Year 9 Drama

Curriculum Intent

Our Drama Department holds a firm philosophy which is founded on preparing the minds of young people to cope with the outside world, encouraging them to see through the eyes of others and have a deeper understanding of the environment we are living in, whilst developing the ability to communicate ideas through a range of Drama techniques and genres, as well as educating students about theatre and its history.

How

Students are given the chance to explore cultural and social issues in Drama. They also learn about all elements of theatre as our schemes are based around plays, playwrights, directors and theatrical techniques. We revisit and layer the complexities of these areas at regular intervals to build on prior knowledge and further their understanding and master their application of the key skills.

Why

Students are able to express themselves in a safe and purposeful environment. Our main focus of teaching and learning is to encourage our students to be as creative as possible and use their most important tool, their imaginations! Students will explore drama through looking at social/cultural themes and issues, key extracts from texts and honing their skills in preparation for their futures. We develop their skills which in turn develops their knowledge of the performing arts industry. Students have the opportunity to investigate the technical roles within the industry and approach theatre from this point of view, this puts them at an advantage for those wanting to move into this field.

The focus throughout our curriculum is to nurture enthusiasm through every aspect of Drama. We truly believe that students deserve to be given a varied and broad curriculum that will allow them to express themselves creatively and imaginatively and to communicate with others confidently and effectively. Students will not only be proud of their own work but will appreciate the work of others, allowing them to demonstrate mutual respect for their peers. We believe our Drama curriculum will equip them with many skills and tools that can be applied to any career path they choose to follow!

Autumn Term

Impact of War

Grammar

Students will explore the ideas surrounding the impact of War. Students will examine extracts of plays to develop their understanding of analysing characters and storylines. They will examine the real stories of war through letters, diaries and documentaries and develop skills around devising theatre from stimulus materials. Students will learn to analyse the key question ‘how are individuals affected by war’? Students will continue to build on knowledge and application of key performance skills.

Dialectic

Students will utilise key knowledge to discuss, debate, create and evaluate practical work created in class, as well as that of professional actors. Students will be encouraged to explore elements of design, ensuring that they appropriately link to time period of the war they are exploring.

Rhetoric

Students will be assessed through devising and performing. Teachers will observe practical application of skills, verbal feedback, observation of peer collaboration and peer feedback. Students are given opportunities to perform and showcase their knowledge, understanding and skills, through practical and written work.

In school...
How can I support this unit at home...

During the first half term, students will explore essential contextual information about life for soldiers, considering pre, during and post war. Students will explore key extracts of a WW1 play (Journey’s End, War Horse or Archie Dobson’s War) whilst examining the writers’ craft through analysis of character and developing performance of the key extracts.

During the second half term, students will be exposed to real life source materials, such as letters and diary entries, as well as any personal experiences that can be fedback from the school battlefields trip. Students will then develop important skills around devising performances using the source material as stimuli and consider how can we create meaningful and engaging performances from a range of sources. Students will be encouraged to continue developing key performance skills developed throughout KS3.

Research and discuss WW1/WW2.

Watch war related documentaries and films.

Discuss family history of war (relatives who have been impacted by war)

Consider the key question ‘how are people affected by war?

Spring Term

Text Exploration

Grammar

Students will explore Theatre in Practice – from ‘Page to Stage’ through a whole play study of one of the following plays; ‘Blood Brothers’: Willy Russell, ‘Bang out of Order’: Mark Wheeler, ‘Chicken’: Mark Wheeler, ‘DNA’: Dennis Kelly

Students will explore all elements of a play including acting, set design, costume design, lighting design and directing. Students will be given the opportunity to consider all elements of Theatre to consider the variety of opportunities within a Theatre based career.
The series of lessons look at how we can create tension in a piece of Drama using vocal expression, the use of stage and its symbolism, space/proxemics, character exploration and motivation, using explorative strategies to delve into the play in depth alongside all the technical elements of a production. Using Peer/Self and teacher assessment they evaluate and reflect on their own and others work.

Students will develop their reading and comprehension skills throughout this unit by studying a full play and analysing the text fully.

Dialectic

Students are able to apply skills they have learnt to play study; they are encouraged to explore the themes that run through the play and to debate, question and challenge how they would deal with situations in their own lives. This gives them the tools to help make the correct decisions for their future pathways. Students are encouraged to explore all elements of performance to shape their understanding of the potential career pathways within a drama context.

Rhetoric

Students will be assessed by any combination of the following: practical application of skills, verbal feedback, observation of peer collaboration and peer feedback.

In school...
How can I support this unit at home...

Throughout this term, students will explore a full play which aims to develop their understanding of the conventions of a play, the expectations of a full production; including all roles with a play to explore the expectations of a full theatre production and/or GCSE Drama.

Students will develop their skills within practical drama, as well as explore all technical elements of the theatre. Students will continue to build on their reading skills, alongside analysis skills to examine character intentions, key themes within a play and the intentions of the playwright.

Students will expand on their collaborative skills by working practically, as well as increasing their understanding of how to evaluate their own work as well as the work of others.

Explore different theatre productions on youtube and discuss all the elements of performance including acting, setting and lighting. Discuss the characters and plot and how a story develops.

Summer Term 

Key Theatre Styles and Practitioners

Grammar

Students explore the ‘big 4’ key Theatre Styles that we focus on for GCSE Component 1, they delve into all elements of the style identifying techniques used to make the style unique.

Students will analyse texts and performance work from the different genres; Stanislavski -Naturalism, Brecht – Epic Theatre, Physical Theatre (Berkoff & Frantic Assembly), Theatre In Education.

Dialectic

Students will use classroom experience to discuss and analyse what they have seen – live theatre or performances from peers. Students will begin to imbed subject specific terminology into their evaluations using the elements of each individual practitioner and Theatre Styles. They will use the terminology to evaluate the work of themselves and their peers, focusing on What Went Well (WWW) & Even Better If (EBI).

Rhetoric

Students will be assessed by any combination of the following: practical application of skills, verbal feedback, observation of peer collaboration and peer feedback.

In school...
How can I support this unit at home...

Throughout this term, students will develop prior knowledge of theatre styles. Students will work towards expanding their knowledge of theatre styles and genres to broaden their understanding of theatre to expand their cultural capital, as well as prepare prospective GCSE students with the foundations of the GCSE course.

Students will watch and evaluate filmed productions to identify key elements of different styles and will then undertake devising practical work in groups to explore how to include key elements of style/genre within their own work. Students will be challenged to think about how they can craft their own theatre, whilst ensuring that it ‘fits the mold’ of a key style/genre. Students will undertake evaluation of their own work, as well as the work of others to consider the effectiveness of their chosen style/genre and consider areas of improvement.

Throughout the unit, students will be encouraged to continue to develop their understanding of utilising key performance skills as well as technical and design elements of theatre.

Explore different styles of theatre through research, live performances or watching online performances. Discuss the different elements of each style and consider how they appeal to different types of audience members. Consider what style of theatre appeals to you and your family and why that is the case.

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