Year 8 Drama

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National Curriculum - Purpose of study

A well conceited Drama programme of study should, at its simplest, enable students to develop understanding and awareness of themselves and of others in a context of the world around them. Drama conventions used will implicitly build self-confidence, develop the ability to interact positively with others, improve verbal, language and communication skills, develop listening skills, foster emotional literacy, simulate creativity and imagination, promote culture growth, create a sense of ‘group’ and engender community, encourage appropriate responses and develop analytical thinking. A drama programme should also give students the opportunity to explore theatre, literature and the expressive arts. An effective drama programme of study should acknowledge the role that the student has to play in its delivery. It should be flexible and open to improvisation. Where every possible student generated the ideas, themes and interests should be explored.

National Curriculum - Aims

There are no national curriculum P levels for Drama. The P levels used for assessment have be developed in-house. Drama is not a desecrate subject but is incorporated in a national curriculum for English. The aims are a pupils should:-

•Gain knowledge, skills and understanding associated with the artistic practice of drama.

•Be able to adapt, create and sustain a range of roles, responding appropriately to others in role.

•Have the opportunities to improvise, diverse and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoroughly to drama and theatre performances.

Year 8

Brief overview:
In year 8 pupils continue to practice, develop and extend drama skills acquired in year 7. Students will be given the opportunity to explore and respond to a range of stimuli including scripts, texts, images and objects. They will be able to experience a range of roles, both in performances and scripted drama.
Keywords:

Careers statement:
  • Roles with in a theatre
  • Working to a deadline
  • Health and safety
  • Interpersonal skills – dealing with conflict

8 Scheme of Learning
Year
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / P4 – NC3
1-14 / Preparing for a studio performance / Props
Costumes
Lighting
Sound /
  • Preparing a piece of drama based upon a given theme
  • Contribute to the planning in an ensemble
  • Develop and perform the role of one character
  • Select appropriate props and costumes to support performance
  • Consider simple lighting techniques
  • Consider simple sound effects
  • Understand the need for rehearsals
  • Consider own role within a group process
/ SEMSC /
  • Working with others
  • Cooperation
  • Self-expression
  • Respect for others
  • Responsibility
  • Consequences of behaviour and actions

IT /
  • Digital imagery
  • Manipulating images
  • Burning CD’s
  • Sound equipment
  • Lighting equipment

ILS /
  • Meeting a deadline
  • Making decisions and informed choices

Numeracy /
  • Time – intros, intermission, running time/ sound cues /lighting phases

Communication /
  • Using movement/vocal skills to communicate to an audience
  • Giving and receiving feedback
  • Directing others
  • Speaking with clarity/pitch/pace/tone

Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / P4 – NC2
Peer/ self-assessment
1-14 / Physical theatre / Poem
Giovanni
Open scene of Macbeth
Texts from other cultures
Texts from the British literary cannon /
  • Explore mime techniques
  • Use mime in role
  • Use of narrator
  • Understand how to use their bodies to create inanimate objects
  • Learn importance of working
  • Create a non-naturalistic piece of drama
  • Explore essence/theatre
  • Explore sound scaping
  • Respond to a Shakespeare text
  • Explore a text from the British literary cannon through physical theatre
  • Explore texts from other cultures through physical theatre
  • Performing a piece of physical theatre to a studio audience
  • Respond positively to a performance
/ SEMSC /
  • Working with others
  • Developing a response to drama/theatre
  • Self-expression
  • Embodiment of feelings/emotions
  • Participate in a performance
  • Cultural texts

IT /
  • Digital imagery
  • Manipulating images

ILS /
  • Constructive evaluation
  • Working independently or with minimal support

Numeracy /
  • Embodiment of number shapes
  • Sequences

Communication /
  • Literacy – Image/metaphor in poetry
  • Language for different purposes
  • Sign along
  • Communicating through body language
  • Reading facial expressions
  • Texts from other cultures
  • Texts from the British literary cannon
  • respond to a performance
  • respect for stories from other cultures/traditions

Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / P4 – NC
Peer/self-assessment
1-10 / Dark wood manor / Dark wood manor
De resoura rat /
  • Using different drama techniques to build a narrative (i.e. cross cutting/flash back)
  • Adapting and exploring a role
  • Responding effectively to others in role
  • Work ensemble to develop ideas
  • Use drama techniques to create mood and suspension
  • Explore ‘horror’ genre
  • Explore different social skills in different situations
/ SEMSC /
  • Contributing to discussion
  • Negotiating and compromise
  • Be aware of social pressures
  • Social skills

IT /
  • Digital imagery

ILS /
  • Working as a group
  • Resisting social pressures

Numeracy /
  • Time and timing/ sequencing
  • Dividing group sizes

Communication /
  • Horror genre (lit)
  • Giving and receiving feedback
  • Listening to instructions
  • Directing others
  • Social skills

Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / P4 – NC2
Self/ peer assessment
1-8 / No school today scripted drama / Text ‘no school today’ /
  • Identify key features of a script
  • Examine the process of developing a script for performances
  • Response to a text as stimuli
  • Portray an unfamiliar role
  • Performance techniques
  • Explore a directional role
  • Consider staging techniques
  • Respond appropriately to others in role
  • Use movement/voice skills to support a role
  • Explore an emotive issue via drama (bullying)
  • Appropriate/inappropriate body language
/ SEMSC /
  • Empathy
  • Consequence of action
  • Bullying issues
  • Peer pressure

IT /
  • Digital imagery
  • Manipulation of images

ILS /
  • Resolving conflict
  • Where to seek help

Numeracy /
  • Sharing/dividing/sequences
  • Embodiment of numbers/ letters

Communication /
  • Recording a script
  • Giving and receiving feedback
  • Directing others
  • Sense of audience
  • Social skills