Overall Curriculum Goals

1.    To develop a detailed understanding of a variety of theatre practitioner and theatrical styles.

2.     To develop an appreciation and understanding of live theatre.

3.     To appreciate the various theatrical disciplines and their roles and responsibilities within a production.

4.     To appreciate the process of theatre-making across a variety of disciplines.

5.    To evaluate their practical work in the written form. 

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

Topic Title: 

Practitioners

Topic Title: 

Component 1 – Exploring the Performing Arts - Play Case Study 1

Topic Title: 

Component 1 – Exploring the Performing Arts - Play Case Study 2 and 3

Topic Title: 

Component 2 – Developing Skills and Techniques in the Performing Arts

Topic Title: 

Component 2 – Developing Skills and Techniques in the Performing Arts

Topic Title: 

Component 2 – Developing Skills and Techniques in the Performing Arts

Topic Intent:

This SoL covers the study of four of the key 20th and 21st century theatre practitioners and their associated styles. It acts as a preparatory unit to introduce students to the knowledge and skillset needed for successful completion of component 1 and 2.

Topic Intent:

Students will begin their work on component 1 of the BTEC course through the study of a selected piece of live theatre. They will watch the performance live at the theatre and then go on to analyse and evaluate aspects of the performance and its creation. Students will develop their understanding of the acting and design by exploring the associated roles and responsibilities of the creative team, and by closely examining the work of existing practitioners and industry professionals regarding how a production is taken from page to stage.

Students will continue with Component 1 of the course by exploring a second and third piece of live theatre.

Topic Intent: 

Component 2 is designed to give students a practical overview of the skills, techniques and knowledge required for a career in acting or theatrical design. They will develop technical, stylistic and interpretative skills in relation to their selected published play; they will explore and apply techniques in rehearsal and performance/ during the realisation process; they will complete an ongoing review of the skills and techniques developed in rehearsal/during preparatory work in order to gain a deeper understanding of their abilities and opportunities for progression in their selected field.

Topic Intent:

Component 2 is designed to give students a practical overview of the skills, techniques and knowledge required for a career in acting or theatrical design. They will develop technical, stylistic and interpretative skills in relation to their selected published play; they will explore and apply techniques in rehearsal and performance/ during the realisation process; they will complete an ongoing review of the skills and techniques developed in rehearsal/during preparatory work in order to gain a deeper understanding of their abilities and opportunities for progression in their selected field.

Topic Intent:

Component 2 is designed to give students a practical overview of the skills, techniques and knowledge required for a career in acting or theatrical design. They will develop technical, stylistic and interpretative skills in relation to their selected published play; they will explore and apply techniques in rehearsal and performance/ during the realisation process; they will complete an ongoing review of the skills and techniques developed in rehearsal/during preparatory work in order to gain a deeper understanding of their abilities and opportunities for progression in their selected field.

Key Content / Skills:  

Key Content / Skills:  

Key Content / Skills:  

Key Content / Skills:  

Key Content / Skills:  

Key Content / Skills:  

Assessment:

There is a performance and evaluative written assessment attached to each of the practitioners/styles of theatre studied. Students are provided with teacher feedback but they are not provided with a numerical assessment grade, as this SoL acts as a preparatory unit for the entirety of Component 1 and 2.

Assessment:

10% of the overall course – controlled assessment completed over the duration of the half term.

Assessment:

20% of the overall course – controlled assessment completed over the duration of the half term.

Assessment:

5% of the overall course – controlled assessment completed over the duration of the half term.

Assessment:

5% of the overall course – controlled assessment completed over the duration of the half term.

Assessment: 

20% of the overall course – controlled assessment completed over the duration of the half term.

Home Learning:

line-learning; research; written evaluations.

research; written evaluations.

Home Learning:

research; written evaluations.

Home Learning:

line-learning; research; written evaluations.

Home Learning:

line-learning; research; written evaluations.

Home Learning:

line-learning; research; written evaluations.

Employability, Professionalism and Enterprise  (EPE) Links

Employability, Professionalism and Enterprise  (EPE) Links

Employability, Professionalism and Enterprise  (EPE) Links

Employability, Professionalism and Enterprise  (EPE) Links

Employability, Professionalism and Enterprise  (EPE) Links

Employability, Professionalism and Enterprise  (EPE) Links