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Drama Curriculum

Statement

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Termly Overview

Year 7 Aut 1 Aut 2 Spr 1 Spr 2 Sum 1 Sum 2
TOPIC Introduction to Drama Silent Movies Darkwood Manor  Drama and Literature  Holocaust  Script 
KNOWLEDGE TAUGHT With no prior knowledge students will understand performance skills, WILF skills and expectations in drama.  Building on from ITD, students will build and develop performance skills for performance. Students will begin to understand and interpret stock characters into their performances.  Students will develop creativity through a range of drama techniques. Students should now incorporate performance skills to convey meaning in performance.  Students will develop characterisation through the story of Charlie and the chocolate factory.They will look at how to create a character for performance, using both performance skills and drama techniques from prior projects.  Students will learn about an historical event through exploration. Students will use performance skills and drama techniques to look at the contrast of soldiers and victims.  Students will read a whole script as a group. They will create off text improvisation to explore the topic of slavery. In groups students will rehearse and perform a scene from the script to demonstrate their understanding of all performance skills and drama techniques that they have covered in Y7
SKILLS DEVELOPED(Include any trips and visits.) Respect ConfidenceCommunication CreativityGroup Skills Reflection  Facial Expressions Gestures Body Language Movement ExaggerationStock Characters Teacher in Role Writing in RoleStill Image Miming   Role on the wallFreeze FrameThought Tracking  Split Staging Monologues Thought Tracking  TextCharacterPerformance SkillsAudience Meaning
ASSESSMENTS(Minimum two per half term, with focussed marking.) 1. Peer Assessment 2. 1. Self-Reflection 2. Teacher Assessment  1. Peer Assessment 2. 1. Teacher Assessment 2. 1. Self-Assessment 2. 1. Teacher Assessment 2.
HOME LEARNING(To be made available via Century Tech; one per week.) 1.2.3.4.5.6.7. 1. Identify movement skills when watching TV or around others. 2.3.4.5. 1. Writing in Role 2. Newspaper Article 3.4.5.6.7. 1.2.3.4.5.6.7. 1. Research the Holocaust 2. 3.4.5.6. 1. Learning Lines 2.3.4.5.6.7.
SEQUENCING (What must students already have been taught in order to begin to learn this topic? Identify opportunities to address knowledge gaps) WILF skills are needed in and out of school and the classroom. Developing confidence is preparing students for other topics. Students have performed to the whole class but without vocal skills. This is building confidence for the next project to help them perform with vocals in the next project. Developing student’s creativity for further projects and layering the skills needed for the final project Characterisation is a skills students need for the next 3 project. This is the foundation for the rest of the y7 curriculum. This is introducing social issues so that students can link drama skills to outside issues. This will prepare them for the final project. Students should have the foundations for all y8 projects. Preparing them for more mature projects in their Y8 curriculum.
SCHEMAS (Where might students learn about elements of this topic in other subjects? Which subjects might this topic feed into beyond your own?) All other Subjects – ground rules Music    English  History  English 
CAREERS LINKS(How might this benefit them in the future?) Everyday Skills      Performing Reading and writing  Historical Topics  Performing Reading and Writing 
Year 8 Aut 1 Aut 2 Spr 1 Spr 2 Sum 1 Sum 2
TOPIC Docudrama  WW1 Physical Theatre  Greek Theatre  Shakespeare  Script 
KNOWLEDGE TAUGHT Introduction to Y8 curriculum. Building on prior knowledge of performance skills and drama techniques from Y7, with intense focus on the social issue the project explores.   Developing understanding of social issues from DD, using skills and techniques to understand WW1 through exploration and performance. Developing performance through a different theatre style and using masks. Students will read a whole Greek Text as a whole group and use a variation of drama techniques to explore the issues within the text. The project is heavily teacher lead to lead students through the text, issues and identify the correct techniques for exploration. Students will understand the outline of the Shakespeare text Romeo and Juliet, and they will link issues within the text to current issues and create performances to demonstrate understanding of the issues. Students will read a whole script as a group. They will create off text improvisation to explore the issues within the text. In groups students will rehearse and perform a scene from the script to demonstrate their understanding of all performance skills and drama techniques that they have covered in Y8.
SKILLS DEVELOPED(Include any trips and visits.) Respect ConfidenceNarrationEmpathyForum Theatre Improvisation   ContrastPropagandaSplit StageCross CuttingMarking the moment Mime  MirroringPuppeting Chair DuetsMasked performances   Improvisation  Sound Scape Montage Dramatic Irony Chorus Choral CannonUnison Shakespearean languageDirectors intentions Split stageMonologues/Soliloquies Debating  TextCharacterPerformance SkillsAudience MeaningObjective Outcome
ASSESSMENTS(Minimum two per half term, with focussed marking.) 1. Teacher Baseline 2. 1. Teacher Assessment 2. 1. Peer Assessment 2. 1. Teacher Assessment 2. 1. Self-Assessment 2. 1. Teacher Assessment 2.
HOME LEARNING(To be made available via Century Tech; one per week.) 1. Look at news articles 2.3.4.5.6.7. 1. Writing in Role 2.3.4.5.6.7. 1.2.3.4.5.6.7. 1. Look for Performance skills on TV2.3.4.5.6.7. 1. 2.3.4.5.6.7. 1. Learn Lines 2.3.4.5.6.7.
SEQUENCING (What must students already have been taught in order to begin to learn this topic? Identify opportunities to address knowledge gaps) Performance skills form Y7. Introducing Social issues of discrimination. Links to DD about discrimination and links to Historical events through drama techniques.   Using social issues students will build and develop performance skills for future projects in Y8. Performance skills link to PT and Social issues of Rich and poor, prophecies, believing, trust, dishonesty.    Building on performance skills for the final project and social skills of, family arguments, gangs, knife crime, arrange marriage, suicide, murder, lies.   Text will include social issues of, poverty, abonnement, adoption, separation, secrets, lies.    
SCHEMAS (Where might students learn about elements of this topic in other subjects? Which subjects might this topic feed into beyond your own?)   History  Dance Music    English  English 
CAREERS LINKS(How might this benefit them in the future?) Cultural Capital  Historical Topics  Movement and Performance  Theatre  Theatre and Performance  Performance Reading and Writing 
Year 9 Aut 1 Aut 2 Spr 1 Spr 2 Sum 1 Sum 2
TOPIC Performing Arts Industry  Theatre Styles and Practitioners  Devising Theatre  Scripted  Drama in Action 
KNOWLEDGE TAUGHT Students will gain knowledge about the PA as an industry. The various roles and responsibilities there are and how each department links to one another. Students will explore the methods and strategies of theatre practitioners, to understand theatre styles.    Students will understand the process of devising theatre and the techniques that are needed. Students will understand the process of performing a script. As a whole class they will read the whole script and explore the issues within. Students will perform 1 section of the script. Students will cover 3 performance types. Soaps, Movie Trailers. Music Video. They will understand the skills and techniques for each performance to create a final preferred performance of their choice.
SKILLS DEVELOPED(Include any trips and visits.) Marketing AdministrationTechnical Stage Manager Director Performers Stage Crew Costume   Stanislavski BrechtNaturalism Non-NaturalismMethod acting Epic theatre Forth wall Techniques   Stimuli Response Plan CreateReflect Techniques Skills Style IntentionObjective Text SubtextObjective Intention Style Skills Techniques Characterisation SkillsTechniques Intention Objective Audience  
ASSESSMENTS(Minimum two per half term, with focussed marking.) 1.2. 1. Practical Assessment 2. Written Reflection (Exam style) 1. Practical Assessment of devising process and performance 2. 1. Practical Assessment of the rehearsal process and performance 2. 1. Peer reflection 2.1.2.
HOME LEARNING(To be made available via Century Tech; one per week.) 1. Self-Reflection of Skills 2.3.4.5. 1. Consider what style students prefer for Assessment 2.3.4. 1. 2.3.4.5.6. 1. Learn Lines 2.3.4.5.6 1. 2.3.4.5.6.
SEQUENCING (What must students already have been taught in order to begin to learn this topic? Identify opportunities to address knowledge gaps) This helps students to understand the industry as a whole. The next project goes deeper into the role of the director, the performer and Practitioners.   This project will give students the understanding of different theatre styles for the rest of the year, so that they can make their own decisions on the performances they create. Students will take their understanding from the prior project into the creating process. The stimuli given will cover a range of social issues.   Students will build on their understanding from prior learning to implement skills and techniques into their section of the scrip performance. The script will cover an issue that students will explore through the process. Students will demonstrate all of the skills and techniques they have learnt through their Y9 curriculum.
SCHEMAS (Where might students learn about elements of this topic in other subjects? Which subjects might this topic feed into beyond your own?) Business Studies    Dance  English  Dance Music 
CAREERS LINKS(How might this benefit them in the future?) Performing Arts Industry   Directors Theatre  Theatre Film  Performance Reading and Writing  Performance TV Film