Year 11 –EXAMINATION PREPARATION · board as a class. 4. Students to summarise narrative. 5....

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.


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


Explain and Analyse key themes within ‘The Railway Children’ with concise detail and perception.





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


Explain and Analyse key themes within ‘The Railway Children’ with concise detail and perception.





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.


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



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


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.


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



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


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


Analyse the impact of decisions and presentation

of extracts for audience.


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?




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.




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.


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.

Year 11 –EXAMINATION PREPARATION · board as a class. 4. Students to summarise narrative. 5....

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