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Drama Curriculum Plan

Year 7 – Drama 

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topic title

Stage Craft – Intro into drama rules and performance techniques and focusing on the key physical and vocal skills

The Director – Using scripts. (Improvisation off script, directing, blocking and  looking at plot)

Staging and structure – Different staging, flashback, split stage etc.

Knowledge & Skills

Techniques – Still Image, Thought tracking, flashback, Role – play, hot seating, direct address, structuring a piece of drama

Skills – Facial expression, gestures, dialogue, body language, vocal skills, movement skills, use of space.

Focus, group work, problem solving, communication and active listening.

Homework

2 Self-marking quiz using teams per term

Learning a script

 

Year 8 – Drama 

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topic title

Characterisation and relationships – Using scripts to create three dimensional characters

Devising from a stimulus – Developing the use of  poems, objects and pictures as a starting point for drama

 History of theatre – approaching a story through a variety of genres

Knowledge & Skills

  • Techniques – Still Image, Thought tracking, role on the wall, hot seating, improvisation skills, role play, Direct address, Narration, story telling, improvisation, responding to a stimulus.

  • Skills – characterisation, vocal skills, movement skills, dialogue, facial expression, gestures, use of space,

  • Focus, group work, rehearsal time, problem solving.

Homework

2 Self-marking quiz using teams per term

 

Year 9 – Drama 

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topic title

Comedy – using improvisation and scripts to explore a range of comedic styles: physical, spoof, slapstick etc.

Advanced script work – units of action, language, subtext, character motivation

Community Theatre – exploring a chosen key socio-political issue

Knowledge & Skills

  • Techniques – Still image, thought track, hot seating, flashback, marking the moment, role on the wall, role play, page to stage, structure.
  • Skills – characterisation, physicalising, movement skills, vocal skills, dialogue, facial expression, body language, gestures.

Homework

2 Self-marking quiz using teams per term

 

Year 10 – GCSE Drama

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topic title

Theatre practitioner – Mini devising (comp 1) –  Set Text (comp 2)

Scripted performance (Comp2) –  and live performance analysis

Devising Assessment

Knowledge & Skills

  • Understanding of practitioners' methods and ideas.
  • Development and understanding of key devising skills required to create an effective piece of drama.
  • Development on how to explore a set text and how to take it from the page to stage.
  • Writing skills and techniques for the written components of the course.

Homework

Self-marking quizzes on Teams

Research on Theatre Practitioner and other topics

Learning lines

 

Year 11 – GCSE Drama

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topic title

Set Text – An Inspector Calls (Comp 3) and Live production analysis

Exam Skills

Exam preparation (component 3)

 Exams

Knowledge & Skills

  • Development and understanding of key devising skills required to created an effective piece of drama.
  • Development on how to explore a set text and how to take it from the page to stage.
  • Writing skills and techniques for the written components of the course.
  • Rehearsal development to ensure the piece of exam ready.

Homework

Self-marking quizzes on Teams

Research on Theatre Practitioner and other topics

Learning lines

Analysing live performance

 

Year 12 – A Level Drama & Theatre Studies

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topic title

Practitioners and devising

Set Text A = Antigone

Set Text B = Our Country’s Good

Practitioners and devising

Set Text A = Antigone

Set Text B = Our Country’s Good

Live review

Script extract 1 and Reflective Report

Preparation for the devising assessment

Completion of devising and working notebook

Revising Antigone and Our Country’s Good

Knowledge & Skills

  • Development of how to approach the practical demands of a text
  • Development of a creative overview and understanding of S.H.C
  • Development of performance skills to communicate meaning.
  • Approach to a stimulus used to create an artistic intention.
  • Design fundamentals
  • Development ideas and approach to research to create meaning.

Homework

Self-marking quizzes on Teams

Research tasks

Analysing live theatre

 

Year 13 – A Level Drama & Theatre Studies

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topic title

Exploration of Set Text B and Script extract 2 and Reflective Report

Exploration of Set Text B and Script extract 2 and Reflective Report

Exploration of extract 3 in preparation for the exam

Exploration of extract 3 in preparation for the exam

Revision and exam prep

Revision and exam prep

Knowledge & Skills

  • Development of how to approach the practical demands of a text
  • Development of a creative overview and understanding of S.H.C
  • Development of performance skills to communicate meaning.
  • Approach to a stimulus used to create an artistic intention.
  • Design fundamentals
  • Development ideas and approach to research to create meaning.

Homework

Self-marking quizzes on Teams

Research tasks

Analysing live theatre

 

Year 12 – Pearson BTEC Level 3 National Extended Certificate in Performing Arts (equivalent in size to one A level)

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topic title

Unit 1: Investigating Practitioners’ work

Unit 2: Developing Skills and Techniques for Live Performance

Unit 1: Investigating Practitioners’ work – Mock assessment

Unit 2: Developing Skills and Techniques for Live Performance

Unit 1: Investigating Practitioners’ work -

Unit 2: Developing Skills and Techniques for Live Performance - Preparation for the  assessment

Unit 1: Investigating Practitioners’ work - Preparation for the assessment

Unit 2: Developing Skills and Techniques for Live Performance - Assessment

Unit 1: Investigating Practitioners’ work – Assessment

Unit 3: Group Performance Workshop

Unit 19: Acting Styles

Knowledge & Skills

  • Development of how to approach the practical demands of a text
  • Development of performance skills to communicate meaning.
  • Approach to a stimulus used to create an artistic intention.
  • Development ideas and approach to research to create meaning.
  • Develop understanding of how context can influence the development of a performance.

Homework

Self-marking quizzes on Teams

Research tasks

 

Year 13 – Pearson BTEC Level 3 National Extended Certificate in Performing Arts (equivalent in size to one A level)

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topic title

Unit 3: Group Performance Workshop

Unit 19: Acting Styles

Unit 3: Group Performance Workshop

Unit 19: Acting Styles – Assessment

Unit 3: Group Performance Workshop-Mock Assessment

Unit 3: Group Performance Workshop - Preparation for the assessment

Unit 3: Group Performance Workshop - Assessment

 

Knowledge & Skills

  • Development of how to approach the practical demands of a text
  • Development of a creative overview and understanding of S.H.C
  • Development of performance skills to communicate meaning.
  • Approach to a stimulus used to create an artistic intention.
  • Development ideas and approach to research to create meaning.
  • Develop understanding of how context can influence the development of a performance.

Homework

Self-marking quizzes on Teams

Research tasks

 

Year 12 – Pearson BTEC Level 3 National Diploma in Performing Arts (equivalent in size to two A level)

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topic title

Unit 1: Investigating Practitioners’ work

Unit 2: Developing Skills and Techniques for Live Performance

Unit 5: Individual Performance Commission

Unit 5: Individual Performance Commission

Unit 1: Investigating Practitioners’ work – Mock assessment

Unit 2: Developing Skills and Techniques for Live Performance

Unit 5: Individual Performance Commission - Mock assessment

Unit 1: Investigating Practitioners’ work -

Unit 2: Developing Skills and Techniques for Live Performance - Preparation for the  assessment

Unit 5: Individual Performance Commission – Mock Assessment

Unit 1: Investigating Practitioners’ work - Preparation for the assessment

Unit 2: Developing Skills and Techniques for Live Performance – Assessment

Unit 5: Individual Performance Commission

Unit 1: Investigating Practitioners’ work – Assessment

Unit 5: Individual Performance Commission - Assessment

Unit 3: Group Performance Workshop

Unit 19: Acting Styles

Knowledge & Skills

  • Development of how to approach the practical demands of a text
  • Development of performance skills to communicate meaning.
  • Approach to a stimulus used to create an artistic intention.
  • Development ideas and approach to research to create meaning.
  • Develop understanding of how context can influence the development of a performance.

Homework

Self-marking quizzes on Teams

Research tasks

Homework

Self-marking quizzes on Teams

Research tasks

 

Year 13 – Pearson BTEC Level 3 National Diploma in Performing Arts (equivalent in size to two A level)

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topic title

Unit 3: Group Performance Workshop

Unit 19: Acting Styles

Unit28: – Variety Performance

Unit 3: Group Performance Workshop

Unit 19: Acting Styles –Assessment

Unit28: – Variety Performance -Assessment

Unit 3: Group Performance Workshop-Mock Assessment

Unit 19: Acting Styles –Assessment

Unit 6: Final Live Performance

Unit 3: Group Performance Workshop - Preparation for the assessment

Unit 6: Final Live Performance

Unit 3: Group Performance Workshop – Assessment

Unit 6: Final Live Performance

Unit 6: Final Live Performance

Knowledge & Skills

  • Development of how to approach the practical demands of a text
  • Development of a creative overview and understanding of S.H.C
  • Development of performance skills to communicate meaning.
  • Approach to a stimulus used to create an artistic intention.
  • Development ideas and approach to research to create meaning.
  • Develop understanding of how context can influence the development of a performance.

Homework

Self-marking quizzes on Teams

Research tasks