Chaucer Subject Intent - Drama

We intend to teach our students that their creativity is valuable and that the ability to create can be learned. We intend to teach or students that what they see and hear in the world all around them has been created by performers, artists and designers who used skills and understanding that they can have access to. All of our individual schemes of learning are intended to expose students to a wealth or design and self-expression, which they are guided to explore, appreciate and understand. Across both key stages it is our intention that students gain cultural capital and that, more importantly, they are given the skills and knowledge to become participants in the world of creativity.

 Our approach is both cyclical and sequenced: our schemes of work will follow a repeated pattern in all disciplines within the faculty to ensure that our students are increasingly familiar with the aims and purpose of each lesson. A scheme will be centred on a specific and explicitly taught set of skills. We will examine the work of creative practitioners who employ that skill. We will provide students with a vocational brief drawn from the world of creative employment that employs these key skills and require them to consider a personal response to it. Students will be given the opportunity to explore the application of the core skills in a range of forms that become increasingly broad as our students pass through the key stages. Our students will demonstrate their learning with a final act of creativity before evaluating their own work. Each stage of this process is formally assessed and students should expect individualised targets for their own progress at each stage. To provide clarity and continuity our assessment packages are designed to be applicable in as broad a range of projects as possible. It is important to us that students have the opportunity to make significant personal choices in their own work but just as important that they share in the way their success is monitored. Many of the procedures, working practices and resources we use are shared across the faculty and, where appropriate, so is stimulus material.

The sequence in which our skills are taught has been designed so that our students continue to revisit the skills from September of year seven in all projects they encounter going forward. The skills learned first in this sequence are the everyday practice of that discipline and are iteratively added to as learning progresses. It is our intention that by the time our learners reach KS4 they are equipped with a menu of skills and techniques and the self-confidence and permission to explore their application with growing independence.

Underpinning our students understanding is a foundation of specific vocabulary and language use from which our learners can draw to express their thoughts clearly and with confidence.

It is our intention that our learners leave us with the well justified belief that creativity is something that they possess, understand and can express in the real world.

Curriculum description

Year 7, 8 and 9 Drama

All students in Key stage 3 are taught drama in mixed ability form groups. We provide a spiral curriculum that develops students’ understanding of key skills. As students move through the year groups there is a complexity in the way the skills are applied.

Each year group will study a theme along with key skills:

Year 7: Scrapbook and News

Year 8: Run away and levels of tension

Year 9: Steven Lawrence and Stimulus

Drama lessons provide the students with the core skills necessary to put on a performance and shape drama. However, in key stage 3 there is an enhanced foci on: team work, collaboration and presentation techniques. Each of these qualities are valuable lifelong learning skills that benefit young people as they move from school to employment.

Year 10 and 11 Drama

In both year 10 and year 11 students can opt to study drama as one of their options.

Unit 1: Exploring a topic and theme (30%).

Students will participate in a teacher led and teacher supervised six hour practical exploration of drama (40 marks). The six hours are divided into suitable sessions that make up the six hour total. During the practical exploration students are given the opportunity to work in a variety of different sized groups. The practical exploration will be based on the following:

  • at least two different types of stimuli
  • at least four explorative strategies
  • at least two examples of the drama medium

Students will complete a 2000 word written account of their work in the lessons (20 marks). This controlled condition coursework assesses whether the students can evaluate the use of drama elements and mediums and review the impact of the performance on an audience.

Unit 2: Study of a complete play text (30%).

This unit introduces students to the content of plays written for the theatre (30 marks). They will learn how to interpret a play in various ways and understand how a play works in performance. They are then assessed over a 6 hour period evidencing their understanding of the play, its themes and the way drama strategies can be used to develop meaning.

Students will complete a 1000 word written account of their work in the lessons (10 marks). This controlled condition coursework assesses whether the students can evaluate the use of drama elements and mediums and review the impact of the performance on an audience.

Unit 3: Drama performance (40%).

Students can be examined in one of the following ways:

  • Performance devised by the students or an extract from a full length play.

Design candidate: Students can choose to be examined in one of the following design elements; lighting or costume. Design candidates complete a portfolio of evidence, make a presentation to the examiner and light or costume a group’s play.