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Drama and Dance

Head of Department: Ms L Phillips

Drama is taught from Year 7 at Cambourne Village College. Drama and Dance are GCSE option subjects.

Year 7

(from the Greek drao = to do)

Drama at Cambourne is about developing the pupils as individuals through unlocking their use of imagination, intellect, empathy and courage. Through it, ideas, responses and feelings can be expressed and communicated. It carries the potential to challenge, to question and to bring about change. Drama makes an important contribution to the development of thinking skills including: information-processing, reasoning, enquiry, creative thinking and evaluation.

Half term

Topic

Skills and Assessment

1

Skills based—Team Building
Introduction to Year 7 Drama Strategies.
Experiencing skills, conventions, technique and style that will be used and developed throughout the year, as well as learning to work creatively as part of a team.

Each unit is split into 4 sub-categories, each sub-category with its own level descriptors. In each of the lessons the ‘lesson focus’ will be one of these sub categories.

For example, in ‘Performing ‘ the sub-categories are: Movement Skills, Characterisation, Performance Skills and Vocal Skills

2

Historical

Evacuees: Consideration of the lives of others from a different time and culture – looking at the role of adults and children in society of that time.

Each unit of work will be assessed practically, requiring pupils to work in groups to create a performance to share with the class. They will then be assessed on their ability to evaluate their own work and the work of others.

 pupils are required to keep a reflective journal of the skills and experience they gained during that scheme of work and provide evidence of their achievements.

They are assessed in the 3 categories:

Creating, Performing and Evaluating.

3

Drama Mediums

Pandora’s Box: An exploration of drama mediums and how these can be developed through scripted pieces and devised work

4

Script Work

Study and stage extracts of the “The Tempest”, by William Shakespeare.

5

Historical

Oregon Trail: Consideration of the lives of others from a different time and culture – looking at the role of adults and children in society of that time

6

Social
A scheme of work which focuses on approaching some of the human dilemmas and the choices made in the face of adversity.

Groupings

All Drama classes are taught in form groups at KS3. This allows for a diversity of experience, ability and skill. Differentiation is monitored by outcome, although all schemes of work allow for extension and ‘stretch’ exercises – whilst ensuring that the generic work is accessible to all. The promotion of working with others, in mixed gender and non—friendship groups is encouraged to broaden their practical experience.

Homework Information

Homework is not set on a regular basis in Drama due to the practical nature of the subject, although pupils are often asked to read, research or complete script writing, depending on the scheme of work being followed. pupils will also need to keep a reflective journal of their practical exploration and work in class, evaluating their own work as well as the work of others—this is an electronic journal.

Extended Study Information

Exploration of different theatre styles / exposure to theatre performances and reading plays.

Visits / Extra-Curricular opportunities

Lower School Drama clubs, open to all pupils, are run on a regular basis and theatre visits are run when opportunity allows.

There will also be opportunities for pupils to work creatively and collaboratively with cross-trust groups at Comberton and Melbourn.

Equipment

Students are asked to work bare foot or with “grip socks” (unless medically exempt) when in the studios. The “grip socks” can be purchased from school or if you already own these please feel free to bring these along to your lessons.

Year 8

Drama at Cambourne is about developing the pupils as individuals through unlocking their use of imagination, intellect, empathy and courage. Through it, ideas, responses and feelings can be expressed and communicated. It carries the potential to challenge, to question and to bring about change. Drama makes an important contribution to the development of thinking skills including: information-processing, reasoning, enquiry, creative thinking and evaluation.

Half Term

Topic

Skills and Assessment

1

(Historical) Oedipus Rex – Greek Theatre

A scheme of work that explores the story of Oedipus Rex. Students will be creating their own pieces.

The level descriptors are split into 3 categories:  Creating, Performing and Evaluating.


Each is split into 4 sub-categories, each sub-category with its own level descriptor. In each of the lessons the ‘lesson focus’ will be one of these sub categories. For example, in Performing the sub-categories are:
Movement Skills, Characterisation, Performance Skills and Vocal Skills

2

(Creative/Script) - Students will explore a script based on friendship, bullying and peer pressure where they will use a combination of the text and their own work to continue developing practical skills and working collaboratively. 

 

Each unit of work will be assessed practically, requiring students to work in groups to create a performance to share with the class. They will then be assessed on their ability to evaluated their own work and the work others.
Students are required to keep a reflective journal of the skills and experience they have during each unit  of work and provide evidence of their achievements.

They are assessed in the 3 categories:
Creating, Performing and Evaluating.

3

(Historical) Commedia dell’arte

A scheme of work that explores the ways of telling stories through fun stock characters and script work

4

(Improvisation) ‘The Landlady’

An exploration of how ghost stories are told and how to successfully apply Design elements such as sound and lighting.

5

(Creative/Improvisation) ‘Alice in Wonderland’

A scheme of work that explores the popular story but through the use of Physical Theatre*

*Please note this is subject to change given the current circumstances.

6

(Script based – Characterisation) ‘Blood Brothers’

A development of skills in voice, movement and interaction using the play Blood Brothers.

 

Groupings    

All Drama classes are taught in form groups at KS3. This allows for a diversity of experience, ability and skill. Differentiation is monitored by outcome, although all schemes of work allow for extension and ‘stretch’ exercises – whilst ensuring that the generic work is accessible to all. The promotion of working with others, in mixed gender and non—friendship groups is encouraged to broaden their practical experience.

Homework Information

Homework is not set on a regular basis in Drama due to the practical nature of the subject – although pupils are often asked to read, research or complete script writing, depending on the scheme of work being followed. Students will also need to keep a reflective journal of their practical exploration and work in class, evaluating their own work as well as the work of others—this is an electronic journal.

Extended Study Information

Exploration of different theatre styles / exposure to theatre performances and reading plays.

Equipment

Students are asked to work bare foot or with “grip socks” (unless medically exempt) when in the studios. The “grip socks” can be purchased from school or if you already own these please feel free to bring these along to your lessons.

Visits/Extra-Curricular opportunities 

The whole school production is open to all students, and students are able to work backstage as part of the “crew” or as part of the cast. Theatre visits are run when opportunity allows. 

There will also be opportunities for students to work creatively and collaboratively with cross-trust groups at Comberton and Melbourn.

Year 9

Drama at Cambourne is about developing the pupils as individuals through unlocking their use of imagination, intellect, empathy and courage. Through it, ideas, responses and feelings can be expressed and communicated. It carries the potential to challenge, to question and to bring about change. Drama makes an important contribution to the development of thinking skills including: information-processing, reasoning, enquiry, creative thinking and evaluation.

 

Half Term

Topic

Assessment and Skills

1

(Social – Script) - Students will explore a script based on friendship, peer pressure and racism where they will use a combination of the text and their own work to continue developing practical skills and working collaboratively

The level descriptors are split into 3 categories:    

Creating, Performing and Evaluating.
Each is split into 4 sub-categories, each sub-category with its own level descriptor. In each of the lessons the ‘lesson focus’ will be one of these sub categories.  For example, in Performing the sub-categories are:
Movement Skills, Characterisation, Performance Skills and Vocal Skills

2

(Social - Creative) Hillsborough Disaster
A scheme of work which focuses on approaching some of the human dilemmas and the choices made in the face of adversity.  

 

Each unit of work will be assessed practically, requiring pupils to work in groups to create a performance to share with the class. They will then be assessed on their ability to evaluated their own work and the work others.
Pupils are required to keep a reflective journal of the skills and experience they have during each unit  of work and provide evidence of their achievements.
They are assessed in the 3 categories:
Creating, Performing and Evaluating.

3

(Skills based)

A scheme that looks at Melodrama and how modern theatre has been shaped by this convention.

4

(Script and Practitioner)

A scheme of work that looks at Verbatim style theatre whilst exploring the plays of Mark Wheeler

5

 

 

 

(Devising—Stimulus) Using a range of different stimuli to explore and develop ways to devise from a stimulus. Working on an end of year performance.

 

 

 

(Script based – Characterisation)

A development of skills in voice, movement and interaction using the play “SparkleShark”

 

6

Groupings    

All Drama classes are taught in form groups at KS3. This allows for a diversity of experience, ability and skill. Differentiation is monitored by outcome, although all schemes of work allow for extension and ‘stretch’ exercises – whilst ensuring that the generic work is accessible to all. The promotion of working with others, in mixed gender and non—friendship groups is encouraged to broaden their practical experience.

Homework Information

Homework is not set on a regular basis in Drama due to the practical nature of the subject – although pupils are often asked to read, research or complete script writing, depending on the scheme of work being followed. Pupils will also need to keep a reflective journal of their practical exploration and work in class, evaluating their own work as well as the work of others—this is an electronic journal.

Extended Study Information

Exploration of different theatre styles / exposure to theatre performances and reading plays

Equipment

Students are asked to work bare foot or with “grip socks” (unless medically exempt) when in the studios. The “grip socks” can be purchased from school or if you already own these please feel free to bring these along to your lessons.

Visits/Extra-Curricular opportunities 

The whole school production is open to all students, and students are able to work backstage as part of the “crew” or as part of the cast. Theatre visits are run when opportunity allows. 

There will also be opportunities for pupils to work creatively and collaboratively with cross-trust groups at Comberton and Melbourn.

 

Years 10 & 11

DANCE

Course Content

Performance 30%

  • Set phrases through a solo performance
  • Duet/trio performance

Choreography—30%

  • Solo or group choreography

Dance Appreciation—40%

  • Knowledge and understanding of choreography process and performing skills
  • Critical appreciation of own work
  • Critical appreciation of professional work.

Homework

Homework will be both written and practical, set weekly. Written work may include researching dance practitioners, techniques, and theory. Practical may include choreography and rehearsing technique. 

Equipment

Dancewear can be purchased through school. The Dance Student textbook will be required.

Visits/Extra-curricular

It is required that you attend dance trips for this subject. There will be more information in due course.

 

DRAMA

Course Content

Drama will be taught through 4 areas: Skills Development, Exploring Genres and Practitioners, Practical Exploration of the set text linked to the written paper and live theatre review.

  • Skills Development looks at movement; voice; dramatic devices and technical aspects. Students will have 2 practical exams where they will devise their own work and perform an extract from a text as a solo, pair or small group
  • Exploring Genres and Practitioners involves learning about the work of a variety of practitioners or genres. Students will create their own work in their chosen style. Students will need to take regular notes for writing their coursework.
  • Practical Exploration of the set text linked to the written paper explores one text from a set list. Students are asked to discuss both the acting and technical aspects of theatre.
  • Live theatre review looks at all aspects of theatre and asks students to analyse and evaluate professional productions they have seen.

Homework

Homework will be both written and practical, set weekly. Written work may include researching drama practitioners, performance skills, and dramatic devices, reading and annotating scripts. Practical work will include rehearsals and line learning.

Equipment

The Drama Student textbook and the “set text” will be required.

Visits/Extra-curricular

It is required that you attend theatre trips for this subject.* There will be more information in due course. There may be the opportunity to take part in workshops with external practitioners.

*Normally you would attend theatre trips in February however an alternative (remote) provision may be made because of COVID but we hope this won’t be necessary.