Drama
Drama as a subject can be interpreted in different ways.
The guidance within the National Curriculum stems primarily from aspects of the English curriculum, and therefore focuses on the potential for speaking and listening and exploration of the literary aspects of drama. This is a valuable aspect of the subject.
Drama can also be seen as a ‘Craft’. A set of physical and intellectual skills that can be learnt and practised. This is the core of how to ‘do’ Drama.
Drama can also be seen as a medium to imaginatively explore social, emotional and political issue, and through this develop the personal integrity and emotional resilience of students. This is aspect is perhaps the most meaningful.
Our curriculum seeks to interweave elements of each of these.
At different stages in the curriculum different element are emphasised.
Intent
In year 7-9, we aim to introduce students to a range of basic drama skills. This ‘Craft’ is taught primarily through narrative schemes that utilize drama as a medium for exploration. Our intention is to enable students can Make, Evaluate and Perform pieces of Drama at a level that challenges them.
Drama at this level is not seen as wholly a preparation for GCSE work. We do seek to introduce vocabulary as a means to accurately discuss and evaluate the work of others. It is logical that this language is the same as that used in Key stage 4.
In Year 10 we work to consolidate a practical understanding of the ‘Craft’ of Drama. The individual performance skills are placed in the larger setting of practitioners work. This is then articulated and evaluated orally through the mechanism of interview. These embedded concepts and skills are then applied to scripted work. The thrust of this scripted work is twofold: the first is to introduce the design elements in the context of a production. The second is to familiarize the students with the examination text in a practical, multi-sensory way.
Year 11 is orientated around the practice and honing of practical performance and written exam technique in preparation for final assessment.
Year 12 follows the vocational context of the BTEC qualification. We aim to work as a theatrical company producing a major performance. Through this endeavour students build on or learn the elements of the ‘craft’ at a higher level with greater reference to practitioners. They become increasingly independent with smaller scale projects later in the year.
Year 13 involves a shift to higher level work focusing on ‘Direction’ and more demanding individual projects. The students leave the course with a strong set of their own performance skills and a wider understanding of different practitioners and their influences.
|
Year 7 |
Unit |
|
Half term one |
Unit: Melodrama Students will explore the idea of Melodrama and creating exaggerated characters. |
|
Half term two |
|
|
Half term three |
Unit: Link to war poetry with English. Students will explore some basic dramatic techniques using war poetry as a starting point |
|
Half term four |
|
|
Half term five |
Unit: Myths & Legends Students will use Greek myths to create a short performance and be introduced to Greek theatre. |
|
Half term six |
|
Year 8 |
Unit |
|
Half term one |
Unit: Adaptation Students will develop a piece of theatre from the Struwwelpeter stories. |
|
Half term two |
|
|
Half term three |
Unit: Mask Exploring the techniques of Trestle Theatre, students will learn some basic mask techniques. |
|
Half term four |
|
|
Half term five |
Unit: Page-to-Stage Students will be asked to create a short performance from an existing script. |
|
Half term six |
|
Year 9 |
Unit |
|
Half term one |
Unit: Script skill Students will explore various ways to work with a text, leading to a short performance of a scene. |
|
Half term two |
|
|
Half term three |
Unit: Physical theatre Exploring the work of Frantic Assembly & DV8, students will devise a piece of physical theatre. |
|
Half term four |
|
|
Half term five |
Unit: Shakespeare’s best bits Students will explore some of Shakespeare’s most famous passages through performance. |
|
Half term six |
|
Year 10 |
Unit |
|
Half term one |
Unit: Baseball Cap Using a song as stimulus, students will be introduced to a range of devising techniques. |
|
Half term two |
Unit: Script preparation Students will work from a script to realise a performance in preparation for the practical examination. |
|
Half term three |
Unit: Scripted performance Students will be working towards their practical examination performance. |
|
Half term four |
|
|
Half term five |
Unit: Exam Preparation Students will be preparing for the Y10 written examination. |
|
Half term six |
|
Year 11 |
Unit |
|
Half term one |
Unit: Howl Using Ginsberg’s poem, students will use this project to revisit devising techniques. |
|
Half term two |
Unit: Devised performance Students will be focused on creating a piece of devised theatre and accompanying portfolio for their second practical examination. |
|
Half term three |
|
|
Half term four |
|
|
Half term five |
Unit: Revision for the written examination - Students will be revising in preparation for the written exam. |
|
Half term six |
Study Leave |
|
Year 12 |
Unit |
|
Half term one |
Unit: Principles of acting |
|
Half term two |
|
|
Half term three |
Unit: Physical Theatre |
|
Half term four |
|
|
Half term five |
Unit: Performing to an audience |
|
Half term six |
|
Year 13 |
Unit |
|
Half term one |
Unit: Performing with masks |
|
Half term two |
|
|
Half term three |
Unit: Directing for theatre |
|
Half term four |
|
|
Half term five |
Unit: Contemporary Theatre N.B. Further details of the BTEC course units can be accessed via the Edexcel website. |
|
Half term six |