KS3 Drama

Y7 Drama

AUTUMN

SPRING

SUMMER

Conventions
‘Wonder’
Introduction to Shakespeare Introduction to Script

HALF TERM

HALF TERM

HALF TERM

Pantomime Theatre In Education

Working with a Stimulus

Performing to a Brief

Focus: ‘Summer Showcase’

CHRISTMAS

EASTER

SUMMER

Y8 Drama

AUTUMN

SPRING

SUMMER

Naturalism Musical Theatre

‘Everybody’s Talking About jamie’

Devising

Working with a stimulus

HALF TERM

HALF TERM

HALF TERM

Christmas Music Video Physical Theatre

Focus: Jacques Locoq

Performing to a brief

Focus: ‘Summer Showcase’

CHRISTMAS

EASTER

SUMMER

Y9 Drama

AUTUMN

SPRING

SUMMER

Antonin Artuad

Theatre of Cruelty

Brechtian Theatre / TIE Theatre

‘Big School Nightmares’

Musical Theatre

HALF TERM

HALF TERM

HALF TERM

Physical Theatre

Frantic Assembly

Verbatim Theatre

Mark Wheeler

Performing to a brief

The Institution and Summer  showcase

CHRISTMAS

EASTER

SUMMER

Spiritual, Moral, Social and Cultural Education in Drama

By the nature of the subject drama is a social event. In each lesson students have to use the social skills they possess in order to complete any of the task set. The skills of compromise, negotiation, decision  making, turn taking, listening, developing ideas, working to a time scale, interpreting, conforming, working together, leading, following, demonstrating are a few of the skills required during  a drama lesson. These skills have to be developed to the extent that a group can function. In most cases in most groups most students have a level of social skill to allow the group to function. Where this does not happen in drama, it is the group’s responsibility initially to sort this out. If this can be resolved then a new functioning group has to be formed.

In the first section of work in Y8 social skills are a specific target in a block of work called Authority.  Some of the skills listed above are explicit in the tasks set. Without the required level of social interaction the work set could not be achieved. In Drama if something is not working the evidence is immediately seen.

Groups and individuals are encouraged to highlight those skills which positively make their group work well together and elected group leaders reward the students in their group who demonstrate these skills.  The first scheme of work in Y8 provides and fun and enjoyable way of working together to achieve short performance that students want to show to each other. This forms the basis for how groups have to work together in order to complete their work.

Within specific schemes of work that have been logged on to the calendar, the moral aspect is ever present and where opportunities allow, the moral aspect of the situation is discussed with students. It can also form the focus of the drama piece. This tends to happen more in KS4 where students are developing a more rounded view of the world and can see an issue from more than one point of view.  Examples at KS4 might be, “The Internet, Friend or Foe?” “How many different kinds of love are there?”  “The Institution”. “Drink Driving”.

There is a block of work in Y8 that is called “Culture”. The focus is on music from different cultures, some specific dances and attitudes and rituals relate to death in different cultures. There is an opportunity for a brief discussion about how the ritual of death is conducted in different countries.  As a stimulus and starting point classical music and music from different cultures is occasionally used. Theatre trips have been organised in order to develop a wider cultural aspect to the students education and l have tried support where possible the lunchtime meals from different cultures.

The spiritual side of drama is often related to character beliefs and how these might be communicated during a performance. A block of work in Y9 is related to the musical “Blood Brothers” where superstition is a key theme running through most of the scenes.  There is also a block of work in Y9 where symbols are used to covey meaning. The use of candles often initiates a conversation about the use of candles in our society and what light represents.