1. DRAMA National 5&4

2. THE BLURB National 4 & 5 Drama allows pupils to build on their practical experiences from BGE S1-3. National 4 & 5 Drama provides opportunities for pupils to develop skills involved in creating and presenting drama. This course focuses on the development and use of a range of drama skills and production skills to present drama. The course consists of the following units:  Drama Skills  Drama: Production Skills  Performance Task/Added Value Unit

3.  Drama Skills  Production Skills  Added Value Unit/ Performance Task COURSE TIMELINE  August till October  October till December  January till March

4. DRAMA SKILLS  Respond to a stimulus.  Complete a research project and presentation.  Generate an idea for a piece of drama based on information gleaned from research.  Decide on form, structure and genre of piece.  Take responsibility for the direction of a scene in the drama.  Conduct and participate in 9 rehearsals minimum.  Complete a log of all rehearsal, discussing the focus of rehearsal and evaluating the strengths and weaknesses.  Present the finished piece of drama to a target audience.  Participate in an evaluation of the full process.

5.  Acting  Lighting  Sound  Make-up  Props  Costume  Set PRODUCTION SKILLS Pupils will experience a workshop in all of the areas mentioned here. ←←←←←←← Following this pupils will be asked to specialise in 2 areas and carry out these tasks in 2 separate productions. An evaluation will be completed at the end of these two productions.

6. HOMEWORK  Research  Line Learning  Vocabulary  Evaluation Tasks  Prep for Exam Paper

7. ONGOING  Collation of Evidence  Journalling  Vocabulary  Evaluation

8. ASSESSMENT TASK (THE OLD EXAM!)  Performance (50 marks)  Preparation for Performance (10 marks)

9. PERFORMANCE  Rehearse/prepare their role in a text-based performance. Keep all materials which they produce for their role during the rehearsal process including plans, lists, designs, cue sheets, plots, drawings, character information, as appropriate.  Perform their role to a ‘live’ audience, communicating the agreed interpretation of their role and contributing to the effectiveness of the overall performance.

10. PREPARATION FOR PERFORMANCE Produce a summary of their preparation for performance for their selected role. This will provide an account of their research findings on their chosen text and description of their acting/production role. It will explain how they interpreted this role and how they developed their ideas for the performance. This should be completed in advance of the performance date.

11. ADDED VALUE UNIT (NAT 4) In a group, they create and present a small-scale drama. Working from a stimulus, selecting ideas to develop into a drama, considering the social and cultural aspects that will influence their drama. They should think about how the drama may be presented, and take into consideration constraints of space, casting and practicality. They should be co-operative with the others in their group, contributing to the development of the drama.

12. Select a performance role and apply it to the rehearsal process. They will negotiate their role with the director and carry out the duties associated with their chosen performance role during the rehearsal process. Keep all materials which they produce for their role including plans, lists, designs, cue sheets, plots, drawings, annotated scenarios, character sheets, log, blog, diary as appropriate.

13. Apply their role in the small-scale performance, communicating to a ‘live’ audience. Reflect on their work and the work of others in their group.

14. HOW CAN YOU HELP?  Drama allows the pupils a lot of autonomy and so they need to motivate themselves to complete tasks, but a bit of encouragement never goes amiss!  Regular checking/aiding with vocab and line learning.  Encouraging pupils to realise that there are more research sources out there than Google, and copy and pasting does not mean learning!  Regular checking of homework.  When doing evaluation tasks, encourage them to describe strengths as well as weaknesses.