Drama – Key Stage 3

Year 7

Course Information & Assessment Points

 Curriculum contentAssessed work
Autumn

• Group work
• Key drama skills
Key drama skills (Harry Potter and our new school)and Fairy-tales/Pantomime
• Looking at key drama skills such as still images, thought tracking and narration.
• Developing team work skills and individual confidence.
Learning about storytelling and morals.
20% classwork assessment (practical exploration)
• 1 hour practical task in groups (teamwork assessment).
Devising a performance (teacher to give topic) – key skills assessment.
Spring

• Developing a character
• Exploring script work
Creating
Darkwood Manor and Grimm’s Tales
• Developing all drama skills learned so far such as hot seating and mutli-role.
• Exploring the use of space and creation of atmosphere (mediums of drama)..
• Learning what makes a good storyteller.
Consideration of narrative and plot.
20% classwork assessment (group work)
• Group tasks (2 hours) sustaining a character.
H/W – script learning, leading to a final group performance.
Summer

• Responding
Evaluating
Mask, Mime and Evacuees
• Looking at how effective masks are in performance.
• Developing key skills including mime and still images.
Looking at World War and learning to show empathy towards different situations.
20% classwork and 40% final performance
Rose Blanche scheme of work.

Assessment Statements

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
Performance
I am beginning to work as part of a team. Use facial expression and body language in my drama. Create and hold a still image use space and levels to create meaning in my drama. Use mime and gesture effectively.
I can partially work as part of a team. Use facial expression and body language in my drama. Create and hold a still image use space and levels to create meaning in my drama. Use mime and gesture effectively.
I can confidently work as part of a team. Use facial expression and body language in my drama. Create and hold a still image use space and levels to create meaning in my drama. Use mime and gesture effectively.
I can expertly work as part of a team. Use facial expression and body language in my drama. Create and hold a still image use space and levels to create meaning in my drama. Use mime and gesture effectively.
Practical exploration
I am beginning to explore an issue, theme or topic practically using the elements and mediums of drama. (for example fairy tales, masks and mime
I can partially explore an issue, theme or topic practically using the elements and mediums of drama. (for example fairy tales, masks and mime )
I can confidently explore an issue, theme or topic practically using the elements and mediums of drama. (for example fairy tales, masks and mime ) I am starting to lead and direct others.
I can expertly explore an issue, theme or topic practically using the elements and mediums of drama. (for example fairy tales, masks and mime ) I am also able to lead and direct others.
Drama skills
I am beginning to demonstrate a range of explorative strategies.
I can partially demonstrate some explorative strategies.
I can confidently demonstrate a range of explorative strategies. Demonstrating some flair and creativity.
I can expertly demonstrate a plethora of explorative strategies. Demonstrating flair and creativity.
Response to others
I am beginning to evaluate my own work and that of others.
I can partially evaluate my own work and that of others.
I can confidently evaluate my own work and that of others.
I can expertly evaluate my own work and that of others.

Year 8

Course Information & Assessment Points

 Curriculum contentAssessed work
Autumn

• Key skills
• Independent learning
Skill recap, Silent Movies and Slapstick Comedy
• Looking at all of the basic drama skills including crosscutting, still images and thought tracking.
• Learning about the different stage positions.
• Researching Slapstick from the 1920’s.
Responding to the elements of comedy in performance.
20% classwork assessment (practical exploration)
• 1 hour assessment looking at drama skills and their effectiveness in performance
Page to stage H/W task.
Spring

• Script work
Issue based
The Terrible Fate of Humpty Dumpty and Shakespeare
• Developing basic skills and applying them to different situations whilst learning to explore a script.
• Looking at a real life issue/theme and exploring this through the medium and elements of drama.
• Researching the History of Theatre.
Reinventing Shakespeare for modern day audiences.
20% classwork assessment (scripted work)
• 15 minutes scripted performance.
• Discussion and group work.
Summer

• Creativity
• Evaluation and Response
Devising and Urban Legends
• Developing independence and confidence
• Taking charge of own and others work
• Learning to adapt audiences
Learning how to use lighting and sound effects in performance
20% classwork and 40% final performance
• Final performance (10 minutes)
• Lighting and sound effects workshop (design and practical elements)

Assessment Statements

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
PerformancenI am beginning to perform a range of basic characters and can sometimes show focus and show feeling in performance.nI can partially perform a range of characters and can show focus, energy, feeling and sometimes empathy in performance.nI can coI can confidently perform a range of characters, demonstrating focus, concentration, energy, depth of feeling and empathy.nnfidently work as part of a team. Use facial expression and body language in my drama. Create and hold a still image use space and levels to create meaning in my drama. Use mime and gesture effectively.nI can expertly perform a range of characters, demonstrating focus, concentration, energy, depth of feeling and empathy.n
Practical explorationnI am beginning to explore an issue, theme or topic practically using the elements and mediums of drama. (for example Shakespeare, physical theatre and devising) nnI can partially explore an issue, theme or topic practically using the elements and mediums of drama. (for example Shakespeare, physical theatre and devising) I am also able to lead and direct some of the time.nI can confidently explore an issue, theme or topic practically using the elements and mediums of drama. (for example Shakespeare, physical theatre and devising) I am also able to lead and direct others most of the time. nnI can expertly explore an issue, theme or topic practically using the elements and mediums of drama. (for example Shakespeare, physical theatre and devising) I am also able to lead and direct others. nn
Drama skillsnI am beginning to demonstrate some explorative strategies and drama mediums. nI can partially demonstrate some explorative strategies and drama mediums. nI can confidently demonstrate a range of explorative strategies and drama mediums. Demonstrating some flair and creativity.nI can expertly demonstrate a plethora of explorative strategies and drama mediums. Demonstrating flair and creativity.n
Response to othersnI am beginning to evaluate and analyse my own work and that of others.nI can partially evaluate and analyse my own work and that of others.nI can confidently evaluate and analyse my own work and that of others.nI can expertly evaluate and analyse my own work and that of others.n

Year 9

Course Information & Assessment Points

 Curriculum contentAssessed work
Autumn

• Researching
• Developing
Drama practitioners
• Research of drama practitioners including Brecht, Stanislavski and Artaud
Learning what their methods are, practice were and how they used these in performance
20% classwork assessment (presentation)
• PowerPoint presentations
Performance in the style of ‘a’ practitioner
Spring

• Script work
Creativity
Blood Brothers and Status
• Learning about the social, cultural, historical contexts of the play, playwright and Liverpool
• Developing role-play skills
• Learning and developing Forum Theatre techniques.
Knowing the importance of debate.
20% classwork assessment (scripted work)
• Blood Brothers quiz
• Key scene performance
• H/W – ‘I wish I was our Sammy’ monologue
• Status debate.
Summer

• Researching
• Developing
• Creating
• Responding
Evaluating
Speaking and Listening and Theatre in Education
• Researching this form of theatre
• Developing all drama skills learned so far
• Developing independence and creativity
Actions v Consequences
20% classwork and 40% final performance
• PowerPoint presentation
• Performance and student led lesson or workshop.

Assessment Statements

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
PerformanceI am beginning to use a variety of drama practitioners as inspiration. Including Brecht and Stanislavski. I am beginning to perform in a variety of different styles eg use of script and TIE.I am partially able to use a variety of drama practitioners as inspiration. Including Brecht and Stanislavski. I am sometimes able to perform in different styles of theatre eg use of script and TIE.I can confidently perform using a variety of drama practitioners as inspiration. Using their methods and techniques. Including Brecht and Stanislavski. I can also perform in a variety of different styles eg use of script and TIE.I can expertly perform using a variety of drama practitioners as inspiration. Using their methods and techniques. Including Brecht and Stanislavski. I can also perform in a variety of different styles e.g use of script and TIE.
Practical explorationI am beginning to explore an issue, theme or topic practically using the elements and mediums of drama. . (for example TIE, genre, and status.) I am also beginning to lead and direct others.I can partially explore an issue, theme or topic practically using the elements and mediums of drama. (for example TIE, genre, and status.) I am also able to lead and direct others on occasions.I can confidently explore an issue, theme or topic practically using the elements and mediums of drama. (for example TIE, genre, and status.) I am also able to lead and direct others most of the time.I can expertly explore an issue, theme or topic practically using the elements and mediums of drama. (for example TIE, genre, and status.) I am also able to lead and direct others.
Drama skillsI am beginning to demonstrate some explorative strategies, mediums and elements of drama. I can partially demonstrate some explorative strategies, mediums and elements of drama. I can confidently demonstrate a range of explorative strategies, mediums and elements of drama. Demonstrating some flair and creativity.I can expertly demonstrate a plethora of explorative strategies, mediums and elements of drama. Demonstrating flair and creativity.
Response to othersI am beginning to evaluate, analyse and justify my own work and that of others.I can partially evaluate, analyse and justify my own work and that of others.I can confidently evaluate, analyse and justify my own work and that of others.I can expertly evaluate, analyse and justify my own work and that of others.
Course Information
Department
Drama

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