Subject: DRAMA Year 7 Autumn 1 Autumn 2 Spring 1 Spring 2 ...prescotschool.org.uk/wp-content/uploads/2019/09/Drama.pdf · persuasive speeches. 4 week – Vocal control and narration

Year

Subject: DRAMA

Year 7 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Theme if applicable Key Skills Key Skills Advertising/Persuasive speech.

Shakespeare Script work Script work

Key skills and concepts

1 week – Introduction to Drama – Introducing curriculum. Building blocks of physical and vocal skills 2 week – Team Building Introduction to still images, thought tracks, mime, role play etc. 3 week-baseline assessment – Based on a stimulus (prop). Rehearsed group improvisation. 4 week – Physical theatre. Using movement and physicality to create objects. 5 week – Mime and non-verbal communication. Explored through the use of narration and storytelling. 6 week – Improvisation and spontaneous improvisation. Understand different concepts and why each are used.

1 week-Problem solving, thinking skills – group performance - hypothesising around a series of clues. 2 week – soundscape and improvisation. Whole class improv and group work based on stimulus. 3 week – Speaking to persuade – Devised piece – problem solving, team work, improvisation and persuasive speeches. 4 week – Vocal control and narration Scripted poem exploring use of –pace, pitch, tone, volume, pause, accent, dialect, stress. 5 week – Exaggerated mime. Gestures and facial expressions, narration exploring extract from ‘Blood Brothers’. 6 week – Story telling and narration. African folklore story. 7 week – Story telling, narration and music. El camante’ Spanish folklore story.

1-3 weeks – Advertising – Devising project based around advertising. Pupils will recognise persuasive language and techniques advertisers employ. 4-7 weeks - Creation of a television advert, radio advert and product pitch –Pupils will work in groups to devise their adverts and pitch. Adverts and pitches will be filmed and pupils will reflect on their own and others contributions.

1-3 weeks - Shakespeare -based on R & J. Pupils will be introduced to Shakespeare’s life and times. They will explore the play ‘Romeo and Juliet’ and perform a scene from the play. 4-7 weeks – Technical Theatre –Costume, set and make-up designs –design project based around ‘Romeo and Juliet’ and ‘Macbeth’. Pupils will complete independent research to support their design choices.

7weeks – The Terrible fate of Humpty Dumpty 7 weeks – pupils explore a whole text, exploring the theme of bullying. Reading through a script and completing a series of explorations such as hot seating, still image, role play, non-naturalistic techniques. They also complete technical designs – costume, make-up and set deigns for key characters and key scenes. Culminating in a summative assessment.

7weeks – The Terrible fate of Humpty Dumpty 7 weeks – pupils explore a whole text, exploring the theme of bullying. Reading through a script and completing a series of explorations such as hot seating, still image, role play, non-naturalistic techniques. They also complete technical designs – costume, make-up and set deigns for key characters and key scenes. Culminating in a summative assessment.

Year

7 week – Forum Theatre – pupils responsible for directing and enhancing pieces.

Application of skills and concepts

Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Creative and critical thinking.

Responding to stimuli, social/team building skills, thinking skills and personal responsibility.

Advertisers’ use of persuasive tools/techniques/language. Use drama techniques (Narration, improvisation) and presentation skills to devise their own TV advertising campaign. Adapt their voices to suit different situations. Write and perform a simple script.

Knowledge of social, historical and political context. Independent research. Exploration of Shakespearean language. Stage combat. Chorus work.

Work in role, using drama conventions to develop tension, atmosphere and character. Develop presentation skills, confidence to perform using vocal and physical skills. Employ a range of drama techniques, including still image, thought tracking, conscience alley.


Prior knowledge revisited

Baseline assessment determines prior knowledge held as many pupils do not study Drama at KS2.

Use of still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication – introduced in first half term.

Narration, vocal projection, persuasive language techniques.

Understanding of social/historical/political context of the Elizabethan period – explored in both English and history lessons.

Script conventions, devising, improvising, narration, mime, technical theatre and design aspects.

Script conventions, devising, improvising, narration, mime, technical theatre and design aspects.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided.

Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided.

Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and

Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama


Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation.

Year

Adapted resources eg. Simplified scripts.

Adapted resources eg. Simplified scripts.

drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts.

presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts.


Speaking frameworks provided. Adapted resources eg. Simplified scripts.

Stretch and challenge

Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques.



Alternative scripts – providing more challenge. Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques.

Leadership/Directorial roles. Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques.


Engagement of groups of learners (Boys/PP/LAC)

All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups eg. Exploring war, Blood Brothers, bullying, advertising to target boys etc.




Technical aspects of theatre explored to cater for pupils that are less engaged with performing. All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups eg. Exploring war, Blood Brothers, bullying, advertising to target boys etc.


Communication Reading, writing and oracy.

Students will be introduced to and encouraged to subject specific key words with

Students will be encouraged to use the key words with accuracy and understanding. Students

Persuasive speech, scripting, reading and narration. Verbal and written

Reading Shakespearean scripts. Presenting performance work

Response to scripts, reading, writing, exploring through oracy and

Response to scripts, reading, writing, exploring through oracy and

Year

understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Reading of poems, script extracts etc.

are required to listen and to respond to what they have heard in terms of self and peer evaluation using subject terminology. Adapting speech to suit different situations.

reflection of advertising campaigns.

verbally. Written research leaflet.

performance. Written reflection through homework tasks.

performance. Written reflection through homework tasks.

Numeracy Problem solving Problem solving Transitional timing. Lighting percentages.

Spatial awareness Set design – scaling and ratios

Budgeting

Assessment Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – baseline devised performance (stimulus).

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – non-verbal communication (mime).

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – An advertising pitch for a given product. This will include a TV style advert of their product. The performance will be video recorded and used for a self and peer evaluation.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – scripted and devised improvisation. ‘Romeo and Juliet’.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – Spontaneous improvisation exploring key scene from script.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – directing a scene – including all technical elements – lighting, sound, set, costume etc.

Homework tasks / SKO

Year 7 Quiz on key terminology

Persuasive letter, using persuasive language devices to the RSPCA.

Advertising poster for product using advertising techniques explored in class.

Information leaflet on Elizabethan Theatre/Shakespeare’s life and works.

Diary entry from key character’s point of view. Script exploration.

Costume/set design for key character and/or key setting in script.

Broadening Horizons EG. SMSC/BV, Cultural opportunities, Careers, Speakers, Shows, Experiments, Investigations, Clubs, Visits

SMSC, Creative thinkers, Communication skills, Drama club.

SMSC, Effective participants, Communication skills, Drama club.

Creative thinkers and social skills. Media

SMSC – Healthy lifestyles

Music.

Cultural exploration. Visit to local Shakespearean theatre.

TIE – Theatre in Education exposure.


Year

Autumn 1 (or rotation cycle if applicable) Fortnight 1

Key skills and concepts 1 week – Introduction to Drama – Introducing curriculum. Building blocks of physical and vocal skills 2 week – Team Building Introduction to still images, thought tracks, mime, role play etc.

Application of skills and concepts Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Creative and critical thinking.

Prior knowledge revisited / Interleaving Baseline assessment determines prior knowledge held as many pupils do not study Drama at KS2.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified stimuli and performance structure.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques in stimuli baseline. More challenging stimuli to use and increased number.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Pupils are working in group situations and do have some control over whom they work with. Pupils have choice over their devised piece – selection of stimuli, structure of performance etc.


Students will be introduced to and encouraged to subject specific key words with understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Planning, rehearsal and performance of devised piece.

Numeracy Problem solving. Warm up/focusing game – ‘Buzz’ (multiplication/timetables)


Homework tasks / SKO Year 7 Quiz on key terminology. SKO. Fortnight 2

Key skills and concepts 3 week-baseline assessment – Based on a stimulus (prop). Rehearsed group improvisation. 4 week – Physical theatre. Using movement and physicality to create objects.

Application of skills and concepts Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Creative and critical thinking. Use of physical theatre.

Prior knowledge revisited Baseline assessment determines prior knowledge held as many pupils do not study Drama at KS2.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified stimuli and performance structure.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques in stimuli baseline. More challenging stimuli to use and increased number. More challenging physical theatre tasks.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Pupils are working in group situations and do have some control over whom they work with. Pupils have choice over their devised piece – selection of stimuli, structure of performance etc.


Students will be introduced to and encouraged to subject specific key words with understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Planning,

Year

rehearsal and performance of devised piece. Narration in physical theatre piece.

Numeracy Problem solving. Warm up/focusing game – ‘Buzz’ (multiplication/timetables).



Key skills and concepts 5 week – Mime and non-verbal communication. Explored through the use of narration and storytelling. 6 week – Improvisation and spontaneous improvisation. Understand different concepts and why each are used.

Application of skills and concepts Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Spontaneous improvisation.

Prior knowledge revisited Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication – From fortnight 1 -2.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for drama presentation. Speaking frameworks provided. Adapted resources eg. Scene descriptors provided.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques in stimuli baseline. Leadership/Directorial role within group – mime and improvisation.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Pupils are working in group situations and do have some control over whom they work with. Pupils have choice over their selection of roles, mime sequence and spontaneous improvisation.


Students will be introduced to and encouraged to subject specific key words with understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Planning, rehearsing and performing of mime piece. Narration in improvisation piece.


Assessment Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – mime assessment and improvisation assessment.


Key skills and concepts 7 week – Forum Theatre – pupils responsible for directing and enhancing piece.

Application of skills and concepts Forum theatre. Self/peer reflection. Use of thought tracks, marking the moment.

Prior knowledge revisited Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication – From fortnight 1 -3.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for drama presentation. Designated roles within forum theatre Adapted resources eg. Scene descriptors provided.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques in stimuli baseline. Leadership/Directorial role win groups – Forum theatre. Pupil in role.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Pupils are working in group situations and do have some control over whom they work with. Pupils have choice over their selection of roles, involvement in forum theatre. Themes explore peer pressure, bullying and gangs.

Year


Students will be introduced to and encouraged to subject specific key words with understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Discussion and guidance. Directing and instructing during Forum theatre sequence.


Assessment Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – mime assessment and improvisation assessment.

Homework tasks / SKO Year 7 Quiz on key terminology. SKO. Autumn 2

Fortnight 1 Key skills and concepts 1 week-Problem solving, thinking skills – group performance -

hypothesising around a series of clues. 2 week – soundscape and improvisation. Whole class improv and group work based on stimulus.

Application of skills and concepts Problem solving, thinking skills, hypothesising, still image, narration, thought track, devising.

Prior knowledge revisited Still images, Body language, facial expressions, devising, improvisation, thought track, mime and non-verbal communication – From Autumn term 1.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for drama presentation. Visual frameworks provided. Peer evaluation frameworks provided. Adapted resources eg. Scene descriptors provided.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques in stimuli baseline. Leadership/Directorial role withinn groups – Detective sequence. Guiding soundscape exploration.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Pupils are working in group situations and do have some control over whom they work with. Pupils have choice over their selection of roles, involvement in detective scenes and soundscapes. Themes deal with firework safety, peer pressure, missing persons.


Students will be expected to use subject specific key words with understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Discussion and guidance. Performing and devising. Written reports for detective scenes.

Numeracy Problem solving, hypothesising and probability of events. Assessment Formative assessment in every lesson, as pupils are watched and given

verbal feedback by peers and teacher. Summative assessment – soundscape assessment.

Homework tasks / SKO Persuasive letter, using persuasive language devices to the RSPCA. SKO. Fortnight 2

Key skills and concepts 3 week – Speaking to persuade – Devised piece – problem solving, team work, improvisation and persuasive speeches. 4 week – Vocal control and narration Scripted poem exploring use of –pace, pitch, tone, volume, pause, accent, dialect, stress.

Application of skills and concepts Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Narration, persuasive speech and vocal skills.

Prior knowledge revisited Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication – From 1st half term. Persuasive language techniques – cross-curricular (English).

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when

Year

available. Specific groupings to support learning. Targeted support for drama presentation. Visual frameworks provided. Peer evaluation frameworks provided. Adapted resources eg. Persuasive language devices guidance sheet. Vocal techniques sheet with terminology and definitions.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques in vocal exploration. Greater employment of techniques. Leadership/Directorial role within speaking to persuade exploration.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Pupils are working in group situations and do have some control over whom they work with. Pupils have choice over their selection of roles. Themes explore family dynamics, responsibility, team work and consequences.


Students will be expected to use subject specific key words with understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Discussion and guidance. Performing and devising. Drafting persuasive speeches. Reading Fairground poem and dialogue sheets.

Numeracy Use of numerical statistics for persuasive speeches. Assessment Formative assessment in every lesson, as pupils are watched and given

verbal feedback by peers and teacher. Summative assessment – Persuasive speech/Devising performance.


Key skills and concepts 5 week – Exaggerated mime. Gestures and facial expressions, narration exploring extract from ‘Blood Brothers’. 6 week – Story telling and narration. African folklore story.

Application of skills and concepts Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Narration, use of music.

Prior knowledge revisited Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication – From 1st half term. Use of musical instruments – cross curricular (Music).

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for drama presentation. Visual frameworks provided. Peer evaluation frameworks provided. Adapted resources eg. Narration sheets for ‘Blood Brothers’ extracts/’Kirikou’ extracts.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques in mime/narration exploration. Content explored and performed (more Stanzas). Leadership/Directorial role within storytelling and narration exploration.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Pupils are working in group situations and do have some control over whom they work with. Pupils have choice over their selection of roles. Themes explore comedy, Liverpool working class society, African culture and traditions.


Students will be expected to use subject specific key words with understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Discussion and guidance. Performing and devising. Reading ‘Blood Brothers’/’Kirikou’ extracts.

Numeracy Timings of narration and musical sections for African folklore exploration.

Assessment Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – ‘Blood Brothers’ – mime and narration.


Year

Key skills and concepts 7 week – Story telling, narration and music. El camante’ Spanish folklore story.

Application of skills and concepts Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Narration, use of music.

Prior knowledge revisited Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication – From 1st half term. Use of musical instruments – cross curricular (Music).

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for drama presentation. Visual frameworks provided. Peer evaluation frameworks provided. Adapted resources eg. Narration sheets for El Camante’ extracts.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques in mime/narration exploration. Content explored and performed (more Stanzas). Leadership/Directorial role within storytelling and narration exploration.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Pupils are working in group situations and do have some control over whom they work with. Pupils have choice over their selection of roles. Themes explore Spanish culture and traditions.


Students will be expected to use subject specific key words with understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Discussion and guidance. Performing and devising. Reading ‘El Camante’ extracts.

Numeracy Timings of narration and musical sections for Spanish folklore exploration.

Assessment Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – Devising performance ‘El Camante’ – mime and narration.

Homework tasks / SKO Persuasive letter, using persuasive language devices to the RSPCA. SKO.

Spring 1 (or rotation cycle if applicable) Fortnight 1

Key skills and concepts Application of skills and concepts Prior knowledge revisited SEN consideration Stretch and challenge Engagement of groups of learners Communication Reading, writing and oracy.

Numeracy Assessment Homework tasks / SKO

Fortnight 2 Key skills and concepts Application of skills and concepts Prior knowledge revisited SEN consideration

Year

Stretch and challenge Engagement of groups of learners Communication Reading, writing and oracy.


Fortnight 3 Key skills and concepts Application of skills and concepts Prior knowledge revisited SEN consideration Stretch and challenge Engagement of groups of learners Communication Reading, writing and oracy.




Spring 2 Fortnight 1



Fortnight 2 Key skills and concepts Application of skills and concepts Prior knowledge revisited SEN consideration Stretch and challenge Engagement of groups of learners

Year







Summer 1 (or rotation cycle if applicable) Fortnight 1




Year







Summer 2 Fortnight 1




Year







Year

Subject: DRAMA


Theme if applicable Media Key Skills Style and Genre. Devising from stimulus

Script work Script work


1&2 week – Responding to Media – Big Brother assessment, looking at reality TV. Character development, problem solving and spontaneous improvisation. 3 week – Media and advertising. Use of persuasive speech and advertising techniques. 4 week – Reality TV and media manipulation. TIR/talk show exploring truanting and bullying. 5,6,7 week – News Reports Structuring a performance, transitions and adapting language

1&2 week-Ben’s story – exploration of key themes – bullying, truancy and suicide, following the story of a key character. 3 week –TIR – spontaneous improvisation exploring reasons for truanting and community responsibility Whole class improv and group work based on stimulus. 4&5week - Exploration of non-naturalistic drama – Pupils create a devised piece, employing non-naturalistic (Brechtian) techniques. 6 week – Vocal control. Using stimulus to explore aspects of voice and soundscape.

7 weeks – Style and Genre – Pupils explore different styles and genres of Drama including mime, melodrama, commedia d’llarte. 1&2 week – mime – pupils learn hand movements and basic techniques culminating in a solo or paired mime assessment. 3&4 week - melodrama–Pupils explore genre and key characters/features of melodrama through fairytale.

3 weeks – Responding to stimulus –pupils will create devised performances based around a series of stimuli including a photograph, poem and piece of music. 1 week - photograph – pupils recreate a photograph and explore the prequel and aftermath of an event. 2 week – poem – pupils explore Dulce et Decorum est and use jigsaw drama to explore the reality of war. 3 week – music – pupils explore a piece of classical

7weeks – Our Day Out 7 weeks – pupils explore a whole text. Reading through a script and completing a series of explorations such as hot seating, still image, role play, non-naturalistic techniques. They also complete technical designs – costume, make-up and set deigns for key characters and key scenes. Culminating in a summative assessment.

7 weeks – Our Day Out 7 weeks – pupils explore a whole text. Reading through a script and completing a series of explorations such as hot seating, still image, role play, non-naturalistic techniques. They also complete technical designs – costume, make-up and set deigns for key characters and key scenes. Culminating in a summative assessment.

Year

to suit role and situation.

7 week – Spontaneous improvisation and problem solving.

5 week – commedia d’llarte - Pupils explore the genre and key characters and develop knowledge of commedia through group exploration. 6&7 week – Soap Opera – genre exploration through research and scripting.

music using movement in unison to explore the theme of terrorism. 4-7 week – props. Pupils develop a longer group devised piece using props as a stimulus.


Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Spontaneous improvisation. Character development. Adapting speech to suit situation. Advertisers’ use of persuasive tools/techniques/language. Creative and critical thinking.

Responding to stimuli, social/team building skills, thinking skills and personal responsibility. Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Spontaneous improvisation. Character development.

Knowledge of social, historical and political context. Independent research. Exploration of different styles and genres of theatre eg. Mime, melodrama etc.

Responding to stimuli, social/team building skills, thinking skills and personal responsibility. Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Spontaneous improvisation. Character development.




Baseline assessment determines prior knowledge held from year 7. New

Use of still images, Body language, facial expressions, devising, improvisation, mime and

Narration, vocal projection, mime, exaggerated gestures, facial

Devising from stimulus – introduced as baseline

Script conventions, devising, improvising, narration, mime, technical theatre and

Script conventions, devising, improvising, narration, mime, technical theatre and

Year

assessment style – Spontaneous improvisation. Use of still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication – introduced in year 7. Cross-curricular – Media influence and structure (English).

non-verbal communication. Vocal and physical skills. Hot seating, TIR and PIR – introduced in year 7.

expressions, script writing – cross curricular (English). Understanding of social/historical/political context of Genres/styles of theatre– explored in both English and history lessons. (Year 7 Shakespearean scheme).

assessment in year 7.

design aspects. – Introduced in final term of Year 7.

design aspects. - Introduced in final term of Year 7.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts.

Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts.









Alternative scripts – providing more challenge. Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of

Leadership/Directorial roles. Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of


Year

non-naturalistic techniques.

non-naturalistic techniques.









Students will be introduced to and encouraged to subject specific key words with understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Reading and writing of script extracts, advertising campaigns, news reports etc. Written reflection through homework tasks.

Students will be expected to use the key words with accuracy and understanding. Students are required to listen and to respond to what they have heard in terms of self and peer evaluation using subject terminology. Adapting speech to suit different situations. Written reflection through homework tasks.

Reading, writing, performing and discussing different extracts from style and genre. Written reflection through homework tasks.

Reading, discussing poem extracts and scene extracts. Performance and verbal evaluation. Written reflection through homework tasks.

Response to scripts, reading, writing, exploring through oracy and performance. Written reflection through homework tasks.

Response to scripts, reading, writing, exploring through oracy and performance. Written reflection through homework tasks.

Year

Numeracy Multiplication, addition and budgeting.

Problem solving Transitional timing. Lighting percentages.

Transitional timing. Lighting percentages.

Set design – scaling and ratios

Budgeting

Assessment Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – baseline spontaneous improvisation – Big Brother.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – whole class performance. Ben’s enquiry.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – solo mime performance. The performance will be video recorded and used for a self and peer evaluation.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – response to stimulus – music and props.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – Spontaneous improvisation exploring key scene from script.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – directing a scene – including all technical elements – lighting, sound, set, costume etc.


Role on the Wall for Big Brother character. Newspaper article based on practical news report explored in class. SKO.

Written diary entry from Ben’s point of view discussing the impact of the bullying. SKO.

Information leaflet on a style or genre of theatre – pupils choice eg. Commedia Dell Arte’. SKO.

Written letter from a soldier’s point of view discussing the horrors of war. SKO.

Role on the wall from key character’s point of view. Script exploration. SKO.

Costume/set design for key character and/or key setting in script. SKO.


SMSC, Creative thinkers and social skills. Media, Communication skills, Drama club.

SMSC, Effective participants, Communication skills, Drama club. Christmas concert.

SMSC

Cultural exploration. Visit to local Shakespearean theatre.



Year


Key skills and concepts 1&2 week – Responding to Media – Big Brother assessment, looking at reality TV. Character development, problem solving and spontaneous improvisation.

Application of skills and concepts Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Creative and critical thinking.

Prior knowledge revisited / Interleaving Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Creative and critical thinking. – All addressed in year 7 curriculum. Re-visiting of spontaneous improvisation.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Character descriptions. Character variance from pupil – age/gender etc.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Pupil in role. Targeted for hot seating of characters. Leadership roles within the group dynamic exploration. Challenging and more demanding character types – different age/gender etc.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups eg. Exploring media, popular culture, social media, reality TV etc.


Students will be introduced to and encouraged to subject specific key words with understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Reading of tasks, character descriptions etc.

Numeracy Addition, multiplication, budgeting (Shopping list task – Big Brother).

Assessment Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – baseline - spontaneous improvisation. Big Brother

Homework tasks / SKO Role on the Wall for Big Brother character. Newspaper article based on practical news report explored in class. SKO.

Fortnight 2 Key skills and concepts 3 week – Media and advertising. Use of persuasive speech

and advertising techniques. 4 week – Reality TV and media manipulation. TIR/talk show exploring truanting and bullying.

Application of skills and concepts Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Creative and critical thinking. Persuasive advertising techniques, speaking to persuade.

Prior knowledge revisited Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Creative and critical thinking. – All addressed in year 7 curriculum. Re-visiting of advertising and persuasive speech -Year 7 – Term 1 and 2.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Scaffolded resources – Structuring an advertising pitch.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Pupil in role. Targeted for hot seating of characters. Leadership roles within the group dynamic exploration. Challenging and more demanding character types – different age/gender etc.

Year

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups eg. Exploring media, popular culture, social media, reality TV etc.


Students will be introduced to and encouraged to subject specific key words with understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Reading/scripting of advertising campaigns.

Numeracy Transitions and timings for performances. Assessment Formative assessment in every lesson, as pupils are watched and given

verbal feedback by peers and teacher. Summative assessment – advertising campaign.


Fortnight 3 Key skills and concepts 5,6,7 week – News Reports

Structuring a performance, transitions and adapting language to suit role and situation.

Application of skills and concepts Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Non-naturalistic techniques. Creative and critical thinking. Scripting and structuring a news report, transitions.

Prior knowledge revisited Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Creative and critical thinking. – All addressed in year 7 curriculum. Non-naturalistic techniques – introduced Year 7 – Term 2 and 3.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Scaffolded resources – Structuring a news report.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Pupil in role. Leadership roles within the group dynamic exploration. Challenging and more demanding character types – different age/gender etc.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups eg. Exploring media, popular culture, social media, reality TV etc. – Pupils have own choice over news story/headline they would like to devise from.


Students will be introduced to and encouraged to use subject specific key words with understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Reading/scripting of news reports.




Fortnight 4 Key skills and concepts 5,6,7 week – News Reports

Structuring a performance, transitions and adapting language to suit role and situation.

Application of skills and concepts Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Non-naturalistic techniques. Creative and critical thinking. Scripting and structuring a news report, transitions.

Prior knowledge revisited Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Creative and critical thinking. – All

Year

addressed in year 7 curriculum. Non-naturalistic techniques – introduced Year 7 – Term 2 and 3.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Scaffolded resources – Structuring a news report.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Pupil in role. Leadership roles within the group dynamic exploration. Challenging and more demanding character types – different age/gender etc.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups eg. Exploring media, popular culture, social media, reality TV etc. – Pupils have own choice over news story/headline they would like to devise from.


Students will be introduced to and encouraged to use subject specific key words with understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Reading/scripting of news reports.




Autumn 2 Fortnight 1

Key skills and concepts 1&2 week-Ben’s story – exploration of key themes – bullying, truancy and suicide, following the story of a key character.

Application of skills and concepts Responding to stimuli, social/team building skills, thinking skills and personal responsibility. Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Spontaneous improvisation. Character development.

Prior knowledge revisited Use of still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Vocal and physical skills. Hot seating, TIR and PIR – introduced in year 7.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources. Question prompts for TIR and PIR exploration.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Pupil in role. Leadership roles within the group dynamic exploration. Challenging and more demanding character types – different age/gender etc. Adapting of speech to suit situation. TIR. Forum theatre.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups and make the topic relevant to the pupils’ everyday life. Ben’s story is based on a character of their age group and explores universal themes of bullying, peer pressure, family dynamics, mental health and teenage suicide.



Numeracy Problem solving

Year

Assessment Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment - parental interview with Head teacher

Homework tasks / SKO Written diary entry from Ben’s point of view discussing the impact of the bullying.

Fortnight 2 Key skills and concepts 3 week –TIR – spontaneous improvisation exploring

reasons for truanting and community responsibility Whole class improv and group work based on stimulus. 4&5week - Exploration of non-naturalistic drama – Pupils create a devised piece, employing non-naturalistic (Brechtian) techniques.

Application of skills and concepts Responding to stimuli, social/team building skills, thinking skills and personal responsibility. Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Spontaneous improvisation. Character development. TIR/PIR – sustained. Employment of Non-naturalistic techniques and exploration.

Prior knowledge revisited Use of still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Vocal and physical skills. Hot seating, TIR and PIR – introduced in year 7. Non-naturalistic techniques – introduced Year 7 – Term 2 and 3. Also Year 8 – News reports.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources. Question prompts for TIR and PIR exploration.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Pupil in role. Leadership roles within the group dynamic exploration. Challenging and more demanding character types – different age/gender etc. Adapting of speech to suit situation. TIR. Forum theatre. Further challenge with use of non-naturalistic techniques.




Numeracy Problem solving. Assessment Formative assessment in every lesson, as pupils are watched and given

verbal feedback by peers and teacher. Summative assessment – whole class performance – Sustained TIR and PIR.

Homework tasks / SKO Written diary entry from Ben’s point of view discussing the impact of the bullying.

Fortnight 3 Key skills and concepts 4&5week - Exploration of non-naturalistic drama – Pupils

create a devised piece, employing non-naturalistic (Brechtian) techniques. 6 week – Vocal control. Using stimulus to explore aspects of voice and soundscape.

Application of skills and concepts Responding to stimuli, social/team building skills, thinking skills and personal responsibility.

Year

Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Spontaneous improvisation. Character development. Employment of Non-naturalistic techniques and exploration. Vocal control – pace, pitch, tone, volume etc.

Prior knowledge revisited Use of still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Vocal and physical skills – introduced in Year 7. Non-naturalistic techniques – introduced Year 7 – Term 2 and 3. Also Year 8 – News reports.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources. Narrative for vocal control.





Numeracy Timing, layering and volume control – Vocal skills. Assessment Formative assessment in every lesson, as pupils are watched and given

verbal feedback by peers and teacher. Summative assessment – Ben exploration – Non-naturalistic theatre.

Homework tasks / SKO Written diary entry from Ben’s point of view discussing the impact of the bullying. SKO.

Fortnight 4 Key skills and concepts 7 week – Spontaneous improvisation and problem solving. Application of skills and concepts Responding to stimuli, social/team building skills, thinking skills and

personal responsibility. Body language, facial expressions, mime and non-verbal communication. Spontaneous improvisation. Character development. Employment of Non-naturalistic techniques and exploration. Vocal control – pace, pitch, tone, volume etc.

Prior knowledge revisited Spontaneous improvisation – introduced in Year 7 and explored further in Media scheme – year 8.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Guided/scaffolded questioning for spontaneous improvisation.


Engagement of groups of learners Pupils are challenged to develop a character of their choice and look at human behaviour and how we adapt in tragic/threatening circumstances, reflecting and discussing human nature and collective responsibility.


Students will be expected to use the key words with accuracy and understanding. Students are required to listen and to respond to what

Year

they have heard in terms of self and peer evaluation using subject terminology. Adapting speech to suit different situations/characters. Written reflection through homework tasks.

Numeracy Problem solving. Assessment Formative assessment in every lesson, as pupils are watched and given

verbal feedback by peers and teacher. Summative assessment – Ben exploration – Non-naturalistic theatre.

Homework tasks / SKO Written diary entry from Ben’s point of view discussing the impact of the bullying. SKO.








Fortnight 4

Year










Fortnight 4 Key skills and concepts Application of skills and concepts

Year

Prior knowledge revisited SEN consideration Stretch and challenge Engagement of groups of learners Communication Reading, writing and oracy.










Year











Year



Year

Subject: DRAMA


Theme if applicable Team building and characterisation.

Monologues. Section A Exam. Devised exploration.

Devised exploration and coursework.

Devising from stimulus and coursework.

Script work Script work. Section A revision. Mock exam.


1 & 2 week – Introduction to Drama – Introducing specification. Building blocks of physical and vocal skills 3,4,5 weeks – Team Building Games, improvisations, accepting, building etc. 6&7weeks-characterisation – voice, body. Flat lessons leading to monologues/duologues. Lessons are to be written up and evaluated.

1 & 2 week-continuation of monologues/duologues. – culminating in formal assessment. 3,4,5 weeks – staging types/positions Different staging types- pros and cons. Different theatre roles. Formal assessment of section A – mock exam. 6 & 7 week – Intro of B & S Scheme – Devised piece – read through scripts, watch examples and begin to devise.

1-5 weeks – Bouncers and Shakers – Devising project from a script. Formal assessment using spec criteria. 6 & 7 weeks – Completing Devising Logs -based on B & S. Course work draft 30% of mark. Log should be completed alongside practical exploration.

1 & 2 weeks – Completing Devising Logs -based on B & S. Course work draft 30% of mark. Log should be completed alongside practical exploration. Self and peer assessments of work completed. 3-7 weeks – Stimulus devised piece -project based around a stimuli – ‘Saw it in the Papers’. Pupils keep devising log throughout process.

7weeks – Blood Bros 1-4 weeks – watch film version, read script, research Willy Russell, cultural, social, historical etc. Explore key scenes. 5-7 weeks – Begin to explore scripts. Pupils split into groups and explore chosen scenes and one design aspect to focus on and create designs. Research and record in workbooks. Scripts are annotated.

1-4 weeks – Further blood brothers exploration – practical exploration and scene annotation. 5 & 6 weeks – Revision Theatre roles, staging, spaces, set text, theatre review. 7 week – Mock exam.


Team building, trust, collaborative devising, problem solving. Spontaneous

Responding to stimuli, social/team building skills, thinking skills. Scripting and rehearsing of

Devised performance skills based on script. Developing and

Devised performance skills based on script. Developing and

Work in role, using drama conventions to develop tension,

Work in role, using drama conventions to develop tension,

Year

improvisation, Still images, Body language, facial expressions. Adapting speech for formal and informal situations. Creative and critical thinking.

monologues. Verbal, written responses. Information recall for section A.

reflecting. Written reflection through devising logs (coursework)

reflecting. Written reflection through devising logs (coursework)

atmosphere and character. Develop presentation skills, confidence to perform using vocal and physical skills. Employ a range of drama techniques, including still image, thought tracking, conscience alley. Written response – social/historical/political context. Section B – Exam.

atmosphere and character. Develop presentation skills, confidence to perform using vocal and physical skills. Employ a range of drama techniques, including still image, thought tracking, conscience alley. Written response – social/historical/political context. Section B – Exam.


All characterisation/vocal and physical skills studied in KS3 are revisited in year 9. Devising, scripting, developing, performing and reflecting skills.

All characterisation/vocal and physical skills studied in KS3 are revisited in year 9. Devising, scripting, developing, performing and reflecting skills.

Written coursework – English prior knowledge on content and structure. All characterisation/vocal and physical skills studied in KS3 are revisited in year 9. Devising, scripting, developing, performing and reflecting skills.

Written coursework – English prior knowledge on content and structure. All characterisation/vocal and physical skills studied in KS3 are revisited in year 9. Devising, scripting, developing, performing and reflecting skills.

Blood Brothers also studied in English, so calls on prior knowledge of this learning. Script conventions, devising, improvising, narration, mime, technical theatre and design aspects.

Blood Brothers also studied in English, so calls on prior knowledge of this learning. Script conventions, devising, improvising, narration, mime, technical theatre and design aspects.


Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided.





Year

Adapted resources eg. Simplified scripts. Study support sessions after school offered twice weekly.

Adapted resources eg. Simplified scripts. Study support sessions after school offered twice weekly.

presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts. Study support sessions after school offered twice weekly.





Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Pupil in role – when appropriate. Directorial roles. Forum theatre.

Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Pupil in role – when appropriate. Directorial roles. Forum theatre.






All lessons have been adapted to show variance of themes and tasks and enhance engagement. Scripts/stimulus have been chosen carefully to target specific groups eg. Monologues, Bouncers and Shakers, The Identification, Blood Brothers. Pupils have flexibility with characterisation they choose and also areas of specialisms – acting, lighting, set, costume and sound design.

All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups eg. Monologues, Bouncers and Shakers, The Identification, Blood Brothers. Pupils have flexibility with characterisation they choose and also areas of specialisms – acting, lighting, set, costume and sound design.



Technical aspects of theatre explored to cater for pupils that are less engaged with performing. All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups eg. Monologues, Bouncers and Shakers, The Identification, Blood Brothers. Pupils have flexibility with characterisation they choose and also

Technical aspects of theatre explored to cater for pupils that are less engaged with performing. All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups eg. Monologues, Bouncers and Shakers, The Identification, Blood Brothers. Pupils have flexibility with characterisation they choose and also

Year

areas of specialisms – acting, lighting, set, costume and sound design.

areas of specialisms – acting, lighting, set, costume and sound design.


Students expected to use subject specific key words with understanding. Adapting speech to suit formal and informal situations. Reading of script extracts etc.

Students expected to use the key words with accuracy and understanding. Students are required to listen and to respond to what they have heard in terms of self and peer evaluation using subject terminology. Adapting speech to suit different situations. Written response – Drafting and annotating monologues.

Performance. Verbal and written reflection (Devising logs – coursework).

Performance. Verbal and written reflection (Devising logs – coursework).

Response to scripts, reading, writing, exploring through oracy and performance. Written reflection through exam preparation and homework tasks.

Response to scripts, reading, writing, exploring through oracy and performance. Written reflection through exam preparation and homework tasks.

Numeracy Problem solving Timings of monologues/duologues.

Transitional timing. Exam marks and percentages.

Spatial awareness. Exam marks and percentages.

Set design – scaling and ratios

Budgeting (technical theatre).

Assessment Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – baseline spontaneous improvisation.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – monologue/duologue.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – Devised group piece – ‘Bouncers and Shakers’. Coursework.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – Devised group piece – ‘The Identification’. Coursework.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – improvisation exploring key scenes from script.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – Mock Exam – Section A and Section B.


Role on the Wall. Character fact file. Section A Quizzes. SKO.

Role on the Wall Character fact file Drafting and annotating Monologues. Learning lines. SKO.

Role on the Wall Character fact file Drafting and annotating Devised pieces. Learning lines. SKO.

Independent research. Coursework completion. SKO.

Set Design Costume Design Practice exam questions. SKO.

Set Design Costume Design Practice exam questions. SKO.

Year


SMSC/BV Creative thinkers, Communication skills.

SMSC/BV, Effective participants, Communication skills.

SMSC/BV

SMSC/BV TIE – Theatre in Education exposure. Visit to Imaginarium theatre productions.

TIE – Theatre in Education exposure. Careers – exploration of careers in performing arts.

Year


Key skills and concepts 1 & 2 week – Introduction to Drama – Introducing specification. Building blocks of physical and vocal skills

Application of skills and concepts Team building, trust, collaborative devising, problem solving. Spontaneous improvisation, Still images, Body language, facial expressions. Adapting speech for formal and informal situations. Creative and critical thinking.

Prior knowledge revisited / Interleaving All characterisation/vocal and physical skills studied in KS3 are revisited in year 9. Devising, scripting, developing, performing and reflecting skills. Focus on team building/team work/ problem solving and communication in first half term.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts. Study support sessions after school offered twice weekly.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Pupil in role – when appropriate. Directorial roles. Forum theatre.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Scripts/stimulus have been chosen carefully to target specific groups eg. Monologues, Bouncers and Shakers, The Identification, Blood Brothers. Pupils have flexibility with characterisation they choose and also areas of specialisms – acting, lighting, set, costume and sound design. Variance of group work, individual work, practical and written exploration.



Numeracy Problem solving, BUZZ – multiplication. Assessment Formative assessment in every lesson, as pupils are watched and given

verbal feedback by peers and teacher. Summative assessment – baseline spontaneous improvisation.

Homework tasks / SKO Section A Quizzes. SKO.

Fortnight 2 Key skills and concepts 3,4,5 weeks – Team Building

Games, improvisations, accepting, building etc. Application of skills and concepts Team building, trust, collaborative devising, problem solving. Spontaneous

improvisation, Still images, Body language, facial expressions. Adapting speech for formal and informal situations. Creative and critical thinking.

Prior knowledge revisited All characterisation/vocal and physical skills studied in KS3 are revisited in year 9. Devising, scripting, developing, performing and reflecting skills. Focus on team building/team work/ problem solving and communication in first half term.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts. Study support sessions after school offered twice weekly.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Pupil in role – when appropriate. Directorial roles.

Year

Forum theatre. Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and

enhance engagement. Scripts/stimulus have been chosen carefully to target specific groups eg. Monologues, Bouncers and Shakers, The Identification, Blood Brothers. Pupils have flexibility with characterisation they choose and also areas of specialisms – acting, lighting, set, costume and sound design. Variance of group work, individual work, practical and written exploration.



Numeracy Problem solving, BUZZ – multiplication. Assessment Formative assessment in every lesson, as pupils are watched and given


Homework tasks / SKO Section A Quizzes. SKO.


Games, improvisations, accepting, building etc. 6&7weeks-characterisation – voice, body. Flat lessons leading to monologues/duologues. Lessons are to be written up and evaluated.

Application of skills and concepts Vocal skills – pace, pitch, tone, volume, stress, accent, dialect etc. Physical skills – body language, gestures, gait, posture, stance, movement etc. Introduction of section A – Exam. Staging configurations, positioning, roles and responsibilities.

Prior knowledge revisited Vocal and physical skills have been explored throughout the KS3 curriculum, but now pupils are expected to identify confidently the different elements of each skill and be able to use them practically in a performance and articulate these skills both verbally and written.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources Pupils provided with “cheat sheets” reminding them of the vocal and physical skills with terms and definitions. Study support sessions after school offered twice weekly.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Pupil in role – when appropriate. Directorial roles. Forum theatre. More challenging roles in terms of characterisation – age/gender/social class. Challenging of stereotypes.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Pupils have flexibility with characterisation they choose – ownership of their chosen role. Variance of group work, individual work, practical and written exploration.


Students expected to use subject specific key words with understanding. Adapting speech to suit formal and informal situations. Written responses – role on the wall, character fact file. Written reflection and evaluation.

Numeracy Stage positioning, spatial awareness. Assessment Formative assessment in every lesson, as pupils are watched and given

verbal feedback by peers and teacher. Summative assessment – baseline spontaneous improvisation and hot seating task – flat lesson characterisation.

Homework tasks / SKO Role on the Wall. Character fact file.

Year

Section A Quizzes. SKO.

Fortnight 4 Key skills and concepts 6&7weeks-characterisation – voice, body. Flat lessons

leading to monologues/duologues. Lessons are to be written up and evaluated.

Application of skills and concepts Vocal skills – pace, pitch, tone, volume, stress, accent, dialect etc. Physical skills – body language, gestures, gait, posture, stance, movement etc. Introduction of section A – Exam. Staging configurations, positioning, roles and responsibilities.

Prior knowledge revisited Vocal and physical skills have been explored throughout the KS3 curriculum, but now pupils are expected to identify confidently the different elements of each skill and be able to use them practically in a performance and articulate these skills both verbally and written. Introduced in previous fortnight’s work.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources Pupils provided with “cheat sheets” reminding them of the vocal and physical skills with terms and definitions. Study support sessions after school offered twice weekly.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Pupil in role – when appropriate. Directorial roles. Forum theatre. More challenging roles in terms of characterisation – age/gender/social class. Challenging of stereotypes.



Students expected to use subject specific key words with understanding. Adapting speech to suit formal and informal situations. Written responses – role on the wall, character fact file. Written reflection and evaluation.

Numeracy Stage positioning, spatial awareness. Assessment Formative assessment in every lesson, as pupils are watched and given

verbal feedback by peers and teacher. Summative assessment – baseline spontaneous improvisation and hot seating task – flat lesson characterisation.

Homework tasks / SKO Role on the Wall. Character fact file. Section A Quizzes. SKO.


Key skills and concepts 1 & 2 week-continuation of monologues/duologues. – culminating in formal assessment.

Application of skills and concepts Responding to stimuli. Scripting and rehearsing of monologues. Verbal, written responses.

Prior knowledge revisited All characterisation/vocal and physical skills studied in KS3 are revisited in year 9. Devising, scripting, developing, performing and reflecting skills.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Scaffolded sheet for scripting monologue. Access to pre-written monologues for pupils to adapt or deliver. Study support sessions after school offered twice weekly.

Year




Students expected to use the key words with accuracy and understanding. Students are required to listen and to respond to what they have heard in terms of self and peer evaluation using subject terminology. Adapting speech to suit different situations. Written response – Drafting and annotating monologues.

Numeracy Timings of monologues/duologues. Assessment Formative assessment in every lesson, as pupils are watched and given

verbal feedback by peers and teacher. Summative assessment – monologue/duologue.

Homework tasks / SKO Role on the Wall Character fact file Drafting and annotating Monologues. Learning lines. SKO.

Fortnight 2 Key skills and concepts 3,4,5 weeks – staging types/positions

Different staging types- pros and cons. Different theatre roles. Formal assessment of section A – mock exam.

Application of skills and concepts Verbal, written responses. Information recall for section A. Prior knowledge revisited All characterisation/vocal and physical skills studied in KS3 are revisited in

year 9. Devising, scripting, developing, performing and reflecting skills. SEN consideration Teacher support SEND pupils by referring to statements/class

charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. ‘Cheat sheets’ to help with section A revision. Study support sessions after school offered twice weekly.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. More challenging Section A resources. Independent research.

Engagement of groups of learners All section A revision delivered in a number of ways, paired competitions, physical movement around the classroom, low stakes testing.


Students expected to use the key words with accuracy and understanding. Students are required to listen and to respond to what they have heard in terms of self and peer evaluation using subject terminology.

Numeracy Spatial awareness. Exam marks and percentages. Assessment Formative assessment in every lesson, as pupils are watched and given

verbal feedback by peers and teacher. Summative assessment – section A tests.

Homework tasks / SKO Revising section A materials for the exam. SKO.

Fortnight 3 Key skills and concepts 3,4,5 weeks – staging types/positions

Different staging types- pros and cons. Different theatre roles. Formal assessment of section A – mock exam. 6 & 7 week – Intro of B & S Scheme – Devised

Year

piece – read through scripts, watch examples and begin to devise.

Application of skills and concepts Responding to stimuli. Scripting and rehearsing of devised pieces. Verbal, written responses. Information recall for section A. Learning lines. Rehearsing, devising and evaluating.


SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. ‘Cheat sheets’ to help with section A revision. Popcorn reading of ‘Bouncer and Shakers’ script. Study support sessions after school offered twice weekly.


Engagement of groups of learners All section A revision delivered in a number of ways, paired competitions, physical movement around the classroom, low stakes testing. All lessons have been adapted to show variance of themes and tasks and enhance engagement. Pupils have flexibility with characterisation they choose – ownership of their chosen role. Variance of group work, individual work, practical and written exploration.


Students expected to use the key words with accuracy and understanding. Students are required to listen and to respond to what they have heard in terms of self and peer evaluation using subject terminology. Adapting speech to suit different situations. Written response – Drafting and annotating scripts.

Numeracy Spatial awareness. Exam marks and percentages. Assessment Formative assessment in every lesson, as pupils are watched and given


Homework tasks / SKO Revising section A materials for the exam. Learning lines. SKO.

Fortnight 4 Key skills and concepts 6 & 7 week – Intro of B & S Scheme – Devised piece – read

through scripts, watch examples and begin to devise. Application of skills and concepts Responding to stimuli. Scripting and rehearsing of devised pieces. Verbal,

written responses. Information recall for section A. Learning lines. Rehearsing, devising and evaluating.


SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources. Popcorn reading of ‘Bouncer and Shakers’ script. Study support sessions after school offered twice weekly.



Year


Students expected to use the key words with accuracy and understanding. Students are required to listen and to respond to what they have heard in terms of self and peer evaluation using subject terminology. Adapting speech to suit different situations. Written response – Drafting and annotating scripts.

Numeracy Timings of devised extracts. Assessment Formative assessment in every lesson, as pupils are watched and given

verbal feedback by peers and teacher. Summative assessment – ‘Bouncers and Shakers’ assessment.

Homework tasks / SKO Revising section A materials for the exam. Learning lines. SKO.







Numeracy Assessment

Year

Homework tasks / SKO Fortnight 4










Fortnight 4

Year










Fortnight 4

Year










Fortnight 4

Year



Year

Subject: DRAMA


Theme if applicable Key Skills/Component 1 (Section A)

Component 1 (section 3). Response to live theatre.

Component 1 (section 2). Prescribed text – Blood Brothers.

Component 2 -Devising from stimulus

Component 2 -Devising from stimulus. Coursework component.

Component 2 -Devising from stimulus. Coursework component. ASSESSMENT FILLMED & MODERATED.


1 week – Introduction to Drama – Re-introducing specification. Building blocks of physical and vocal skills. 2,3,4 weeks – Team Building Games, improvisations, accepting, building etc. Exploring still images. 5,6,7 weeks – recap Component 1 Written exam: Section A. Technical theatre/ Staging/Roles and responsibilities.

1 - 7 weeks Component 1 (Section 3) Response to Live Theatre - Introduce text and prep the class on the production they’re going to see. Terminology:

• Design • Acting

Theatre Trip booked for Jan Pupils make notes. Circulate background info, characters, model essays. Pupil’s select their character(s) and begin to structure essay. Word process final draft.

Component 1 1-7 weeks Set Text – Blood Brothers – Further practical exploration, annotation and practice exam questions. Mini mock exam– Section A. Section B.

Component 2 1-8 weeks Devising and devising Log. Introduce stimuli and explore.

Component 2 1-8 weeks Devising and devising Log. Introduce stimuli and explore. MOCK EXAM

Component 2 1-8 weeks Devising and devising Log. Formal Assessment -Performance and recording.

Year


Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Improvisation. Information recall – Staging positions, Staging configurations, pros and cons of configurations. Specific roles and responsibilities. Creative and critical thinking.

Identification, Evaluative and Analysis skills, structuring a written response in terms of vocal and physical characterisation within a live piece of theatre. Infer and deduce, themes, style, structure, genre, political/social/historical context.

Practical and theoretical exploration of characters, themes, style, genre, social/political/historical context. Independent research. Written annotation and reflection. Technical – set design, costume, lighting, sound etc. Dialogue/Character analysis in terms of vocal and physical skills. Analysis of subtext.

Knowledge of social, historical and political context. Independent research. Practical exploration (10%) and theoretical reflection, analysis and evaluation (Coursework – Devising log 30%).

Knowledge of social, historical and political context. Independent research. Practical exploration (10%) and theoretical reflection, analysis and evaluation (Coursework – Devising log 30%).Work in role, using drama conventions to develop tension, atmosphere and character. Vocal and physical skills. Employ a range of non-naturalistic drama techniques.

Knowledge of social, historical and political context. Independent research. Practical exploration (10%) and theoretical reflection, analysis and evaluation (Coursework – Devising log 30%).Work in role, using drama conventions to develop tension, atmosphere and character. Vocal and physical skills. Employ a range of non-naturalistic drama techniques.


Key skills – explored term 1 –Year 9. Component 1 – Section A. Staging, roles and responsibilities – explored term 2 –Year 9.

Identification, Evaluative and Analysis skills, structuring a written response in terms of vocal and physical characterisation – explored in written response ‘Bouncers and Shakers’ – Term 2 – Year 9. Live Theatre trip – Term 3 – Year 9.

Script analysis and exploration – Term 3 – Year 7. Term 3 – Year 8. Term 3 – Year 9 – ‘Blood Brothers’ introduced. Social/political historical context.

Written analysis and reflection – Term 3 – Year 9. Script conventions, devising, improvising, narration, mime, technical theatre and design aspects. – All terms – Year 7 and 8. Term 2 – Year 9

Written analysis and reflection – Term 3 – Year 9. Script conventions, devising, improvising, narration, mime, technical theatre and design aspects. – All terms – Year 7 and 8. Term 2 – Year 9

Written analysis and reflection – Term 3 – Year 9. Script conventions, devising, improvising, narration, mime, technical theatre and design aspects. – All terms – Year 7 and 8. Term 2 – Year 9. MOCK EXAM – Info recall. All components introduced in Year 9.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s

Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when

Teacher support SEND pupils by referring to statements/class charts/levels attained at key

Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage.

Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage.

Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment

Year

when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts. Coursework framework provided, scaffolded tasks. Study support sessions offering one to one support twice weekly at KS4. Choice of written or verbal submissions of coursework. Choice of specialism.

available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts. Coursework framework provided, scaffolded tasks. Study support sessions offering one to one support twice weekly at KS4. Choice of written or verbal submissions of coursework. Choice of specialism.

stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts. Coursework framework provided, scaffolded tasks. Study support sessions offering one to one support twice weekly at KS4. Choice of written or verbal submissions of coursework. Choice of specialism.

Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts. Coursework framework provided, scaffolded tasks. Study support sessions offering one to one support twice weekly at KS4. Choice of written or verbal submissions of coursework. Choice of specialism.

Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts. Coursework framework provided, scaffolded tasks. Study support sessions offering one to one support twice weekly at KS4. Choice of written or verbal submissions of coursework. Choice of specialism.

of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts. Coursework framework provided, scaffolded tasks. Study support sessions offering one to one support twice weekly at KS4. Choice of written or verbal submissions of coursework. Choice of specialism.


Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Independent research for Section A – Component 1.

Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Independent research for Section C – Component 1. Presentation task. Exploration of practitioners (A level material). Exploring a second actor/design element within the written response.

Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Independent research for Section B – Component 1. Leadership/Directorial roles. Use of

Leadership/Directorial roles. Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Consideration of technical elements – lighting, sound, costume, sound etc.

Leadership/Directorial roles. Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Consideration of technical elements – lighting, sound, costume, sound etc.

Leadership/Directorial roles. Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Consideration of technical elements – lighting, sound, costume, sound etc. Revision materials created.

Year

forum theatre. Pupil in role.

Revision materials created.


All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups eg. Exploring variety of scripts – ‘Bouncers and Shakers’, devising from a stimulus of pupils own choosing, creating a character to explore monologue delivery – of pupils own choosing. Devising from poem based on terrorist attack. Devising from a poem exploring mental health. Exposure to all technical elements eg. Lighting, sound, set design and costume to allow pupils to create their own specialism and learning path in Drama.

All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups. Live theatre response – plays chosen carefully to engage pupils. Pupils own selection of which play they will respond to. Choice of writing on acting and/or technical elements. Exposure to all technical elements eg. Lighting, sound, set design and costume to allow pupils to create their own specialism and learning path in Drama. Choice of written or verbal submissions of coursework.





Year


Students will be expected to use subject specific key words with accuracy and understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Reading and learning section A material.

Students will be expected to use subject specific key words with accuracy and understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Reading of Live theatre script – ‘Two’. Written response – Evaluative essay.

Reading, discussing, performing of Component 1 – Section B play script ‘Blood Brothers’. Written responses on all four exam questions.

Reading, discussing, planning, devising and performing of Component 2 – response to stimulus. Written responses – Analysis and reflection (coursework). Written reflection through homework task.



Numeracy Staging configurations, positioning’s.

Historical timeline. Timeline of key events. Timings/marks awarded/percentages for Section C of exam.


Spatial awareness. Marks awarded/percentages for Component 2. Independent research of numerical facts and statistics to support devised piece.

Spatial awareness. Marks awarded/percentages for Component 2. Independent research of numerical facts and statistics to support devised piece.

Transitional timing. Lighting percentages. Timings for SFX. Set design – scaling and ratios.

Assessment Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – Component 1 – Section A – information recall.

Formative assessment in every lesson, as pupils are given verbal feedback by peers and teacher. Independent research tasks – Response to Live theatre. Summative assessment – Component 1 – Section C – ‘Response to Live theatre’ – drafting and refining essay response.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Written feedback given for all written tasks and practice questions. Summative assessment – Mock Exam on Component 1 – All sections.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Coursework is marked and pupils respond to feedback in every theory lesson (once weekly) Summative assessment – scripted and devised improvisation. ‘Response to stimulus’.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Coursework is marked and pupils respond to feedback in every theory lesson (once weekly) Summative assessment – scripted and devised improvisation. ‘Response to stimulus’.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Coursework is marked and pupils respond to feedback in every theory lesson (once weekly). Summative assessment – Formal assessment/Grading and filming of Component 2 - ‘Response to stimulus’.


Quizzes given on Section A – Component 1.

Note making and drafting of written response to live theatre. Practice Exam

Quizzes given on social/historical/political context.

Independent research on chosen topic.



Year

Staging positions. Staging configurations. Roles and responsibilities. SKO provided for homework revision.

questions. SKO provided for homework revision.

Practice exam questions – Blood Brothers. Costume Designs. Set Designs. Lighting Designs. SKO provided for homework revision.

Completion of coursework sections. Costume Designs. Set Designs. Lighting Designs. Sound Designs. SKO provided for homework revision.




SMSC, Creative thinkers, Communication skills, visit to live theatre.

SMSC, Effective participants, Communication skills, visit to live theatre. Christmas concert.

SMSC/BV – political exploration.

Cultural exploration. Visit to local Shakespearean theatre. TIE – Theatre in Education exposure.

SMSC. TIE – Theatre in Education exposure. SSF.

SMSC. TIE – Theatre in Education exposure. Summer showcase. Visit to live theatre. SSF.

Year


Key skills and concepts 1 week – Introduction to Drama – Re-introducing specification. Building blocks of physical and vocal skills. 2,3,4 weeks – Team Building Games, improvisations, accepting, building etc. Exploring still images.


Prior knowledge revisited / Interleaving All characterisation/vocal and physical skills studied in KS3 are revisited in year 9 and developed in first half term. Devising, scripting, developing, performing and reflecting skills. Focus on team building/team work/ problem solving and communication in first half term.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources. Study support sessions offering one to one support twice weekly at KS4. Choice of specialism.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Directorial role within team building and use of forum theatre. Independent research for Section A – Component 1.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups eg. Exploring variety of stimuli – props, music, film footage, poems, news articles, photographs. Pupils are able to select the stimuli which engages them the most, or one of their own choosing to personalise their learning. Exposure to all technical elements eg. Lighting, sound, set design and costume to allow pupils to create their own specialism and learning path in Drama.


Students expected to use subject specific key words with understanding. Adapting speech to suit formal and informal situations. Reading of script extracts etc

Numeracy Problem solving/ Focus exercise – ‘Buzz’ (multiplication revision). Assessment Formative assessment in every lesson, as pupils are watched and given


Homework tasks / SKO Quizzes given on Section A – Component 1. Staging positions. Staging configurations. Roles and responsibilities. SKO provided for homework revision.


Games, improvisations, accepting, building etc. Exploring still images.


Prior knowledge revisited All characterisation/vocal and physical skills studied in KS3 are revisited in year 9 and developed in first half term. Devising, scripting, developing, performing and reflecting skills. Focus on team building/team work/ problem solving and communication in first half term.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when

Year

available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources. Study support sessions offering one to one support twice weekly at KS4. Choice of specialism.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Directorial role within team building and use of forum theatre. Independent research for Section A – Component 1.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups eg. Exploring variety of stimuli – props, music, film footage, poems, news articles, photographs. Pupils are able to select the stimuli which engages them the most, or one of their own choosing to personalise their learning. Exposure to all technical elements eg. Lighting, sound, set design and costume to allow pupils to create their own specialism and learning path in Drama.



Numeracy Problem solving/ Focus exercise – ‘Buzz’ (multiplication revision). Assessment Formative assessment in every lesson, as pupils are watched and given



Fortnight 3 Key skills and concepts 5,6,7 weeks – recap

Component 1 Written exam: Section A. Technical theatre/ Staging/Roles and responsibilities.


Prior knowledge revisited Information recall of section A material (Exam). Introduced within KS3 curriculum and focus of term 2 in year 9. Staging positions, configuration sand roles and responsibilities.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. ‘Cheat sheets’ for section A. Study support sessions offering one to one support twice weekly at KS4. Choice of specialism.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Identifying pros and cons of the varying staging configurations. Independent research for Section A – Component 1.



Students expected to use the key words with accuracy and understanding. Students are required to listen and to respond to what they have heard in terms of self and peer evaluation using subject terminology. Pupils complete reading/writing revision tasks for section A material.


Year

Assessment Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – section A tests.


Fortnight 4 Key skills and concepts 5,6,7 weeks – recap

Component 1 Written exam: Section A. Technical theatre/ Staging/Roles and responsibilities.

Application of skills and concepts Verbal, written responses. Information recall for section A. Prior knowledge revisited Information recall of section A material (Exam). Introduced within

KS3 curriculum and focus of term 2 in year 9. Staging positions, configuration sand roles and responsibilities.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. ‘Cheat sheets’ for section A. Study support sessions offering one to one support twice weekly at KS4. Choice of specialism.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Identifying pros and cons of the varying staging configurations. Independent research for Section A – Component 1.




Numeracy Staging configurations, positioning’s. Assessment Formative assessment in every lesson, as pupils are watched and given




Key skills and concepts 1 - 7 weeks Component 1 (Section 3) Response to Live Theatre - Introduce text and prep the class on the production they’re going to see. Terminology:


Application of skills and concepts Identification, Evaluative and Analysis skills, structuring a written response in terms of vocal and physical characterisation within a live piece of theatre. Infer and deduce, themes, style, structure, genre, political/social/historical context.

Prior knowledge revisited Identification, Evaluative and Analysis skills, structuring a written response in terms of vocal and physical characterisation – explored in written response ‘Bouncers and Shakers’ – Term 2 – Year 9.

Year

Live Theatre trip – Term 3 – Year 9. SEN consideration Teacher support SEND pupils by referring to statements/class

charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings/’Peer support’ to support learning. Coursework framework provided, scaffolded tasks. Study support sessions offering one to one support twice weekly at KS4. Choice of written or verbal submissions of coursework. Choice of specialism.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson. Independent research for Section C – Component 1. Presentation task - Exploration of practitioners (A level material). Exploring a second actor/design element within the written response.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups. Live theatre response – plays chosen carefully to engage pupils. Pupils own selection of which play they will respond to. Choice of writing on acting and/or technical elements. Exposure to all technical elements eg. Lighting, sound, set design and costume to allow pupils to create their own specialism and learning path in Drama. Choice of written or verbal submissions of coursework.



Numeracy Historical timeline. Timeline of key events. Timings/marks awarded/percentages for Section C of exam.

Assessment Formative assessment in every lesson, as pupils are given verbal feedback by peers and teacher. Independent research tasks – Response to Live theatre. Summative assessment – Component 1 – Section C – ‘Response to Live theatre’ – drafting and refining essay response.

Homework tasks / SKO Note making and drafting of written response to live theatre. Practice Exam questions. SKO provided for homework revision.

Fortnight 2 Key skills and concepts 1 - 7 weeks Component 1 (Section 3)

Response to Live Theatre - Introduce text and prep the class on the production they’re going to see. Terminology:


Application of skills and concepts Identification, Evaluative and Analysis skills, structuring a written response in terms of vocal and physical characterisation within a live piece of theatre. Infer and deduce, themes, style, structure, genre, political/social/historical context.

Prior knowledge revisited Identification, Evaluative and Analysis skills, structuring a written response in terms of vocal and physical characterisation – explored in written response ‘Bouncers and Shakers’ – Term 2 – Year 9. Live Theatre trip – Term 3 – Year 9.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings/’Peer support’ to support learning. Coursework framework provided, scaffolded tasks. Study support sessions offering one to one support twice weekly at KS4. Choice of written or verbal submissions of coursework. Choice of specialism.


Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups. Live theatre response – plays chosen carefully to engage pupils. Pupils own selection of which play they will

Year

respond to. Choice of writing on acting and/or technical elements. Exposure to all technical elements eg. Lighting, sound, set design and costume to allow pupils to create their own specialism and learning path in Drama. Choice of written or verbal submissions of coursework.









Application of skills and concepts Identification, Evaluative and Analysis skills, structuring a written response in terms of vocal and physical characterisation within a live piece of theatre. Infer and deduce, themes, style, structure, genre, political/social/historical context. Developing and refining in response to written feedback.








Assessment Formative assessment in every lesson, as pupils are given verbal feedback by peers and teacher. Independent research tasks – Response to Live theatre.

Year

Summative assessment – Component 1 – Section C – ‘Response to Live theatre’ – drafting and refining essay response.















Spring 1 (or rotation cycle if applicable)

Year











Year

Application of skills and concepts Prior knowledge revisited SEN consideration Stretch and challenge Engagement of groups of learners Communication Reading, writing and oracy.










Year











Year









Year

Subject: DRAMA


Theme if applicable Key Skills/Component 1 (Section A). Component 2 – written coursework. Component 3 – Scripted exploration.

Component 3 (Scripted exploration). Component 1 – Section A & B.

Component 3 (Scripted exploration). Component 1 – Section A & C.

Component 1 – Section B

Component 1 – sections A, B & C.


Component 2 1-3 weeks – Complete final drafts of devising logs. Component 3 4-6 weeks Scripted work Experiment with different scripts and different styles, with a view to choosing what they’re going to do and who they’re going to work with. Teacher assign groups and scripts. Component 1 1 week Section A Technical Theatre. REVISION

Component 3 1-6 weeks - Scripted performances – continued rehearsal of final pieces. MOCK EXAM 7 week Section A – Technical theatre Section B – Blood Brothers.

Component 3 Exam – scripted pieces 20% Component 1 Written exam: Section A – Technical theatre revision. Section C – Live Theatre revision. Re-watch theatre example. Background notes, characters etc. Essay structure, intro etc. Pupils draft response with character focus.

Component 1 Set text – Blood Brothers Written exam: Section B Re-examine key scenes and practice exam questions.

Component 1 Written exam revision: Sections, A – Roles & Term B – Set Text C – Live Prod

EXAM

Year


Still images, Body language, facial expressions, devising, improvisation, mime and non-verbal communication. Improvisation. Script analysis, character exploration. Information recall – Staging positions, Staging configurations, pros and cons of configurations. Specific roles and responsibilities. Creative and critical thinking.

Non-naturalistic exploration, devising, improvisation, mime and non-verbal communication. Improvisation. Script analysis, character exploration. Information recall – Staging positions, Staging configurations, pros and cons of configurations. Specific roles and responsibilities. Creative and critical thinking. Infer and deduce, themes, style, structure, genre, political/social/historical context.

Non-naturalistic exploration, devising, improvisation, mime and non-verbal communication. Improvisation. Script analysis, character exploration. Information recall – Staging positions, Staging configurations, pros and cons of configurations. Specific roles and responsibilities. Practical and theoretical exploration of characters, themes, style, genre, social/political/historical context. Independent research. Dialogue/Character analysis in terms of vocal and physical skills. Analysis of subtext.

Knowledge of social, historical and political context. Independent research. Script analysis, character exploration. Creative and critical thinking. Infer and deduce, themes, style, structure, genre.

Information recall and detailed written response to ALL sections of Exam.


Component 2 – explored term 3 – Year 10. Component 1 – Section A. Staging, roles and responsibilities – explored term 2 –Year 9. Term 1 – Year 10.

Component 2 – explored term 3 – Year 10. Component 1 – Section A. Staging, roles and responsibilities – explored term 2 –Year 9. Term 1 – Year 10. Component 3 – Script exploration – explored Year

Component 1 – Section C – explored in Year 9 – term 3. Year 10 – term 1.

Component 1 – Section B – explored in Year 9 – Term 3. Year 10 – term 2.

FINAL EXAM – Info recall. Written responses to all sections. All components introduced and explored throughout Year 9 and Year 10.

Year

Component 3 – Script exploration – explored Year 9 – term 2. Years 7 & 8 – term 3.

9 – term 2. Years 7 & 8 – term 3.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts. Coursework framework provided, scaffolded tasks. Study support sessions offering one to one support twice weekly at KS4. Choice of written or verbal submissions of coursework. Choice of specialism.

Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts. Coursework framework provided, scaffolded tasks. Study support sessions offering one to one support twice weekly at KS4. Choice of specialism.

Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts. Essay framework. Study support sessions offering one to one support twice weekly at KS4. Choice of specialism.

Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts. Scaffolded tasks. Study support sessions offering one to one support twice weekly at KS4. Choice of specialism.

Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts. Scaffolded tasks. Study support sessions offering one to one support twice weekly at KS4. Choice of specialism.


Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Independent research for Component 3 – practitioners, style, genre.

Leadership/Directorial roles. Use of forum theatre. Pupil in role. Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Independent research for Component 3 – practitioners, style, genre.

Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Independent research for Section

Leadership/Directorial roles. Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Consideration of

Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Consideration of technical elements –

Year

C – Component 1. Presentation task. Exploration of practitioners (A level material). Exploring a second actor within the written response.

technical elements – lighting, sound, costume, sound etc.

lighting, sound, costume, sound etc. Revision materials created. Higher level questions.


All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups eg. Exploring variety of scripts – ‘Bouncers and Shakers’, ‘Blood Brothers’, ‘Two’. Exposure to as many experiences of Live Theatre as we are able to provide. Exposure to all technical elements eg. Lighting, sound, set design and costume to allow pupils to create their own specialism and learning path in Drama.







Students will be expected to use subject specific key words with accuracy

Students will be expected to use subject specific key words with accuracy and understanding. Students

Reading, discussing and written response to ‘Live Theatre’ –

Reading, discussing and written response to ‘Blood Brothers’ – Component 1.

Reading, discussing and written response to all sections of Component 1.

Year

and understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Completion of written coursework – 30%. Reading and analysing script extracts (Component 3 – 20%). Reading and learning section A material.

are required to listen and to respond in terms of self and peer evaluation using subject terminology. Reading and analysing script extracts (Component 3 – 20%). Completion of written mock exam – section A and B.

Component 1. Practical exploration of text – Oracy.

Practical exploration of text – Oracy.

Staging configurations, roles and responsibilities. Studied text – ‘Blood Brothers’. Response to live theatre – ‘Two’. Practical exploration of all texts – Oracy.


Historical timeline. Timeline of key events. Timings/marks awarded/percentages for Section B of exam.


Spatial awareness. Timeline of key events. Timings/marks awarded/percentages for Section B of exam. Transitional timing. Lighting percentages. Timings for SFX. Set design – scaling and ratios.

Spatial awareness. Timeline of key events. Timings/marks awarded/percentages for ALL SECTIONS of exam. Transitional timing. Lighting percentages. Timings for SFX. Set design – scaling and ratios.


Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Independent research tasks –Component 1 – Blood Brothers. Summative assessment – Component 1 – Section A and B – Mock exam.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Written feedback given for all written tasks and practice questions. Summative assessment – EXTERNAL EXAM – Component 3-20%. Scripted extracts.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Independent research tasks –Component 1 – Blood Brothers. Summative assessment – Component 1 – Section A and B – Mock exam.

Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Independent research tasks –Component 1 – ALL SECTIONS. Summative assessment – EXTERNAL GCSE EXAM – 40%

Summative assessment – EXTERNAL GCSE EXAM – 40%

Year


Quizzes given on Section A – Component 1. Staging positions. Staging configurations. Roles and responsibilities. SKO provided for homework revision. Completing coursework – 30%. Learning lines for scripted pieces.

Quizzes given on Section A – Component 1. Staging positions. Staging configurations. Roles and responsibilities. SKO provided for homework revision. Completing coursework – 30%. Learning lines for scripted pieces.

Quizzes given on social/historical/political context. Practice exam questions – ‘Response to Live theatre’. SKO provided for homework revision.

Quizzes given on social/historical/political context. Practice exam questions – ‘Blood Brothers’ Costume Designs. Set Designs. Lighting Designs. Sound Designs. SKO provided for homework revision.

Practice exam questions on ALL SECTIONS. SKO provided for homework revision.


SMSC, Creative thinkers, Communication skills.

SMSC, Effective participants, Communication skills. Christmas concert.

SMSC/BV – political exploration.

Performance of live theatre.

Cultural exploration. GCSE showcase celebration evening.

SMSC – Social/historical/political climate.

Year


Key skills and concepts Component 2 1-3 weeks – Complete final drafts of devising logs.


Prior knowledge revisited / Interleaving Component 2 – explored term 3 – year 10. Component 3 – Script exploration – explored Year 9 – term 2. Years 7 & 8 – term 3.


Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Independent research for Component 2 – practitioners, style, genre.




Numeracy Historical timeline. Timeline of key events.

Assessment Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – Component 2 – written coursework (20%)

Homework tasks / SKO SKO provided for homework revision. Completing coursework – 30%.

Fortnight 2 Key skills and concepts Component 2

1-3 weeks – Complete final drafts of devising logs. Component 3 4-6 weeks Scripted work Experiment with different scripts and different styles, with a view to choosing what they’re going to do and who they’re going to work with. Teacher assign groups and scripts.

Application of skills and concepts Identification, Evaluative and Analysis skills, structuring a written response in terms of vocal and physical characterisation within a live piece of theatre. Infer and deduce, themes, style, structure, genre, political/social/historical context. Developing and refining in response to written feedback. Knowledge of social, historical and political context of chosen script. Independent research.

Year

Practical exploration (20%). Work in role, using drama conventions to develop tension, atmosphere and character. Vocal and physical skills. Employ a range of non-naturalistic drama techniques.

Prior knowledge revisited Component 2 – explored term 3 – year 10. Component 3 – Script exploration – explored Year 9 – term 2. Years 7 & 8 – term 3.





Reading, discussing, planning, devising and performing of Component 2 – response to stimulus. Written reflection through homework task. Students will be expected to use subject specific key words with accuracy and understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Reading and analysing script extracts (Component 3 – 20%).

Numeracy Historical timeline. Timeline of key events. Timing restrictions for component 3.

Assessment Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Summative assessment – Component 2 – written coursework (20%)

Homework tasks / SKO SKO provided for homework revision. Completing coursework – 30%. Learning lines for scripted pieces.


4-6 weeks Scripted work Experiment with different scripts and different styles, with a view to choosing what they’re going to do and who they’re going to work with. Teacher assign groups and scripts.

Application of skills and concepts Knowledge of social, historical and political context of chosen script. Independent research. Practical exploration (20%). Work in role, using drama conventions to develop tension, atmosphere and character. Vocal and physical skills. Employ a range of non-naturalistic drama techniques.

Prior knowledge revisited Component 2 – explored term 3 – year 10. Component 3 – Script exploration – explored Year 9 – term 2. Years 7 & 8 – term 3.


Year

Adapted resources eg. Simplified scripts. Coursework framework provided, scaffolded tasks. Study support sessions offering one to one support twice weekly at KS4. Choice of specialism – design or acting for component 3.


Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups. Pupils own selection of which play they will rehearse and perform. Exposure to all technical elements eg. Lighting, sound, set design and costume to allow pupils to create their own specialism and learning path in Drama.


Reading, discussing, planning, devising and performing of Component 2 – response to stimulus. Written reflection through homework task. Students will be expected to use subject specific key words with accuracy and understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Reading and analysing script extracts (Component 3 – 20%).

Numeracy Historical timeline. Timeline of key events. Timing restrictions for component 3.

Assessment Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher.

Homework tasks / SKO SKO provided for homework revision. Completing coursework – 30%. Learning lines for scripted pieces.


4-6 weeks Scripted work Experiment with different scripts and different styles, with a view to choosing what they’re going to do and who they’re going to work with. Teacher assign groups and scripts. Component 1 1 week Section A - Technical Theatre. REVISION

Application of skills and concepts Knowledge of social, historical and political context of chosen script. Independent research. Practical exploration (20%). Work in role, using drama conventions to develop tension, atmosphere and character. Vocal and physical skills. Employ a range of non-naturalistic drama techniques. Information recall – Staging positions, Staging configurations, pros and cons of configurations. Specific roles and responsibilities. Creative and critical thinking.

Prior knowledge revisited Component 2 – explored term 3 – Year 10. Component 1 – Section A. Staging, roles and responsibilities – explored term 2 –Year 9. Term 1 – Year 10. Component 3 – Script exploration – explored Year 9 – term 2. Years 7 & 8 – term 3.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts. Coursework framework provided, scaffolded tasks. Study support sessions offering one to one support twice weekly at KS4. Choice of specialism – design or acting for component 3.

Stretch and challenge Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Independent

Year

research for Component 3 – practitioners, style, genre. Extension tasks provided in every lesson eg. Identifying pros and cons of the varying staging configurations. Independent research for Section A–Component1.

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups. Pupils own selection of which play they will rehearse and perform. Exposure to all technical elements eg. Lighting, sound, set design and costume to allow pupils to create their own specialism and learning path in Drama. All section A revision delivered in a number of ways, paired competitions, physical movement around the classroom, low stakes testing.



Numeracy Historical timeline. Timeline of key events. Timing restrictions for component 3. Staging configurations, positioning’s.




Key skills and concepts Component 3 1-6 weeks - Scripted performances – continued rehearsal of final pieces.


Prior knowledge revisited Component 2 – explored term 3 – Year 10. Component 3 – Script exploration – explored Year 9 – term 2. Years 7 & 8 – term 3.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and drama presentation. Speaking frameworks provided. Adapted resources eg. Simplified scripts. Study support sessions offering one to one support twice weekly at KS4. Extra-curricular rehearsals – after school and on Saturdays. Choice of specialism – design or acting for component 3.



Year


Reading, discussing, planning, devising and performing of Component 3 – scripted extracts. Written reflection through homework task. Students will be expected to use subject specific key words with accuracy and understanding. Students are required to listen and to respond in terms of self and peer evaluation using subject terminology. Reading and analysing script extracts (Component 3 – 20%).

Numeracy Historical timeline. Timeline of key events. Timings/marks awarded/percentages for Component 3.


Homework tasks / SKO SKO provided for homework revision. Learning lines for scripted pieces.


1-6 weeks - Scripted performances – continued rehearsal of final pieces.








Numeracy Spatial awareness. Timeline of key events. Timings/marks awarded/percentages for Component 3 - practical exam. Transitional timing. Lighting percentages. Timings for SFX. Set design – scaling and ratios.




1-6 weeks -

Year

Scripted performances – continued rehearsal of final pieces. Application of skills and concepts Knowledge of social, historical and political context of chosen script.

Independent research. Practical exploration (20%). Work in role, using drama conventions to develop tension, atmosphere and character. Vocal and physical skills. Employ a range of non-naturalistic drama techniques.







Numeracy Spatial awareness. Timeline of key events. Timings/marks awarded/percentages for Component 3 - practical exam. Transitional timing. Lighting percentages. Timings for SFX. Set design – scaling and ratios.



Fortnight 4 Key skills and concepts MOCK EXAM

7 week Section A – Technical theatre Section B – Blood Brothers

Application of skills and concepts Written exam response to section A and B of the exam. Information recall for section A. Knowledge of social, historical and political context. Independent research. Script analysis, character exploration. Creative and critical thinking. Infer and deduce, themes, style, structure, and genre.

Prior knowledge revisited Component 1 – Section B – explored in Year 9 – Term 3. Year 10 – term 2.

SEN consideration Teacher support SEND pupils by referring to statements/class charts/levels attained at key stage. Targeted deployment of TA’s when available. Specific groupings to support learning. Targeted support for reading and writing. Adapted resources eg. Responding to exam questions. Scaffolded tasks. Study support sessions offering one to one support twice weekly at KS4. Choice of specialism.

Year

Stretch and challenge Leadership/Directorial roles. Specific groupings. Targeted questioning. Extension tasks provided in every lesson eg. Use of non-naturalistic techniques. Consideration of technical elements – lighting, sound, costume, sound etc

Engagement of groups of learners All lessons have been adapted to show variance of themes and tasks and enhance engagement. Topics and themes have been adapted and chosen carefully to target specific groups. Relevant selection of which play they will study and explore.. Exposure to all technical elements eg. Lighting, sound, set design and costume to allow pupils to create their own specialism and learning path in Drama.


Reading, discussing and written response to all sections of Component 1. Staging configurations, roles and responsibilities. Reading, discussing and written response to ‘Blood Brothers’ – Component 1. Practical exploration of text – Oracy.

Numeracy Spatial awareness. Timeline of key events. Timings/marks awarded/percentages for ALL SECTIONS of exam. Transitional timing. Lighting percentages. Timings for SFX. Set design – scaling and ratios.

Assessment Formative assessment in every lesson, as pupils are watched and given verbal feedback by peers and teacher. Independent research tasks –Component 1 – Blood Brothers. Summative assessment – Component 1 – Section A and B – Mock exam.

Homework tasks / SKO Quizzes given on Section A – Component 1. Staging positions. Staging configurations. Roles and responsibilities. SKO provided for homework revision. Learning lines for scripted pieces.






Fortnight 3

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Documents

Subject: DRAMA Year 7 Autumn 1 Autumn 2 Spring 1 Spring 2 ...prescotschool.org.uk/wp-content/uploads/2019/09/Drama.pdf · persuasive speeches. 4 week – Vocal control and narration