Drama Y9

Overall Curriculum Goals

1.    To develop an understanding and application of a diverse range of vocal and physical skills.

2.    To develop an understanding and application of a range of Drama techniques.

3.    To develop a basic understanding of theatre practitioners and theatrical styles.

4.    To develop an appreciate for the various specialisms within Theatre.

Term 1

Term 2

Term 3

Topic Title: 

Refugee Boy

Topic Title: 

Cookies

Topic Title: 

This is the Place

Topic Intent:

Refugee Boy looks at what forces someone to flee their home and the varying perceptions of refugees. The play is a story about arriving, belonging and finding home; something that many of our KP students have experience of. With Rochdale having one of the highest proportions of asylum seekers and refugees in the UK, and the media often portraying them in a negative light, it is important to teach our students about the experiences of such individuals. This will in turn foster empathy and an awareness of the role that our students can play as local and global citizens. Many of our students will have first- or second-hand experience of what it is to be a refugee or asylum seeker and, for those who don’t, it is vital that they understand the experiences of their community.

This scheme of learning will also allow our students to explore the socio-political dimension of theatre through the theatre practitioner, Bertolt Brecht. We will apply his Epic style to various scenes with the play in order to enhance students’ understanding of a variety of theatrical styles and the power of theatre to question societal practices and its ability to potentially re-shape society.

Bertolt Brecht: ‘Art is not a mirror held up to society but a hammer with which to shape it’

Topic Intent: 

Cookies explores the theme of consent and the consequences of ‘sexting’. This is an issue affecting a large number of young people and it is something that we, as a school, are trying to explore so that young people have a safe space to educate themselves of the dangers and the outlets they can access for help or support.

Performance, design and response to live theatre will be covered, highlighting the wide-ranging skillset and opportunities within the performing arts industry.

Topic Intent:

This SoL allows students to explore the Manchester Arena Bombing of 2017 through the lens of a citizen and a dramatist.  They will explore a variety of perspectives attached to the event, along with exploring the short term and long-term effects via interviews with their peers, teachers and family. All of this is approached through the lens of verbatim theatre and its associated techniques, with particular emphasis on the work of industry specialists, the Paper Birds.

Key Content / Skills:  

  • What is expected of me, and what can I expect, in Drama?
  • How can exploring a text with a particular context help us to empathise with characters and their situations?
  • What is cross-cutting and how can it be applied to scene 2 of Refugee Boy?
  • How can juxtaposition of sound be applied to scene 2?
  • What are placards and how can they be effectively applied to scene 5 of Refugee Boy?
  • How can narration and direct address be effectively applied to scene 5?
  • How do I effectively apply my selected Brechtian techniques to a scene from Refugee Boy?
  • How do I successfully perform a piece of Brechtian theatre to a live audience?
  • How do I successfully evaluate my performance?

Key Content / Skills:  

  • Why is it important that taboo topic areas are covered in the theatre, film and TV?
  • How is the concept of consent explored in Cookies?
  • How do given circumstances contribute to a successful duologue?
  • How do I apply effective vocal skills to a duologue?
  • How do I apply effective physicality to a duologue?
  • How do I apply my physical and vocal skills in a performance context?
  • How do I evaluate professional acting performances?
  • How do I evaluate theatrical design in a professional performance?

Key Content / Skills:  

  • What is verbatim theatre and why is it the most appropriate theatrical style for our stimulus?
  • How can Jacque Le Coq’s Seven Levels of Tension be used to further explore the stimulus?
  • What are the various perspectives of the event, and do we select an appropriate perspective for our performance?
  • How do I apply the techniques of the Paper Birds to further develop my performance?
  • How do I complement my performance through use of lighting?
  • How do I complement my performance through use of sound?
  • How do I perform a piece of verbatim theatre to engage a live audience?
  • How do I successfully evaluate my performance?

Assessment:

Exploring – 16 marks (20%)

Performing – 30 marks (37.5%)

Evaluation - 34 marks (42.5%)

Total = 80 (100%)

Assessment:

Exploring – 16 marks (20%)

Performing – 30 marks (37.5%)

Evaluation - 34 marks (42.5%)

Total = 80 (100%)

Assessment:

Exploring – 16 marks (20%)

Performing – 30 marks (37.5%)

Evaluation - 34 marks (42.5%)

Total = 80 (100%)

Home Learning:

learning lines; research

Home Learning:

learning lines; research; theatrical viewing

Home Learning:

learning lines; research; conducting family interviews

Employability, Professionalism and Enterprise  (EPE) Links

All Drama SoL cover the transferrable skills of creativity, critical thinking, collaboration and communication.
Below is a list of the professional roles that are associated with this SoL:
  • Aid Worker
  • Politician
  • Theatre Practitioner
  • Journalist
  • War Correspondent

Employability, Professionalism and Enterprise  (EPE) Links

All Drama SoL cover the transferrable skills of creativity, critical thinking, collaboration and communication.
Below is a list of the professional roles that are associated with this SoL:
  • Cyber Security
  • Lawyer
  • Actor
  • Dancer
  • YouTuber
  • Lighting Technician

Employability, Professionalism and Enterprise  (EPE) Links

All Drama SoL cover the transferrable skills of creativity, critical thinking, collaboration and communication.
Below is a list of the professional roles that are associated with this SoL:
  • Local and regional politics
  • The Emergency Services
  • Poet
  • Religious Leaders
  • Journalist

Useful Links

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Downloads

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Kingsway Park High School

Turf Hill Road
Rochdale
OL16 4XA

T 01706 716 761

E info@kingswaypark.org


Lettings

For Lettings please contact them direct on:

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