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Wright Robinson College

Drama

INTRODUCTION

At Key Stage 3, students at Wright Robinson College complete a carousel of Design & Technology/ Music/ Drama. They will study each area twice within each academic year. Each individual project has been developed to give students the opportunity to fully explore, experience and enjoy these subjects.

 

KS3/4 Curriculum Map

 

Curriculum in Year 7

In Year 7, students will develop a range of skills which are based in performance and devising. They will also complete appreciation tasks which help develop their understanding of performance skills and communicative skills, such as the use of space and body and also costume, props and set. They also consider what an actor wants to communicate to an audience using these elements. 

At KS3, students take part in ‘drama basics’ activities which look at developing their basic drama skills and their ability to work both independently and in a group.

In Year 7 they will then move on to explore stories such as Roald Dahl’s ‘George’s Marvellous Medicine’ and then go onto an introduction to Shakespeare. 

They will also explore devising skills in their second rotation by looking at silent comedy and silent movies where they can use non verbal skills to communicate the comedy. 

 

How we assess:

Rotation 1 Rotation 2
Overview 

Students will be assessed on their ability to demonstrate performance skills through role play in pairs and in small groups.

 

They will also look at devising skills but focus on performance skills for assessment. 

 

They will also self-evaluate and reflect as well as complete appreciation tasks based on performance skills.

Students will be assessed on their ability to demonstrate performance skills on the theme of silent movies and silent comedy. They will work in small groups and pairs to do this and perform their finished product. 

 

 

 

They will also self-evaluate and reflect as well as complete appreciation tasks based on performance skills. 

Content

Drama basics: freeze frame, mime, vocal skills, facial expression. 

 

Role play (in small groups and in pairs): characterisation and movement around the stage

 

Origins of drama: Shakespeare 

 

Performance: Recreation of a comedy scene (looking at Charlie Chaplin, current comedy artists). 

 

Devising and performing a comedy scene (looking at slapstick, circus skills and Commedia Dell Arte). 

 

How can parents help?

  •  Encourage your child to read the story of 'George's Marvellous Medicine'
  •  Encourage your child to show you what they have produced in their lesson
  •  Ask your child what performance skills they have learnt and ask them to put in a sentence.  

 

Curriculum in Year 8

In Year 8, students will revisit their 'Drama Basic' skills and develop their learning from Year 7. They will do some similar activities which utilise skills such as freeze frames and mime, vocal skills, role play and group skills. 

They will then go on to study Roald Dahl's Matilda and focus on devising skills as well as performance. They will then go on to explore thematic drama through looking at evacuees and The Lion, the Witch and the Wardrobe by CS Lewis.  

 

How we assess:

Rotation 1 Rotation 2
Overview 

Students will be assessed on their ability to engage with and perform drama basics. The final assessment will be on role play in pairs or in small groups. They will use their knowledge and understanding of performance but assessment will focus on devising skills. 

 

They will also self-evaluate and reflect as well as complete appreciation tasks based on performance skills. 

Students will be assessed on their creativity in showing the process of drama and developing a character through process skills. They will also be assessed through a group performance where they demonstrate performance skills based around the theme of evacuees and The Lion, the Witch and the Wardrobe. 

 

They will also self-evaluate and reflect as well as complete appreciation tasks based on characterisation and communicative skills. 

Content

Drama Basics: freeze frame, vocal skills, facial expressions. 

 

Devising Skills: What good drama looks like, how to structure a good piece of drama. 

 

 

Developing empathy skills through Drama and process: hot-seating, role on the wall, thought tracking. 

 

Performance skills. 

 

 

 

How can parents help?

  •  Read the books with your child to help them get an overview of the story. 
  •  Talk about the skills that they have developed in their lessons and what they have produced in drama that week. 
  •  Talk about the key terminology with them and the meanings  

 

Curriculum in Year 9

In year 9, Students will look at some drama basics, and then go on to study 'Mugged' by Andrew Payne, which looks at knife crime. They will explore this through learning, memorising and performing scripts both in pairs and in small groups. They will then go onto study 'Blood Brothers' by Willy Russell. 

How we assess:

Rotation 1 Rotation 2
Overview 

Students will be assessed on some drama basics, developed from Year 7 and 8. Their final assessment will also explore themes relating to knife crime and the students will through demonstrating performance skills, line learning and communication of a role. 

 

Students will also complete a self-evaluation and an appreciation task which will look at how communicative skills are used to communicate a theme. 

Students will be assessed on their ability to display a character through a range of performance skills. They will also be assessed on a  monologue and a group piece. They will build on their skills learned throughout the 3 years of drama with the focus being on performance skills. 

 

Students will also complete a self evaluation and appreciation tasks which will look at how communicative skills are used to communicate a theme. 

Content

Performance Skills: facial expression, vocal skills, movement. 

 

 

Line learning and memorising parts of a script. 

Performance Skills: facial expression, vocal skills, characterisation, movement. 

 

Line learning and memorising parts of a script. 

 

How can parents help?

  • Ask your child to demonstrate what they have created in their drama lessons
  • Talk to your child about the content they have been looking at 
  • Ask your child key terminology and ask them what the definitions are.  

Curriculum in Year 10

At KS4 students will build on their basic knowledge and gain more depth of understanding of the subject. They look at monologues, a range of texts and also focus on enhancing their performance skills. 

The students complete a VCERT (vocational) Certificate in Performance Skills where they develop their understanding of working in the Performing Arts. 

Students will sit an exam at end of Year 10 (unit 1) which is worth 40% of their overall grade. This is a theoretical unit. Alongside they will work on Unit 2, ‘Preparing to Perform’. In this unit they will prepare an ensemble performance and a solo performance for an audience. They will do this in response to an assignment brief (set by the exam board). They will then plan and prepare all aspects of their performance from costume needs to administration and planning such as carrying out risk assessments and finding a suitable venue.

The course offers a very hands-on approach to experiencing working in the Performing Arts Industry. It requires the students to be able to work well in a group and individually, be reliable, committed and imaginative. 

 How we assess:

Autumn Term Spring Term Summer Term
Overview 

Practical (UNIT 2): 

Students will be assessed through a baseline assessment of practical performance skills.

 

They will also work in a group to perform an ensemble assessment piece. 

 

 

Theory (UNIT 1):

The students will study Learning Outcomes 1 & 2 and sit formative assessment tests to consolidate knowledge of two of the learning outcomes. 

Practical (UNIT 2):

Students will look at the second part of the synoptic brief which is developing skills for a solo. They will learn and carry out a range of monologues for performance and be assessed on their development of skills as a solo performer. 

 

Theory (UNIT 1):

The students will study Learning Outcomes 3 & 4 and sit small formative assessment tests to consolidate knowledge and understanding of the two learning outcomes. 

Practical (UNIT 2): 

Students will be assessed through a mock examination on their synoptic brief which assess all aspects of planning and carrying out a performing arts event. 

 

 

 

Theory (UNIT 1):

Students will study Learning Outcome 5 and then sit attempt 1 (of 2) of Unit 1: Working in the Performing Arts Industry. This is externally assessed. 

Content

Performance Skills: timing, characterisation, memory, proxemics, movement, gesture, expression (body and face). Committing to a role. 

 

LO1: Understand roles, responsibilities, skills and qualities in the performance industry

 

LO2: Understand national organisations related to employment in the performance industry

 

Performance Skills:

timing, characterisation, memory, proxemics, movement, gesture, expression (body and face). Committing to a role. 

 

LO3: Understand how performers are promoted

 

 

 

LO4: Understand production planning

Performance Skills:

timing, characterisation, memory, proxemics, movement, gesture, expression (body and face). Committing to a role.  

 

Externally assessed examination (Summative Assessment). 

 

How can parents help?

  • Help your child learn their lines by filling in lines with them
  • Ask them about the characters they are playing and why their character is behaving in a certain way
  • Ask them to show you a performance they are working on
  • Ask them to explain to you what key terminology means when studying Unit 1

Curriculum in Year 11

Year 11 is very much a continuation of Year 10. If needed the students can re-sit both unit 1 and unit 2 during the course of year 11.  Both units are taught alongside each other. 

How we assess:

Autumn Term Spring Term Summer Term
Overview 

Practical (UNIT 2): 

Students will continue to build and be assessed on their practical knowledge and understanding both as a solo and ensemble performer. 

 

Their performance work will include a range of texts that are suited to the individual performer. 

 

Theory (UNIT 1): 

Students will complete a second attempt of Unit 1 examination. This is externally assessed and is a Summative Assessment. 

Unit 2 Synoptic Brief 

The theme is set by the exam board. Students then create a performing arts event using their knowledge and understanding of all they have been taught across the two years. 

 

Students will plan, present and deliver their ideas and perform a monologue and solo for an audience. 

Students can resit the synoptic brief (unit 2). 
Content

Performance Skills: timing, characterisation, memory, proxemics, movement, gesture, expression (body and face). Committing to a role. 

 

 

LO1-LO5 (revision of all units covered throughout Year 10). 

Performance Skills: timing, characterisation, memory, proxemics, movement, gesture, expression (body and face). Committing to a role. 

 

LO1: Understand and respond to a live performance production brief

LO2: Understand planning, pre-production and promotion of live performance productions

LO3: Understand rehearsal and development of material as a performer for a live performance production

LO4: Understand how to present live performance productions to an audience

LO5: Understand how to review live performance productions

 

How can parents help?

  • Help your child learn their lines by filling in lines with them
  • Ask them about the characters they are playing and why their character is behaving in a certain way
  • Ask them to show you a performance they are working on
  • Ask them to explain to you what key terminology means when studying Unit 1