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Year 10

Curriculum Map

Year

Half term

Unit(s) of Work

Key Assessments

Year 10

Autumn 1

The Church Shooting SOW

  • Upskilling and ‘becoming a Btec Tech Drama Pupil

Skills Workshops linked to range of stimulus – becoming a Btec pupil. Each skill performance is filmed and reviewed.

Pushing the boundaries of the core techniques:

Role play

Cross cutting

Narrative structures

Development of character

Portfolio:

Skills audit – Audit 1.

Autumn 2

Introduction to Scripted work

  • “The Interrogation”

Pupils are assessed on mini-scripted performance pieces. These are filmed and the pupils complete peer and self evaluations.

Pupil performance skills focus to develop characterisation:

  • Use of voice
  • Body language
  • Gestures
  • Movement
  •  

Group Skills focused on:

  • Page to stage
  • Interpretation of language and subtext
  • Use of direction
  • Space and audience experimentation
  • Multi role
  • Use of symbolism in performance

Spring 1

Component 2 – Blood Brothers

Pupils study key scenes of Blood Brothers.

Group performance workshops x3:

Filmed whole class workshops focusing on:

Multi role techniques

Use of voice

Language interpretation

Scripted performance work – practical assessments

Pupils to perform x3 script free scenes showcasing the core performance techniques.

Portfolio work:

  • Milestone reviews. Skills evaluated and SMART targets set and reviewed.

Spring 2

Component 2 – Bouncers

Portfolio work:

  • Milestone reviews. Performance development evaluated and SMART targets set and reviewed.
  • Final performance evaluation.
  • Skills Audit 2 – review and update skills progression.

Summer 1

Component 1 – Puppetry

Puppet workshops

  • Pupils partake in filmed ‘paper puppet’ workshops, which explore the core techniques of this theatre style.
  • Pupils devise a movement sequence with their puppet. Scene and situation has to be recreated, enhanced with music and lighting. Performance filmed.

Portfolio:

  • Practical explorations detailed and reviewed.
  • Theatre style research documented and presented in chosen format.

Summer 2

Component 1 – War Horse

Pupils to watch key scenes from War Horse (National Theatre production).

Portfolio:

  • Written research about production and implementation of puppets. This reflect their own experience and explorations.
  • Written exploration on the roles and responsibilities of director and actor within chosen production.


BTEC Tech Award Level 1 / 2 in Performing Arts (Acting)

BTEC Performing Arts (Acting) is a practical, engaging and stimulating course, which allows you to develop a range of skills and techniques in drama and acting. This course will provide you with a multitude of opportunities to perform and learn in a practical environment.  

Drama is all about understanding what it is like to put yourself in somebody else’s shoes.  You will play many parts in different imaginary situations. You will have the opportunity to create your own work as well as look at plays written by other people.  You will develop your improvisation and acting skills to a higher level. You are expected to complete portfolio tasks which enable you to reflect on the work of yourself and others; and to track to the progression of your drama skills.

Assessment:

Component 1 – Exploring the Performing Arts  30%

Aim: get a taste of what it’s like to be a professional actor.

Assessment: internally assessed assignments: practical and written portfolio

During Component 1, you will:

  • Explore performance styles, creative intentions and purpose

 • investigate how practitioners create and influence what’s performed

 • discover performance roles, skills, techniques and processes.

Component 2 – Developing Skills and Techniques in the Performing Arts  30%

Aim: to develop your skills and techniques as an actor

Assessment: internally assessed assignments: practical and written portfolio

During Component 2, you will:

• take part in workshops, classes and rehearsals

• gain physical, interpretative, vocal and rehearsal skills

• apply these skills in performance

• reflect on their progress, their performance and how they could improve.

Component 3 – Performing to a Brief  40%

Aim: consider how practitioners adapt their skills for different contexts, and put this into practice in a performance.

Assessment: externally assessed task, where you work in groups of between 3 and 7 members to create a performance based on a set brief.

To achieve this aim, you will:

 • use the brief and previous learnings to come up with ideas

• build on their skills in classes, workshops and rehearsals

• review the process using an ideas and skills log

• perform a piece to their chosen audience

• reflect on their performance in an evaluation report.