Drama

Drama Department

Drama is a universal language that embodies one of the highest forms of creativity. A high-quality drama education should engage and inspire pupils to develop a love of drama and their talent as actors, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with drama, allowing them to devise, and to watch with discrimination to the best in the theatrical canon.

Aims

The national curriculum for drama aims to ensure that all pupils:

-perform, watch, review and evaluate theatre across a range of historical periods, genres, styles and traditions, including the works of the great practitioners and actors.
-learn to act and to use their voices/bodies, to create and devise theatre on their own and with others, have the opportunity to learn dramatic skill, use technology appropriately and have the opportunity to progress to the next level of theatrical excellence
-understand and explore how theatre is created, produced and communicated, including through the inter-related dimensions: deviser, designer, director, performer and audience.

Attainment targets

By the end of key stage 3, pupils are expected to know, apply and understand the matters, skills and processes specified in the programme of study. This will ground them in the understanding of theatre before KS4, for those who have chosen to do so.

Subject content

Pupils should build on their previous knowledge and skills through performing, devising and watching. They should develop their acting fluency, accuracy and expressiveness; and understand theatrical structures, styles, genres and traditions, identifying the expressive use of theatrical dimensions. They should watch with increasing discrimination and awareness to inform their practice as actors. They should use technologies appropriately and appreciate and understand a wide range of theatrical contexts and styles.

Pupils should be taught to:

-act and perform confidently in a range of solo and ensemble contexts using their voice, body and face fluently and with accuracy and expression.
-devise and design; and extend and develop theatrical ideas by drawing on a range of theatrical structures, styles, genres and traditions.
-use staff and other relevant notations appropriately and accurately in a range of theatrical styles, genres and traditions.
-identify and use the inter-related dimensions of drama expressively and with increasing sophistication, including use of deviser, designer, director, performer, audience member and other theatrical devices.
-watch, with increasing discrimination, a wide range of theatre from great practitioners and actors.
-develop a deepening understanding of the theatre that they perform and which they watch, and its history.

An overview of the drama national curriculum is available below or a more detailed version is available here – Click Here

Year 7
Autumn Term 1 Focus and Movement
Autumn Term 2 Drama in Education – Bullying and peer pressure
Spring Term 1 Commedia D’ELL Arte
Spring Term 2 Religious Performance
Summer Term 1 Script work
Summer Term 2 Puppetry
Qualification Attained n/a
Year 8
Autumn Term 1 Greek Theatre
Autumn Term 2 Pantomime
Spring Term 1 Practitioners 1
Spring Term 2 Practitioners 2
Summer Term 1 Shakespeare
Summer Term 2 Physical Theatre
Qualification Attained n/a
Year 9
Autumn Term 1 Script writing
Autumn Term 2 Melodrama
Spring Term 1 Surrealism
Spring Term 2 Comedy of Manners
Summer Term 1 Musicals
Summer Term 2 Devising Theatre
Qualification Attained n/a

 

Year 10 – Curriculum Map Drama
Autumn 1
Topic Name Unit 2 Mock Exams
Texts used in teaching Various Stimuli across different types of media
Key matters/skills/processes Chorus, character, emotion, levels, stimuli, tableaux, company blocking, rehearsal, WWW/EBI, constructive criticism
Assessment type Mock examination
Assessment criteria Unit 2 GCSE criteria
Autumn 2
Topic Name GCSE rehearsal techniques
Texts used in teaching Various Stimuli across different types of media
Key matters/skills/processes script, stage directions, action, language, subtext, Brecht, Stanislavski, Boal, naturalism, epic theatre, political theatre, cast list, plot, scene, act, Climax/anti-climax, Artaud, Ibsen, Chekov, total theatre, realism, surrealism
Assessment type Mini-performances, filmed for personal reflection.
Assessment criteria  
Spring 1
Topic Name Portfolio writing mocks
Texts used in teaching Various Stimuli across different types of media
Key matters/skills/processes plot (or lack thereof), Characterisation, Evaluation, WWW/EBI, constructive Criticism, Climax/anti-climax, Pace/rhythm , Slow Motion
Assessment type Portfolio marked
Assessment criteria Unit 2/3 portfolio criteria
Spring 2
Topic Name Unit 2 Preparation
Texts used in teaching  Various Stimuli across different types of media
Key matters/skills/processes Chorus, character, emotion, levels, stimuli, tableaux, company, script, stage directions, action, language, subtext, Brecht, Stanislavski, Boal, naturalism, epic theatre, political theatre, blocking, rehearsal, WWW/EBI, constructive criticism, cast list, plot, scene, act, Climax/anti-climax, Artaud, Ibsen, Chekov, total theatre, realism, surrealism
Assessment type Teacher Marking of final GCSE performance for Unit 2 GCSE grade. On-going portfolio will be marked by teacher
Assessment criteria Unit 2 criteria
Summer 1
Topic Name Unit 2 rehearsal and final performance
Texts used in teaching  Various Stimuli across different types of media
Key matters/skills/processes Chorus, character, emotion, levels, stimuli, tableaux, company, script, stage directions, action, language, subtext, Brecht, Stanislavski, Boal, naturalism, epic theatre, political theatre, blocking, rehearsal, WWW/EBI, constructive criticism, cast list, plot, scene, act, Climax/anti-climax, Artaud, Ibsen, Chekov, total theatre, realism, surrealism
Assessment type Peer and Self assessed. On-going portfolio
Assessment criteria Unit 1/3 criteria
Summer 2
Topic Name Understanding Unit 1 and 3
Texts used in teaching  Various Stimuli across different types of media
Key matters/skills/processes tbc
Assessment type tbc
Assessment criteria Unit 2 criteria
Year 11 – Curriculum Map Drama
Autumn 1
Topic Name Unit 1 Mock Exams
Texts used in teaching From Page to Stage – Coram Boy
Key matters/skills/processes Chorus, character, emotion, levels, stimuli, tableaux, company, script, stage directions, action, language, subtext, Brecht, Stanislavski, Boal, naturalism, epic theatre, political theatre, cast list, plot, scene, act, Climax/anti-climax, Artaud, Ibsen, Chekov, total theatre, realism, surrealism, blocking, rehearsal, WWW/EBI, constructive criticism
Assessment type Mock examination
Assessment criteria Unit 1 GCSE criteria
Autumn 2
Topic Name Unit 1 Exams
Texts used in teaching From Page to Stage – Coram Boy
Key matters/skills/processes Chorus, character, emotion, levels, stimuli, tableaux, company, script, stage directions, action, language, subtext, Brecht, Stanislavski, Boal, naturalism, epic theatre, political theatre, cast list, plot, scene, act, Climax/anti-climax, Artaud, Ibsen, Chekov, total theatre, realism, surrealism, blocking, rehearsal, WWW/EBI, constructive criticism
Assessment type Formal examination
Assessment criteria Unit 1 GCSE criteria
Spring 1
Topic Name Unit 3 Mock Exams
Texts used in teaching Devising Theatre
Key matters/skills/processes Chorus, character, emotion, levels, stimuli, tableaux, company, script, stage directions, action, language, subtext, Brecht, Stanislavski, Boal, naturalism, epic theatre, political theatre, cast list, plot, scene, act, Climax/anti-climax, Artaud, Ibsen, Chekov, total theatre, realism, surrealism, blocking, rehearsal, WWW/EBI, constructive criticism
Assessment type Mock examination
Assessment criteria Unit 3 GCSE criteria
Spring 2
Topic Name Unit 3 Exams
Texts used in teaching  Devising Theatre
Key matters/skills/processes Chorus, character, emotion, levels, stimuli, tableaux, company, script, stage directions, action, language, subtext, Brecht, Stanislavski, Boal, naturalism, epic theatre, political theatre, cast list, plot, scene, act, Climax/anti-climax, Artaud, Ibsen, Chekov, total theatre, realism, surrealism, blocking, rehearsal, WWW/EBI, constructive criticism
Assessment type Formal examination
Assessment criteria Unit 3 GCSE criteria
Summer 1
Topic Name Portfolio creation
Texts used in teaching  Various Stimuli across different types of media
Key matters/skills/processes Chorus, character, emotion, levels, stimuli, tableaux, company, script, stage directions, action, language, subtext, Brecht, Stanislavski, Boal, naturalism, epic theatre, political theatre, cast list, plot, scene, act, Climax/anti-climax, Artaud, Ibsen, Chekov, total theatre, realism, surrealism, blocking, rehearsal, WWW/EBI, constructive criticism
Assessment type Peer and Self assessed. On-going portfolio for use in colleges and future
Assessment criteria Arts Award Specification
Summer 2
Topic Name Portfolio creation 2
Texts used in teaching  Various Stimuli across different types of media
Key matters/skills/processes Chorus, character, emotion, levels, stimuli, tableaux, company, script, stage directions, action, language, subtext, Brecht, Stanislavski, Boal, naturalism, epic theatre, political theatre, cast list, plot, scene, act, Climax/anti-climax, Artaud, Ibsen, Chekov, total theatre, realism, surrealism, blocking, rehearsal, WWW/EBI, constructive criticism
Assessment type Peer and Self assessed. On-going portfolio for use in colleges and future
Assessment criteria Arts Award Specification
Last updated: February 22, 2017 at 9:22 am

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