01634 842359

Drama

The Drama Department at Fort Pitt aims to ensure all students are given the opportunity to develop their skills in communication, teamwork, creativity and performance in a supportive and challenging environment. We aim to instil an appreciation of theatre as an art form, which students can carry with them through life.

Enrichment

The Drama room is open daily for students to attend additional rehearsals in preparation for group assessment projects. There is also a range of extra curricular opportunities, from KS3 Drama Club and Musical Theatre training for younger students, to audition preparation for Key Stage 4 and 5

From January, auditions and rehearsals for the annual school production take place. This is open to students from all year groups, with performances being held at the end of the summer term.

Trips and Events

We aim to offer all students a minimum of one theatre trip per year, giving them the opportunity to experience the magic of live performance. Trips will usually be to the West End, or occasionally to more local venues for smaller scale performances or touring productions. When possible, we also try to incorporate an additional educational experience as part of a visit; for example a workshop, backstage tour or Q & A session with directors and / or performers. Live Theatre Review is a compulsory element of both the GCSE and A Level Drama courses.

Subject Leader: Mrs T Reeves (treeves@fortpitt.medway.sch.uk)

Curriculum Content

Key Stage 3

The programme of study at Key Stage 3 allows students to access the Level 1 to 5 criteria in Creating, Performing and Evaluating, as well as preparing them fully for the demands of GCSE Drama, should this be selected as an option choice. Students will participate in a wide range of challenging projects, which will develop understanding and practical application of key drama techniques.

Home Learning; Tasks will typically involve script work, line-learning, research and written evaluation tasks. Students will also be expected to attend rehearsals arranged by their working group in preparation for assessed performance. Work will always be set as relevant to the practical lessons and full completion and meeting of deadlines is essential.

Year 7

  • Introduction to Drama
  • Mime and Slow Motion
  • Scripted Performance
  • Melodrama
  • Improvisation
  • Fairy Tales with a Twist

Year 8

  • Isolation
  • Living with Fear
  • Scripted Performance
  • Human Rights
  • Physical Theatre
  • Greek Theatre

Key Stage 4 – GCSE Drama

Exam board: Eduqas

The three-year GCSE Course is structured as a series of practical projects, giving students plenty of experience of each of the exam components;

Component 1: Devising Theatre (Using stimulus to create original theatre in the style of a specific drama practitioner). Assessment is based on practical performance as well as a portfolio evidencing the creative process and an evaluation of final performance.

Component 2: Performing from a Text (Scripted performance). Assessment is on final performance only.

Component 3: Interpreting Theatre (Written examination). Students answer a series of questions based on a set text, as well as a live theatre review.

Throughout the course, students gain a theoretical and practical understanding of key theatre practitioners, including Stanislavski, Brecht, Artaud, and Frantic Assembly.

Students will be given the opportunity to see live theatre, both professional (organised trips at least once per academic year) and school-based (performances by older GCSE and A Level Students).

Home Learning; A significant part of this is in the form of attendance to rehearsals outside of the lesson. These are arranged independently by the performance project group. Students are encouraged to make use of the 6th Form student directing support team for these. Home learning tasks will also involve script work, line-learning and research. Students are required to complete written work in the form of Log Books, Portfolios and Evaluations.

Year 9

  • Devised Theatre Project in response to stimulus (Open Style)
  • Devised Theatre Project in response to stimulus (Frantic Assembly)
  • Practitioner Workshops (Stanislavski)
  • Solo Devised Monologue Project
  • Exploration of Set Text (“DNA”)
  • Study of Digital & Live Theatre
  • Devised Theatre Project in response to stimulus (Artaud)
  • Scripted Performance Project

Year 10

  • Scripted Performance Project
  • Exploration of Set Text (“DNA”)
  • Devised Theatre Project in response to stimulus (Brecht)
  • Theatre In Education Project
  • Study of Digital & Live Theatre
  • Devised Theatre Project in response to stimulus (Open Style)
  • Scripted Monologue Project
  • Commence Component 1 (Devised) Exam Project

Year 11

  • Component 1 (Devised) Exam Project
  • Exploration of Set Text (“DNA”)
  • Component 2 (Scripted) Exam Project
  • Study of Live Theatre
  • Completion of Component 3 Written Examination

Key Stage 5 – A Level Drama & Theatre

Exam board: Eduqas

The two-year A-Level course is structured as a series of practical projects, giving students plenty of experience of each of the exam components;

Component 1: Theatre Workshop (Using selected theatre practitioner style to produce a re-interpretation of text). Assessment is based on practical performance as well as a creative log evidencing the devising process.

Component 2: Text In Action (Devised and Scripted performance from stimulus). Assessment is based on final performance as well as a process and evaluation report.

Component 3: Text In Performance (Written examination). Students answer a series of questions based on two set texts, incorporating ideas influenced from live theatre review. They will also answer a third set of questions based on a specified extract from “The Curious Incident Of The Dog In The Night-Time”

Students consolidate and deepen their theoretical and practical understanding of the key theatre practitioner styles studied at GCSE, as well as broadening their knowledge of further innovative theatrical movements such as Punchdrunk, Kneehigh, Berkoff and DV8, to name a few.

Year 12

  • Practitioner Workshops
  • Devised Theatre Project (Response to Stimulus – Open Style)
  • Re-interpreting Text Project (Berkoff)
  • Theatre In Education Assembly Project
  • Component 1 Exam Project (student selected practitioner style)
  • Exploration of post 1956 set text (“Machinal”)
  • Commence Component 2 (Devised) Exam Project
  • Study of Live Theatre

Year 13

  • Component 2 (Devised & Scripted) Exam Project
  • Exploration of pre 1956 set text (“Saved”)
  • Exploration of set extract of “The Curious Incident Of The Dog in the Night-Time”
  • Study of Live Theatre
  • Completion of Component 3 Written Examination