Courses
We offer a broad and balanced curriculum, for key stage 3 (Years 7-9), key stage 4 (Years 10 and 11) and key stage 5 (Years 12 and 13 - Sixth Form). Click the appropriate button below to find the details for each subject offered in each key stage.
Further details of our curriculum are available on the curriculum page.
Overview
Drama and Theatre
Introduction
At A-level, drama involves the study of theatre with a clear focus on practitioners and understanding the different mediums found within the theatre, from acting to design realisation. Students will develop either their performance skills or design and further advance their skills of analysis as the course encourages learners to think critically about theatre and interpreting life itself. Students learn how to analyse play texts both historical and contemporary whilst incorporating practitioner’s styles and methods. Equally they will develop their written word through in-depth critical comment on live theatre
Qualification
A-level
Awarding body
Pearson Edexcel
Course leader
Mrs J Moore
Assessment
- Examination: 40%
- 40% Component 3: theatre makers in practice; 2 hours 30 minutes.
- Non-examined assessment: %
- 40% Component 1: devising
- 20% Component 2: text in performance
Curriculum
Course content
Components one and two explore a theatre practitioner in depth and apply this knowledge to the different texts being studied. This is a fantastic insight into contemporary theatre and develops each individual's understanding, creativity and ability to analyse and evaluate their own response to professional works.
Live theatre evaluation: students answer one extended response question from a choice of two requiring them to analyse and evaluate a live theatre performance they have seen in light of a given critical assertion.
Section B, page to stage - realising a performance text: students answer two extended response questions based on an unseen extract from the studied text. Students will demonstrate how they, as theatre makers, intend to realise the extract in performance. Students answer from the perspective of a performer and a designer.
Section C, interpreting a performance text: students will answer one extended response question from a choice of two based on an unseen named section from their chosen performance text. Students will demonstrate how their re-imagined production concept will communicate ideas to a contemporary audience. Students will also need to outline how the work of their chosen theatre practitioner has influenced their overall production concept and demonstrate an awareness of the performance text in its original performance conditions.
Topics
- Component 1: devising (any two plays suitable for a starting point)
- Component 2: text in performance (any two plays that contrast component 2 and component 1 choices)
- Component 3: theatre makers in practice, a live theatre review: Equus, Doctor Faustus
Skills and requirements
Entry requirements
- Grade 5 in GCSE English language and GCSE English literature.
Beyond the classroom
Our performing arts department is very active. There are regular performances and shows throughout the year–both inside the school and within the wider city. We have good links with Sheffield Theatres (where some students have had work experience) and other theatre groups, with many students taking part in performances outside of school time.
Students can also take part in clubs within school, or take on a leadership role working with lower school students. There are regular trips organised to local theatres, where students are encouraged to sign up for the discounted membership cards.
Future pathways
The qualification is a perfect accompaniment for students wanting to go on to further education in the arts or to study law. There are career opportunities for stage, screen and the multibillion industry of the arts in the UK.
