Key Stage 3 Drama

Our key stage 3 curriculum develops key acting and design skills in preparation for GCSE.  As well as our core subject specific knowledge, Drama also enables students the opportunity to work on key communication skills vital for employment in later life such as group work, presentation, negotiation , evaluation and analysis.  Students will learn how to take on characters and roles as well as developing a greater awareness of space and a drama vocabulary.  Students will also consider and use props, sets, lighting and sound where appropriate.

Each year students will learn, develop and refine these skills through a range of scripted and non-scripted tasks as outlined below.

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Year 7

Frankenstein – this unit develops the key drama skills of tableaux, synchronisation, group work, exaggeration and use of space in a storytelling context.  Students will reflect upon key moments in Mary Shelley’s novel and reflect upon the messages for a modern audience.

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Macbeth – this unit focuses students on the creation of mood; from the eeriness of Shakespeare’s witches to the aggression of a battle and the ghostly apparitions.  Students use script and improvisation to develop their knowledge of key events in this play.  We primarily focus on the creation of atmosphere and movement used to create meaning.

A Game of Soldiers – this play set during the Falklands Conflict develops the page-to-stage techniques and concepts of character; tableaux are used to focus tension and abrupt changes of mood. The story revolves around three children who rescue a wounded Argentinean soldier and the moral dilemma they face.

Goya – the focus of this unit is on spontaneous improvisation and the importance of creating a strong character to ensure success. The work is based on Goya’s famous painting ‘The Executions of the 3rd May’ set during 1808.

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Year 8

Darkwood Manor – this unit develops the foundation from year 7.  Imagine you are asked to spend the night in a haunted house!  The main foci are upon revising year 7 skills, the introduction of physical theatre and the creation of mood and atmosphere.drama6

Space/Physical Theatre – a key unit of the year offers the opportunity to perform to a year 7 class  Students work through lessons to develop a physical theatre sequence taking the audience on a journey to space.  This unit develops a fuller performance and working for a sustained period of time on one piece, there are also opportunities during this piece of work for students to design and use their own sets, lighting and sound more creatively.

Wolfboy – students will draw together all of the skills that they have developed over the key stage to present their own version of sections from this stylised play about a young boy found wild in the forests of France.  This will be performed to a younger class.

Beowulf – this unit further develops students’ use of storytelling and physical theatre techniques to dramatically realise a mythical story using ensemble acting techniques.  They will explore different forms of the story and explore the characters and key moments in the plot.

 

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Key Stage 3 Drama – Assessment

The skills assessed each half term are drawn from the GCSE Drama assessment criteria for components 2 and 3 and are as follows:

Year 7

Year 8

Term 1

·       Co-operation

Working within a group, staying in your group, contributing to the work, behaving well.

·       Directing

Giving instructions to others in a group to work towards a group vision / idea.

·       Communication

Clearly expressing ideas and listening to those of others.  Ensuring the group are working together towards a common goal.

·       Co-operation in group work

Working within a group, staying in your group, contributing to the work, behaving well.

·       Directing

Giving instructions to others in a group to work towards a group vision / idea.

·       Creation of atmosphere

Selecting resources, ideas and acting skills focussed upon a stated atmosphere (eg, tense, mysterious, upbeats etc.)

Term 2

·       Physicality – Body Language

Use of movement, gesture, posture and facial expression to create a character or role.

·       Vocal – Volume & Clarity

Ensuring a voice can be heard and understood by an audience.

·       Idea generation

Thinking of and communicating a range of ideas in response to a range of stimuli (eg, script, picture, music etc.)

·       Converting ideas to Drama

Understanding how to bring an idea to life practically and creatively.

·       Physical Theatre

Use of tableaux, mime, exaggeration, gymnastics, dance, movement, posture, gesture and facial expression in rehearsal and performance.

·       Vocals – Creativity

Use of tone, volume, pause, emphasis, attitude / emotion when delivering lines.

·       Audience awareness

Directly addressing the audience, using space thoughtfully and creating coherent drama with specific meaning for the audience.

·       Creativity & Inventiveness

Generating ideas, roles and characters beyond the obvious and with depth.

 

Term 3

·       Physicality – Character

Use of movement, gesture, posture and facial expression to create a character or role.

·       Vocals – Expression

Use of tone, volume, pause, emphasis, attitude / emotion when delivering lines.

·       Evaluation

Being able to state what went well and what could be improved in a performance by self or peers.

·       Improvement from evaluation

Evaluating within the devising process or in key moments and developing new ideas to address areas to be improved.

·       Physicality in acting

Use of movement, gesture, posture and facial expression to create a character or role.

·       Vocal effectiveness

Use of tone, volume, pause, emphasis, attitude / emotion when delivering lines.

·       Bringing script to life

Understanding how to bring the character, story and message of a script to life.

·       Improvement from evaluation

Evaluating within the devising process or in key moments and developing new ideas to address areas to be improved.