Drama

Drama is a valued part of the curriculum at Manchester Academy. 

Taught within English at Key Stage 3 and as a specialist GCSE option at Key Stage 4, we offer carefully structured projects for students to work in role to learn about themselves, their culture and that of others within contexts appropriate to their age.

All pupils in both Key Stages are taught in mixed ability groups. There is also a Drama Club, which all students are encouraged to attend.

Key Stage 3

Using the main hall with its staging and lighting rig, pupils are enabled to explore a variety of dramatic contexts by applying drama techniques (conventions).  Some of the techniques include:

• rituals, narration. sound tracking, small group plays
• ceremonies, interviews, thought tracking, whole class plays
• mimed activities, meetings, telephone conversations, games
• still images, re-enactments, maps/diagrams, role of the expert
• diaries/journals, letters/messages, role reversal, forum theatre

Through the use of conventions Drama skills will be learnt and assessed in three main working areas:

Creating Drama Using Theatre Skills

Pupils will learn to:

• adopt a role using the appropriate language and movement
• think quickly and contribute spontaneously to the action
• solve the problems which the situation creates
• have a working knowledge of drama conventions
• concentrate and sustain the drama.

Working with Others

Pupils will learn to:

• work co-operatively in pairs, small groups and large groups
• listen to the contributions of others
• contribute their own ideas and be flexible enough to change them to suit the situation.

Reflection on the Experience

Pupils will learn to:

• recognise the good work which they have done and which they have seen other people
• do reflect on what they have done and say whether it worked or not, and why.

GCSE COURSE OUTLINE

The Drama course develops and expands on the skills and techniques built up in English classes throughout years 7 to 9.  Drama is a carefully structured method of working which requires pupils to work in co-operation with each other, using theatrical techniques or "conventions".  Pupils create fictional roles and situations while extending their own experience from historical, social and literary sources.

There are 4 Assessment Objectives:

• Knowledge and understanding of drama genres, styles and conventions and their ability to select, interpret and employ them in a range of scripts studied and their own work.
• Knowledge and understanding of the elements of dramatic planning, and an ability to use them in the range of scripts studied in their own work.
• Knowledge and understanding of how the language, signs and symbols of the theatre are used to communicate dramatic meaning and atmosphere in the range of scripts studied and in their own work.
• Ability to reflect on and analyse their own and others' work, taking action to improve it.

The 4 Assessment Objectives cover 7 areas of study: 

• Character and content
• Structure and shaping the plot
• Audience
• Defining performance
• Improvisation
• Genre, style and convention
• The semiotics of Drama and Theatre

The 7 areas of study will involve 4 approaches:

• Deviser: The creation of script or drama by the students or playwright
• Designer: All aspects of design considered together
• Director: The process of guiding and achieving performance/presentation in drama
• Performer: The act of communication through role, character or symbol.

ASSESSMENT

Examination Board:  OCR Syllabus 1916

The work is split into 2 components to include coursework and a practical examanination

1. Coursework

• Unit 1 Comparative study of 3 plays (50%)
• Unit 2 Devised piece of drama, which is internally assessed (50%)

2. Practical Examination

• 10 hour externaly assessed realisation test (50%) which includes the creation of a portfolio of their own work (50%)