| Unit | Content |
|---|---|
|
Unit 1 Using the Voice |
This unit of work teaches students to use their voices in different ways. We consolidate and build upon the basic vocabulary learned in Year 7, taking each element as the main focus for a workshop-style lesson. Students learn to use pauses effectively, to create a character using vocal timbre, and to build tension and atmosphere using a range of vocal resources and sound collage. Key knowledge developed:
Key skills developed:
Assessment: Throughout the unit, learning is assessed formatively by the teacher and feedback is provided by peers. |
|
Unit 2 Theatre in Education |
Students learn to use their drama skills to engage with real world issues affecting their age group. We explore themes including bullying, self-image, divorce and substance abuse. Students produce a theatre in education (TiE) style advert designed to tackle an issue that is important to them. The unit of work begins with an exploration of adverts, identifying techniques their makers use to persuade an audience and considering how these technqiues can be integrated into students' final performances. Key knowledge developed:
Key skills developed:
Assessment: Students benefit from immediate oral feedback from the teacher in lessons. They receive peer feedback and have the opportunity to assess themselves according to established criteria. Finally, students receive written feedback from the teacher following each group performance. |
|
Unit 3 Physical Theatre 1 |
During this unit of work, students begin to expand the arsenal of dramatic techniques at their disposal. Moving away from traditional character/narrative driven drama, they are encouraged to experiment with a range of physical theatre skills that enable their devised performances to demonstrate increased levels of sophistication. Students look at the foundations of physical theatre, starting with ways in which they can use their physicality on stage to create non-literal items such as machinery. These skills are then put to the test in a devised performance that showcases students' developing physical theatre skills. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed formatively throughout the unit by the teacher and through feedback from peers. |
|
Units 4 & 5 A Midsummer Night's Dream |
This unit of work takes the character work and performance skills developed in Years 7 and 8, consolidating and amplifying this learning in the context of a more challenging script. Students learn to devise thoughtful and imaginative responses to Shakespeare's A Midsummer Night's Dream, experiencing the kind of work that is required for a key component of GCSE Drama. Building on the Year 7 Matilda unit, A Midsummer Night's Dream provides a second opportunity for students to work in a group for an extended period of time and to engage fully with a challenging and fun project. Key knowledge developed:
Key skills developed:
Assessment: Students benefit from immediate oral feedback from the teacher in lessons. They receive peer feedback and have the opportunity to assess themselves according to established criteria. Finally, students receive written feedback from the teacher following each group performance. |
|
Unit 6 Further Dramatic Conventions |
During this unit of work, students learn about theatrical conventions and aspects of dramatic thinking that provide the essential foundations for GCSE Drama. They learn about different stage configurations as well as key roles and responsibilities within a professional theatre. Students learn how to express themselves dramatically through written means. Finally, they learn to analyse professional performances, building their skills and vocabulary in this area. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed formatively throughout the unit by the teacher and through feedback from peers. |
