KS3 – High-Level Plan

Foundation CourseExtending Skills, knowledge, attitude and conceptsDeveloping skills and learning concepts
1STORYTELLING - What does effective group work look like and how does it aid the task of story-telling?

What is effective communication in a small, large and big groups and why is this important?

How do good group work skills enable a group to establish key moments in a story?

How does an effective group help to build a sense of atmosphere when telling a story?

How does good group work and collective working together enable complex ways of communicating a story effectively to an audience?
PEER PRESSURE/SHOP LIFTING - How to explore a topic through the medium of drama to gain insight and perceived experience.

Develop knowledge of peer pressure – what it is and what it looks like.

To know and be able to recognise different types of persuasion and persuasive language – how this can be recognised through use of both non-verbal and verbal communication.

Develop an understanding of the impact of making someone do something that they don’t want to do.

Applying knowledge of peer pressure to develop a character and story.
COMMEDIA - Learning about the genre of Commedia Dell’arte and how to use body language and gesture to communicate character and story to an audience.

Understanding genre and how this can change a performance.

How to communicate emotion physically and the art of clocking the audience.

Introduction to commedia dell’arte stock characters.

Applying a variety of disciplinary knowledge to develop a genre specific performance, demonstrating mastery in a variety of skills.
2SCRIPT/TEXT - How to develop story-telling to an audience via text, developing knowledge of interpersonal communication.

Understand how context can change the scene, develop drama from initial text, develop a character which is different from themselves.

How to apply story-telling drama techniques to a text to improve story-telling skills.

How communicate a variety of texts clearly to audience through interpersonal communication, including use of voice, body language and proxemics.
SLAPSTICK - Learning the importance of self-control to create impactful communication to an audience.

Understanding genre and how this can change a performance.

To build character and exaggerate, with control, to fulfil slapstick genre conventions.

Demonstrate control in rehearsal to develop stage fighting techniques and choreography.

Applying knowledge of stereotypes, stage fighting and control in rehearsal to devise an effective slapstick scene.
EPARTURE - Developing an awareness of intrapersonal communication and applying this knowledge to create complex characters.

How to create a scene from a stimulus, using whole class still image as a starting point.

How to develop a scene through the use of monologues – exploring the application of intrapersonal awareness to develop complex characters.
How to achieve mastery in performance of intrapersonal communication through sharing, reflecting and improving.


KS3 – Medium-Term Plans

Year 7

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Year 8

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Year 9

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Intent Statement

The Drama Curriculum at KS4 seeks to build on the prior learning students have had at KS3. Drama at KS4 allows students to broaden their personal experiences through literature and playwrights, by exploring the role that drama has in reflecting and bringing about social change through the communication of messages. Students acquire the knowledge to develop their abilities to create characters, devise drama, study plays and to be able to analyse and evaluate their own work and work of others.

Students learn of a variety of different practitioners who offer all a variety of style, genre and methodologies to creating theatre. Alongside a variety of roles to consider in the theatre making process. The exploration of practitioners allows for students to experiment with different ways in which they can communicate messages to an audience, by understanding the heritage of today’s drama and where it came from.                                                                 We start the year off with the study of three practitioners. Each practitioner explores a different movement in time for theatre styles. Stanislavski offers an insight in to Naturalism which follows on in the time-line of the previously taught Commedia Dell’arte and Melodrama in Key Stage 3; Artaud offers an insight in to symbolism and expressionism (Abstract Theatre) which provides a contrast to a naturalistic style. The contrast helps to create schema as students develop a deeper understanding of what makes naturalism, naturalism and abstract, abstract. Students would be able to identify what is and isn’t a particular style of theatre by having a deeper and varied knowledge of style. Frantic Assembly offers an insight in to non-verbal communication (Physical Theatre) something that students will have explored during the exploration of Artuad’s Universal Language, so this style builds on from the last. Whilst students explore these practitioners they will also start to explore the play and the context for The Crucible. A praxis exploration of this allows them to develop their understanding of how the process of theatre making works.

For all three practitioners students will also explore the different roles of theatre makers – actor, director, designer and critic. The curriculum requires students to develop their skills in devising, performing and practical understanding of a performance text. Each composite which explores a different practitioner will allow for exploration of all three areas. The curriculum encourages the students to gain the skills simultaneously over a prolonged period of time, rather than in the sections that need to be completed this also offers them the opportunity to explore the skills practically and written. Once students have a deeper understanding of practitioners’ methodologies they will put this to use alongside developing their ability to work with a stimulus. This is an opportunity for the students to put their newly learned skills to use and explore them before mastering them later in the year, when we will repeat the devising process. Students have already explored working with a stimulus in KS3 and develop this further during KS4, where we explore how to use a stimulus alongside a chosen practitioner to communicate a message to the audience. Students need to use skills as a performer, director, designer and critic. Their skills as a performer have already been worked on extensively throughout the exploration of practitioners; their ability to understand what is communicated through a variety of skills such as proxemics, tone, pitch, inflection and gait. Their skills as a director will also have been explored; this will be developed when students are completing their devised pieces as they have try to do this as independently as possible. Students are encouraged to question one another’s decisions made as a performer, to check the aforementioned performer skills and the understanding of communication to an audience; this also allows for the critique skills to used and developed. Students need to consider design aspects such as costume, set, lighting and sound. They start to explore the ways in which design aspects can enhance intended communication to the audience. They will need to explore the connotations of colours, the impact of particular lighting effects, and the effect of set and props; all of which can highlight social change, theatre styles and communication to an audience. Students will be expected to analyse their own work as they go and evaluate that of others. Alongside a final performance students write a portfolio which clearly outlines the process of a theatre maker creating a devised piece of work. Students need to reflect on the responses (as a performer) to the initial stimuli and their initial intentions (communication to the audience). They need to document how this was developed throughout the process and the rate of success in what they set out to achieve the final performance. Consideration of health and safety and design aspects such as costume, lighting, sound and set are encouraged to show a wider and deeper understanding of how a theatre maker can communicate messages to an audience through a variety of conventions. They need to be able to document their personal contributions and to develop their ‘critic’ skills of analysis and evaluation; this is something that is explored throughout the practical process within their groups and peer-on-peer.

At the start of year 11, students build on previously taught knowledge of how theatre makers use a variety of conventions to communicate messages with a variety of performance styles to enhance this. They repeat the first 3 composites by exploring the same practitioners only in a more sophisticated way; for example while studying Stanislavski for a second time we will build on their knowledge of him, his intentions as a practitioner and the style of Naturalism. By exploring some more complex rehearsal techniques which they would be expected to revisit and master in KS5. Through more research based tasks, student and teacher led workshops they will gain a more in depth understanding on how practitioners communicate meaning to an audience. This will allow students to experience how practitioners are explored in KS5, but it also allows them to start to consider what kind of practitioner they would like to become themselves. Even if students do not go on to study Drama in KS5 they have a schema which allows them to identify and critique theatre styles and choices made by theatre makers through a variety of conventions. Through the medium of TV, Theatre, Film and literature students will have the knowledge to explore how social change is communicated, conveyed and achieved.

Students then need to further explore ‘page to stage realisation’. With a deeper understanding of how communication is achieved in theatre through a variety of styles and conventions, students can now apply these to a script. Students will explore playwright intentions, through research (where research into the social, cultural, political and historical context is developed) and stage directions. They will now use their understanding of practitioners to inform their decision making when choosing how to effectively communicate their intentions to an audience. This is also vital skill needed and developed in KS5.

Finally students need to be able to develop these mastered skills from a practical perspective, to the ability to explain, analyse and evaluate theoretically. They need to have the skills to write about how they would use their skills as various theatre makers to communicate meaning for the chosen play An Inspector Calls. Students need to have a clear understanding of the playwright’s intentions and how this can be communicated to an audience. This play is chosen to clearly link in the idea of social change through drama and to be able to study a play that very overtly covers this topic. They need to be able to write about what they would do as a performer, director and designer to communicate their intentions with their characters, actors or design elements.

When writing encouraging the students to identify and explain the What, How and Why. What as a performer, director and designer would you do to communicate a message to an audience. How would you do this (specifically identifying performance skills, director intentions and designer effects). Why do we do this (what is the impact on the audience). Through practical exploration and written theory lessons students will gain the knowledge needed about how to do this effectively. Students will have also seen a live theatre production which they will also need to be able to write a review on, again drawing on those developed evaluative and analytical skills that they have used throughout the course.

KS4 High-Level Plan

Drama KS4 Year 10 – Autumn Composite 1 MTP – Stanislavski

Drama KS4 Year 10 – Autumn Composite 2 MTP – Artaud

Drama KS4 Year 10 – Spring Composite 3 MTP – Frantic Assembly

Drama KS4 Year 10 – Summer Composite 4 MTP – How to use Stimuli

Drama KS4 Year 11 – Autumn Composite 5 MTP – Devising

Drama KS4 Year 11 Spring Composite 6 MTP – Scripted

Drama KS4 Year 11 Summer Composite 7 MTP – Theatre Makers

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