preparation is focus here leading up to November exams to prepare for forthcoming summer exams.

Mid way through the term we turn attention to practical exam for post Christmas examination window. Through audition style lessons we look to get the right text for the students.

 

Half Term 3 - C2 scripted exam

Preparation for the January - March examination window. Students will rehearse and prepare for an internal examination visit.

 

Half Term 4 - C3 - Written examination preparation.

We return to the examination preparation for the upcoming examination.

This will focus on DNA and live theatre preparation and practice questions. Intervention sessions are in place by now.

 

Half Term 5 - C3 Examination prep for May 17th

We return to the examination preparation for the upcoming examination.

This will focus on DNA and live theatre preparation and practice questions. Intervention sessions are in place by now.

How is this course assessed at Key Stage 4

Internal Assessment - Devising Theatre Non-Exam Assessment: 40% of the final grade.

  • Learners will be assessed on either acting or design. They will participate in the creation, development and performance of a piece of devised theatre.  Learners must produce:  a realisation of their piece of devised theatre, a portfolio of supporting evidence and evaluation of the final performance or design.

External Assessment - Written exam: 1 hour 30 minutes 40% of the final grade.

  • Set Text A:  Series of questions on one set text called DNA by Dennis Kelly.
  • Section B: Live Theatre Review one question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.

External Assessment - Performing from a Text Non-Exam Assessment:  20% of the final grade.

  • Learners will be assessed on either acting or design. Learners study two extracts from the same performance text chosen by the school. Learners participate in one performance using sections of text from both extracts.

Further education opportunities after GCSE?

Theatre Studies links most directly to: English Literature; Politics; History; Law; Psychology; Art and Design; Film Studies, although any subject which combines a literary approach with practical application, is appropriate.  Obviously links to Drama as a Degree,either as Single Honours or Joint Honours, with English and Psychology being the most popular combinations.  Drama School is also an option but is extremely difficult to get in to straight from school. 

Year 12 sequence of lessons

Subject

Half Term 1 

Half Term 2 

Half Term 3 

Half Term 4 

Half Term 5

Half Term 6

Drama

Introduction workshops, for both the practical side of the course and for the written. This includes, terminology testing for the students.

Practitioner studies include; Stanislavski, Brecht, Kneehigh, Artaud, Frantic Assembly.

Read and Study ‘Cage Birds’ allowing them to look at a text in detail and use the thematic elements to create a devised piece of theatre - this is alongside them keeping detailed notes for their portfolio.

Following up from this they also begin to look at one of the set texts - - - - - Machinal in preparation for June Year 13 Exam.

*Potentially a piece of live theatre is seen in this half term for future exam planning.

Machinal continues to be studied in an episodic approach.

This is accompanied by reading ‘Spring Awakening’ By Wedekind - leading to using this as a thematic based stimulus for their C1 - Devising exam next half - term - work is equally divided between rehearsal and log book (portfolio gathering.)

*Potentially a piece of live theatre is seen in this half term for future exam planning. 

Performance exam for C1 - Devising -  is around half way through this term with a live audience.

This is followed by an intense period focusing on the portfolio.

Students will re-draft coursework based on work from last half term where appropriate.

Students work on Live theatre review notes and continue to reflect and look back in detail on Machinal from before and after Christmas.

This is in preparation for upcoming PPE’s.

Students have the opportunity to do a PPE in two of the three examination elements.

This along with beginning to explore their monologue options for Year 13 C2 examination

Why we sequence the scheme of work this way

This allows us to see if the students are able to meet the basic demands of the course as well as allowing students to see in the early part of the course if it is right for them

Students are able to work in a reduced way for their Component 1 next half term allowing them to practically and academically prepare for C1 - Devising.

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Machinal Study allows them to begin to get to grips with an exam text early on as well as explore the concept of Expressionism.

*Live Theatre is seen in preparation for future exam

Students have been prepared in all work up until now for this process - allowing them to fully explore the text in detail as well as devising an original piece of theatre.

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*Live Theatre is seen in preparation for future exam

This performance allows students to perform to a live audience with their original piece of theatre - this also allows them to immediately follow this up with portfolio writing.

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Allows students to re-visit set text and live theatre work as well as working on portfolio to maximise internally assessed marks.

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Examination technique continues to be developed with two key texts, one studied and one seen.

This is balanced with looking at performance options for Year 13 as we build towards both written and performance exams.

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Year 13 Sequence of lessons

Subject

Half Term 1 

Half Term 2 

Half Term 3 

Half Term 4 

Half Term 5

Half Term 6

 

We use this half term to reinforce the set text of machinal, see a new live piece of theatre.

Introduce the next text of Lysistrata.

Students perform monologue in reflection from last half term.

Exploration of new set text of Lysistrata continues, interspersed with other C3 texts. (Live theatre and Machinal) - PPE preparation for next month.

Students are introduced to their C2 Performance group text - in preparation for this auditions of possible texts are heard.

Students use this half term to do their PPE’s at the start.

This is followed by rehearsal and preparation for their C2 group and monologue performance.

Students prepare for the C2 Examination - Performance to an external examiner with a live audience. 

Afterwards immediately in preparation for C3 - Theatre makers in practice exam in June.

C3 - Preparation for final exam in June

Live Theatre

Machinal

Lysistrata

Students would have left school by now.

Why we sequence the scheme of work this way

Opportunity to build upon work that is done in Year 12.

New text introduced now students have the written skills to handle to final A-Level text,

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Focus for PPE is priority so we as teachers can gather a true idea and reflection of what they are like writing on timed conditions. 

Monologue work allows them to explore next texts and contrasting play texts for C2 performance.

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Examination ‘window’ is now open so preparation is essential for visit next half term.

Performance allows students to build on written work from last half term and explore how to transfer practical exploration with into the written word.

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Examination as now the students are in their best position to perform to an external examiner.

Students have had ‘ample’ time for performance.

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Now performance and practical work is done - students are fully prepared for final examination.

Interventions are fully in flow and this half term is dedicated for final examination.

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Career opportunities?

Drama can support careers in the theatrical industry. This can include being an actor, or working in a technical capacity such as lighting, sound or prop and/or set building. However, Drama can help you enter many other industries which require you to stand up and talk to people or be good at communication skills. This can include journalism, the film industry, being a lawyer, working in businesses where you are required to present to large groups of people. Drama opens doors into all of these and many other careers.