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Creative Arts – PERFORMING ARTS
Cardinal Newman Catholic School
Year 11 –EXAMINATION PREPARATION
1 – 3 HOURS
1
Blood Brothers
Learning Objective: Students will learn to… Demonstrate knowledge of the play Blood Brothers Success Criteria: Students will… Recall knowledge of the play Blood Brothers Apply knowledge of the play Blood Brothers Demonstrate knowledge of the play Blood Brothers
Starter: Getting folders together, sharing holiday stories, catch up conversation, taking in portfolio work. Play games if needed to build focus and rapport. SET HOMEWORK Main Activity:
1. Go through course content and plan for year.
2. Discussion of prior knowledge of play Blood Brothers and what students remember from the play.
3. Mind map key facts, characters, themes on the board as a class.
4. Students to summarise narrative.
5. Begin to read play Blood Brothers
Plenary: Complete Blob man review
Teacher – formative assessment of pupil’s ability to follow instructions and effectively participate in practical activities. Pupils – peer assessment of work.
Folders Booklets Marking Policy Blob Man Review Seating Plan
Week 1 - 5 key terms Folders Plastic Wallets Dividers Research BB Research Context of BB Prepare for Quiz
Lesson No.
Learning Outcomes Teaching Activities Assessment Opportunities
Resources Homework (Always on
SMHW)
Title of Unit: COMPONENT 3
Year Group: Year 11
Unit Learning Objectives: Pupils will explore and apply key performance skills
through rehearsal and performance.
on how pupils feel about the prospect of the GCSE drama course
2 Reading BB
Learning Objective: Students will learn to… Demonstrate knowledge of the play Blood Brothers Success Criteria: Students will… Recall knowledge of the play Blood Brothers Apply knowledge of the play Blood Brothers Demonstrate knowledge of the play Blood Brothers
Starter: Discussion and re-cap of reading taken place in previous session. Main Activity:
1. Reading Play… 2. Higher order questioning
throughout reading of play to discuss key moments, themes, lines and characters.
Plenary: Discussion – How is social class divide evident within the play? Extension Task: What stage space would be most suited to this style of play and why? .
Teacher to make baseline assessments of all pupils using drama levels. Pupils to peer and self asses the performance works. Pupils to self-assess using peer discussion and feedback
Play Script
3 Reading BB
Learning Objective: Students will learn to… Demonstrate knowledge of the play Blood Brothers
Starter: Discussion and re-cap of reading taken place in previous session. Main Activity:
3. Reading Play…
Teacher to make baseline assessments of all pupils using drama levels.
Play Script
Success Criteria: Students will… Recall knowledge of the play Blood Brothers Apply knowledge of the play Blood Brothers Demonstrate knowledge of the play Blood Brothers
4. Higher order questioning throughout reading of play to discuss key moments, themes, lines and characters.
WITH ADDITONAL TIME BEGIN TO LOOK AT PORTFOLIO’S FOR
COMPONENT 2 WITH STUDENTS. Plenary: Discussion – How is social class divide evident within the play? Extension Task: How could set design be used to impact the audience? .
Pupils to peer and self asses the performance works. Pupils to self-assess using peer discussion and feedback
2-2 HOURS
4 Portfolio
Learning Objective: Students will learn to… Evaluate and Develop written portfolio. Success Criteria: Students will… Identify key elements of portfolio for improvement. Explore and Demonstrate key elements of portfolio for improvement.
KEY WORD TEST
Starter: Key Word and Quiz on Blood Brothers Context SET HOMEWORK Main Activity: The following two hours will be spent supporting students in developing and completing their portfolio. A final deadline will be set and following these two hours, all items of portfolio must then be completed during after school intervention.
Teacher to make baseline assessments of all pupils using drama levels. Pupils evaluate and analyse the performance work of a theatre company. Pupils to self-assess using peer discussion and feedback
Student Portfolio Blood Brothers Quiz.
Week 2 – Key Words Mind maps of characters Role on the wall of characters Research Willy Russell Research Margret Thatcher Era.
Evaluate key elements of portfolio for improvement.
Plenary: Students to complete self evaluation of support needed by teacher and where improvement and development can be made to portfolio. Extension Task: Students to improve and develop presentation of portfolio, fit for purpose for examiner.
5 Portfolio
Learning Objective: Students will learn to… Evaluate and Develop written portfolio. Success Criteria: Students will… Identify key elements of portfolio for improvement. Explore and Demonstrate key elements of portfolio for improvement. Evaluate key elements of portfolio for improvement.
KEY WORD TEST
Starter: Key Word and Quiz on Blood Brothers Context SET HOMEWORK Main Activity: The following two hours will be spent supporting students in developing and completing their portfolio. A final deadline will be set and following these two hours, all items of portfolio must then be completed during after school intervention. Plenary: Students to complete self evaluation of support needed by teacher and where improvement and development can be made to portfolio. Extension Task: Students to improve and
Teacher to make baseline assessments of all pupils using drama levels. Pupils evaluate and analyse the performance work of a theatre company. Pupils to self-assess using peer discussion and feedback
Student Portfolio Blood Brothers Quiz.
Week 2 – Key Words Mind maps of characters Role on the wall of characters Research Willy Russell Research Margret Thatcher Era.
develop presentation of portfolio, fit for purpose for examiner.
1 – 3 HOURS
6-8 Context
Learning Objective: Students will learn to… Explore the SCH context of the play Blood Brothers. Success Criteria: Students will… Identify the SCH context of the play Blood Brothers. Apply and Demonstrate the SCH context of the play Blood Brothers through practical exploration. Evaluate the SCH context of the play Blood Brothers.
COLLECT AND SET HOMEWORK KEY WORD TEST Starter: Key Word Test Main Activity:
Context of lessons 6-8 will all follow on from one to the next…Therefore starters and plenary may differ from lesson to lesson. A starter/plenary should be chosen to suit needs of students and prior learning.
1. Discuss key themes and prior knowledge of context on the board together in form of mindmap (allow students to think,pair & share)
2. Go through contextual powerpoint. Stop for discussion, questions and pose differentiated questioning to students.
3. Research – Students are given the task to get into groups and go and find out as much information on one of the following topics see handout – they must then come back and present the information.
4. Discuss key themes – birth control, superstition, catholisism, Marilyn
Teacher to formatively assess pupils during tasks, celebrating excellent work. After performance the teacher to ask open questions to selected pupils, differentiating as he/she goes. Pupils to peer and self asses the performance works. PITSTOP ASSESSMENT STUDENTS ABILITY TO COMPLETE QUESTION ON CONTEXT
Board Paper Mock Question Powerpoint Footage Research Questions
Week 3 - Key Words Create Learning Resource on Play Write in role How would perform three key lines.
Monroe etc. 5. Improvisation – students to
improvise child meeting parent for first time. How would they react?
6. Summarise story in freeze frames 7. Exploring social class divide using
levels 8. Exploring social class divide using
voice and gesture 9. Improvisation – Two social classes
meeting for the first time and displaying this divide to the audience
10. Discussion – What were Russells intentions for the play?
11. Explore practically scene where Mickey and Eddie meet.
12. Identify lines and key moments of themes and SCH in play? How can we verbally discuss this?
13. Model answer for students for contextual question
14. Students to attempt question regarding SCH for mock paper. Plenary: Students to self evaluate knowledge learnt over three hour sessions in regards to contextual knowledge of the play. Extension Task: Students to create improvisation of court case battle between Mrs Lyons and Mrs
Johnstone, defense and prosecution. How would they testify in court over custody of children?
2-2 HOURS
9-10 Character
Learning Objective: Pupils will learn to…
Explore and Evaluate key characteristics and relationships of protagonists within Blood Brothers
Success Criteria: Pupils will…
Apply and Develop knowledge of key characteristics and relationships of protagonists within Blood Brothers
Demonstrate understanding of key characteristics and relationships of protagonists within Blood Brothers
Review knowledge of key characteristics and relationships of protagonists within Blood Brothers
Starter: What is an antagonist? What is a protagonist? Students must put characters into category. SET HOMEWORK & COLLECT KEY WORD TEST Main Activity:
1. Discussion of characters – complete mindmaps on board with students creating own mind maps and revision resources to keep in folders.
2. Discussion – character relationships. 3. Freeze Frames – Freeze Frame key
moments within the text to show the power and status.
4. Students must then direct the scene they have frozen and explain how they would display the relationship of the characters within the scene.
5. Hotseating – students to hot seat specific characters
6. Evaluation of hotseating – students to verbally justify why they performed and behaved in a specific
Teacher to formatively assess pupils during the tasks, celebrating excellent work. After performance the teacher to ask open questions to selected pupils, differentiating as he/she goes. Pupils to level each other’s work. Self evaluation Teacher to mark mock question
Target setting sheets. Mind Maps Scripts
Week 4 - KEY WORDS Research Railway Children Research E Nesbit Research costume and set design for Railway Children - Mood Board
way within the scene to communcaite the character and role to the audience.
7. Sculpturing – Students to sculpture partner into specific physicality and explore how this can communicate status and characteristics. Students will be spotlighted to discuss how and why they interpreted the character in this way.
8. Discussion – How can we use proxemics to convey and communcaite relationships of characters?
9. Directing and practical exploration – Students to explore key scenes within the play and explore how they can use proxemics to convey meaning and intent.
10. Students to write up evaluation of they communicated this relationship to the audience using mock question. Teacher to mark this question and give back to students.
Plenary: Complete self review of directing ability against the exam criteria.
1 – 3 HOURS
11-13 Live
Learning Objective: Students will learn to… Learning Objective: Pupils will learn to…
Starter: What is a live review? What could we evaluate when reviewing theatre? Tuesday: 1 hour
Verbal Peer Assessment of work
Stimuli and supporting materials
Week 5 - Key Words Compile notes
Review Explain and Analyse key themes within ‘The Railway Children’ with concise detail and perception.
Success Criteria: Pupils will…
Recall key themes within ‘The Railway Children’ through class discussion, making links to wider contexts.
Apply and demonstrate key themes within ‘The Railway Children’ through practical explorations and performance
Evaluate their understanding of the key themes through peer and self-review
Key word test for live review key words SET AND COLLECT HOMEWORK Main Activities:
1. Watch a clip of theatre – students to pick of two key points and evaluate with justification.
2. Discussion of elements of live theatre to explore
3. Mind map ideas on board of what students may be asked for live review and what they may want to look out for.
4. Students to make list of what they aim to compile notes for when watching production.
5. Look at example, students to evaluate strengths and weaknesses of other students work
Plenary: Ensure students are prepared in what they need to observe and look out for at live review.
Thursday: 2 hour
Starter: Discussion – key moments that stood out to students, most enjoyable, most impressionable, points for development of production seen.
Teacher formative assessment PITSTOP Assessment
Railway Children Trip
for live review Revision materials Worksheets for live review – Facial Expression Movement & Gesture
Main Activity:
1. The first hour of this session will be spent discussing and sharing notes between students and teacher.
2. Students to compile notes into categories.
3. Discussion, pro’s & con’s of performance. Areas for development. Key moments etc..
4. CREATE VOCAB LIST AS A CLASS USING KEY WORDS ADDITIONALLY
5. Voice – go through key words in relation to voice for evaluating voice. What are they? What do they mean? How can we use these words to evaluate a character/actor we saw in our production.
6. Students to read through example of voice evaluation and highlight strengths in the writing.
7. Students to complete vocal expression worksheet in own performance in their own opinion.
8. Students to swap and peer assess other students work and add to other peer’s work.
9. Discuss use of actor/audience relationship
10. Look at example 11. How can we fill this out? 12. Fill out in groups 13. Swap and add and peer assessment
14. Discuss spatial positioning 15. Look at example 16. Students to complete verbally
through Q&A 17. Others to be completed for
homework by students Plenary: Hand Review – How do students feel in relation to evaluating acting within the live production they saw?
2– 2 HOURS
14-15 BB & Live
Review
Learning Objective: Students will learn to… Learning Objective: Pupils will learn to…
Explain and Analyse key themes within ‘The Railway Children’ with concise detail and perception.
Success Criteria: Pupils will…
Recall key themes within ‘The Railway Children’ through class discussion, making links to wider contexts.
Apply and demonstrate key themes within ‘The Railway Children’ through practical explorations and performance
Evaluate their understanding of the key themes through peer and self-review
Starter: Try and evaluate images of set and costume from production if possible. Otherwise discuss evaluate design elements of production. SET HOMEWORK Main Activity:
1) Lighting – Discuss and make mindmaps of lighting. Look at key terms and how lighting can be evaluated through written application.
2) Discussion – How can lighting amplify actors, ensure they are seen? What did they do? How was this effective?
3) Discussion - How were lights used to create mood and atmosphere? How were colours used to signify this?
4) Discuss in groups – How did lighting
Teacher – formative assessment of dialogue, awarding points for creative ideas. Spotlighting excellent work Peer assessment using learning objectives/success criteria
Powerpoint Design sheets Images Paper
Week 6 – Complete mock question on design for live review Create revision materials for design and costume
choices compliment set and costume?
5) Read through example of analysing lights and highlight key points, what was successful, what was not?
6) Students to write own paragraph to describe lighting.
7) Students to create mindmap if time for lighting.
8) Discussion- Designers style, discuss types of design styles and what the set design was for the performance our students saw.
9) Students to create rough sketch of set design and label and annotate picking out three key points to discuss.
10) Students to discuss key points and justify with evaluation for the class.
11) Discuss – As a class and mindmap overall detail of set design link to themes, genre, style, audience etc.
12) Discussion – Costume - What were the costumes? Colours? Materials? Impact? Links to characters and audience?
13) Fill in worksheets provided on costumes
14) If time students to draw out costume designs and label with justifications. Plenary: Students to discuss three
key points they would discuss in the exam in regards to design, what they would discuss and their justification. This will include higher order questioning and differentiated questioning to specific groups.
1 – 3 HOURS
16-18 Live
Review
Learning Objective: Students will learn to… Learning Objective: Pupils will learn to…
Explain and Analyse key themes within ‘The Railway Children’ with concise detail and perception.
Success Criteria: Pupils will…
Recall key themes within ‘The Railway Children’ through class discussion, making links to wider contexts.
Apply and demonstrate key themes within ‘The Railway Children’ through practical explorations and performance
Evaluate their understanding of the key themes through peer and self-review
Starter: Recap structure live review. SET HOMEWORK Main Activity: FINISH DESIGN – if not completed in prior sessions. Main Activity:
1. Focus on specific moments, students to jot down notes on specific moments they remember. They must analyse why they remember this, what they remember and they can evaluate this specific moment.
2. Fill in specific moment worksheet. 3. Students to Q&A one another about
their specific moment in pairs, provided with questions to prompt students with responses.
4. Look at structure 5. Look at pros’s and con’s 6. Analyse another live review
Summative assessment to be carried out. Teacher to support and question with higher order strategies Self reflection and assessment Share, Pair & Think.
Data collection
Week 7- Research style & genre of BB Research Structure Research Proscenium Arch Mood Board Set BB
highlighting strengths and weaknesses.
1) Discuss and prepare for live review 2) Allow students peer reflection time
to discuss and revise. 3) Give 5 minutes for students to plan
their evaluation in light of the question.
4) Students to complete live review Plenary: Discussion and reflection of how students found the assessment and their strengths and weaknesses.
HALF TERM!!!!!
2-2 HOURS
19 & 20
Lines & Stage
Directions
Learning Objective: Students will learn to… Analyse and evaluate key lines and stage directions within the text of
Blood Brothers.
Success Criteria: Pupils will… Identify key lines and stage directions within the text of Blood Brothers. Recall key lines and stage directions within the text of Blood Brothers.
Starter: What do these lines mean? Have lines from the text up on the board, students must evaluate what these lines mean. Main Activity:
1. Discuss the mock question. How will this be structured and how many responses will students need in order to score 4 marks.
2. Provide the mock example and the marking criteria. Allow students to analyse what the question is asking and how the examplar has been responded to.
Teacher – formative assessment of dialogue, awarding points for creative ideas. Spotlighting excellent work Peer assessment using learning objectives/success criteria
Supporting resources appropriate for workshop.
Week 8 – Key words Attempt mock question of stage directions Attempt mock question of lines from text
Evaluate creative ideas through group performance
3. Practically explore lines and scenes from the play – give students 5 minutes per scene to analyse the scene and attempt to stage this.
4. Students will then perform their scene and we will stop at specific lines and ask students to evaluate what the impact of this line is at this specific moment for the character.
5. Students will rotate on these scenes.
6. Discussion – What are stage directions? What are they used for? How are they used?
7. Create a chart as to what stage directions could mean or include or communicate for the actor and audience.
8. Give students scenes and ask them to analyse the stage directions. 3 examples are needed for the question.
9. Go through mock question on stage directions. What does this question mean?
10. Students to work in pairs to form an answer for the question. Pairs will then swap the work and discuss.
11. List of stage directions and their meanings as a class creating a learning resource.
Plenary: Complete log form for session to build up log for mini portfolio.
1 – 3 HOURS
21-23 Vocal & Physical
Exploration
Learning Objective: Students will learn to…
Analyse how key moments and characters are communicated
within the text of Blood Brothers.
Success Criteria: Pupils will… Identify how key moments and characters are communicated within the text of Blood Brothers. Explore how key moments and characters are communicated within the text of Blood Brothers. Evaluate how key moments and characters are communicated within the text of Blood Brothers.
Starter: Describe the voice of characters. Students to describe and justify the voice of two key characters for example Mrs Lyons or Mickey Main Activity:
1. Show students and discuss the mock question in regards to voice of character. How would they respond to this question? What are they key words within this question?
2. As a class attempt mock question for Mrs Lyons.
3. Students to look at the example and the marking criteria and analyse what they need to include within this response.
4. Discussion – voice what key words could be used to describe the voices of characters?
5. Students to practically explore key moments of the
Teacher – formative assessment of dialogue, awarding points for creative ideas. Spotlighting excellent work Peer assessment using learning objectives/success criteria
Supporting resources appropriate for workshop.
Week 9 – Key Words Mock Question Make a list of conventions used within BB Research Genre & Style of BB What do they think the playwrights intentions were for the play BB?
text using a variety of characters making notes on their scripts as they go.
6. Create vocab sheet for voice with justifications
7. The same process will be carried out for facial expressions and movement/gesture.
8. Students to perform scenes and stop the scene asking students to analyse the specific type of voice, facial expressions and gestures used with a justification of how this is used and why?
Within these exercises, links can be made to relationships, status, context, and key
words within the spec. This must be integrated throughout the session.
Plenary: Q & A quick fire round. Using key characters students must come up with three ways in which the character could be portrayed.
2-2 HOURS
24-25 GSC &
Intentions
Learning Objective: Students will learn to…
Analyse how key moments and characters are communicated
within the text of Blood Brothers.
Starter: Discussion what is the genre and style of the play and how do we know this? SET AND COLLECT HOMEWORK Main Activity:
1. Go through Genre & Style of
Teacher – formative assessment of dialogue, awarding points for creative ideas.
Supporting resources appropriate for workshop.
Week 10 – Mock Question Write two paragraphs on the advantages and
Success Criteria: Pupils will… Identify how key moments and characters are communicated within the text of Blood Brothers. Explore how key moments and characters are communicated within the text of Blood Brothers. Evaluate how key moments and characters are communicated within the text of Blood Brothers.
performance text. Discuss why was this the playwrights intentions? Why did he decide to use this genre and style?
2. Go through the genre and style in depth on powerpoint and what they mean and how this was related the point in time.
3. Go over key themes 4. Look at conventions and go through
some of Brecht’s key methods 5. Students to practically explore
examples of genre/style and conventions within the text
6. Students to create mindmap on genre, style and conventions.
7. Students to evaluate how these conventions and genre/style communicate meaning within the text? Discussion – How do these elements create meaning? What do they communicate? What key themes to they enhance and communicate for the audience? Why might Russell have included them?
8. Context on Willy Russell – information around the room and students must gather information
9. Students come back and discuss context Willy Russell
10. Model and discuss question. 11. Discuss answers of how we can
portray these elements of
Spotlighting excellent work Peer assessment using learning objectives/success criteria PITSTOP ASSESSMENT PEER EVALUATION AND DISCUSSION
disadvantages of performing BB ‘in the round’ they must make 2 justifications per point. Research Stage Spaces
social/historical through blocking and exploration.
12. Students to explore scene between Mickey and Eddie and heightening social class divide. One group spotlighted and another members of class work as directors.
MOCK QUESTION USED AS PITSTOP
ASSESSMENT
Plenary: Students to complete mock question for social and historical examples.
1 – 3 HOURS
26 - 28
STAGE SPACE
Learning Objective: Students will learn to… Create original pieces of TIE drama,
inspired by a stimulus or theme
Success Criteria: Pupils will… Identify the dramatic potential of the stimulus through discussion and practical exploration Apply creative ideas through group improvisation and rehearsal Demonstrate creative ideas through group performance
Starter: Display images of stage spaces to students on powerpoint. What are these stages spaces? What are the distinguishing features? Main Activity:
1. Powerpoint – pro’s & con’s of stage spaces.
2. Discussion – detail and students to create chart – pro’s and con’s of stage spaces.
3. What would be the most suitable stage space for Blood Brothers?
4. Look at images of proscenium arch stage and discuss how this set design could be used for BB?
5. Discuss elements in the text that
Teacher – formative assessment of dialogue, awarding points for creative ideas. Spotlighting excellent work Peer assessment using learning objectives/success criteria
Supporting resources appropriate for workshop.
Week 11 – Key Words Research costume design, makeup, hair of BB Design two costumes for BB characters annotated with paragraph of justification.
would need specific staging requirements and mind map on board
6. Evaluate images and how these could be used to our advantage as a director.
7. Students to complete mock question of stage space.
8. Discussion – What were the playwright’s intentions for the set of Blood Brothers? How does this link the style of the performance?
9. What stage space is needed for a musical production? And why?
10. Create chart for stage spaces – pro’s and con’s for Blood Brothers – this needs to link to intentions, setting, themes, key moments within the text and style.
11. Model answer with students 12. Students to complete mock question
on stage space pro’s & con’s. 13. Discussion – How would you stage
the opening of the production Blood Brothers? How would you stage the ending? Why?
14. Concept – Students to write note form concept for key moments in the play and how this would be staged - opening, ending, mickey and eddie meet and past time scene.
15. How would your actors communicate on stage within this
concept? Why and How? Where would they move and be positioned and what this signify – students to add to concept ideas.
16. Model a concept 17. Students to write up mock concept
for performance scene direction. Plenary: Images – students to identify images and three advantages and disadvantages to these spaces.
2-2 HOURS
29-30 Design
Learning Objective: Pupils will learn to… Identify key elements of design for production of Blood Brothers Success Criteria: Students will… Recall key elements of design for production of Blood Brothers Apply and Demonstrate key elements of design for production of Blood Brothers Evaluate key elements of design for production of Blood Brothers
Starter: Quick sketch – How would you design the costume of the character….. SET AND COLLECT HOMEWORK Main Activity:
1. Show images of design for BB –costume, lighting, set, hair, makeup and discuss and evaluate
2. Look at mock question and response and discuss what needs to be included within response.
3. Model design for costume on board with students input.
4. Create vocab list. 5. Students to complete
Teacher to formatively assess pupils during the tasks, celebrating excellent work. After performance the teacher to ask open questions to selected pupils, differentiating as he/she goes. Pupils to peer assess each other’s work.
Images Supporting resources
Week 12 – Key Words Mock Revision Tasks
mock question for costume.
6. Discuss question for lighting and set
7. Create vocab list 8. Model response 9. Students to develop own
design concept for lighting and set
10. Peer share and mark work
Plenary: Students will now complete a hand review assessing their ability to complete mock question. Extension Task: Students must consider the stage space they would use and why.
1 – 3 HOURS
31 -33 REVISION
AND MOCKS
Learning Objective: Pupils will learn to… Identify areas of development and improvement for mock examination Success Criteria: Students will… Recall areas of development and improvement for mock examination
THIS IS MOCK EXAM WEEK.
STUDENTS WILL BE OUT OF LESSONS
FOR SOME SESSIONS.
TEACHER TO ASSESS THE STUDENTS KNOWLEDGE AND DEVELOPMENT IN EXAM PREP AND PREPARE SUITABLE
REVISION TASKS AND STUDY.
Teacher to formatively assess pupils during the tasks, celebrating excellent work. After performance the teacher to ask open questions to selected pupils, differentiating as he/she goes.
Revision Tasks
Apply and Demonstrate strategies to develop and improve mock exam responses. Evaluate strategies for development.
Pupils to peer assess each other’s work.
34 - 35
REVISION AND MOCK
EXAMS
Learning Objective: Pupils will learn to… Identify areas of development and improvement for mock examination Success Criteria: Students will… Recall areas of development and improvement for mock examination Apply and Demonstrate strategies to develop and improve mock exam responses. Evaluate strategies for development.
THIS IS MOCK EXAM WEEK.
STUDENTS WILL BE OUT OF LESSONS FOR SOME SESSIONS.
TEACHER TO ASSESS THE STUDENTS KNOWLEDGE AND DEVELOPMENT IN EXAM PREP AND PREPARE SUITABLE
REVISION TASKS AND STUDY.
MOCK REFLECTION IF COMPLETED BY THIS TIME.
MOCK MARKED BY TEACHER
Summative Assessment Students will be assessed on their ability to devise and perform a performance Students will be assessed in line with GCSE performance devised criteria. Teacher to formatively assess pupils during the tasks, celebrating excellent work. After performance the teacher to ask open questions to
Relevant supporting materials
REVISION TASKS
selected pupils, differentiating as he/she goes. Pupils to peer assess each other’s work.
1 – 3 HOURS
36-38 Performanc
e Text
Learning Objective: Students will learn to…
Explore performance text for Component 2
Success Criteria: Pupils will… Identify the dramatic potential of the performance text for Component 2 Apply creative ideas through group improvisation and rehearsal of the performance text for Component 2 Evaluate the context and key themes of performance text for Component 2
Starter: Discussion of Component 2
MOCK REFLECTION MAY NEED TO BE COMPLETED WITHIN THESE SESSIONS.
Main Activity:
1. Read performance text 2. Watch performance text footage 3. Practically explore performance
text Plenary: Bubble Man or Self Evaluation for mock.
Summative Assessment Students will be assessed on their ability to devise and perform a performance Students will be assessed in line with GCSE performance devised criteria. Teacher to formatively assess pupils during the tasks, celebrating excellent work. After performance the teacher to ask open questions to selected pupils,
Relevant supporting materials
Research Play Text
Learn Lines
differentiating as he/she goes. Pupils to peer assess each other’s work.
CHRISTMAS!!!
2
Week 1
1-2
Exploration Text Context
Learning Objective: Students will learn to… Explore the SCH context of the play text. Success Criteria: Students will… Identify the SCH context of the play text. Apply and Demonstrate the SCH context of the play text.through practical exploration. Evaluate the SCH context of the play text.
Starter: Discussion of students knowledge of story, characters, context. SET AND COLLECT HOMEWORK Main Activity:
1. Practically explore group extracts 2. Students to re-cap summary
through freeze frames 3. Paper game students must put
the narrative of the story in order.
4. Go through context 5. Mind map key themes 6. Discuss playwrights intentions 7. Students to create mindmaps to
revise and structure context 8. Discussion of artistic vision 9. Students to note down ideas for
key themes 10. Go through questions for pro-
forma – discuss what do they mean? What do they entail?
Plenary: Revise knowledge of play text
Teacher to formatively assess pupils during the tasks, celebrating excellent work. After performance the teacher to ask open questions to selected pupils, differentiating as he/she goes. Pupils to peer assess each other’s work.
Text Paper Summary Themes Paper summary Example Pro-forma
Week 1: Annotate scenes as to what they intend to do. Write two performance intentions for scenes. Paragraph summarising artistic vision for extracts.
1
Week 2
3-5 Rehearsal & Artistic
Vision
Learning Objective: Students will learn to… Analyse how key moments
and characters are communicated within the
play text.
Success Criteria: Pupils will… Identify how key moments and characters are communicated within the play text. Explore how key moments and characters are communicated within the play text. Evaluate how key moments and characters are communicated within the play text.
Starter: Physicalisation of characters within different emotions. SET & COLLECT HOMEWORK Main Activity:
1. Discussion of Artistic Vision – students to share and discuss.
2. Groups to join together and share ideas for artistic vision collaborating ideas.
3. Rehearsal and feedback of extracts
4. Students to peer evaluate other students performances
5. Mini assessment of students progress.
6. Students to work on extracts further using feedback for development
7. Students to write up artistic vision Plenary: Students spotlighted to perform key extracts from performance text and peer evaluate with feedback.
Teacher to formatively assess pupils during the tasks, celebrating excellent work. After performance the teacher to ask open questions to selected pupils, differentiating as he/she goes. Pupils to peer assess each other’s work
Extracts Artistic Vision examples
Week 2: Write up draft of Artistic Vision concept Role on the wall character Magic If of character
2
Week 3
6-7
Learning Objective: Students will learn to… Analyse how key moments
and characters are communicated within the
Starter: Students to re-create group scenes in freeze frames. Other groups to peer assess and call action for students to develop use of levels, physicality and facial expressions.
Teacher to formatively assess pupils during the tasks, celebrating excellent work.
Extracts Paper
Week 3: Hotseating questions for character
Rehearsal & Development
play text.
Success Criteria: Pupils will… Identify how key moments and characters are communicated within the play text. Explore how key moments and characters are communicated within the play text. Evaluate how key moments and characters are communicated within the play text.
SET & COLLECT HOMEWORK Main Activity:
1. Discussion of Development – what is the role of a director and actor
2. Discuss and explore possible roles as a director
3. Students to lead director in role exercise with scenes, swapping and providing feedback
4. Students to explore semiotics – use of lighting & music
5. Students to come up with ideas and plan for semiotics
6. Hotseating exercise with characters
7. Workshop focus on levels 8. Rehearsal and feedback of
extracts 9. Students to peer evaluate other
students performances 10. Mini assessment of students
progress. 11. Students to work on extracts
further using feedback for development
12. Students to write up development if time.
Plenary: Students spotlighted to perform key extracts from performance text and peer evaluate with feedback.
After performance the teacher to ask open questions to selected pupils, differentiating as he/she goes. Pupils to peer assess each other’s work
Write paragraph on intentions for audience Write draft of development concept section Examples of impact for audience within section as an actor.
3
Week 4
8-11 Rehearsal & Audience
Learning Objective: Students will learn to…
Analyse the impact of decisions and presentation
of extracts for audience.
Success Criteria: Pupils will…
Identify the impact of decisions and presentation
of extracts for audience.
Explore the impact of decisions and presentation
of extracts for audience through practical
exploration .
Evaluate the impact of decisions and presentation
of extracts for audience through feedback and
written tasks.
FINISH ANY DEVELOPLENT ACTIVITIES IF RUN OUT OF TIME. Starter: Discussion – students to discuss how they wish the audience to respond to key extracts. SET & COLLECT HOMEWORK Main Activity:
1. Discussion – students to share and plan ideas for impact on audience
2. Students to come up with strategy and ideas as to how they will achieve this impact on audience.
3. Students to lead director in role exercise with scenes, swapping and providing feedback – how can they create impact for the audience – what strategies for performance can be used?
4. Students to link back to performance intentions, how are they being achieved?
5. Rehearsal and feedback of extracts
6. Students to peer evaluate other students performances
7. Mini assessment of students progress.
8. STUDENTS TO PERFORM AS
Teacher to formatively assess pupils during the tasks, celebrating excellent work. After performance the teacher to ask open questions to selected pupils, differentiating as he/she goes. Pupils to peer assess each other’s work PISTOP ASSESSMENT STUDENTS DRAFTS MARKED BY TEACHER
Extracts Paper
PITSTOPS
Week 4: Write up draft of audience concept Write ideas for demands and intentions section Students to organise semiotics
PITSTOP ASSESSMENT 9. Students to work on extracts
further using feedback for development
10. Students to write up audience if time.
Plenary: Students spotlighted to perform key extracts from performance text and peer evaluate with feedback.
2
Week 5
12-13
Rehearsal & Demands/Intentions
Learning Objective: Students will learn to… Analyse the demands of the play text linked to intentions
Success Criteria: Pupils will… Identify the demands of the play text linked to intentions Explore the demands of the play text linked to intentions
through practical exploration
. Evaluate the demands of
the play text linked to intentions through feedback
and written tasks.
Starter: Discussion – what are the demands of the extract? SET & COLLECT HOMEWORK Main Activity:
1. Complete pitstop review/reflection
2. Cover demands and intentions 3. Discuss and explore playwrights
intentions 4. Discuss and explore genre/style 5. Link work back to context and
students to create mind map 6. Students to create 2 group
intentions and 1 individual intention
7. Student to create and discuss intentions for personal character
8. Students to then work in pairs to explore whether intentions and demands are being met with
Teacher to formatively assess pupils during the tasks, celebrating excellent work. After performance the teacher to ask open questions to selected pupils, differentiating as he/she goes. Pupils to peer assess each other’s work
PITSTOPS REFLECTION
Pitstops Context Themes Intentions Model
Week 5: Write up demands intentions section Students to organise costume Students to learn lines
examples and feedback of how this can be achieved.
9. Rehearsal and feedback of extracts
10. Students to peer evaluate other students performances
11. Mini assessment of students progress.
12. STUDENTS TO PERFORM AS PITSTOP ASSESSMENT
13. Students to work on extracts further using feedback for development
14. Students to write up audience if time.
Plenary: Students spotlighted to perform key extracts from performance text and peer evaluate with feedback
3
Week 6
14-16
Rehearsal & Concept
Learning Objective: Students will learn to… Recall the key performance
skills in preparation for examination.
Success Criteria: Pupils will…
Identify the key performance skills in
preparation for examination through practical
exploration
Starter: Students to evaluate strengths and weakness’s within their performances and where development and feedback would be useful. SET AND COLLECT HOMEWORK Main Activity:
1. Students will rehearse throughout first session.
2. Students will perform for teacher and teacher will formatively assess.
3. During the second 2 hours
Teacher to formatively assess pupils during the tasks, celebrating excellent work. After performance the teacher to ask open questions to selected pupils, differentiating as
Concepts Assessment sheets
Week 6: Complete drafts of concept over half term. Prepare costume, music etc Any additional homework to set over half term
Explore the key
performance skills in preparation for examination
through feedback and performance
. Evaluate the key
performance skills in preparation for examination
through feedback and performance
students will write up concept pro-forma with support from teacher.
Plenary: Students to create a list of tasks needed to be completed over the holiday in preparation for examination.
he/she goes. Pupils to peer assess each other’s work
Formative assessment with feedback to individual students.
HALF TERM!!!!!!
Weeks 7-11
12 hours of teaching split across 5 weeks.
THE FOLLOWING LESSONS ARE DEPENDANT OF DATE OF COMP
2 EXAM TBC
Sessions will include rehearsal, dress & tech, preparation for
examination, peer and self evaluation. Pitstop assessments
of written work.
Live Review will also be taught
Revision and Homework tasks to be
set appropriately
by teacher.
and revised with additional teaching of Blood Brothers. Mock exams will take place
before Easter.
See SOW Overview
EASTER!!!!
Week 1-5
12 hours of teaching
THE FOLLOWING 5 WEEKS WILL CONSIST OF REVISION AND
PREPARATION FOR WRITTEN EXAMINATION.
REVISION TASKS WILL BE SET BY TEACHER DEPENDANT OF
PROGRESS AND DEVELOPMENT DURING PREVIOUS TEACHING
SESSIONS.
REVISION MATERIALS WILL BE CREATED BY TEACHER
AS THIS IS A NEW SPEC
TEACHER WILL CONSULT AND LINK UP WITH OTHER SCHOOLS.
MOCK EXAMS TO BE COMPLETED IN WEEK 3 & 4
Revision and Homework tasks to be
set appropriately
by teacher.