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Ridgewood

School

Drama

Everything the Drama department do is underpinned by their inspirational vision: ‘Logic will get you so far; imagination will get you anywhere.’

Through the Drama Curriculum at Ridgewood School we help our students to become active members of their community - developing their confidence, self-expression and co-operation to believe they can make a difference to others. Drama helps our students to develop perseverance, empathy and creativity. It is a tool with which to explore the world and develop students’ skills to be compassionate and collaborative individuals. Drama at Ridgewood School fosters a love of the subject and the life skills that students need to be well rounded, confident individuals.

Our Drama Curriculum will give students the opportunity to:

  • Develop a wide-ranging knowledge of practitioners, theatre styles and play texts.
  • Develop their subject specific terminology both verbal and written and be able to articulate this with confidence to others and to themselves, rooted in the development of performance skills. Oracy is developed throughout the curriculum in Drama.
  • Develop life skills that are honed throughout the curriculum, including teamwork and self-expression.
  • Watch performances or extracts from performances with increasing levels of reflection and assessment of the development of performance skills and communication of intentions.
  • Be reflective in their own practice and the practice of others, consistently relating back to their intentions as artists.
  • Take part in ensemble performances throughout their time at school, developing self-confidence and communication skills (including non-verbal communication skills).
  • Understand the importance of the Creative Arts Industry on the British economy, and prepare students for their involvement in this industry whether this be through a performance or production route.
  • Engage in enrichment activities that offer a wide range of experiences to build cultural capital. The opportunity to work with and visit professional theatre companies; be an audience member in performances of different styles; or be a cast member within whole school musicals or small cast productions.

For information about studying Performing Arts at Sixth Form, please visit our Sixth Form course pages.

 

KS3 

Overview of topics:

Assessment:

Students study topics connected with the Edexcel BTEC Tech Award in Performing Arts in order to embed skills in Key Stage 3 which will be developed further at KS4. Initially students are asked to participate in a baseline assessment which targets skills associated with each topic being studied.

Following the baseline assessment, students work on improving their knowledge and understanding of the topic whilst also trying to master the associated performance skills. To support this process of mastery and to ensure each student gets the very best chance of improving their work, lessons following the baseline focus on exploration and analysis. Emphasis is placed on peer, self and teacher assessment and a very collaborative ‘no fear of failure’ atmosphere is encouraged.

KS4 

BTEC TECH Award Level 1/2 in Performing Arts

Component 1: Exploring the Performing Arts

For this component students will study three different styles of performance and explore the creative intentions of those involved in creating them. Styles of theatre studied will range from Physical Theatre to Verbatim and contemporary Naturalism. Students will explore these styles of theatre practically and chart their progress in the form of a research journal and presentation.

Component 2: Developing Skills and Techniques in the Performing Arts

For this component students will develop their performance skills through a series of workshops focused on vocal, physical and interpretative performance skills and apply them to texts for development. They will then focus on applying their developed skills to a short performance of a text in a chosen performance style. Students will finally evaluate their progress through the course of the component and their progress as a performer.

Component 3: Responding to a Brief

This component is a cumulative assessment of all the skills and techniques that students have learn throughout Component 1 and Component 2. Students are given a starting point from the exam board and work in small groups to create a short performance from this starting point. Students will also complete logs of their skills and ideas as well as an overall evaluation of the work created.

Assessment:

Component 1: Internal Assessment

Component 2: Internal Assessment

Component 3: External Assessment

Useful web links:

http://qualifications.pearson.com/en/qualifications/btec-firsts/performing-arts-2012-nqf.html

 


Please get in touch via the enquiry form on our Contact Us page, should you have any questions about our Drama Curriculum or to speak directly to our Acting Leader of Performing Arts, Mrs Loiuse James.