GCSE (9-1) Drama Curriculum Planner - OCRGCSE 91 rama Curriculum lanner 2 OCR 2015 Introduction The...

GCSE (9–1)Teacher Guide

DRAMAJ316For first teaching in 2016

www.ocr.org.uk/drama

Curriculum PlannerVersion 1

QualificationAccredited

http://www.ocr.org.uk/drama

GCSE (9–1) Drama Curriculum Planner

2 © OCR 2015

Intr

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The new GCSE (9–1) in Drama is a linear qualification. This means that although some components can be completed earlier on in the course, marks are submitted and external examiners visit centres at the end of the course. There is also a written exam at the end of Year 11 where students are tested on their knowledge and understanding from the entire course.• Component 1 (devising drama) can be completed at any point in the course; marks are submitted at the end of

May (Year 11).• Component 2 (presenting and performing texts) can be completed between 1 November and 30 March of Year

11, assessed by an external (visiting) examiner.• Component 3 (drama: performance and response) is to be taken in the summer term of Year 11.

If you have any feedback on this Curriculum Planner or suggestions for other resources you would like OCR to develop, please email [email protected]

GCSE (9–1)DRAMA

Assessment summary for GCSE (9–1) in Drama Page 3

Curriculum planning suggestions Page 4

Potential approach to content Page 6

Integrating exam content into practical components Page 7

2 © OCR 2015

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3 © OCR 2015

Ass

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for G

CSE

(9–1

) in

Dra

ma Assessment summary for GCSE (9-1) in Drama

Non-exam assessment (60% of course)

Component 1: Devising drama 30%60 marks *Internally assessed

Component 2: Presenting and performing texts 30%60 marks *Visiting OCR examiner

• Students will create a devised performance in groups from a stimuli provided by the exam board

• They can choose to work as a performer or designer

• All performances will be supported by a portfolio which is evidence of the students’ devising process.

40 marks: For the evidence in the portfolio including analysis and evaluation of their own work.

20 marks: For the communication of concepts and ideas in the final performance.

• Students will study a text chosen by the centre and will take a part in two performances of two extracts from the text

• They can work as a performer or designer.

• In this unit students can work individually, or in a group of up to 6

• Students must present at least one performance as part of a group.

40 marks: For the demonstration of the chosen theatrical skill in the final performances.

20 marks: For the concept pro forma describing their intention and preparation.

Exam assessment (40% of course)

Component 3: Drama: Performance and response

Section A 50 marks

Section B 30 marks

Students will be asked about the practical preparation work on their chosen set text.

They will draw on the experience of studying a whole text during the course.

The questions will focus on the process of preparing a performance, as well as the performance itself.

This section asks the students to analyse and evaluate a performance they have seen as part of their course.

They will be primarily assessed on their ability to analyse and evaluate. They will also be tested on theatrical knowledge and use of subject specific terminology as well as their use of extended response.

Key Teaching and LearningIn order to access and thrive within the three assessed components students will need to be prepared with key knowledge and be supported through the development of key skills. Below are potential teaching areas that may aid with any planning for the new course. These could also be highlighted and embedded into Key Stage Three work to prepare students rising to GCSE in Sept 2016.

Knowledge and Understanding of . . . Development of skill in . . .

• Style

• Genre

• Structure

• Staging terms

• Performance terminology

• Light/sound/costume/set terminology

• Rehearsal or preparation strategies for building character

• Use of vocal and physical skills

• Use of a range of theatrical conventions

• Designing for lights/sound/costume/set

• Performance analysis

• Evaluation of performance (performers and design elements)

• Research and application

• Reflection

Curr

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sugg

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Models 1-4 below allow for students to develop skills, attempt mock versions of the non-exam assessments before completion of the assessed performances, as well as integrating exam content throughout the course before drawing the focus to this in the last term’s worth of teaching.

Note: Mock section B essays on Component 1 and 2 are only suitable for rehearsing the skills needed for the paper – these performances cannot be written about in the final exam. You must refer to the specification for criteria for details of performances that are allowed for the examination task.

Model 1One teacher per class, integrating exam content with the non-exam assessments

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Year 10 Introduction to DramaIntroduction to style

and genre with mock Component 1

Intro exam section B (reviews mock)

+ development for Component 1

Component 1 Non-exam assessment


Explore text for exam section A + mini mock

Component 2 using one scene from set text

Year 11

Development for Component 2 using

strategies from previous mock



Exam section A workshops + exam section B practice based on Comp. 2

Exam section A workshops + exam section B practice

essays

Summer Exam

Model 2One teacher per class, exploration in Year One and Assessment in Year Two


Year 10 Introduction to DramaIntroduction to style

and genre with mock Component 1

Intro exam section B (reviews mock)

+ development for Component 1

Explore text for exam section A


Mock component 2 using one scene from

chosen set text

Year 11Component 1

Non-exam assessmentComponent 1



Non-exam assessment


essays

Summer Exam


4 © OCR 2015

Curr

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ons Model 3

One teacher per class, three year course


Year 9 Introduction to DramaIntroduction to style and

genreApproaches to devising Mock Component 1

Mock portfolio led by teacher showing

process

Intro exam section B with reviews of mock

Component 1

Year 10 Development for Component 1



Exam section B review of Component 1 (mock)


(research; characters; plot)

Development for Component 2 and

mock Component 2 from text

Year 11 Development for assessed Component 2





essays

Summer Exam

Model 4Two teachers per class, integrating exam content with the non-exam assessments


Year 10

Introduction to DramaIntroduction to style and

genre with mock Component 1

Development for Component 1




Introduction to DramaFocus on portfolio for mock Component 1

Intro exam section B with reviews of mock

Component 1

Intro exam section B with reviews other

performances

Component 1 Portfolio focus

Component 1 Portfolio focus

Year 11






essays

Summer Exam







essays


essays

Summer Exam

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6 © OCR 2015

Pote

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Potential approach to contentBelow is a guide to potential content in each of the proposed units above. These are simply suggestions and are designed to be developed by your centre in order to suit your teachers’ expertise and approach, as well as the needs of the students.

Introduction to style and genreThis introduction could be a series of workshops, explorations of short texts or experimentation through devised scenes that cover a range of common approaches to drama in terms of style or genre. Students should be given time to explore and respond to each approach, finding ways of working that suit them and the class. Mock versions of either component will allow for students to trial work in different styles and/or genres.

Introduction to ‘exam section B’Getting students to grips with the written content early on is vital to success. The brilliance of exam section B is that you can evaluate a wide range of performances; so setting up skills in identifying performance elements accurately, analysing meaning created on stage and evaluating success is really important to allow you and the students to take advantage of the many opportunities to review others’ work. You can revisit this paper after mock or assessed performances (as a practice only) and then build up a repertoire of potential performances through other shows, in or out of school.

Approaches to devisingThis is an addition to the three year model as a ‘luxury’ unit focusing solely on approaches to devising. Here is a chance to experiment, explore a range of practitioners, see different theatre (if possible!) and create some pieces of drama that don’t have an assessment unit in mind.

Explore text and exam section A workshopsThis section of the exam is based on a set text. Ideally centre’s should introduce this as early as possible so students are confident with the narrative, context and characters of the chosen text. In the first stages of exploration you might consider covering social and historical context of the play; the narrative structure; key character relationships and character developments; later this should develop into workshops on creating detailed characterisation for performance. Students should be able to discuss process (rehearsals) and outcome of their work (performance) in the exam.

Development for Component 01/02 A period of time to prepare students for each assessed component, considering the use of research; focus on key practitioners and making the most of teacher guided workshops to ensure they get the most out of each component. This is then followed by the formal creation and performance period for each component in which students create their practical work, as well as documenting the process in the accompanying portfolio (Component 01/02).



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Inte

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Learners should:

In Section A: study the development of drama and performance

Learners must know and understand:

The role of theatre makers in contemporary professional practice, including:• actors• choreographer• costume designer• director• lighting designer• lyricist

• playwright• set designer• sound designer• stage managers• understudy.

Contemporary staging including:• apron stage• black box• in the round• promenade• proscenium arch

• site specific• thrust• traverse.

The design and use of a set including:• composite sets • non-naturalistic sets.

The development of character through the creation and use of:• costume• hair and makeup

• masks.

The use of contemporary light, sound and media technology in contemporary performance.

Acting skills including:• blocking• characterisation

• improvisation.

Vocal techniques an actor might use to communicate a role

Communication through physicality and the use of body language, facial expression and gesture

The use of semiotics

How performance styles affect the direction, acting and design of a performance

The features of a performance text including: • acts and scenes• antagonist• character• dialogue• duologue

• flashback• monologue• plot and subplot• protagonist• stage directions.

Integrating exam content into practical componentsThe following content from the specification is essential knowledge that is required for assessment in exam section A that is related to the development of drama and performance. Teachers should aim to include this content in their teaching of practical work where possible.

Learners should be able to:

• evaluate the roles that theatre makers (from contemporary professional practice) have on developing, performing and responding to a performance text

• state advantages and disadvantages for the decisions made directing, acting and designing for a performance

• apply knowledge and understanding of the development of drama and performance to the studied performance text.

The

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OCR acknowledges the use of the following content: Page 2 – Dancers rehearsing: Monkey Business Images/Shutterstock.com, Page 6 – Stage actor: Mazan Xeniya/Shutterstock.com, – Square down and Square up: alexwhite/Shutterstock.com

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GCSE (9-1) Drama Curriculum Planner - OCRGCSE 91 rama Curriculum lanner 2 OCR 2015 Introduction The...

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