This is a scheme of work breaking down the portfolio element to Component 1 Eduqas Drama GCSE. It is 13% of the unit, the unit is 40% of the overall GCSE. The document contains: Lesson Plans Writing Frames Exemplar paragraphs Practical activities Advice/guidance for students Practitioner specific rehearsal techniques Suggested refinement’and improvements to discuss Examples of how to write about individual contribution

A concise scheme of work (particularly for non-specialists teaching KS3 Drama) helping students explore the methods and key ingredients to Steven Berkoff’ s physical style of theatre. The scheme aims to enrich student appreciation of how this style can be used to tell stories – both devised and scripted. Au1 is primarily an exploration of key techniques associated with Berkoffian performance Au2 consolidates these techniques and allows students to explore Silent Film performance work and use stylised voice onstage, looking at vocal techniques for Metamorphosis by Franz Kafka, Berkoff is workshopped as a practitioner at KS4. Assessment for this unit is on-going and holistic; Creating, Performance, Responding to the learning of the style. Students research and develop knowledge in lessons and discuss ideas in pair/groups. By the end of the scheme students should be able to; Identify and employ the concept of status and tension for character, manipulate space and body to create mood and meaning, use non-naturalistic, stylised approaches to language and physicality.

DRAMA - YEAR 7 / 8 SOW The Terrible Fate of Humpty Dumpty= (links to Eduqas C2 and ‘Performance from a Text’) This scheme of work looks at the format of a play script and seeks to give students the opportunity to build character pictures using rehearsal techniques. These include preparing to find the ‘Given Circumstances’ in a story, improvisation, emotion memory, thought tracking, subtext (many of which are the foundations to Stanislavski’s ‘actor prepares’ system). Each lesson plan details specific differentiation, with regular levelled outcomes to tasks - creating, performance, response. Once students have explored the majority of the script, they will then be tasked with picking two contrasting sections for performance that has significance to the play’s overall meaning (links with C2 of GCSE Eduqas Drama). The scheme of work isn’t jusrt suited to Eduqas, it is easily adapted to fit any KS3 programme of study that scaffolds links to script work at KS4. There is a formal assessment at the end of the scheme of work, the foci of which can be adapted (see formal assessment mark sheet). The openness of questioning within the scheme of work allows for ‘stretch and challenge’ opportunities for the HA students, as well as Disadv. The scheme of work comes fully resourced (see at bottom of the document).

Students respond to Charles Causley’s poem ‘Timothy Winters’ and explore their own empathy, comparing social issues of the time, bullying and the rights of a child compared to today. An immersive and thought-provoking scheme of work, there are opportunities to develop students’ understanding of post-war Britain, the Welfare State and the education system of the time. Through research homework, pupils can tap in to family histories, photographic records and contemporary artefacts. How does their life experience compare with that of their parents and grandparents? Why do we bully others and how can we prevent it? (This links to prior exploration from ‘The Tale of Humpty Dumpty’). How should society care for abused children? Who was responsible for Timothy Winters? What would we have done? It is anticipated that students will spend 5 or 6 weeks on this unit (an entire half term) depending on their interests and the depth of responses. The scheme of work comes fully resourced (see bottom of the document) and I have always found it to be #engaging, #fun, #challenging, #creativeandthoughtprovoking. All lesson plans have differentiated outcomes via learning objectives, Q&A tasks, practical and plenaries. Skills acquired in this unit: Preparation Techniques: Creating a devised performance using empathetic ideas, script-writing for a scripted performance assessment (end of the unit), research and knowledge of specific era, honing accuracy of performing a story from a different time period Rehearsal Techniques: Opinion Line, Hot Seating, Off-text improvisation, On-text improvisation, line-learning Performance Concentions: Thought Tracking, Action/Narration, Mime, Direct Address & Breaking the 4th Walll, marking the moment through tableau

A PowerPoint of 7 lessons’ worth of text exploration on Blue Remembered Hills, with short script extracts attached. 7 lessons that explore Thought Tracking Characterisation Role on the Wall activities Tableau work Line learning Proxemics and use of space FInal lessons consolidate learning with a short assessment Fun, practical and looks at empathy, WW2 as a setting and the challenge of adult actors playing children (links to clips from BBC) You will need to purchase all of BRH text online for this scheme of work to be taught successfully.