KS3 Drama

Outline of KS3 Drama Schemes of Work

Y8 Drama

Term One

Authority - Students will explore a range of situations related to authority figures. They will create a human orchestra and they will complete a Parents and Students Charter.  They will rehearse and learn a section form the play “Billy Liar”.

Term Two

Cultures - Students will study the dance music from certain countries.  They will also study the death rituals from certain countries and perform a mime and dance sequence to “The Eskimo Death Ritual”, using “Funeral for a Friend” by Elton John.

Conflict - Students will be taught various stage fighting techniques which they will integrate into an improvised piece of drama.

Term Three

Commedia - Students will learn simple comedy routines, link them to characters and storylines and learn how to use grammalot. The also learn how to mask up using full face masks. They will also work on complicity.

Silent Movies - Students will study examples of silent movies and create their own silent movie which will be recorded. Kartouche Rehearsal Room will be used with Y8 students to develop their silent movie.

Y9 Drama

Term One

Dark Wood Grange - Role Play, characterization, dialogue work and simulation all linked to the selling of a house called Dark Wood Grange. The students will learn how to play a variety of characters.

Term Two

Students will be introduced to the following; use of symbolism in drama, how to work with a text, how to create a sound collage, how to cope with a friend who has a disability,

Term Three

Audiences - The students will develop a range of performance skills related to a variety of audiences of different ages.  Each stimulus relates to a specific age.

Soap Opera - The student will use the introductory music of “Holly Oaks” to create an opening title sequence for a soap opera. They will then create their own soap opera characters and develop a minimum of two story lines for their characters.

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.