For more information regarding the curriculum please contact: admin@blaconhigh.cheshire.sch.uk

Head of Department: Mrs J Salisbury

HALF TERM 1

Academic and emotional resilience and wellbeing are explored using process drama, forum theatre, focus games and tasks, problem solving exercises and improvisation. Stanislavki's Role-On-The-Wall is used to communicate feelings and emotions. 

 

Resilience  

1) What is resilience? Paired, small group and whole group discussions, whole group practical tasks to explore resilience (e.g. Knots, Silent 20, Pass the Pulse).  

2) Resilience in transition to High School. Whole group, small group and paired discussions around transition experiences and the barriers students have faced, and how they have/would like to overcome them using resilience. Role-on-the-wall exercise to identify barriers and how to overcome them using resilience.  

3) whole group, small group, paired discussions around where students have demonstrated academic resilience in the last 2 weeks and how that has made them feel. Improvisation in small groups and pairs to establish student understanding of resilience. Relaxation exercise to establish control of breathing, inhaling positivity and exhaling negativity, finding your happy place.
 

HALF TERM 2

Academic and emotional resilience and wellbeing are explored using process drama, forum theatre, focus games and tasks, problem solving exercises and improvisation. Bullying using Naturalism, improvisation, process drama and forum theatre as a medium to explore what bullying is and how it makes me feel. 

Academic resilience.  

 

1) Whole group, small group, paired discussions on what students understand about academic resilience, where they have used it and where they would like to be able to apply it. Process drama and Forum Theatre exercises exploring the failed end of term test and how the student can use resilience to succeed academically.  

 

2) Role-on-the-wall exercise to identify barriers and how to overcome them using academic resilience. Hot seating exercise to identify where academic resilience has been successful and where students need to build and develop academic resilience.  

 

3) Whole group, small group and paired discussions to identify where students have used resilience in school since the last lesson - were they successful? Improvisation in small groups and pairs to demonstrate student knowledge and understanding of academic resilience. Relaxation exercise to establish control of breathing, inhaling positivity and exhaling negativity, finding your happy place. 

HALF TERM 3

Online safety and unsafe behaviours

1) Whole group, small group, paired discussion around student understanding of online safety and unsafe behaviours. Self-image and identity: exploring the differences between online and offline identities through improvisation and mask.

2) Online relationships: exploring how to identify strategies for positive relationships in online communities through practical exercises using freeze-frame. Exploration of relationships and behaviours that may lead to harm, through the practice of improvisation.

3) Online bullying: Whole group, small group and paired discussions around online bullying and how technology impacts on these issues. Exploration of how bullying and other aggressive behaviour relates to legislation through forum theatre, improvisation and discussion. 

HALF TERM 4

Human Rights: The Suffragette Movement 1) Whole group, small group and paired discussion around the Suffragette movement to establish student knowledge and understanding, followed by whole group discussion on the voting system in the UK, relating to the General Election held in December 2019. Freeze frames to demonstrate differences between human rights in 1903 and those of a modern-day citizen. Add mimed movement. 2) Whole group, small group and paired discussion around the violation of human rights in the Suffragette movement. Physical theatre to explore how this performance style can be effective in demonstrating the violation of human rights at the beginning of the 20th century. 3) Whole group, small group and paired discussion around student understanding of human rights in relation to the Suffragette movement. Hot seating exercise to demonstrate student understanding of human rights from the viewpoint of a Suffragette. 

HALF TERM 5

Online safety: Staying safe online. 

1). Young Minds resources.  Possible dangers of social media to young people and how to avoid them. 

2). Cyberbullying – video resource, group discussion, Q&A. 

3). Stay safe on social media – declutter those apps.  Small group improvisations. 

HALF TERM 6

Social identity online. 

1).  What image do you present on social media?  How?  Why? How safe are you online by presenting this image? 

2). Sexting.  Explore through small/whole group discussion and resources from Young Minds. 

3). Process drama and Forum Theatre exercises to explore the issues around sexting, and how to ensure safety online. 

HALF TERM 1

Resilience  

1) What is resilience? Paired, small group and whole group discussions, whole group practical tasks to explore resilience (e.g. Knots, Silent 20, Pass the Pulse).  

2) Resilience in transition to High School. Whole group, small group and paired discussions around transition experiences and the barriers students have faced, and how they have/would like to overcome them using resilience. Role-on-the-wall exercise to identify barriers and how to overcome them using resilience.  

3) whole group, small group, paired discussions around where students have demonstrated academic resilience in the last 2 weeks and how that has made them feel. Improvisation in small groups and pairs to establish student understanding of resilience. Relaxation exercise to establish control of breathing, inhaling positivity and exhaling negativity, finding your happy place. 

HALF TERM 2

Academic resilience.  

1) Whole group, small group, paired discussions on what students understand about academic resilience, where they have used it and where they would like to be able to apply it. Process drama and Forum Theatre exercises exploring the failed end of term test and how the student can use resilience to succeed academically.  

2) Role-on-the-wall exercise to identify barriers and how to overcome them using academic resilience. Hot seating exercise to identify where academic resilience has been successful and where students need to build and develop academic resilience.  

3) Whole group, small group and paired discussions to identify where students have used resilience in school since the last lesson - were they successful? Improvisation in small groups and pairs to demonstrate student knowledge and understanding of academic resilience. Relaxation exercise to establish control of breathing, inhaling positivity and exhaling negativity, finding your happy place. 

HALF TERM 3

Human Rights: The Suffragette Movement  

1) Whole group, small group and paired discussion around the Suffragette movement to establish student knowledge and understanding, followed by whole group discussion on the voting system in the UK, relating to the General Election held in December 2019. Freeze frames to demonstrate differences between human rights in 1903 and those of a modern day citizen. Add mimed movement.  

2) Whole group, small group and paired discussion around the violation of human rights in the Suffragette movement. Physical theatre to explore how this performance style can be effective in demonstrating the violation of human rights at the beginning of the 20th century. 3) Whole group, small group and paired discussion around student understanding of human rights in relation to the Suffragette movement. Hot seating exercise to demonstrate student understanding of human rights from the viewpoint of a Suffragette. 

HALF TERM 4

Human Rights. 

Combination of discussion tasks, debate and practical exploration of human rights, past and current.  Establish student understanding of human rights.  Introduce the concept of euthanasia and establish thoughts, feelings and opinions.   

Use of Forum Theatre and Process Drama to explore issues around euthanasia, and the effects/consequences on all those involved in the process, e.g., the individual, family, medical/clinical staff, friends, community, society, legal issues, moral issues, religious/cultural issues. 

HALF TERM 5

Human Rights: the death penalty. 

Establish student understanding of the death penalty – use the Bentley case as an example. 

Introduce the concept of the death penalty and establish thoughts, feelings and opinions.   

Use of Forum Theatre and Process Drama to explore issues around the death penalty, and the effects/consequences on all those involved in the process, e.g., the individual, family, medical/clinical staff, friends, community, society, legal issues, moral issues, religious/cultural issues. 

HALF TERM 6

Healthy and unhealthy relationships.   

Practical workshop which aims to explore the range of positive qualities people bring to relationships, to understand that relationships can cause strong feelings and emotions, to understand and explain the features of positive and stable relationships and those of unhealthy relationships, to understand and explain what is meant by the term ‘teenage relationship abuse’.  Activities include paired, small group and whole group work, though discussion, card sort activity, interactive quiz and ‘line of opinion’ task. 

HALF TERM 1

Introduction to BTEC L1/L2 Tech Award in Performing Arts.

Component 1: Exploring the Performing Arts.

Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. 

Component 2: Developing skills in the Performing Arts

Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers

HALF TERM 2

Introduction to BTEC L1/L2 Tech Award in Performing Arts.

Component 1: Exploring the Performing Arts.

Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance.

Component 2: Developing skills in the Performing Arts

Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. 

HALF TERM 3

Introduction to BTEC L1/L2 Tech Award in Performing Arts.

Component 1: Exploring the Performing Arts

Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. 

Component 2: Developing skills in the Performing Arts

Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. 

HALF TERM 4

Introduction to BTEC L1/L2 Tech Award in Performing Arts.

Component 1: Exploring the Performing Arts.

Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. 

Component 2: Developing skills in the Performing Arts

Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. 

HALF TERM 5

Introduction to BTEC L1/L2 Tech Award in Performing Arts.

Component 1: Exploring the Performing Arts.

Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. 

Component 2: Developing skills in the Performing Arts

Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers.

HALF TERM 6

Introduction to BTEC L1/L2 Tech Award in Performing Arts.

Component 1: Exploring the Performing Arts.

Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. 

Component 2: Developing skills in the Performing Arts

Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. 

HALF TERM 1

BTEC L1/L2 Tech Award in Performing Arts.

Component 1: Exploring the Performing Arts.

Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. 

Component 2: Developing skills in the Performing Arts. Shakespeare Schools Festival.

Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. 

HALF TERM 2

BTEC L1/L2 Tech Award in Performing Arts.

Component 1: Exploring the Performing Arts.

Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. 

Component 2: Developing skills in the Performing Arts. Shakespeare Schools Festival.

Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. 

HALF TERM 3

BTEC L1/L2 Tech Award in Performing Arts.

Component 1: Exploring the Performing Arts.

Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. 

Component 2: Developing skills in the Performing Arts. Contemporary comedy.

Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. 

HALF TERM 4

BTEC L1/L2 Tech Award in Performing Arts.

Component 1: Exploring the Performing Arts.

Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. 

Component 2: Developing skills in the Performing Arts. Contemporary comedy

Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. 

HALF TERM 5

BTEC L1/L2 Tech Award in Performing Arts.

Component 1: Exploring the Performing Arts.

Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. 

Component 2: Developing skills in the Performing Arts. Contemporary comedy

Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. 

HALF TERM 6

BTEC L1/L2 Tech Award in Performing Arts.

Component 1: Exploring the Performing Arts.

Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. 

Component 2: Developing skills in the Performing Arts. Contemporary comedy

Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. 

HALF TERM 1

BTEC L1/L2 Tech Award in Performing Arts.

Component 1: Exploring the Performing Arts.

Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. 

Component 2: Developing skills in the Performing Arts. Contemporary comedy

Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. 

HALF TERM 2

BTEC L1/L2 Tech Award in Performing Arts.

Component 1: Exploring the Performing Arts.

Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. 

Component 2: Developing skills in the Performing Arts. Contemporary comedy

Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. 

HALF TERM 3

BTEC L1/L2 Tech Award in Performing Arts.

Component 1: Exploring the Performing Arts.

Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. 

 

Component 2: Developing skills in the Performing Arts. Collation of final evidence for Components 1 and 2 for IV and SV moderation.

Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. 

 

Component 3: External examination.

Learners will be given the opportunity to work as part of a group to contribute to a workshop performance as either a performer or designer in response to a given brief and stimulus. 

HALF TERM 4

  • BTEC L1/L2 Tech Award in Performing Arts.Component 1: Exploring the Performing Arts.

    Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. 

     

    Component 2: Developing skills in the Performing Arts. Collation of final evidence for Components 1 and 2 for IV and SV moderation.

    Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. 

     

    Component 3: External examination.

    Learners will be given the opportunity to work as part of a group to contribute to a workshop performance as either a performer or designer in response to a given brief and stimulus. 

HALF TERM 5

  • BTEC L1/L2 Tech Award in Performing Arts.Component 1: Exploring the Performing Arts.

    Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. 

     

    Component 2: Developing skills in the Performing Arts. Collation of final evidence for Components 1 and 2 for IV and SV moderation.

    Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. 

     

    Component 3: External examination.

    Learners will be given the opportunity to work as part of a group to contribute to a workshop performance as either a performer or designer in response to a given brief and stimulus. 

HALF TERM 6

BTEC L1/L2 Tech Award in Performing Arts.

Component 1: Exploring the Performing Arts.

Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. 

 

Component 2: Developing skills in the Performing Arts. Collation of final evidence for Components 1 and 2 for IV and SV moderation.

Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. 

 

Component 3: External examination.

Learners will be given the opportunity to work as part of a group to contribute to a workshop performance as either a performer or designer in response to a given brief and stimulus.