Drama

“In Drama, teachers’ expectations are routinely high, pupils show enthusiasm and actively engage in discussions and learning activities”.
Ofsted 2017

The Bulmershe Communication and Performing Arts Faculty firmly believes in the mantra of “Changing lives through shared experiences.” We believe that the Arts are one of the few things that have the power to bond, shape and nourish us, no matter who we are, where we come from or what we believe. As a Faculty, we endeavour to provide our students with experiences and memories that will stick with them forever and shape them on their learning journeys. Be it performing in a show, working collaboratively on a practical production, sharing a love of music or choreographing their peers, students of the Faculty will have the opportunity to express themselves in the way they see most fit with the support of not only our staff, but their peers too.

As part of this Faculty, the Drama department aims to enrich student understanding and experiences through performance, collaboration and analysis. We welcome and appreciate the diversity present in our classrooms and encourage students to share their unique perspectives and insights in an environment that is safe, respectful and tolerant, so that all may benefit from these shared experiences.

All drama is taught by subject specialists and we have two drama studios (one fully equipped with lighting and sound system that is used as a studio theatre).  With us students gain an authentic understanding of the industry which is enhanced by our 400-seater auditorium where students can gain experience in both lighting and set design. 

Key Stage Three

Drama at Bulmershe has an innovative performance-based syllabus which puts focus on confidence building, communication skills and developing drama knowledge. It uses the drama specific elements of the National Curriculum for English and builds on this framework to create engaging lessons for all students. From starting at the school students lessons are inclusive and students and staff work hard to develop an atmosphere of trust where every student can take risks and express themselves without fear of failure. Students arrive in year 7 with a variety of performance experience and knowledge but we quickly build cultural capital with a guarantee that every student will have seen a digital or live theatre production by the end of the year. Every Key Stage three unit also provides an opportunity to perform and communicate in a way that is suited to the individual thus building the vital skills that will transfer to their chosen future career path. With communication and empathy at the heart of everything, students engage in frequent role-play where they are encouraged to “talk like an expert”. This not only helps students to use drama specific terms but also develops the vital life skill of seeing things from other perspectives. In the nurturing yet challenging environment we provide a unique opportunity to take risks and make independent choices. Drama embodies the school values and students take mutual responsibility for creating a safe environment. Here, and throughout the Communication and Performing Arts Faculty, students know that mistakes can be made but that with respect and resilience they can use this knowledge to improve.

GCSE and A-level

Drama is a popular GCSE option and students enjoy the breadth of study that the Edexcel course offers. Here students study plays ranging in style, diversity and historical context. Building on the ethos established in Key Stage Three students engage in lively debate and turn their ability to “talk like an expert” into “write like an expert”, developing the written responses required for the portfolio and written examination components. They will also continue to develop their individual design or performance skills as they perform scripted and devised work. Every component in the GCSE and A-level course sees the students working on groups and once again students are able develop transferable communication and problem-solving skills that will enhance their life beyond the classroom.  

For many years we have enjoyed a strong A-level cohort who are testament of the breadth of opportunity that the subject can offer. Past and current pupils use their drama qualifications and experience to pursue career paths ranging from Marine Biology to Law and they believe that their drama skills set them apart in their field. We are also proud that we have supported students who wish to perform to gain places at some of the finest drama and musical theatre schools in the country including Italia Conte and Bristol Old Vic.

The Communication and Performing Arts Faculty also collaborate to provide a wealth of extra-curricular opportunities including theatre visits, performances at Wellington College and workshops. The whole school production involves every year group and students audition to take part as performers, in a way that is inclusive, but as true to a professional experience as possible. Here the Faculty collaborate with the Technology and Art Faculty to provide a ‘Tech club’ where students can become involved in costume, lighting, set, sound or stage management. Older students build experience and expertise and mentor younger students to provide professional-level technical support for the performance.

GCSE Drama

Exam Board: Edexcel

Find out more about our GCSE Drama Course: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/drama-2016.html

Btec Performing Arts

Exam Board: Pearson

Find out more about our Btec Performing Arts Course: https://www.wjec.co.uk/qualifications/level-12-vocational-award-in-performing-arts/#tab_keydocuments

A-Level Drama

Exam Board: Edexcel

Find out more about our A-level Drama Course: https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/drama-and-theatre-2016.html

Teaching Team

Mrs K Whitmarsh, Faculty leader of Performing Arts kwhitmarsh@bulmershe.wokingham.sch.uk

Mr M Hood mhood@bulmershe.wokingham.sch.uk

Mr A Whearity awhearity@bulmershe.wokingham.sch.uk

Miss C Eveleigh ceveleigh@bulmershe.wokingham.sch.uk

 

Curriculum

Key Stage 3 – Students are taught in their MFL groups

Year 7 Topics:

Unit 1: Detectives: An Introduction to Drama – In this unit students are guided through foundational Drama skills and techniques that will enhance their ability to perform and create work.

Unit 2: Two Islands – In this unit students employ the key skill of empathy and take on given roles to explore environmental impacts and choices humans make in the way they live. Through roleplay the group debate imagined and current environmental issues.

Unit 3: Melodrama – Here students will start to play and experiment with the extremities of their face, voice, gesture, and movement to create archetypal characters and scenes.

Unit 4: Introducing Shakespeare – Students explore a range of Shakespeare’s texts as a way into understanding how actors and directors use script but also the historical and cultural significance of Shakespeare himself.

Unit 5: Evacuation – Bringing together the drama skills acquired over the year, students learn how to structure a performance with multiple techniques and scenes. Students also begin to understand the importance of historical research and resources in the creation of drama.  

Unit 6: Charlie and the Chocolate Factory – In this unit, students use the play script of the famous Roald Dahl story to inspire a range of new styles including physical theatre and narration. Exploration of the stage and film versions also allows students to consider the design elements of theatre.

Year 8 Topics:

Unit 1: The Box – Students create an original narrative for a Mystery Thriller. The unit demands that students use non-naturalistic methods to create drama which tests their increasing knowledge of physical theatre and non-linear structure.

Unit 2: Mugged by Andrew Payne – This challenging play looks at the dangers of gang culture and knife crime whilst developing an understanding of naturalistic acting.

Unit 3: Commedia dell’Arte – Students study the history of the style and are introduced to key stock characters. They take part in practical workshops that develop physical movement and exaggerated gesture. Students also explore the impact of physical comedy on modern drama and TV.

Unit 4: Anne Frank – In this unit, students learn about the life of Anne Frank and use the historic events to create drama. This develops the skills acquired in previous units of empathy and roleplay and demands sustained and informed improvisation using facts from the story.  

Unit 5: Improvisation – Developing their creative skills this unit encourages the students to think independently and have the confidence to act spontaneously. Using the principles of Stanislavski’s method students also learn to apply detailed characterisation and apt blocking.  

Unit 6: Voice and Performance Poetry – Developing their skill set, students will gain a clearer understanding on the impact of their voice and how to control it to communicate meaning for an audience.

KS3 units are constructed to allow students to be creative, build confidence and have a clear understanding of the demands of choosing Drama at GCSE.

Year 9 Topics:

Unit 1: Frantic Assembly and The Curious Incident of the Dog in the Night-time. – Students use Frantic Assembly’s approach to further their physical theatre knowledge. This unit encourages students to experiment with higher levels of non-naturalistic techniques and ensemble work.

Unit 2: Stephen Lawrence – Students use the case of Stephen Lawrence to explore racism, corruption and social issues using Verbatim theatre, thought-tracking, and docudrama.

Unit 3: Blood Brothers: Exploring a script - In this unit, students explore extracts from Willy Russell’s Blood Brothers so that they can begin to understand the demands of performing a character. They use a range of practitioner techniques to refine their work and understand context and character objectives. This unit culminates in a group or paired performance of a script.

Unit 4: Sam Smith – This unit introduces students to working collaboratively and employing devising techniques. Through this unit students will work as an ensemble to stage a performance of a teacher’s worst day!

Unit 5: Brecht and Devising – Students develop an understanding of the theories behind Epic Theatre and Brecht. This approach means that that they can gain experience of the demands of Component 1 that they will undertake in Year 10.

Unit 6: Stanislavski – Students will learn about naturalism and the practitioner’s techniques for developing a character. They then apply this methodology to a variety of monologues and duologues to see how the theory can be practically realised. This gives a final invaluable insight into the demands of the GCSE component 2 scripted performance.

KS3 Banding Criteria

If you child is in years 7-9, their report will be graded in bands. To understand the criteria behind these bands, please see the assessment document below:

Drama-KS3-Assessment-Criteria.pdf

 

Key Stage 4:

We follow the Edexcel syllabus and have developed a year 9 structure that continues to build on the key drama skills and explorative strategies from Key Stage 3 but also offers insight into the demands of GCSE.

Year 10 and 11

Students begin to complete the set GCSE Components detailed below:

Component 1: Devising (40% of the qualification – 60 marks)
What do I do?	How am I assessed?
Devised Performance (15 Marks) - Create and develop a devised piece from a stimulus. - Performance of this devised piece or design realisation for performance. Written Portfolio covering the creating and developing process and analysis and evaluation (45 Marks) - Analyse and evaluate the devising process and performance. - Performer or designer routes available The portfolio submission recommendations are: The Portfolio can be handwritten/typed evidence between 1500–2000 word or recorded/verbal evidence between 8–10 minute or a combination of handwritten/typed evidence (between 750–1000 words) or recorded/verbal evidence (between 4–5 minutes).	Teacher assessed (Recording of performance and example portfolios sent to the examination board for moderation)

 

Component 2: Scripted Performance (20% of the Qualification – 48 marks)
What do I do?	How am I assessed?
Performance from a text Students will either perform in and/or design for two key extracts from a performance text. Centre choice of performance text. Performer or designer routes available.	External Examiner visit

 

Component 3: Theatre Makers in Practice (40% of the Qualification- 60 Marks)
What do I do?	How am I assessed?
The Written examination -Practical exploration and study of one complete performance text. -Live theatre evaluation Section A: Bringing Texts to Life (45 marks) -This section consists of one question broken into five parts (short and extended responses) based on an unseen extract from the chosen performance text. Performance texts are not allowed in the examination as the extracts will be provided. Section B: Live Theatre Evaluation (15 marks) This section consists of two questions requiring students to analyse and evaluate a live theatre performance they have seen. Students are allowed to bring in theatre evaluation notes of up to a maximum of 500 words	Externally marked

Key Stage 5 

Students follow the set Edexcel Drama and Theatre Studies Components outlined below:

Component 1: Devising (40% of the qualification -80 marks)
What do I do?	How am I assessed?
Devise an original performance piece -Use one key extract from a performance text and a theatre practitioner as stimuli. - Performer or designer routes available. There are two parts to the assessment: A portfolio (60 marks)  The portfolio submission recommendations are: - can be handwritten/typed evidence between 2500–3000 words or recorded/verbal evidence between 12–14 minutes or - can be a combination of handwritten/typed evidence (between 1250–1500 words) and recorded/verbal evidence (between 6–7 minutes). The devised performance/design realisation (20 marks) Performed as a group but assessed individually.	Internally assessed Externally moderated

 

Component 2: Text in Performance (20% of the qualification - 60 marks)
What do I do?	How am I assessed?
Scripted performance Group performance/design realisation (36 marks) A group performance/design realisation of one key extract from a performance text. Monologue worth (24 marks)	Externally assessed by a visiting examiner

 

Component 3: Written Exam (40% of the qualification 80 marks)
What do I do?	How am I assessed?
The Written Examination Section A: Live Theatre Evaluation (20 marks) -Students answer one extended response question from a choice of two requiring them to analyse and evaluate a live theatre performance they have seen in light of a given statement.  Section B: Page to Stage: Realising a Performance Text (36 marks) Practical exploration and study of a complete performance text – focusing on how this can be realised for performance.  Students answer two extended response questions based on an unseen extract from the performance text they have studied.  Students will demonstrate how they, as theatre makers, intend to realise the extract in performance. Students answer from the perspective of a performer and a designer. Section C: Interpreting a Performance Text (24 marks) Practical exploration and interpretation of another complete performance text, in light of a chosen theatre practitioner – focusing on how this text could be reimagined for a contemporary audience. -Students will answer one extended response question from a choice of two based on an unseen named section from their chosen performance text. - Students will demonstrate how their re-imagined production concept will communicate ideas to a contemporary audience. -Students will also need to outline how the work of their chosen theatre practitioner has influenced their overall production concept and demonstrate an awareness of the performance text in its original performance conditions.	Externally Marked

Extra-Curricular Activities

The department has a thriving and inclusive extra-curricular offering. Every December the school performs an enormous whole school musical in the 400 seater auditorium.  Recent performances include Made in Dagenham, Matilda, Sweeney Todd, Barnum (complete with Circus Skills) and Les Misérables. Trips to the West End and local theatres happen regularly and in recent years these included:  The Ocean at the End of the Lane (National Theatre), There’s Something About Jamie, Blood Brothers and The Unreturning. We also produce studio play performances in the summer term and have taken student productions to The Edinburgh and Reading Fringe.

Alongside this we run weekly after school sessions:

Monday – Tech Club (set design)

Tuesday – GCSE Component 1 and 2 Rehearsals

Wednesday- GCSE Portfolio Support

Thursday – GCSE Component 1 and 2 Rehearsals

Friday – Tech Club – Sound/lighting and stage management

Further Information

Subject information and course content can be found below. If you have any further queries, please contact the Faculty Leader, Mrs K Whitmarsh kwhitmarsh@bulmershe.wokingham.sch.uk.