Drama

drama curriculum intent.pdf

Staff Members	Ms J Hirst
Staff Members	Creative Arts Head of Faculty: Mr J Revell
Prior Learning	At KS1 and 2 the aim was for students to: Participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances. Role-play and other drama techniques can help pupils to identify with and explore characters. In these ways, they extend their understanding of what they read and have opportunities to try out the language they have listened to. Drama and role-play can contribute to the quality of pupils’ writing by providing opportunities for pupils to develop and order their ideas through playing roles and improvising scenes in various settings. In years 3 and 4, pupils should become more familiar with and confident in using language in a greater variety of situations, for a variety of audiences and purposes, including through drama, formal presentations and debate. Reading, re-reading, and rehearsing poems and plays for presentation and performance give pupils opportunities to discuss language, including vocabulary, extending their interest in the meaning and origin of words. Pupils should be encouraged to use drama approaches to understand how to perform plays and poems to support their understanding of the meaning. These activities also provide them with an incentive to find out what expression is required, so feeding into comprehension.
Key Stage 3	Throughout Year 7, 8 and 9, students learn and apply three key areas of knowledge: Context Performing Devising The knowledge taught in each year is as follows: Year 7: Hansel and Gretel by The Brothers Grimm Stage Positions Types of Staging Acting Skills Performance Elements Dramatic Devices Explorative strategies Key Plot Points of Hansel and Gretel Themes in Hansel and Gretel Character Relationships in Hansel and Gretel Year 7: Response to text : The Long Road by Shelagh Stephenson Stage Positions Types of Staging Acting Skills Performance Elements Dramatic Devices Explorative strategies Key Plot Points of The Long Road Themes in The Long Road Character Relationships in The Long Road Year 7: Response to stimulus : an image Stage Positions Types of Staging Acting Skills Performance Elements Dramatic Devices Explorative strategies The devising process Year 8: Response to text : Blood Brothers by Willy Russell Epic Theatre Techniques Performance Elements Dramatic Devices Explorative strategies Key Plot Points of Noughts And Crosses Themes in Noughts And Crosses Character Relationships in Noughts And Crosses Acting Skills Year 8: Response to text : Noughts and Crosses by Malorie Blackman Epic Theatre Techniques Performance Elements Dramatic Devices Explorative strategies Key Plot Points of Noughts And Crosses Themes in Noughts And Crosses Character Relationships in Noughts And Crosses Acting Skills Year 8: Response to stimulus : a quotation Stage Positions Types of Staging Acting Skills Performance Elements Dramatic Devices Explorative strategies The devising process Year 9: Response to text : DNA by Dennis Kelly Performance Elements Dramatic Devices Acting Skills Explorative strategies Key Plot Points of DNA Themes in DNA Character Relationships in DNA Year 9: Response to text : Missing Dan Nolan by Mark Wheeller Performance Elements Dramatic Devices Acting Skills Explorative strategies Key Plot Points of Missing Dan Nolan Themes in Missing Dan Nolan Character Relationships in Missing Dan Nolan Year 9: Response to stimulus : song lyrics Stage Positions Types of Staging Acting Skills Performance Elements Dramatic Devices Explorative strategies The devising process Assessment at Key Stage Three Students will experience one Knowledge Week in Year 7, one in Year 8 and two in Year 9. They will be assessed on their understanding of the key knowledge and their practical application of it. The understanding accounts for 50% of their grades and the practical application accounts for the other 50%. Drama Long Term Plans - KS3
Key Stage 4	We follow the BTEC Tech Award in Performing Arts (Pearson) Year 10: Exploring the Performing Arts - 33% Students will investigate how professional performance or production work is created and demonstrate understanding of the skills, techniques and approaches used by professionals to create performance/production. Year 10: Developing Skills and Techniques in the Performing Arts - 33% Students will use rehearsal or production/design processes, apply skills and techniques in performance or realisation and review their own development and application of performance or design skills. Year 11: Responding to a Brief - 33% Students will understand how to respond to a brief; select and develop skills and techniques in response to a brief; apply skills and techniques in a workshop performance in response to a brief; and evaluate the development process and outcome in response to a brief. Drama Long Term Plans - KS4
Useful websites and resources	Year 10: https://padlet.com/ajowett/xfwcnubanpbn2k8f Year 11: https://padlet.com/ajowett/ge3l6zwywfaml4ei BTEC-Tech-Award-Performing-Arts-spec.pdf
Possible areas of future Studies	A-Level Drama and Theatre Vocational Performing Arts University Acting School
Possible future careers	Actor Community arts worker Drama Therapist Director Theatre Designer Producer Stage Manager Jobs indirectly related to drama include: Arts administrator Broadcast presenter Teacher/lecturer Studying Drama shows future employers that can work well on you own and in a team, you are confident, you can present, etc.