Year 9 Drama 2018 - 2019 ___________________________________________________________________________________________________________________________________ National Curriculum - Purpose of 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 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 9
Range of pictures Improvisation in response to a range of stimuli Work in a group to develop structure scenes Develop the role of one character Perform the piece of drama Select effect – lighting Select effect - Sound IT Digital imagery Lighting equipment/sound equipment ILS Health and safety Cooperative Commitment Independent working skills Numeracy Time – running time Lighting phases Musical timing Communication Vocal skills – Pitch/pace/tone Body/movement skills – emotions/feelings Sign along Consideration of an audience Expressing a personal view point Keeping safe Personal space Risk assessment Health and safety with equipment Weeks Key Learning Theme Resources Key Learning Marking and Assessment P4 – NC3 1-14 The village Hodder Gold Video clips Soaps News broadcast Create a setting/locations Create and develop roles Respond effectively and consistent to others in role Explore a range of techniques to devise characters Communities Anti-social behavior Stereotypes learning about the world around you reflecting upon our views IT Digital imagery Manipulation of images ILS Empathy Exploring different roles
Newspaper bag Explore a range of media genres (newspaper/ news broadcast Explore genre of soap opera Numeracy Sequencing Passing of time – months/years/days Communication Exploring newspapers Use of skills – pitch, pace, tone Use of movement skills to convey mood/emotions or support role Expressing a personal point of view Key Learning Resources Key Learning Marking and Assessment P4 – NC3 1-6 Using the voice Video clips of people speaking in different situations Roles mood Identify voice skills for different situations/ characters/ mood Consider pitch/pace/tone/volume Use voice skills for different situations/characters/mood Consider accent, status, and age Explore contrasted voice skills Explore voice skills in a social context SEMSC Considering the cultures/genders/ethnic groups Social skills Considering stereotypes IT Digital sound records ILS Empathy Communicating skills Numeracy Timing Communication Keeping safe Speaking for different purposes Clarity of speech Pitch/pace/tone/volume appropriately Social skills Vocal warm up tone of voice Weeks Key Learning Theme Resources Key Learning Marking and Assessment P4 – NC3 1-6 Using the body clips Emotion Identify movement skills for different situations/characters/moods Use movement skills to convey different situations/characters/ moods Explore contrasted movement skills Considering the cultures/genders/ethnic groups Considering stereotypes Reelecting upon others point of view IT Digital imagery ILS Empathy Communicating skills Appropriate body language
Use mime in a of different situations Explore body language – appropriate/inappropriate according to situation Explore facial expression Status through movement Numeracy Timing Communication Reading body language and facial expressions Choosing appropriate body language/ facial expressions Expressing a personal point of view Social skills Keeping safe Physical warm up Conflict resolution Reading body language Weeks Key Learning Theme Resources Key Learning Marking and Assessment Peer/self/CHP Preparing a script for performance Pardoners Tale script Costume Props Lighting Exploring staging techniques e.g. lighting/sound/costume Exploring a directional role skills in role Movement skills in role Drawing connections between Drama and real life Giving and receiving Constructive criticism SEMSC Use of imagination and creativity Reflect upon experience Understanding consequence of behavior Working as a group IT Lighting Sound ILS Working together Accepting direction Following written instructions Numeracy Time lines Communication Deduction and inference Nonverbal communication Pitch/pace/tone of voice