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Drama

Img 084 Drama certainly demands that you develop your creative abilities, which is fortunate, as creativity is consistently at the top of the list for sort after skills, for employers, in the Global Talent Trends report. The learning is multifaceted; certainly there are skills gained for those who wish to pursue careers in theatre, film and television, but increasingly, the confidence and empathy that is developed, the analytical and evaluative skills and the negotiation and teamworking practice, are all vital and recognised as necessary for high level professionals. 

Our Drama department is very proud that we consistently receive feedback from our students to say they feel safe and valued in our inspiring learning environment. We borrow from the innovative practitioner, Dorothy Heathcote to make the student central to their learning, taking on the ‘mantle of the expert’ and having responsibility for and ownership of, the work they create, taking inspiration from a broad range of stimuli, plays and practitioners, allowing them to explore and try to make sense of the world around them. 

Our facilitators have a raft of experience and training, covering a wide range of specialism in Drama and beyond. We have a dedicated black box theatre, as a teaching space and are excited about the addition to our facilities with the completion of the Perfoming Arts Building, including a dedicated theory room and state of the art green room.

Key Stage 3

The Drama curriculum in Years 7 and 8 has two strands, inextricably entwined, at once encouraging a keen theatrical sense, whilst building a repertoire of performance skills, but also allowing students to navigate through their experience in the world, considering their place within that. Promoting confidence, creativity and problem solving, Drama as a construct cannot take place in isolation and so leadership and teamworking skills are required, as much as empathy and enquiring minds, to explore the social, cultural and historical context of the work.

Although at Key Stage 3 Drama is not externally assessed, we feel it is important for our students to track their progress, to keep abreast of their achievements, so we can advise the many students who decide to pursue Drama through to GCSE and beyond. Units are designed to offer a broad range of stimuli and theatrical experience, building a working knowledge of Drama conventions, and are monitored through the three aspects of the creative process; 

  • Creating
  • Performing
  • Analysis and evaluation 

In Year 7 there is an emphasis on building confidence and creating an effective ensemble and safe working space, to foster positive decision making and to encourage performance skills, both scripted and devised and to introduce a core subject specific vocabulary.

In Year 8 the aim is to give a broader range of context, that encompasses aspects of SMSC (Spiritual, Moral, Social and Cultural) and Fundamental British Values. Students are also encouraged to take much more ownership of the work, with the opportunity to create Drama as a vehicle for change, choosing their own. There is also more scope to analyse the work of others, with an introduction to reviewing live theatre.

Timetable

Over the academic year, Drama is in a carousel with Dance and is taught in three of the six terms. Each of these terms, over a fortnightly timetable, delivers -

  • 2 hours of guided classroom learning.
  • 2 x 20 minutes of guided independent homework 

Enrichment and Extra Curricular

Year 7 students are given the opportunity to enrich their learning and love of performance through the Year 7 Drama Club, which enables students to create Drama with students in their tutor groups and work with Year 11 GCSE Drama mentors. Demand for the club is very high as we often have two Year 7 groups meeting at lunch time on alternating week. 

For Year 8 Drama Club we seek opportunities for collaborative projects launched by GCSE and A Level Drama students.

As auditions for the School Production are open to all years we will audition between 200 and 250 Key Stage 3 students who are all keen to participate, with a view to opening up further opportunities behind the scenes. 

To Read

  • Alice in Wonderland – Lewis Carroll
  • Treasure Island – Robert Louis Stevenson
  • Goodnight Mr Tom – Michelle Magorian
  • National Theatre : All About Theatre
  • Acting for Young Actors: For Money Or Just for Fun by Mary Lou Belli

To Watch

To Listen

https://gzmshows.com/shows/listing/six-minutes/
https://gzmshows.com/shows/listing/treasure-island-2020/
https://gzmshows.com/shows/listing/mars-patel/
https://gzmshows.com/shows/listing/becoming-mother-nature/
https://www.bbc.co.uk/programmes/p041469r - How to tell a story.

To Research

To Visit

  • Any theatre! The Hazlitt, Maidstone, The Marlowe, Canterbury, etc.
  • The V&A Museum 
  • The National Theatre
  • The Globe Theatre
  • Cinema Museum
  • London Film Museum
  • The Shakespeare Birthplace Trust 

Year 9 - Foundation Year

In Drama, Year 9 is an essential Foundation Year for the GCSE course in which students refine skills and build on their subject specific vocabulary. We embark on our creative journey in two strands, with an introduction to Brecht’s Epic Theatre, whilst taking a deeper dive into the analysis of text, as ‘Script Detectives’. We also endeavour to having a visiting workshop or external link to professional practice to enhance the learning.

In Terms 3 and 4 there is a focus on writing for Drama and the effective use of terminology. We also research Samuel Beckett’s Theatre of the Absurd and rehearse and perform text from his canon. The emphasis is on the process and exploring different practitioners and their rehearsal techniques.

In Terms 5 and 6 the focus is on devising work from stimuli, performing and analysing and evaluating the impact of their work and the work of others. Again, the emphasis is on the process and understanding how to use semiotics to communicate meaning to an audience.

Timetable

Over a fortnightly timetable, students receive:

  • 5 hours of guided classroom learning.
  • 2 hours of guided independent homework.

Enrichment and Extra Curricular

To Read

  • The Complete Brecht Toolkit – Stephen Unwin
  • Brecht on Theatre – Bertolt Brecht
  • An Actor Prepares – Konstantin Stanislavski
  • My Life in Art - Konstantin Stanislavski
  • Creating a role - Konstantin Stanislavski
  • Building a Character - Konstantin Stanislavski
  • The Stanislavski Toolkit – Bella Merlin
  • The Director’s Craft – Katie Mitchell
  • The Frantic Assembly Book of Devising Theatre – Frantic Assembly
  • Respect for Acting - Uta Hagen
  • Year of the King - Anthony Scher
  • The Complete Dramatic Works of Samuel Beckett – Samuel Beckett

Websites

Publications

To Watch

To Listen

To Research

Research and develop an in-depth knowledge and understanding of the following practitioners and theatre genre

  • Bertolt Brecht
  • Lehrstücke plays
  • Epic Theatre
  • Konstantin Stanislavski
  • Frantic Assembly
  • Samuel Beckett
  • Katie Mitchell 

To Visit

  • The National Theatre - London
  • Your local Theatre
  • The V&A Museum- London
  • The Shakespeare Birthplace Trust – Stratford Upon Avon

Key Stage 4

We hope to instil a passion for theatre in all our students, not as passive observers, but to facilitate their becoming a confident and skilful practitioner in their own right. To understand how and why theatre has been used throughout history to reflect the human experience, we believe that our students can wield this medium to explore issues important to them and create empathy fo the experiences of others in a vast array of social, cultural and historical context. We believe in teaching the discipline to create a drama, understanding how to use production values to enhance a performance and communicate meaning and in doing so feel confident in analysing the work of others. The rush of ideas and adrenalin and having to negotiate within a team of artistic people can be a challenging and heady mix, but we are there to support their daring and nurture this blooming creativity, every step of the way.

Exam board/Qualification:     OCR   GCSE Drama
Specification:                          J316

Course Content

The Drama GCSE engages students in the understanding of how semiotics are used to communicate meaning, from a design, directing and acting perspective. 

In Year 10, students embark on the in-depth study of their GCSE text, Kindertransport. This is explored practically and analysed in preparation for Section A of the terminal written paper. Students continue to refine performance skills and widen their repertoire of genre through exploring Artaud, Frantic Assembly, Theatre de Complicite, with scope to introduce their own favoured practitioners, in preparation for Component 1 – Devising.

Preparations are made for the course requirement to see live theatre and fulfil Section B of the terminal written paper, to analyse said production.

In Year 11, students complete their devised component and prepare for the visiting examiner with two extracts from a recognised published play. use the skills learnt from Year 11 to work on their live NEA project based upon a context set by the examination board. This is the perfect opportunity for students to fully exhibit their investigative, designing and manufacturing skills. 

Theory is taught throughout the two years and delivered in a variety of ways such as lecture style presentations, practical tasks, student research tasks and independent reading tasks. We cover areas such as commercial manufacturing, digital design and the use of computer is design, social, moral and ethical issues, the work of others and design communication to name a few. 

Timetable

Over a fortnightly timetable, students receive:

  • 5 hours of guided classroom learning
  • 2 hours of guided independent homework

Assessment

Content Overview

Assessment Overview

Learners will research and explore a stimulus, work collaboratively and create their own devised drama.

Devising drama* (01/02)

60 marks Non-exam assessment

30% of total GCSE

Learners develop and apply theatrical skills in acting, by presenting a showcase of two extracts from a performance text.

Presenting and performing texts* (03)

60 marks Non-exam assessment (Visiting examination)

30% of total GCSE

Learners will explore practically a performance text to demonstrate their knowledge and understanding of drama. Learners will analyse and evaluate a live theatre performance.

Drama: Performance and response* (04)

80 marks Exam assessment

1 hour 30 minutes (Written paper)

 

40% of total GCSE

 

Enrichment and Extra Curricular

To Read

Books

  • The Empty Space – Peter Brook
  • Finding Your Voice – Barbara Housemann
  • Voice and the actor - Cecily Berry
  • The Complete Brecht Toolkit – Stephen Unwin
  • Brecht on Theatre – Bertolt Brecht
  • An Actor Prepares – Konstantin Stanislavski
  • My Life in Art - Konstantin Stanislavski
  • Creating a role - Konstantin Stanislavski
  • Building a Character - Konstantin Stanislavski
  • The Stanislavski Toolkit – Bella Merlin
  • The Director’s Craft – Katie Mitchell
  • The Frantic Assembly Book of Devising Theatre – Frantic Assembly
  • Respect for Acting - Uta Hagen
  • Year of the King - Anthony Scher
  • The Complete Dramatic Works of Samuel Beckett – Samuel Beckett

Websites 

Publications 

To Watch

To Listen

To Research

  • Brecht and Epic Theatre
  • Stanislavski – Naturalism and Realism
  • Artaud – Theatre of Cruelty
  • Frantic Assembly
  • Complicite
  • Jaques LeCoq
  • Sir Nicholas Winton
  • The Nuremburg Laws
  • The rise of the National Socialist Party, in Germany
  • Katie Mitchell
  • Emma Rice

Research and develop an in-depth knowledge and understanding of how the following are used to communicate meaning to an audience:

  • Stage types
  • Set
  • Lighting (LX)
  • Sound (SX)
  • Costume
  • Props
  • Acting Directing
  • Rehearsal techniques

To Visit

  • The V&A Museum- London
  • The Donmar Warehouse = London
  • The Royal Court – London
  • The Young Vic – London
  • The Battersea Arts Centre - London
  • The National Theatre - London
  • Your local Theatre
  • The V&A Museum- London
  • The Shakespeare Birthplace Trust – Stratford Upon Avon

Competitions and Clubs

  • We offer access to the National Theatre’s New Views playwrighting Competition, open to students between the ages of 14 and 19, to create a thirty-minute play, with the guidance of our very own professional playwright. The overall winner of this national competition has their play performed at the National Theatre.
  • Opportunities to become Drama mentors and take on leadership roles, such as the delivery of the Key Stage 3 Drama Clubs are very much encouraged.
  • Applications for the National Youth Theatre is encouraged with support offered for auditions.
  • Participation in the performance of extracts from Kindertransport to coincide with Holocaust Memorial Day.
  • Opportunities to participate in auditions as performer or back stage crew for the School Production is widely encouraged. 
  • Coursework surgeries are available.
  • A year-round booking system for rehearsal support is offered for all Drama Students.
  • Professional practitioners' workshops (Previous incumbents – The Paper Birds, Frantic Assembly, Theatre de Complicite).
  • Live theatre visits.

Key Stage 5

The Drama and Theatre Studies A Level course continues to refine an understanding of what it is to be human and why and how we express ourselves in performance, developing an empathetic understanding of a range of experiences. This in turn develops an intuitive sense of how to read the semiotics of a given situation, theatrical or real life, enabling students to navigate through whatever may be presented to them, with insight and confidence. Students explore different cultures, ideologies and philosophies and as such, develop an understanding and acceptance of different faiths, cultures and socio-economic groups, in a range of contexts, from the students own, their local region, nationally and globally.

The Drama and Theatre Studies course certainly provides for those who may wish to go on to careers in the industry, but the leadership responsibilities, focus on teamwork, confidence and communication skills have been carried through by past students, who have pursued careers in medicine, law and to the highest levels of business.

This creative qualification is challenging and demanding academically, but allows for student autonomy to pursue their own areas of interest and take charge of the direction of their work. We are a successful department, able to support students individual needs to achieve top grades.

Examination Board/Qualification:   OCR A Level - Drama and Theatre Studies 
Specification:                                     H459

Course Content

Drama and Theatre requires students to engage and participate in both practical and theoretical study.

During the course of study, students will investigate the social, historical, cultural and political context of five plays and interrogate the practice of at least two practitioners. They will devise a performance of their choosing and perform from text, to a visiting examiner. The process of both these endeavours will be documented in a Research report, Portfolio (Devised Performance) and Concept proforma (Text). Students will be required to understand the machinations of creating theatre, from an acting, directing and design perspective. The meticulous, independent research, necessity to work as part of a team and the level of responsibility and leadership skill required, are all qualities sought by higher education and employers.

There are four components to the course as outlined below in the table of assessment.

We start with the largest component in Year 12 exploring the work of two contrasting practitioners (agreed in discussion with students – we have looked at Katie Mitchell, Konstantin Stanislavski, Bertolt Brecht, Antonin Artaud, previously), interrogating their practice through workshops and documenting findings in a research report. The learning is experiential and requires a confident commitment from students. The practitioners are also used to rehearse extracts from a play, the themes, and issues of which form the stimulus for a devised drama, chosen and executed by the students. The creative process is then tracked, analysed and evaluated in a portfolio of evidence.

The study of the two plays, that are the subject of the first terminal written paper (Analysing Performance), is also fed in at this point and continues throughout the two years. Terms 5 and 6 are when the text which forms the basis of the other written paper (Deconstructing Texts for Performance) starts and this continues from here. In Year 13 we embark on preparations for Exploring and Performing texts, for which we are given a date between February and June of the final academic year, for a visiting examiner to assess the students' performances and accompanying concept proforma. Much of the skill set overlaps and the learning is cyclical as we hone acting skills, rehearsal techniques and understanding of the role of theatre makers. There is also a strong emphasis in researching the social, cultural, and historical context of the plays, playwrights, and associated practitioners.

Timetable

Over a fortnightly timetable, students receive:

  • 8 hours of guided classroom learning
  • 8 hours of guided independent homework

Assessment 

Content Overview

Assessment Overview

Learners will research and practically explore practitioners and the work of others creating, devising and performing original theatre.

Practitioners in practice (11/12 Performing) 

120 marks

Non-exam assessment

40% of total A level

 

Learners will explore one performance text Performing live theatre.

Exploring and performing texts (21 Performing) 

60 marks

Non-exam assessment (Visiting examination)

20% of total A level

 

Learners will explore practically two performance texts on a chosen theme Learners will analyse and evaluate a live theatre performance.

Analysing performance (31)

60 marks

2 hours 15 minutes Written paper

 

20% of total A level

 

Learners will interpret and explore practically a performance text considering how to create, develop and direct a performance for an audience.

Deconstructing texts for performance

60 marks

1 hour 45 minutes Written paper

 

20% of total A level

 

 

Enrichment and Extra Curricular

To Read

Books 

  • The Actor and the Target - Declan Donnellan
  • Towards a poor theatre – Jerzy Grotowski
  • Essential Acting – Bridgid Panet
  • The Moving Body – Jacques Le Coq
  • Theatre as a sign system – Aston and Savona
  • Playing Shakespeare – John Barton
  • Then what happens? – Mike Alfreds
  • Games for Actors and Non-Actors – Augusto Boal
  • Writing a play – Steve Gooch
  • Laban for all – Newlove and Dalby
  • Systems of rehearsal – Shomit Mitter
  • Studying Plays – Wallis and Shepherd
  • Why is that so funny? – John Wraight
  • Voice and Speech in the Theatre – Turner
  • Artaud on Theatre – Claude Schumacher
  • The Empty Space – Peter Brook
  • Voice and the actor - Cecily Berry
  • The Complete Brecht Toolkit – Stephen Unwin
  • Brecht on Theatre – Bertolt Brecht
  • An Actor Prepares – Konstantin Stanislavski
  • My Life in Art - Konstantin Stanislavski
  • Creating a role - Konstantin Stanislavski
  • Building a Character - Konstantin Stanislavski
  • The Stanislavski Toolkit – Bella Merlin
  • The Director’s Craft – Katie Mitchell
  • The Frantic Assembly Book of Devising Theatre – Frantic Assembly
  • Respect for Acting - Uta Hagen
  • Year of the King - Anthony Scher

Websites 

Publications 

To Watch

To Listen

To Research

Students should be able to discuss a range of theatre playwrights and practitioners, their related genre and their significance socially, culturally, historically, and politically. They should be adept at discerning which theatre conventions and rehearsal techniques to apply, in a variety of situations, to achieve different outcomes and audience response. They should be able to access written text, confidently and effectively analyse and evaluate the playwrights' intentions and translate this into performance, using the range of production values. They should also be fluent with the roles and responsibilities of theatre makers. There may be specific avenues students wish to explore, given individual tastes, so the list is not finite, but research into the following may prove fruitful:

  • Katie Mitchell
  • Emma Rice
  • Arthur Miller
  • Bertolt Brecht
  • Federico Garcia Lorca
  • Jessica Swale
  • William Shakespeare
  • Punchdrunk Theatre Company
  • Post Modern Theatre
  • Theatre of the Absurd (Ionesco, Jarry, Artaud)
  • Total Theatre (Berkoff)
  • Naturalism /Realism (Stanislavski)

To Visit

  • The V&A Museum- London
  • The West End - London
  • The Almeida Theatre - London
  • The Donmar Warehouse – London
  • The Royal Court – London
  • The Marlowe – Canterbury
  • The British Film Institute – London
  • The Shakespeare Birthplace Trust – Stratford Upon Avon
  • The Young Vic - London
  • The Old Vic – London
  • The National Theatre – London
  • The National Theatre archives

Competitions and Clubs/Opportunities

  • We offer access to the National Theatre’s New Views playwright Competition, open to students between the ages of 14 and 19, to create a thirty-minute play, with the guidance of our very own professional playwright. The overall winner of this national competition has their play performed at the National Theatre.
  • The role of Drama prefect - to be a beacon for the department and support in an ambassadorial capacity at open evenings, etc.
  • Opportunities to become Drama mentors and take on leadership roles, such as the delivery of workshops and directorial support for younger students.
  • Applications for the National Youth Theatre is encouraged.
  • Opportunities to participate in auditions as performer or back stage crew for the School Production is widely encouraged.
  • A year-round booking system for rehearsal support is offered for all Drama Students.
  • Coursework surgeries are available.
  • Professional practitioners' workshops (Previous incumbents – The Paper Birds, Frantic Assembly, Theatre de Complicite).
  • Live theatre visits.

Careers

We have a wealth of information on our Careers page - Please click here to visit. 

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04/09/24

Join us for an exciting series of Transition Workshops this term, ranging from Young Philosophers to Music and Science. Spaces are limited, so be sure to secure your spot today by booking through our Eventbrite page via the link below!https://t.co/0P43MLFL8P#TransitionWorkshop pic.twitter.com/lEceBcnwRK

19/06/24

Winner of the Junior Science Award is Taliah Rothschild from . Congratulations! pic.twitter.com/3IhcXuCOAF

19/06/24

Betsy Ellis from has won the Future in Aviation Award. Congratulations Betsy! pic.twitter.com/WVK4L1LSDE

04/06/24

We are currently recruiting for several support staff positions. If you're passionate about education and looking to make a difference, we want to hear from you! To apply, please visit our website or follow the link below:https://t.co/Wp92LBvxMR pic.twitter.com/AKPSnemZDI

10/05/24

Last week, our Orchestra had their final rehearsal before Year 13 began their study leave, marking the occasion with a photo capturing all the instruments in harmony🎼 We look forward to welcoming back the full Orchestra with the Year 13 members for the upcoming Summer Concert! pic.twitter.com/Am4loN20Vk

09/05/24

Only a few hours left until Year 8, Year 9 and Year 10 take on the Maidstone Football Finals at the Gallagher Stadium tonight! - Our Year 7 team will be playing in two weeks. Year 8 Kick Off: 3:45pm Year 9 Kick Off: 5:30pm Year 10 Kick Off: 6:45pm We hope to see you there🌟 pic.twitter.com/RnVjcild4T

29/04/24

We are proud to announce this year's production will be James and the Giant Peach! 🍑 Rehearsals are underway, and we can't wait to bring this beloved story to life on stage. Keep your eyes peeled as we will be sharing sneak peeks of rehearsals in the coming weeks!#RoaldDahl pic.twitter.com/umRTEJFoC0

09/04/24

With Earth Day less than two weeks away, here are some ways to be more eco-friendly and better look after our Earth!#EarthDay pic.twitter.com/2wpO09fPoq

21/03/24

Spring has sprung at Invicta and yesterday our Year 7 and 8 POP Photography students enjoyed the first day of spring by focussing on natural textures!#Photography pic.twitter.com/VXK4Zh7tNz

20/03/24

KS2 enjoyed participating in language workshops on Tuesday morning, focusing on German, French and Spanish with some students from pic.twitter.com/seA6XOjMYz

20/03/24

KS2 enjoyed participating in language workshops on Tuesday morning, focusing on German, French and Spanish with some students from pic.twitter.com/seA6XOjMYz

14/03/24

Today is International Day of Mathematics🎉 At Invicta, we're passionate about empowering our students with the boundless potential of mathematics both in and outside the classroom! Join us as we discover the magic of numbers in everyday life! pic.twitter.com/uhDfB1ToUy

12/03/24

Last week marked a significant moment in Invicta's history as we gathered for our whole school photo, a rare event that takes place only once every 7 years. Here are some behind-the-scenes photos from the day, showcasing the infectious excitement and sense of community! pic.twitter.com/Y5RDLffV0C

08/03/24

Today we are capturing a moment in time with a whole school photo!📸 pic.twitter.com/Hya2nGJX2H

04/03/24

Students had a fantastic time during last week's POP sessions (Personal Opportunities Program)! We saw students engage with a host of new and familiar favourite activities including, Chess, Coding, Minecraft, Photography, Yoga, Crochet, Nature Walks and so many more! pic.twitter.com/bSmEMQ0Yo5

29/02/24

Our upcoming non-uniform day supports FIGS, our parent-teacher association. The theme is "Be Active!" It's a day to dress sporty and promote physical activity and wellness. Let's show our support for FIGS while staying active and healthy!#NonUniform pic.twitter.com/MZ6ljDx4TN

26/02/24

I had a lovely morning visit to today. The year 8s have been studying the movement & some of the specific stories I explore in my book, of Kent. It was lovely to talk about who grew up in pic.twitter.com/e5GiWrX4zb

22/02/24

I had a lovely morning visit to today. The year 8s have been studying the movement & some of the specific stories I explore in my book, of Kent. It was lovely to talk about who grew up in pic.twitter.com/e5GiWrX4zb

21/02/24

World Book Day is just over 2 weeks away now! What are some of your favourite books that you've read so far this year, who are your favourite authors... We'd love to hear your thoughts on reading, books and literature!#WorldBookDay pic.twitter.com/tZnX6Fd8WS

21/02/24

Join us for fab line up of Live Talks for 4-9 Mar delivered by aimed at https://t.co/3zmmUzLLnQ pic.twitter.com/G7sQFjiTQf

19/02/24

Join us for fab line up of Live Talks for 4-9 Mar delivered by aimed at https://t.co/3zmmUzLLnQ pic.twitter.com/G7sQFjiTQf

19/02/24

Last term, our Year 9 photographers explored aperture, depth of field and composition in their work to create these stunning photographs of miniature cars, inspired by the works of Kim Leuenberger! pic.twitter.com/jYOG8pXoS1

06/02/24

We currently have several vacancies available including a Teacher of MFL Spanish, a Receptionist and a Careers Advisor. If you are looking to join a friendly and encouraging team, please submit an application using the link below!https://t.co/Wp92LBuZXj pic.twitter.com/mLyLvveSza

30/01/24

Last week marked the Primary Literacy Challenge! Thanks to all the teams who attended, we hope you had a great time! See you at our Primary STEM challenge next term! Congratulations to for winning! 🏆🎉 pic.twitter.com/ILU5YmABv1

30/01/24

A reminder to students and parents that next Monday, 5 February is a non-uniform day and students are encouraged to wear something blue or nature-themed if they have items in their wardrobe to support and raise awareness for The Marine Conservation Society 💙 pic.twitter.com/bNElZCXC2h