Drama Curriculum Overview
Team Vision
To create student performers that are confident to try new things and to approach performance work with energy and optimism.
Curriculum Intent
To be able to know what makes a successful performance and to create a variety of believable character performance. To be able to perform successfully in a variety of styles beginning to understand the background, influence and work of theatre practitioners to include Stanislavski, Brecht and Artaud. To be independent performers, able to perform from script and to devise their own work, appreciating the work of others and to study a set text in detail.
Long Term Plan
|
|
Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
|
Year 7
|
Unit: Introduction to Drama
|
Unit: Darkwood Manor
|
|
|
Unit: Superheroes |
|
|
Key Learning Students need to know and remember from this unit of work |
- Introduction to Drama and group performance. - Mime and silent performance. - Group and whole class still images.
|
- Soundscape and Physical theatre. - Storytelling and building tension. - Whole class storytelling - Live Theatre Review. |
- Devising Performance - Characterisation creation and introduction to PPIGS FM method - Group and Monologue performance |
- Introduction to Shakespeare and Shakespearian language - Scripted performance - The Tempest, Hamlet and Romeo and Juliet - Choosing an effective script for performance |
- Still images and thought tracking - Improvisation and devising performance - Character and narrative development |
- Scripted and Devising performance - Understanding of stereotyped characters and how to subvert these |
|
Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint: Understanding of group work and ability to use preparation time well. How to work in a drama classroom |
Assessment Checkpoint: Can students use soundscape effectively ongoing? End of unit whole class assessment |
Assessment Checkpoint: Monologue performance assessment |
Assessment Checkpoint: Scripted performance- students have the opportunity to choose which script they use for performance |
Assessment Checkpoint: Ongoing assessment to check skills and performance of key stock characters |
Assessment Checkpoint: End of year assessment- creation of their own melodrama
|
|
Year 8
|
Unit: Scriptwriting
|
Unit: Capoeira and Stage Fighting
|
|
|
Unit: Arson About |
|
|
Key Learning Students need to know and remember from this unit of work |
- How to set out a script - Dialogue, Stage Directions and Settings - How to interpret a character and prepare a character for performance |
- Physical movement and control - Capoeira is a Braziian non-contact martial art in a dance form in order to teach students control of their bodies on the stage - Stage Fighting- teaching students how to do this effectively and safely, ensuring realism through a variety of moves taught |
- Interpretation of Shakespearian language and characterisation - Creation of the different worlds of the play- the lovers, the fairies, the mechanicals and the royal court - Use of levels and status between the different characters - |
- Devising from a novel as a stimulus - Understanding of the world around us and looking into other cultures - Links with Geography and History - Devising whole class performance, small group performance and Monologue from stimulus |
- Clear Characterisation - Physical Theatre - Groupwork and effective use of rehearsal and preparation time |
- Creating performance work from stimulus (Social Media) - Use of a variety of different stimuli to create ideas and to put these into performance |
|
Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint: Scripted performance assessment at the end of the unit |
Assessment Checkpoint: Devised performance assessment- incorporation of stage fighting into a performance |
Assessment Checkpoint: Mid-year assessment- Scripted performance- The Mechanicals |
Assessment Checkpoint: Devising group performance
|
Assessment Checkpoint: End of Year Scripted performance
|
Assessment Checkpoint: Ongoing performance assessment
|
|
Year 9
|
Unit: Fame and Celebrity
|
Unit: Frantic Assembly
|
|
|
Unit: Too Much Punch for Judy |
|
|
Key Learning Students need to know and remember from this unit of work |
- Devising from stimulus - PSHE link to the world around us and the topic of fame and celebrity - Split screen, crosscutting, flash back and flashforward, writing in role |
- Physical theatre work inspired by Frantic Assembly’s chair duets - Skills of Over, under, round, by and through - Interpretation of thematic work and representation in a physical way set to music. |
- French Victorian era Horror theatre - Development of melodramatic performance techniques - Use of lighting and sound to create tension and jump scares for the audience - SFX makeup design to create bruises and cuts using a variety of specialist SFX makeup |
- Naturalistic characterisation performance - Study of a whole script as a set text to prepare for GCSE - Performance of different scenes (monologues, duologues and group work) |
- Devising unit based on verbatim theatre by Mark Wheeler - Development of characterisation - Still images, thought tracking, mime and marking a moment - PSHE link for drink driving and development of an anti drink-driving advert |
- Looking at a variety of different technical aspects of a film/theatrical performance including: - Costume/advertising poster/set design - Character development and casting - Narrative structure and dramatic development |
|
Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint: Devising group performance |
Assessment Checkpoint: Ongoing assessment each week of skills |
Assessment Checkpoint: Ongoing assessment throughout the unit |
Assessment Checkpoint: Performance of monologue/duologue/group performance of a section of the text |
Assessment Checkpoint: Group devising performance from stimulus |
Assessment Checkpoint: End of unit presentation to the class of the different elements of their production
|
|
Year 10
|
Unit 1: Understanding Drama (written exam)
|
Devising Coursework- Non-examined assessment
|
Unit 3: Scripted Performance
|
|
Key Learning Students need to know and remember from this unit of work |
Theory work to take up 1 lesson per week for the vast majority of the year to complete Unit 1- externally assessed 1 hour 45 min exam at the end of year 11- 40% of course. |
Practical work to take up 2 lessons per week for the vast majority of the year to complete Unit 2 & Unit 3. Teacher assessed non-examined coursework (40%) of course. |
Practical work to take up 2 lessons per week for the vast majority of the year to complete Unit 2 & Unit 3. Externally assessed scripted performance exam work (20% of course) |
|
Section A: - Roles in the theatre - Staging Types - Staging Locations Section B: - Set Text (Blood Brothers) - Characterisation and understanding - Cultural context of characters, setting and playwright - Character development and comparison - Costume/Set/Props/Lighting Design for a Set text - Performance and realisation of a character as an actor - Justification and exemplification of characterisation and performance choices Section C: - How to write a critical review, contrasting and comparing choices made on the stage - Live Theatre Review trip to be held (as a suitable point in the academic calendar- this may change year on year dependant on when quality and suitable theatre is available to view) - Analysis and review of live theatre performance |
Term 1 and Term 2: Introduction to and development of understanding of different devising performance skills and techniques to include (still image, thought tracking, narration, cross-cutting, flashforward, flashback etc.) Introduction to devising from stimulus at GCSE level.
Term 3 and Term 4: Workshops to begin the Devising NEA to include work in the style of Stanislavski, Brecht, Frantic Assembly and Artaud. Workshops to develop creativity from teacher chosen stimulus. Introduction to Devising Log (60 marks) which is based on the process of practical devising.
Term 5 and Term 6: Final development and rehearsal of devising performance Assessed performance of devising work (20 marks- teacher assessed and moderated) Completion of Section 1 and 2 of Devising Log and work on section 3 of Devising log. |
Term 1: Scripted performance unit will be assessed in Year 11, however there will be lots of preparation for this in Year 10 to include (but not limited to):
Term 1 and Term 2: Performance of Monologue (marked out of 20). Preparation for this will include learning: - Effective characterisation - How to read a script - Dialogue and Stage Directions - Actor research preparation - Role on the wall and other characterisation development techniques - Analysis and critiquing each others’ performance
Term 3 and Term 4: Scripted performance- focus on duologues for Blood Brothers set text study. Students will perform an extract in pairs from Blood Brothers for assessment (marked out of 20).
|
|
|
Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint: - Ongoing weekly homework checked - Section A assessment at end of term 2 - Summer Year 10 mock assessment written exam (full or part) |
Assessment Checkpoint: - Ongoing assessment within lessons at suitable points - Mock Devising performance in Term 5 - Final Devising performance in Term 6 (practical performance marked out of 20) Ongoing assessment for Devising log (marked out of 60) deadlines to be set by the teacher to ensure completion and improvement of work is ongoing. |
Assessment Checkpoint: - Ongoing assessment within lessons at suitable points - Scripted performance Monologue assessment in Term 2 (out of 20) using exam criteria - Assessment during Term 4 of Blood Brothers Set text duologue performance (marked out of 20) using exam criteria |
|
Year 11
|
Unit 1: Understanding Drama
|
Devising Coursework- Non-examined assessment
|
Unit 3: Scripted Performance
|
|
Key Learning Students need to know and remember from this unit of work |
Theory work to take up 1 lesson per week for the vast majority of the year to complete Unit 1- externally assessed 1 hour 45 min exam at the end of year 11- 40% of course. |
Teacher-assessed Non-Examined coursework component. Practical performance (10%) will have been completed in Year 10 and the majority of the Devising Logbook (30%). |
Practical work to take up 2 lessons per week for the vast majority of the year to complete Unit 2 & Unit 3. Externally assessed scripted performance exam work (20% of course) |
|
Term 1-Term 6 Section A: - Roles in the theatre - Staging Types - Staging Locations Section B: - Set Text (Blood Brothers) - Characterisation and understanding - Cultural context of characters, setting and playwright - Character development and comparison - Costume/Set/Props/Lighting Design for a Set text - Performance and realisation of a character as an actor - Justification and exemplification of characterisation and performance choices Section C: - How to write a critical review, contrasting and comparing choices made on the stage - Live Theatre Review trip to be held (as a suitable point in the academic calendar- this may change year on year dependant on when quality and suitable theatre is available to view) Analysis and review of live theatre performance |
Devising coursework to be finalised and completed for Assessment in Year 11.
Devising Logbook Finalised and completed early on in Year 11 for teacher assessment and moderation. |
Term 1: Students to continue to workshop different scripts and performance styles (Stanislavski, Brecht, Artaud and Frantic Assembly etc.) and group/monologues.
Term 2, Term 3 and Term 4: Students to work in groups or individually to prepare their scripted performance for the visiting examiner (date to be decided when examiner is allocated in January). This is in the form of an acting performance or assessment as a Costume/Lighting/Sound/Set/Puppet designer. The date for this can be set once contact from the external examiner from AQA is made. Tasks to prepare for this may include: - Group/Solo rehearsal - Role on the wall activities - Play, character and playwright research - Performance to the class and teacher and appropriate feedback - Costume Development
Any students assessed as a designer will be working with a performer/s and will be working collaboratively throughout the process. |
|
|
Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint: Mock exams (whole paper to be completed) in November and February PPE assessment windows. Ongoing marking of work in lessons and for homework activities |
Assessment Checkpoint: Following the assessment of the performance and first draft of the written logbook in Year 10, assessment will be ongoing until the work is completed to the students’ best ability. |
Assessment Checkpoint: Ongoing assessment in lessons at appropriate points. PPE performance scheduled prior to the external visiting examiner’s exam date and at appropriate points prior to the external exam. |
Useful Links
Welcome to Shakespeare's Globe | London (shakespearesglobe.com)