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10 Autumn Half Term 1 Half Term 2 Devising (mock) Scripted Practical Students complete a mock devising task whereby they are given deadlines to work to in order to create a piece that links to one of the given stimuli and uses the techniques of a specific practitioner. Content overview As this is a mock Component 1 unit students are given a reduced timing requirement for their piece. Students are expected to provide a portfolio of supporting evidence that is taught explicitly in the one hour theory lesson per week. The unit is marked in accordance with the GCSE criteria so that students are aware of their current progress within the subject. Key Learning Objectives / AO’s Assessment Exam Board Spring 1. Create mostly imaginative ideas in response to the chosen stimulus to communicate meaning 2. Incorporate a good range of relevant techniques/characteristics associated with the chosen practitioner/genre as the piece is developed 3. Explore a range of rehearsal techniques during the process to communicate meaning in an effective way 4. Show good application of performance skill including mostly sensitive interaction with other performers, where appropriate, throughout the performance, to realise artistic intentions 5. Perform a mostly coherent interpretation of the character/role using relevant aspects of the practitioner/genre style to realise artistic intention 6. Create a good, detailed analysis and evaluation of performance skills including most of the successful and unsuccessful aspects of the piece 7. Create a good, detailed analysis and evaluation of character/role interpretation in the final performance 8. Create a good, detailed analysis and evaluation of your individual contribution to the group's final performance AO 1/AO 2/AO 4 GCSE LINK Devised Performance Portfolio Evaluation Students are able to develop their performance skills through group performance work on a script chosen by them. This unit of work allows students to develop their performance skills even further to offer them the best possible opportunity in their Component 2 exam in Y 11. Similarly to the previous work this unit is marked in accordance with the GCSE criteria so that students are aware of their current progress within the subject. Half Term 3 Half Term 4 Set Text: DNA Within this unit of work students revisit their understanding of the set text alongside their ability to analyse live theatre using subject specific terminology. Students work on DNA will be completed mostly through practical exploration and developmental work but this knowledge will culminate in the answering of practice exam questions. The written aspect of the course will be taught explicitly in the one hour theory lessons per week. 1. Show excellent and highly effective application of physical skills throughout the performance 2. Show excellent and highly effective application of vocal skills throughout the performance 3. Interact sensitively with other performers, where appropriate, throughout the performance 4. Show an excellent, highly effective and fully coherent interpretation of character which is sustained throughout the performance 5. Identify areas of strength and weakness through an action plan created alongside feedback 6. Create achievable targets to improve performance work AO 2/AO 4 GCSE LINK 1. Identify and label a range of ground plans 2. Recall and explain a range of key words linking to the technical aspects of theatre 3. Justify, with reference to the text design ideas for performance 4. Show good analysis and evaluation of the use of movement/voice/technical aspects to communicate meaning to the audience, including reference to the style of the production through written work. 5. Show good analysis and evaluation of their own response to the performance as an audience member through written work. AO 3/AO 4 GCSE LINK Performance Practice Exam Questions Summer Half Term 5 Half Term 6 Component 1: Devising Students will begin their coursework for Component 1 of their GCSE qualification. Working with the pre-released stimuli from the exam board students will explore 4 different stimuli before choosing 1 specific piece to work with. They will then explore and develop the work using the ideas of a chosen practitioner to create a piece which adheres to the exam boards guidelines. AO 1 Create and develop ideas to communicate meaning for theatrical performance. AO 2 Apply theatrical skills to realise artistic intentions in live performance. AO 4 Analyse and evaluate your own work and the work of others. Mini performance checks (ongoing) Portfolio checks (ongoing) EDUQAS: Students will begin their component 1 coursework at the end of Year 10. This component focuses on devising and requires students to create highly imaginative ideas with relation to a given stimulus. In order to attain high band marks students must: Create highly imaginative ideas. Show a highly effective application of performance skills including very sensitive interaction with other Performers. Incorporate an excellent range of relevant techniques associated with the chosen practitioner as the piece is developed. Create an excellent, perceptive and detailed analysis and evaluation of performance skills including the successful and unsuccessful aspects of the piece.