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Message Subject: Drama Year 7 Curriculum Overview 2024-2025 “Let the questions be the curriculum” Socrates Knowledge & Understanding Literacy Skills Literacy Skills and KEY vocab Assessment What is being assessed? Homework/ Independent Learning Composites Components includes understanding of KEY concepts Formal Retrieval if any HT1 Introduction to Drama – Basic Skills Using familiar characters as a way of introducing students to characterisation. Using techniques learnt to put into their own performances. ✓ Get to know each other (building confidence). ✓ Looking at types of Theatre. ✓ Still images, thought tracking. ✓ Vocal skills – Tone, Pitch, Pace and Volume. ✓ Improvisation (park bench exercise). ✓ Script work/ reading from a script. ✓ Working on character building skills – voicing and physicalising a character. Theatre performances they may have been in or, have seen before. Fairy tales/ characters they will be familiar with. Improvisation Thought Tracking Freeze Frames Tone, Pitch, Pace and Volume Projection Characterisation Scripts – dialogue/ stage directions Assessment point 1 Baseline Assessment of previous knowledge. Performance assessment in groups. Formatively assessed throughout by checking for understanding – questioning techniques. Bringing in costume/ props and setting for performances if needed. Learning lines and preparing in their own time for practical assessments. End of topic multiple choice questionnaire assessment on teams to check knowledge and understanding. Key Questions: “How might you change your voice in order for your character to be communicated on stage”, “How might you use physicality and facial expressions to show thoughts, feelings and emotions of that character you are portraying?”. HT2 Pantomime Creating their own Pantomime from a fairy-tale they choose. Exploring Pantomime stock characters and conventions. ✓ What is a Pantomime? – discussion on what they may have seen already. ✓ Stock Characters – Principal Boy, Principal Girl, Baddie, Good Fairy, Dame, and Comedy Figure. ✓ Typical conventions used in a Pantomime – chase scenes, audience participation and humour. ✓ Watching short clips of professional pantomimes online. What Pantomimes they may have seen before (Primary school). What they already know about certain characters in a Pantomime. Theatre skills and vocabulary learnt from HT1 scheme of work. Pantomime Stock Characters – Principal Boy, Principal Girl, Baddie, Good Fairy, Dame and Comedy Figure. Drama Conventions and Styles Assessment point 2 Performance assessment in groups. Formatively assessed throughout by checking for understanding – questioning techniques. Bringing in costume/ props and setting for performances if needed. Learning lines and preparing in their own time for practical assessments. End of topic multiple choice questionnaire to check knowledge and understanding (teams) Key Questions: “What is a Pantomime”, “What are the traditional elements of a Pantomime”, “Where does British Pantomime originate from”, “How will you use physical and vocal skills already learnt to apply them to a different style of theatre?”. CIAG How can skills be developed in Drama (e.g., teamwork, leadership, and creativity) be applied to other careers? How can experience in performance improve public speaking and presentation skills? What are some common career paths for professional actors/ actresses, and what do they entail? Technical/ behind the scenes jobs such as costume, lighting, makeup and set design.

HT3 The Beginning of Drama Greek Theatre/ Masks and Choral Speaking Students will learn the origin of Theatre. Focusing on Choral speaking and Greek movement. They will also learn how to correctly use Greek masks. ✓ History of Greek Theatre – Genre, Greek Gods, and the type of Theatrical staging. ✓ The Chorus – unison, canon, echo, volume. Performing together in perfect rhythm and harmony. ✓ Stylised movement in the Chorus (Body as Prop – stylised movement). ✓ Using Masks in Theatre ✓ Creating a choral speaking performance in a small group. Greek Gods discussed in English SOW. Basic skills used when performing (particularly vocal skills). Different types of staging (amphitheatre). Greek Theatre Amphitheatre Genre/ Style Rhythm and Harmony Stylised Movement Choral Speaking Assessment point 3 Performance assessment in groups. Formatively assessed throughout by checking for understanding – questioning techniques. Bringing in costume/ props and setting for performances if needed. Learning lines and preparing in their own time for practical assessments. End of topic multiple choice questionnaire assessment on teams to check knowledge and understanding. Key Questions: “What are the main features of Greek Drama and how does it differ from other Dramas”, “What techniques may you use in a choral performance to ensure everyone is performing simultaneously”?. HT4 Frantic Assembly – Physical Theatre Students will perform a theatrical, physical movement piece in the style of Frantic Assembly. ✓ Frantic Assembly techniques and exercises ✓ Performing in pairs, a chair duet based on a given stimulus. ✓ Creating their own physical theatre movement piece ✓ Learning different movement sequences ✓ Making props and adding costume to add to the effect of the performance. ✓ Looking at previous Frantic Assembly works and adding on meaning Physical Theatre PE based movement subjects. Dance Teamwork Trust/ bravery Physical Theatre Poetic Movement Dance Sequences of Movement Assessment point 4 Performance assessment in groups. Formatively assessed throughout by checking for understanding – questioning techniques. Bringing in costume/ props and setting for performances if needed. Learning lines and preparing in their own time for practical assessments. End of topic multiple choice questionnaire assessment on teams to check knowledge and understanding. Key Questions: “How might you tell a story on stage without using any verbal communication”, “How can you build trust with your partner throughout your movement performance”?. CIAG How can skills be developed in Drama (e.g., teamwork, leadership, and creativity) be applied to other careers? How can experience in performance improve public speaking and presentation skills? What are some common career paths for professional actors/ actresses, and what do they entail? HT5 Performing Play Scripts- The Lion the Witch and the Wardrobe ✓ Performing alone, in pairs and in groups (building confidence of performing on their own in a monologue piece) ✓ Following a script and stage directions perfectly ✓ Understanding how a play text is set out (such as scenes/ dialogue/ stage directions and directors input pages). The play studied previously in English Performing scripts Practising and rehearsing oracy and articulation Script Understanding Stage Directions Characterisation Facial Expressions Assessment point 5 Performance assessment in groups. Formatively assessed throughout by checking for Bringing in costume/ props and setting for performances if needed. Learning lines and preparing in their own

Students will have read this play text from English last term. They will have the opportunity to work alone, in pairs and groups on different sections of the play. ✓ Creating their own performance scenes. English/ Literacy based reading and understanding key words/ themes and characters in the play Physicality understanding – questioning techniques. time for practical assessments. End of topic multiple choice questionnaire assessment on teams to check knowledge and understanding. Key Questions: “What is the basic idea, theme and premise of your script”, “Who is your protagonist and what do they want more than anything else?”. HT6 WW1 Devising Theatre Project Students will be given a pack full of WW1 stimuluses, they will used to create their own piece of theatre. The pack will include WW1 poems, literature, letters, propaganda, and photos. The piece of theatre will be completely created by themselves. ✓ The History of WW1 ✓ How to Devise their own piece of theatre (techniques they must include linking with all topics taught). ✓ What is a stimulus – going through each artefact and creating mind maps of ideas. ✓ Using their packs to create a stylised piece of historical theatre Basic skills in Drama to include – still images, thought tracking, vocal skills, and physical theatre (gesture, movement, and body language). Script writing WW1 – What they already know from History. Devising Stimulus Component Practitioner Style Techniques Assessment point 6 Performance assessment in groups. Formatively assessed throughout by checking for understanding – questioning techniques. Bringing in costume/ props and setting for performances if needed. Learning lines and preparing in their own time for practical assessments. End of topic multiple choice questionnaire assessment on teams to check knowledge and understanding. Key Questions: “What is your stimulus and how have you developed that into making your performance piece”, “Can you articulate where you got your ideas from and your piece as a whole?”. CIAG How can skills be developed in Drama (e.g., teamwork, leadership, and creativity) be applied to other careers? How can experience in performance improve public speaking and presentation skills? What are some common career paths for professional actors/ actresses, and what do they entail? GCSE Drama option taster session with Devising (component 2 of the GCSE spec).

Subject: Drama Year 8 Curriculum Overview 2024-2025 “Let the questions be the curriculum” Socrates Knowledge & Understanding Literacy Skills Literacy Skills and KEY vocab Assessment What is being assessed? Homework/ Independent Learning Composites Components includes understanding of KEY concepts Formal Retrieval if any HT1 Shakespeare- (Macbeth) Students will recall the play Macbeth by learning of its history and key themes. Students will perform sections of script from Macbeth. Students will learn new Shakespeare terminology and apply it to their performances. ✓ Recapping the story of Macbeth ✓ Introducing the performance style of Shakespeare – Iambic pentameter and prose. ✓ Watching example performances of Macbeth on National Theatre website. ✓ Group choral activity. ✓ Performing as the Witches – researching the History of superstition. Relating to knowledge of Macbeth from English in Year 7. History of William Shakespeare (English). Choral work Basic performance skills (Y7). William Shakespeare Iambic pentameter Verse Prose Choral group work Performing a section of script, to the class – end of topic assessment. Formatively assessed throughout topic, by checking for understanding and clarification of key terminology and skills. Bringing in costume/ props and setting for performances if needed. Learning lines and preparing in their own time for practical assessments. End of topic multiple choice questionnaire assessment on teams to check knowledge and understanding. Key Questions: “Why do Shakespeare’s plays continue to entertain, engage and instruct an audience, “How might an actor perform a Shakespeare play using Iambic pentameter, verse and prose?”. HT2 Murder Mystery Students will create their own piece of Drama using murder mystery conventions and stock characters. ✓ Murder Mystery examples – (board games, TV shows) ✓ Stereotypical characters you would expect to see in a Murder Mystery ✓ Hot Seating technique – interrogation scene ✓ Well scripted performances with detailed characters and plot Murder Mystery conventions – spoke about in English SOW. The value of Theatrical stock characters. Hot Seating Thought Tracking Interrogation Motives Stock Characters Performing a section of script, to the class – end of topic assessment. Formatively assessed throughout topic, by checking for understanding and clarification of key terminology and skills. Bringing in costume/ props and setting for performances if needed. Learning lines and preparing in their own time for practical assessments. End of topic multiple choice questionnaire assessment on teams to check knowledge and understanding. Key Questions: “What are the typical Murder Mystery conventions you will see in a theatrical performance”, “What are the different stock characters and how might they be performed using vocal and physical skills?”.

CIAG How can skills be developed in Drama (e.g., teamwork, leadership, and creativity) be applied to other careers? How can experience in performance improve public speaking and presentation skills? What are some common career paths for professional actors/ actresses, and what do they entail? HT3 Antonin Artaud – Theatre of Cruelty Students will begin to explore a new Drama practitioner. Focusing on Theatre in the 1800/1900’s. ✓ Introduction to Antonin Artaud ✓ Fears, phobias, and nightmares ✓ The use of visual poetry, mime, gesture, physical theatre, and dance. ✓ Using music and audio to enhance a performance. Mime, gesture, physical theatre, and movement. Music and audio clip editing (Music) Ability to stage a show – costume, props and set Antonin Artaud Theatre Practitioners Theatre of Cruelty Opposites Fears/ Nightmares and Phobias Technical elements of theatre Performing a section of script, to the class – end of topic assessment. Formatively assessed throughout topic, by checking for understanding and clarification of key terminology and skills. Bringing in costume/ props and setting for performances if needed. Learning lines and preparing in their own time for practical assessments. End of topic multiple choice questionnaire assessment on teams to check knowledge and understanding. Key Questions: “What was Artaud’s reasoning for creating a style of theatre based on reality and fears people have”, “What technical elements would you use to enhance your Artaudian style performance and why?”. HT4 Bertolt Brecht – Epic and Political Theatre Students will create a piece of political theatre to educate their audiences on certain topics. ✓ Reciprocal reading on Bertolt Brecht – the type of theatre he created and why. ✓ Placards, narration of characters, multi rolling and reminding the audience they are watching a play and not real life. ✓ Research on relevant topics to create a piece of theatre that will educate its audience. Reciprocal reading Narration, the use of multi rolling in a scene. Creating and play/ script writing and editing. Epic Theatre Politics Placards Breaking the fourth wall Multi role Performing a section of script, to the class – end of topic assessment. Formatively assessed throughout topic, by checking for understanding and clarification of key terminology and skills. Bringing in costume/ props and setting for performances if needed. Learning lines and preparing in their own time for practical assessments. End of topic multiple choice questionnaire assessment on teams to check knowledge and understanding. Key Questions: “What was Bertolt Brecht’s reasoning for creating a style of theatre based on Politics”, “How did Brecht’s style of theatre differ from other styles”, “What non- theatrical conventions that we have learnt so far, do not feature in a Brechtian performance”, “When performing a Brecht play, what must be seen?”. CIAG How can skills be developed in Drama (e.g., teamwork, leadership, and creativity) be applied to other careers? How can experience in performance improve public speaking and presentation skills? What are some common career paths for professional actors/ actresses, and what do they entail? HT5and HT6 Devising from a range of Stimuluses Students will be given a past AQA Drama GCSE booklet, with different ✓ How to devise a performance – what techniques to include and what to link to each stimulus. Script writing Staging a show Devising (Y7) Devising Stylised Stimulus Performing a section of script, to the class – end of topic assessment. Formatively assessed throughout topic, by Bringing in costume/ props and setting for performances if needed. Learning lines and preparing in their own

stimuli’s inside. These can be music clips, pieces of artwork, poems, and statues. Each group must choose one and create their own piece of theatre using this as their basis. ✓ Writing, creating, and performing a piece of theatre the students have devised independently. Linking to the AQA specification – going through the success criteria on what students need to include in their performances. Basic theatre skills – practitioners and styles of Drama to include in their performances. Practitioners checking for understanding and clarification of key terminology and skills. time for practical assessments. End of topic multiple choice questionnaire assessment on teams to check knowledge and understanding. Key Questions: “What is Devising and why is it an important part of Drama”, “How do you use a stimulus and what different types of Stimulus’ can you have”, “In Drama what is the only one thing you cannot Devise from, because it is already done for you?”. CIAG How can skills be developed in Drama (e.g., teamwork, leadership, and creativity) be applied to other careers? How can experience in performance improve public speaking and presentation skills? What are some common career paths for professional actors/ actresses, and what do they entail?

Subject: Drama Year 9 Curriculum Overview 2024-2025 “Let the questions be the curriculum” Socrates Knowledge & Understanding Literacy Skills Literacy Skills and KEY vocab Assessment What is being assessed? Homework/ Independent Learning Composites Components includes understanding of KEY concepts Formal Retrieval if any HT1 Soap Opera Drama – Social and Domesticated Theatre Students will learn about the conventions of a Soap Opera. Researching the social and domesticated themes, to then create their own mini episode later. ✓ Soap Opera examples (Coronation Street, Ackley Bridge, Eastenders) with video and audio examples. ✓ Storylines of Soap Opera – domesticated arguments, affairs, village murders etc. (Link with PSHE). ✓ Soap Opera stock characters – characters you would expect to see in a Soap Opera. The value of stock characters in Drama. PSHE – Domesticated and social issues. Basic Drama skills Stock Characters Sentimental Melo-dramatic Dramatic irony Role play/ Improvisation Scripts submitted onto Teams to be graded and assessed. Performance practical assessment on Soap Opera. Students will be formatively assessed during the SoW to check for any misconceptions. Bringing in costume/ props and setting for performances if needed. Learning lines and preparing in their own time for practical assessments. End of topic multiple choice questionnaire assessment on teams to check knowledge and understanding. Key Questions: “What are the six different stock characters usually seen in any Soap Opera TV show”, “How might you use different vocal and physical skills to show each character”, “When performing or creating a Soap Opera performance what are the theatrical conventions an audience would expect to see?”. HT2 Playwriting and Scriptwriting for a specific Genre Students will learn how to write a script in the correct formatting. Students will learn how to write scripts for various genres, exploring different types of characters and plot structures. ✓ Writing a script or play for a specific chosen genre. ✓ Students will learn how to correctly format a script on the computer. ✓ Students will explore different genres and plot structures to decide on what play they would like to create. Script writing in English and Drama (previous years and topics) Writing for a chosen genre Protagonist Antagonist Conflict Backstory Exposition Climax Resolution Scripts submitted onto Teams to be graded and assessed. Performance practical assessment on Soap Opera. Students will be formatively assessed during the SoW to check for any misconceptions. Bringing in costume/ props and setting for performances if needed. Learning lines and preparing in their own time for practical assessments. End of topic multiple choice questionnaire assessment on teams to check knowledge and understanding. Key Questions: “What are the different ways a writer starts creating their own play”, “What conventions do you need in order to write a play or TV show”, “How does a Playwright successfully write a script with dialogue?”. CIAG How can skills be developed in Drama (e.g., teamwork, leadership, and creativity) be applied to other careers? How can experience in performance improve public speaking and presentation skills? What are some common career paths for professional actors/ actresses, and what do they entail?

HT3 AND HT4 Blood Brothers – Studying and reading the play, acting out scenes and watching an online production of it. Students will use performance skills learnt over the past three years to act out scenes from Blood Brothers, for students wanting to take Drama for GCSE they will need to know this play text so it gives them a head start. ✓ Reading the play ✓ Watching an online production of the play ✓ Acting out scenes from the play ✓ Performing the scenes for an assessment ✓ Answering GCSE Drama style questions about the play for a written assessment. Performance skills Reading from a script GCSE formatting of Drama style questions Historical, social and cultural context Superstition Employability Welfare Abandonment Genre Scripts submitted onto Teams to be graded and assessed. Performance practical assessment on Soap Opera. Students will be formatively assessed during the SoW to check for any misconceptions. Bringing in costume/ props and setting for performances if needed. Learning lines and preparing in their own time for practical assessments. End of topic multiple choice questionnaire assessment on teams to check knowledge and understanding. Key Questions: “What themes run through Blood Brothers”, “Can you accurately explain what happens in Blood Brothers from start to finish of the play”, “Do you agree with Mrs Johnstons decision in Act 1 of the play, if not why, if so why”, If you were to play Edward and Micky, how might you change your vocal and physical skills for the both of them?” CIAG How can skills be developed in Drama (e.g., teamwork, leadership, and creativity) be applied to other careers? How can experience in performance improve public speaking and presentation skills? What are some common career paths for professional actors/ actresses, and what do they entail? HT5 Devising from a range of Stimuluses Students will be given a past AQA Drama GCSE booklet, with different stimuli’s inside. These can be music clips, pieces of artwork, poems, and statues. Each group must choose one and create their own piece of theatre using this as their basis. ✓ How to devise a performance – what techniques to include and what to link to each stimulus. ✓ Writing, creating, and performing a piece of theatre the students have devised independently. ✓ Linking to the AQA specification – going through the success criteria on what students need to include in their performances. Script writing Staging a show Devising (Y7) Basic theatre skills – practitioners and styles of Drama to include in their performances. Devising Stylised Stimulus Practitioners Scripts submitted onto Teams to be graded and assessed. Performance practical assessment on Soap Opera. Students will be formatively assessed during the SoW to check for any misconceptions. Bringing in costume/ props and setting for performances if needed. Learning lines and preparing in their own time for practical assessments. End of topic multiple choice questionnaire assessment on teams to check knowledge and understanding. Key Questions: “What is Devising and why is it an important part of Drama”, “How do you use a stimulus and what different types of Stimulus’ can you have”, “In Drama what is the only one thing you cannot Devise from, because it is already done for you?”. HT6 Hamilton the Musical – Staging a Production Historical context of Hamilton the musical Staging a show Theatre experience Direction Scripts submitted onto Teams to be graded and Bringing in costume/ props and setting for

Students will watch a series of scenes from Hamilton the Musical. They will write a theatrical review based on what they have seen. Whether they think it is good or not and why. Props, costume, set and staging – depicting the style and genre of the musical. Answering detailed GCSE based questions on the directors’ artistic intentions of staging the piece. AQA GCSE Drama – Exam preparation. The value of props, costume and set in a performance. Imagery Grouping Pace Timing Atmosphere Mood assessed. Performance practical assessment on Soap Opera. Students will be formatively assessed during the SoW to check for any misconceptions. performances if needed. Learning lines and preparing in their own time for practical assessments. End of topic multiple choice questionnaire assessment on teams to check knowledge and understanding. Key Questions: “How do you write a successful Theatrical Review, with meaningful content”, “In Hamilton what are the positives and negatives of the show”, “If you were to add anything into the musical, what would it be to make it better?”. CIAG How can skills be developed in Drama (e.g., teamwork, leadership, and creativity) be applied to other careers? How can experience in performance improve public speaking and presentation skills? What are some common career paths for professional actors/ actresses, and what do they entail?