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Inspiring Young People

Year 8

 

 

 

In Year 8, students will study Drama once a week.   By the end of the year 8, student will:

  • Be confident in their abilities to apply heightened and exaggerated physical skills, mime and movement in both improvised and scripted performance. 
  • Apply a range of vocal expression when interpreting text, dialogue and characters from scripts and other stimuli.
  • Recognize a variety of theatrical styles and genres including mime, physical theatre and pantomime.
  • Work co-operatively and creatively with peers to structure, rehearse and present small-scale performances.
  • Evaluate their own and others practical work using a growing knowledge of drama terms and vocabulary.

 
Drama

 

Content to be studied

Method of assessment

Autumn 1

Mime and physical theatre

Pupils explore and develop skills associated with mime performance.

  • Exaggeration
  • Movement and Gesture
  • Facial expression
  • Body Language
  • Story telling
  • Slapstick
  • Physical theatre
  • Comedy

Pupils develop their physical communication and performance skills through the use of mime and physical theatre techniques.

Pupils are assessed on their practical application of skills, and their ability to interpret and sustain characters through mime performance.

 

Pupils participate in a formative assessment tasks. 

Pupils receive both verbal and written feedback from their peers and teacher based on their skills progression this half term.

Autumn 2/ Spring 1

Pantomime

Pupils develop their understanding of the pantomime genre through the exploration of popular pantomime plots, stock characters and sight gags.

 

Pupils interpret scripts and explore skills associated with pantomime performance, such as:

  • Direct Address
  • Narration
  • Interacting with the audience
  • Singing
  • Dance
  • Ensemble/ choral work
  • Story telling
  • Heightened characterization

 

Pupils apply skills learnt in order to devise and script their own pantomimes for performance.  

Pupils regularly evaluate their skills development and progress through both written and practical tasks.

 

Pupils’ complete formative and summative assessment tasks.  They conduct self and peer assessment.   Based on their achievement, all pupils set targets for improvement.

 

Pupils receive an effort level and attainment grade from their teacher; which is noted in whole school tracking data as either Developing, Secure or Excellent based on their overall skills progression.

Spring 2

Alternative Tales

Pupils explore popular culture, contemporary themes, moral issues and the FCJ values through the medium and exploration of popular fairy stories e.g. ‘Goldilocks’. 

Pupils use explorative strategies to explore and develop characterization.  Pupils participate in tasks such as:

  • Role play
  • Thought-Tracking
  • Hot-seating
  • Forum Theatre

In order to explore contexts, understand social stereotypes, and become aware character motivations, actions and reactions.

Pupils create and devise alternative scenes and endings for fairy tale characters based on their in-depth character exploration work.

Pupils are assessed on their practical application of skills and their ability to interpret characters/ roles and text for performance.

 

Pupils participate in a summative and formative assessment tasks. Pupils conduct self and peer assessment. 

 

Pupils receive an effort level and attainment grade from their teacher; which is noted in whole school tracking data as either Developing, Secure or Excellent based on their overall skills progression.

Summer 1

Exploring Text

Pupils read and explore an appropriate full-length text, in-depth.

 

Pupils develop a deeper understanding of how to interpret text and characters from scripts, including form and context. 

Pupils know, understand and apply basic staging rules and techniques when working with text:

  • Reading Stage Directions
  • Cue and Freeze
  • Entrances/ Exits
  • Space and Proxemics
  • Masking & Blocking
  • Transitions
  • Upstaging
  • Split Scene
  • Levels
  • Props and Costume

 

Pupils choose, rehearse and polish extracts for performance and assessment.

 

 

 

Pupils regularly evaluate their knowledge and skills development through both written (research/ homework) and practical tasks.

 

Pupils complete both formative and summative assessment tasks based on the texts/ genres explored. 

 

Pupils participate in self and peer assessment.  

Pupils set challenging targets for improvement and skill progression.

 

Pupils receive an effort level and attainment grade from their teacher which is noted in whole school tracking data as either Developing, Secure or Excellent based on their overall skills progression.

 

 

Summer 2

Musical Theatre

Pupils interpret scenes and characters from popular West End and Broad Way Musicals, such as ‘Grease’, ‘Annie’ and ‘Oliver’.  Through the exploration of:

 

  • Plot
  • Context
  • Songs (lyrics)
  • Dance
  • Chorus
  • Humour/ Pathos
  • Dialogue
  • Monologues
  •  

Pupils explore and apply appropriate devices in order to interpret, rehearse and perform extracts in a musical theatre style.

Pupils regularly evaluate their skills development and progress through both written and practical tasks.

 

Pupils’ complete formative and summative assessment tasks.  They conduct self and peer assessment.   Based on their achievement, all pupils set targets for improvement.

 

Pupils receive an effort level and attainment grade from their teacher; which is noted in whole school tracking data as either Developing, Secure or Excellent based on their overall skills progression.

 

Year 8 pupils receive a written progress report from their teacher in the summer term.

 

 

         
 

How will I know if my daughter is achieving this?

  • Pupil effort (1-4) and attainment marks (Developing, Secure and Excellent) are recorded four times a year in whole school tracking and reporting documents. 
  • Verbal and written feedback will be offered to students during formative and summative assessment tasks. 
  • Written tasks, research/ homework, self and peer feedback is evident in pupil assessment booklets.
  • Pupils and parents will attend one parent/ teacher evening a year to discuss pupil progress/ targets.
  • Pupils will receive an end of year Drama report.
 
   

How will work be assessed?  

  • Pupils participate in regular formative assessments and termly summative assessments.
  • The curriculum content, delivery and assessment format is based on National Drama/ GCSE (9-1) Level Descriptors.
  • Pupils are assessed on their application of practical skills, knowledge and group work.
  • Pupils reflect on their own and others progress through self, peer and teacher assessment tasks.
  • Summative assessments take place at the end of each unit of work.

What feedback might they get?

  • Pupils receive personalized feedback in order to know and understand how to improve practical and performance skills, including voice and movement.
  • Pupils are offered personalized targets in order to develop theory, knowledge and practice and increased use of Drama and Theatre vocabulary during verbal and written responses.
  • Pupils are supported during group work in order to develop their skills and confidence.
  • Pupils are able to evaluate and measure their effort and progress in their assessment booklets in order to consolidate their learning whilst targeting areas for improvement.

 
   

Enrichment opportunities

  • Year 8 Drama club takes place once a week
  • Year 8 pupils can participate in House plays, pantomimes and the School Production.
  • Opportunities to participate in local and national Drama festivals e.g. Shakespeare in Schools
  • The Drama Department arranges regular theatre visits to local venues to watch a range of live theatre, plays and Musical Theatre productions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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