Drama
KEY STAGE 3 CURRICULUM
The Drama curriculum has been designed to develop transferable and subject specific skills to broaden student’s awareness of the benefits of the Performing Arts. Students learn how to create, respond, perform and evaluate Drama through written and verbal reflections. Students will gain subject specific terminology about design and acting elements of Drama and be able to use this effectively when communicating verbally, through written tasks and practically.
We aim to broaden student’s cultural awareness by sharing theatre performances online as well as taking students to the theatre to watch live performances. Students will look at multiple plays throughout their Drama journey exploring different themes, intents, characters, and genres allowing for students to reflect on how it made them feel, gaining empathy and reflection on situations.
We want students to develop empathy and consideration through characterisation and the feeling of putting themselves in someone else’s ‘shoes’. Another way we will do this is by students working in different size groups and with different people in the class, again developing transferable skills that will support our students in other subjects and beyond their school lives.
Year 7
|
Unit 1: Introduction to Drama By the end of the first module, students should have developed their drama skills in preparation for their first performance. Whilst understanding and applying their theatrical skills is the primary objective of this project, they should also be able to understand how these skills create meaning on stage and be able to analyse and evaluate their performance work and the work of others.
|
|
Unit 2: Scripted Drama – Our Day Out by Willy Russell Students study the entire play but the focus in lessons is on the application of practical performance skills (e.g tone, gesture or facial expression). Last unit students were able to identify skills and apply them to short scene. To develop these skills further we want students to apply them better through the context of a play. By the end of this unit, students should have developed their performance skills. Whilst applying their theatrical skills is the primary objective of this project, they should also be able to understand how these skills create meaning on stage, be very familiar with the plot and the characters of the play they are studying. They should also be able to analyse and evaluate their performance work and the work of others.
|
Year 8
|
Unit 1: Scripted Drama - DNA 'Dennis Kelly Students will explore lighting and sound through watching Midsummer Nights Dream alongside teacher led questioning and quizzes to help students learn key terminology. By the end of the module students will be able to write a review of their of the designs elements including context, description, analysis and evaluation. Key skills:
|
|
Unit 2: Devising Drama' They study the entire play but the focus in lesson is on the application of practical performance skills (e.g tone, gesture or facial expression). Students have done a similar module in year 7 looking at ‘Our Day Out’ developing on from this students should be able to identify drama performance skills. Whilst applying their theatrical skills is the primary objective of this project, they should also be able to understand how these skills create meaning on stage, be very familiar with the plot and the characters of the play they are studying and able to analyse and evaluate their performance work and the work of others so in effect they fulfilling all the Assessment Objectives. Key skills:
|
Year 9
|
Unit 1: Scripted Theatre – Blood Brothers – Willy Russell Students study the entire play but the focus in lesson is on the application of practical performance skills (e.g tone, gesture or facial expression). Students have done a similar module in year 7 looking at ‘Our Day Out’ & year 8 ‘DNA- Dennis Kelly’ developing on from this, students should be able to identify drama performance skills(AO2). Whilst applying their theatrical skills is the primary objective of this project, they should also be able to understand how these skills create meaning on stage, be very familiar with the plot and the characters of the play they are studying and able to analyse and evaluate their performance work and the work of others so in effect they fulfilling all the Assessment Objectives. Key skills:
|
|
Unit 2: Devising Drama In the second term, students continue to study the same play that they began in the first term. This time the focus is quite different as they are exploring the play in more detail (focussing on the characteristics of the play such as context, structures and themes). To learn about these various characteristics, I also teach students how to write about Drama. How to analyse quotes, how to interact with other characters to create an atmosphere using drama terminology and justifications. The idea is that students can then refer back to these techniques within new contexts helping them to develop characters or generate ideas within scripted or devised work. Key skills:
|
Key Stage 4 Curriculum
GCSE DRAMA OPTION SUBJECT
COURSE CONTACT: Mrs E Kirby and Mrs G Berlyn
Course Content
Over the 3 year course students will:
Understand Drama: Explore different genres, understand performance conventions, understand how meaning is communicated to an audience, use appropriate drama terminology, understand how plays are constructed, explore drama in a social, cultural and historical context.
Perform Drama: Improvise, create a role, remain in a role, develop performance skills, perform scripted plays, and respond to direction.
Devise Drama: Work collaboratively and creatively, establish a dramatic intention, develop a dramatic intention, develop reflective and evaluative skills.
Assessment Details
Component 1: Understanding Drama
Students will study the characteristics of performance text finding out about the genre, structure, characters, form, style, practical demands of the text, character motivation and interaction. The play which is studied is Blood Brothers to link to knowledge gained in year 9.
During this unit we will explore Blood Brothers costume design, delivery of lines and interaction between characters on stage. You will consider what drama terminology is needed when writing about the above.
Key skills:
- Description
- Analysis
- Vocal and physical skills
- Creativity
Component 2: Devising Drama
Students will learn how to create and develop ideas to communicate meaning in a devised theatrical performance. Students must carry out research, develop their own ideas, collaborate with others, rehearse and refine ideas, analyse and evaluate their own performance.
Key skills:
- Description
- Collaborating
- Creativity
- Reflection
Component 3: Texts in Practise
Students are to perform two extracts from one play to a examiner during year 11, therefore this is preparation and will be re-visited in year 11. During this module they will focus on application of practical performance skills (e.g. tone, gesture or facial expression). They should understand the playwrights intentions for the character and be able to portray this to an audience.
Key skills:
- Confidence
- Empathy
- Vocal and physical skills
- Blocking
Why Study This Course?
Students who enjoy performing as they will develop both expressive and physical skills in a range of dramatic genres. Students who enjoy working with others and developing transferable skills such as communication skills, organisation skills, analytical skills and problem-solving skills. Students who may want to work in the Performing Arts business as they will gain insight into Arts Administration, Theatre Production and Theatrical Supplies. Leading on to AS/A2 and BTEC courses at KS5 within the Oaks Collegiate.
Drama Reading List
PEPA Careers in the Curriculum Priorities
PEPA intent:
Career intent statement for PEPA:
1 – Identify and demonstrate different employability skills
2 – Develop an understanding of career based roles and responsibilities within our subjects
3 – To create a careers display advertising jobs within our subject
4 – To engage pupils with professionals in our industry