Drama
subject overview
Drama is a subject full of possibilities for developing critical thinking and advancing more in-depth understanding of the world we live in through the eyes of others. In the Drama department, we encourage active analysis of the expression of social and moral change across history and cultures. The study takes the form of practically exploring how and why storytelling has become a central part of learning in all cultures. Learners will develop their skills of communicating meaning through the development of characters and situations based on a range of visual and text-based stimuli . In addition to developing their own performances, learners will study a range of play texts from the Greek theatre of 3000.B.C to contemporary performance texts including the appropriate physical, linguistic and vocal performing styles of each era. The delivery of the lessons is always through practical exploration and builds the skills of each learner to confidently capture their ideas through discussion and collaboration. Learners are assessed on their ability to perform on, or design for, the stage and to effectively analyse in writing how and why playwrights, actors designers and directors make key decisions in the realisation of their works.
unit overview - autumn term 1
Subject: Focus and Movement |
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Skills |
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Knowledge |
Performance skills.
Key skills:
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Rationale |
The fundamental building blocks to performance is embedded through the skills taught this term. Communicating emotions through body language allows learners to determine how they present themselves in society. Learners are taught how we communicate what we say more through our body than the actual speech we say a skill needed to communicate effectively within society. Basic skills are embedded in this term in order for further application throughout the key stage. Knowledge of the body and how it moves to show a character is essential for characterisation and building a character in KS4. Learners engage in this topic through short exercises and beginning to work as a team. These basic skills are needed in this first term as many learners have never participated in any Drama lesson before therefore it is necessary to begin their Drama education with this. |
unit overview - autumn term 2
Subject: Pantomime |
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Skills |
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Knowledge |
Creation of pantomime:
Key Skills:
Extended writing:
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Rationale |
Learners must work as a team to devise and perform a pantomime. They must each take on a role within the performance and also when sourcing props, costumes etc… working as a team is an essential life skill. They learn the ability to listen and cooperate with others and value each other’s opinions. They compromise throughout the term a life skill needed for whatever their future holds. The ability to hold and develop these skills will enhance their future work life where they will categorically work as a team at some point. Pantomime demonstrates British culture and gives learners tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures. Learners begin to learn how to devise from a story which is the first steps to begin devising more complex ideas later in GCSE. Teaching this links to the time of year pantomimes are traditionally performed and also gives early knowledge of the process of devising
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unit overview- spring term 1
Subject: Bullying |
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Skills |
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Knowledge |
Performance knowledge:
~Extended writing:
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Rationale |
Learners develop the knowledge of subtext through this term exploring how we say things and how the meaning can change. Learners begin to become aware of the intonations and inflections in a voice that can determine people’s reactions towards them as individuals. The ability to use their voice is a transferable skill as learners will identify the way they speak socially and professionally to each other. Allowing them to interpret skills to conduct themselves in professional interviews, social situations, presentations, and engaging in appropriate conversations with colleagues in the future. Bullying links to whole school initiative and learners become aware empathetic towards each other. Learners begin to learn subtext during this term which creates deeper more meaningful performance is KS4. Through extended writing they begin applying directorial skills and analysing how to perform a character. Written through practical is central to the component 3 for GCSE therefore developing those skills that will be essential for KS4. Early knowledge of this extended writing will allow learners to continue the skills as they progress through the Key stage. |
unit overview - spring term 2
Subject: Script Work |
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Skills |
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Knowledge |
Performance:
Extended writing:
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Rationale |
Script work is a component in GCSE Drama learners must perform two extracts of a script to communicate meaning to an audience. This is the first introduction to script work after building the essential skills needed for characterisation. This is placed at this part in the term to link to further script work in the coming term which links with English scripted work. Learners are encouraged this term to consider the relationship formed between audience and performers and also between performers on stage. Learners look at how we communicate with each other using eye contact and facial expressions. Learners become aware of their non-verbal communication and what this is saying about themselves become socially aware of each others actions. |
unit overview - summer term 1
Subject: Shakespeare |
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Skills |
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Knowledge |
Performance skills:
Extended writing:
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Rationale |
Shakespeare is an important part of British history and is a vital part of British culture. Through the exploration of the plays learners appreciate the influence Shakespeare has had. Learners learn about the dangers of gang culture and how this impacts society. Learners learn skills during this term which links directly with English. English teach Shakespeare to Year 7 during the Summer 1 term. Learners evaluate their performance in extended writing which is core to GCSE Drama component 1 where they develop a portfolio for their work |
unit overview - summer term 2
Subject: Melodrama |
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Skills |
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Knowledge |
Melodrama:
Extended writing:
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Rationale |
This SOW is placed here will be a direct link to the next academic year where learners look at slapstick and stage combat. Learners will apply non-linear performance structure with the use of flashbacks which allows for KS4 progression, during GCSE Drama learners are asked to consider the structure of their devised piece of work. Learners build their confidence in exploring more exaggerated characters in this SOW. They are expected to perform these characters and break out of their comfort zone. This allows for confidence to build and grow within themselves. |
knowledge Organisers
A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments, and calculations.
We encourage all pupils to use them by doing the following:
- Quiz themselves at home, using the read, write, cover, check method.
- Practise spelling key vocabulary
- Further researching people, events and processes most relevant to the unit.