• Zorp: An alien from outer space

• Alex: A young person who loves adventure

• Bob: Alex's best friend

Setting:

A quiet park in a small town

Script:

(Scene opens with Alex and Bob sitting on a bench in the park.)

Alex: I'm so bored. There's nothing to do here.

Bob: I know, right? This town is so small.

(Suddenly, a spaceship lands in the middle of the park. A ramp extends from the ship, and Zorp walks out.)

Zorp: Greetings, Earthlings. I am Zorp, from the planet Floop.

Alex: (Eyes wide with excitement) Whoa! An alien!

Bob: (Hiding behind Alex) Uh, hi.

Zorp: I have come to your planet to learn about your culture.

Alex: Cool! We can show you around.

(Alex and Bob spend the day showing Zorp around the town. They take him to the library, the ice cream shop, and the park. Zorp is fascinated by everything he sees.)

Zorp: Your planet is very interesting. I have learned much.

Alex: We're glad you came.

Bob: Yeah, it was fun.

Zorp: I must now return to my home planet. But I will never forget my time on Earth.

(Zorp gets back in his spaceship and takes off. Alex and Bob wave goodbye.)

Alex: That was amazing!

Bob: I can't believe we met an alien.

Alex: I'm never going to be bored again.

(Alex and Bob walk off, talking excitedly about their adventure.)

Zorp: (to himself) I have learned much about Earth. But I have also learned that humans are very fragile. They are so quick to anger and so quick to sadness. I do not understand them.

(Zorp shakes his head and walks back to his spaceship. He closes the door and the spaceship takes off.)

Alex: (to Bob) I wonder if he'll ever come back.

Bob: I don't know. But I hope so.

(Alex and Bob walk off, hand in hand. They are both smiling, but there is a hint of sadness in their eyes.)

Zorp: (in his spaceship) I will never forget my time on Earth. But I will also never understand humans. They are so quick to love and so quick to hate. They are so quick to build each other up and so quick to tear each other down. I do not understand them.

(Zorp closes his eyes and sighs. He is sad and confused. He does not know if he will ever return to Earth.)

[Scene opens]

Billy (leaning against the desk, looking at the monitors, distracted):
It’s quiet today. Too quiet.

Matt (staring at the monitors, but his expression shifts slightly):
Yeah. Almost like the ward is holding its breath.

Billy (half-joking):
It’s a little... off, huh? Last time it was this quiet, someone ended up painting the walls with yogurt.

Matt (glancing around nervously):
Yeah, but this time... it's different. I keep hearing things. Whispers, maybe?

Billy (snickers nervously):
Matt, it's just the pipes. Probably. I’ll check the cameras again.

[Cut to Steven and Hawking. Steven is fiddling with a napkin, while Hawking is staring out the window, his eyes wide. He suddenly turns toward Steven.]

Steven (holding up his napkin):
I figured it out. The meaning of life. It’s cake. Sweet, layered, a little messy. But cake.

Hawking (eyes glimmering, his voice low and strained):
Cake, huh? Maybe you’re right. But I’ve been thinking... What if cake isn't just cake? What if it's something... darker?

Steven (laughs nervously):
Darker? Cake’s supposed to be fun, man. Why would you ruin it with something dark?

Hawking (slowly turns his head toward the shadows in the room, his voice almost a whisper):
I don’t know. I keep hearing things. Sounds. Scratching. And I think... I think something is watching us.

[The lights flicker above them. Steven looks around nervously, but then shrugs it off.]

Steven (laughing uneasily):
Nah, man. It's just your head playing tricks. You watch too many horror movies.

Hawking (staring out the window again, his voice hollow):
No... it's real. There’s something here... Something in the walls.

[Billy overhears and walks over, trying to laugh it off.]

Billy (smirking, but his voice shakes slightly):
Alright, enough with the spooky talk. This is a hospital, not a haunted house.

Matt (walking up behind him, looking around the room uneasily):
Yeah, but... I keep seeing things out of the corner of my eye. Shadows moving where there shouldn’t be any.

[The air grows colder. A loud thud is heard from behind the walls. All of them freeze.]

Steven (eyes wide, standing up):
Did you hear that? What the hell was that?

Hawking (his eyes wide, now trembling):
It’s not just you. I’ve heard it. In the walls. It’s like... something’s trapped. Trying to get out.

[Billy and Matt exchange uncomfortable glances, both of them uneasy now. The whispers grow louder.]

Billy (forcing a chuckle):
Okay, okay. Maybe it's just the pipes. Let’s... let’s check the cameras again. Make sure it’s nothing weird.

[Billy steps back toward the desk, but as he does, the lights flicker again, longer this time, almost plunging the room into darkness. The whispers sound like faint voices, almost pleading.]

Matt (starting to get nervous, glancing at the walls):
I don’t know, man... Something’s off.

[Suddenly, the window rattles. Hawking jumps, his face pale.]

Hawking (glaring at the window, his voice trembling):
It’s... it’s here. It’s right outside. Watching.

[The camera zooms in on Steven’s face. His expression shifts from curiosity to unease as he stares at the wall.]

Steven (whispering):
Wait, guys... look. Do you see that? The wall... it’s... moving. It’s like... breathing.

[A dark shadow begins to emerge from the wall, a faint outline of something humanoid but distorted. The shadow seems to stretch and pulse, like it's alive.]

Matt (panicking, backing away):
This isn’t normal. This isn’t... what the hell is that?

Billy (grabbing the radio, voice shaking):
We need backup. We need—

[Before he can finish, a loud crash is heard from the back of the room, as if something massive just fell.]

Hawking (frantic, shouting):
It’s not just the wall! The whole room! We’re trapped in here with it!

[Suddenly, the whispers stop, and everything falls eerily silent. The air is heavy, thick with dread. Then, slowly, the lights flicker one last time before they go out completely.]

Steven (voice barely audible):
I told you... cake... isn’t just cake.

[A distant, low growl is heard, almost like something lurking just beyond their reach.]

[The scene fades out, the screen goes black.]

Level 5 - how to form a research question and writing a proposal

Indicative Content:

(LO1)

P1, P2, M1, D1

Part 1

•Definition of Health, Safety and Wellbeing in relation to performing Arts Industry

“Explore the risks associated with sustaining health and wellbeing in a career in a performing arts environment”

•Explain at least 3 topics, linked to health, safety and well-being to analyse (positives and negatives) and provide strategies and tips to achieve them.

•The above should also link to your chosen career path.

Part 2:

Using the definitions, analysis, tips and strategies provided, analyse YOUR OWN approach to remaining healthy, safe and in control of your well-being, linked to industry/career.

What would you rate yourself against the tips/strategies you’ve identified previously?

What do you do well? Why? What impact does this have? What research is that based on?

What do you need to improve on? Why? What impact would that have? What research is that based on?

Summative - 21st March 2025

Consider and devise dissertation research question.

Complete proposal and ethics form (templates in next column)

This can be in any format, in any style, as long it is clear which jobs are at the ‘top’ of the hierarchy and so on.

·       Create a broad performing arts job hierarchy, explaining roles & responsibilities.

·       Choose at least three roles, linked to your chosen career in the performing arts industry to investigate and detail further:

o   Answer the following questions:

§  What are their roles and responsibilities?

§  How accessible/possible is it to forge a career within these identified job roles & why?

§  What qualifications / skills will make a career more accessible?

§  How has technology affected how accessible a career is within each identified job roles & why? – critically analyse.

§  How diverse is the workforce in each identified job roles and why? – critically analyse.

You will need to conduct additional research and Harvard reference to support your points for these distinction criteria.

§  Are they likely to be employed or self-employed?

§  What are the differences between being employed and self-employed (especially in relation to the performing arts industry)

§  What are the legal rights and responsibilities of being employed or self-employed?

§  How do each of these job roles compare and contrast when working in live theatre vs recorded media?

Tips:

Still write in paragraph form.

Critically analyse -  argue all sides of a point; find research to support all points; offer opinions (at least 400 words per point to critically analyse)

• Task 2 introduction and criteria

• Exploring job roles hierarchy

Level 5

• Compare and contrast 2 questionnaires

• Create a questionnaire

• Consider how you will distribute your questionnaires

• How to structure a dissertation

Level 4:

• Self-employed VS employed

• Qualifications and training

• Legal rights and responsibilities

1. Introduction

• Word count: 250-450 words

• Content: Introduce the research topic, state the research question, objectives, and significance of the study. Outline the structure of the dissertation.

2. Literature Review

• Word count: 625-900 words

• Content: Provide a comprehensive review of existing research related to the topic. Identify gaps in the literature and how your study fits within the current knowledge base. Discuss key theories, models, and findings from previous studies.

3. Methods and Methodologies

• Word count: 375-600 words

• Content: Explain the research design, approach, and methodology (qualitative, quantitative, or mixed methods). Describe data collection techniques (e.g., surveys, interviews, experiments) and data analysis methods. Justify your chosen methods and discuss any limitations.

4. Results

• Word count: 375-600 words

• Content: Present the results of your research without interpretation. This can include data tables, charts, and figures. Summarise the findings in a clear, concise manner, focusing on the most significant results.

5. Discussion

• Word count: 500-750 words

• Content: Analyse and interpret the results in the context of the literature reviewed earlier. Discuss whether the results support your hypothesis or research questions, and explore their implications. Consider any unexpected findings and their significance.

6. Conclusion

• Word count: 125-300 words

• Content: Summarise the key findings and contributions of the research. Discuss the study’s limitations, propose areas for future research, and conclude by reinforcing the significance of your research in addressing the research question.

• Introduction to Task 3

• All task that are needed in task 3

Level 5:

• How to write a conclusion

• Introduction to Evaluation

• Checklist

• Reminder of Task 3

Level 5:

• Checklist