KS3 Curriculum Plan · Web viewa similar structure to the GCSE. Throughout this KS3 curriculum plan...

Our VisionOutstanding teaching and learning | Excellence in theatre performance Explore our heritage and modernity | Bridge the gap in cultural capital

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YEAR 7 | SCHEMES OF LEARNING

KS3 Curriculum PlanKS3 Assessment ObjectivesAO1: Creating - Create, develop and refine ideas to communicate meaning. (30%)AO2: Directing - Direct others in the creation and development of drama (10%)AO3: Performing - Apply theatrical skills to realise artistic intentions in live performance. (30%)AO4: Evaluating - Analyse and evaluate their own work and the work of others. (20%)

KS3 CurriculumThe schemes of learning for year 7 and 8 fall into three categories: Text exploration Devised drama Theatrical style or practitioner

Year plannerThe schemes of learning can be based around the assessment timetable:

Assessment point Scheme of learning Category

1 Introduction to Drama Text explorationDevised drama

2 Mime & Silent Film Theatrical style or practitioner

3 Commedia dell’arte Theatrical style or practitioner Devised drama

4 Historical Drama Text exploration

5 Greek Theatre Devised drama

6 Contemporary storytelling Text exploration

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KS3 Assessment Criteria

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GCSE & A Level LinkThe curriculum for these schemes has been modelled in a similar structure to the GCSE. Throughout this KS3 curriculum plan you will see codes that link back to the following areas of knowledge, understanding and skills.:

A) Performance texts and dramatic works1A • genre2A • structure3A • character4A • form5A • style7A • language8A • sub-text9A • character motivation and interaction10A • the creation of mood and atmosphere11A • the development of pace and rhythm12A • dramatic climax13A • stage directions14A • the practical demands of the texts

B) Social, cultural and historical contexts1B • the social, cultural and historical context in which the performance texts studied are set2B • the theatrical conventions of the period in which the performance texts studied were created

C) How meaning is interpreted and communicated1C • performance conventions2C • use of performance space and spatial relationships on stage3C • actor and audience configuration4C • relationships between performers and audience5C • design fundamentals such as scale, shape, colour, texture6C • the design of props and the design of sets such as revolves, trucks, projection, multimedia,pyrotechnics, smoke machines, flying7C • the design of costume including hair and

make-up8C • the design of lighting such as direction, colour, intensity, special effects9C • the design of sound such as direction, amplification, music, sound effects both live and recorded10C • performers' vocal interpretation of character such as accent, volume, pitch, timing, pace, intonation, phrasing, emotional range, delivery of lines11C • performers' physical interpretation of character such as build, age, height, facial features, movement, posture, gesture, facial expression

D) Creating1D • Generate dramatic ideas as an individual and in groups2D • Develop dramatic ideas as an individual and in groups3D • Refine theatrical ideas for performance4D • Direct group performance work

E) Analysis & Evaluation1E • Describing dramatic ideas2E • Describing the use of theatrical skills3E • Explaining the artistic intentions behind a dramatic idea4E • Explaining the effect of a performance on an audience5E • Analysing the differences between performances6E • Analysing the difference in interpretation of character7E • Evaluating your own dramatic ideas8E • Evaluating your own theatrical performance9E • Evaluating the dramatic/rehearsal process10E • Analyse and Evaluate the work of others

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Year 7 | Autumn 1Introduction to Drama

Knowledge and understandingA) Performance texts and dramatic works3A • character: analysis of character, comparing similarities and differences7A • language: communication of character through language13A • stage directions: responding physically and vocally to the playwright’s instructions14A • the practical demands of the text: how to stage a duologue

Practical: skill development and applicationC) How meaning is interpreted and communicated10C • performers' vocal interpretation of charactervolume, pitch, timing, pace, intonation, phrasing, emotional range, delivery of lines11C • performers' physical interpretation of charactermovement, posture, gesture, facial expression

D) Creating1D • Generate dramatic ideas as an individual and in groups

Analysis & Evaluation1E • Describing dramatic ideas2E • Describing the use of theatrical skills

Details of learning activities and teaching methodsCategory Hours of study time Description

Introductory workshop: Group work 1 Practical group work

Skills workshop: Vocal skills 1 Practical group work

Skills workshop: Physicality 1 Practical group work

Creating and developing drama: Development of assessed group scripted piece 2 Practical group work

Performance 1 Practical group work

Evaluation 1 Seminar / Individual

Home learningCategory Hours of study time Description

Independent rehearsal (1) Group

Independent research and written response (1) Individual

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AssessmentBaseline assessment against KS3 assessment criteria to include:

Form of assessment

Size (e.g. length / duration) AO assessed

Feedback method

Creating and directing

⁃ Participation in skills workshops⁃ Development of performance in rehearsal

1 & 2 Written

Performance ⁃ Performance a scripted excerpt as part of a group⁃ Minimum performance timings: 1-2 minutes

3 Verbal

Evaluation ⁃ Description of dramatic ideas⁃ Description of theatrical skills used in performance

4 Written

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Year 7 | Autumn 2Mime & Silent Film

Knowledge and understandingA) Performance texts and dramatic works1A • genre: mime, silent film, melodrama, clowning 2A • structure: introduction to dramatic structure, film storyboards, 3A • character: archetypes, clown, Charlie Chaplin influence.4A • form: mime sequences, clown skits and silent film form5A • style: mime, clowning, links to melodrama12A • dramatic climax: creation of tension, comedy and climax

Practical: skill development and applicationC) How meaning is interpreted and communicated1C • performance conventions:mimed objects, creation of world of the play, comedic skills, entrances and exits, captions, influence of silent film.11C • performers' physical interpretation of characterbuild, age, height, facial features, movement, posture, gesture, facial expression

D) Creating1D • Generate dramatic ideas as an individual and in groups2D • Develop dramatic ideas as an individual and in groups

Analysis & Evaluation1E • Describing dramatic ideas2E • Describing the use of theatrical skills5E • Analysing the differences between performances6E • Analysing the difference in interpretation of character7E • Evaluating your own dramatic ideas

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Skills workshop: Tension Use of mime to create character and location Development of tension Use of filmic conventions (flashback)

1 Practical group work

Skills workshop: Physical comedy Creation and conventions of physical comedy Charlie Chaplin influence Use of movement & gesture


Creating and developing drama: Development of assessed group piece Exaggeration, repetition, comedy threes Synchronisation & movement Development of drama from scenarios Development of character across time.







AssessmentAssessed against KS3 assessment criteria to include:

Form of assessment


Feedback method



1 & 2 Written

Performance ⁃ Performance of mimed drama⁃ Minimum performance timings: 2 scenes over 2mins

3 Verbal

Evaluation ⁃ Describing the use of theatrical skills⁃ Evaluating your own theatrical performance

4 Written

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Year 7 | Spring 1Commedia dell’arte

Knowledge and understandingA) Performance texts and dramatic works1A • genre: mime, silent film, melodrama, clowning 2A • structure: introduction to dramatic structure, film storyboards, 3A • character: archetypes, clown, Charlie Chaplin influence.4A • form: mime sequences, clown skits and silent film form5A • style: mime, clowning, links to melodrama11A • the development of pace and rhythm12A • dramatic climax: creation of tension, comedy and climax

Practical: skill development and applicationC) How meaning is interpreted and communicated1C• performance conventions:mimed objects, creation of world of the play, comedic skills, entrances and exits, captions, influence of silent film.11C• performers' physical interpretation of characterbuild, age, height, facial features, movement, posture, gesture, facial expression

D) Creating1D • Generate dramatic ideas as an individual and in groups2D • Develop dramatic ideas as an individual and in groups4D • Direct group performance work

Analysis & Evaluation1E • Describing dramatic ideas2E • Describing the use of theatrical skills4E • Explaining the effect of a performance on an audience7E • Evaluating your own dramatic ideas10E • Analyse and Evaluate the work of others

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Skills workshop: Character Characterisation through physicality Zanni & Pantelone 7 primary emotions


Skills workshop: Space & Staging Triangle of power Stage positions Interaction (actor and audience)


Skills workshop: Lazzi Gromalot Scenarios Creation of Lazzis


Skills workshop: Character Relationships Harlequino & The Doctor Servant & Masters Status and power


Creating and developing drama: Development of assessed group piece 1 Practical group work







Form of assessment


Feedback method



1 & 2 Written

Performance ⁃ Performance of mimed drama⁃ Minimum performance timings: 2 scenes over 2mins

3 Verbal

Evaluation ⁃ Describing the use of theatrical skills⁃ Evaluating your own theatrical performance

4 Written

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Year 7 | Spring 2Historical Drama

Performance text(s): Private PeacefulKnowledge and understandingA) Performance texts and dramatic works1A • genre naturalism 3A • character family relationships, status, growing up, peer pressure, influence of war4A • form monologue, poetry and group scenes 7A • language analysing text for character and influence of context8A • sub-text inferring meaning and intention behind dialogue9A • character motivation and interaction Character relationships across a scene and time13A • stage directions14A • the practical demands of the texts Staging monologues, staging war scenes

B) Social, cultural and historical contexts1B • the social, cultural and historical context in which the performance texts studied are setWW1: PALS, trench warfare, cowardice, patriotism, themes of war, time and justice

Practical: skill development and applicationC) How meaning is interpreted and communicated1C • performance conventions: Still images, conscience alley, spoken thoughts, monologue10C • performers' vocal interpretation of charactervolume, pitch, timing, pace, intonation, phrasing, emotional range, delivery of lines11C • performers' physical interpretation of characterbuild, age, height, facial features, movement, posture, gesture, facial expression


Analysis & Evaluation1E • Describing dramatic ideas2E • Describing the use of theatrical skills6E • Analysing the difference in interpretation of character7E • Evaluating your own dramatic ideas8E • Evaluating your own theatrical performance


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Skills workshop: Relationship between the Brothers Changing relationship of Charlie & Tommo Use of still images and spoken thoughts Perception of WW1 and themes


Skills workshop: War Poetry Choral movement and speech Links to themes and WW1 context Conscience alley – exploring PALs and patriotism


Creating and developing drama: War scene Scripted text skills: audience intention, staging,

characterisation and creation of atmosphere.1 Practical group work

Exploratory workshop: Hotseating Explore Charlie’s experience in the court martial

hearing through hotseating. Performing from different perspectives with

consideration of argument (language), voice and physical skill.


Creating and developing drama: Monologue Staging a monologue Communicating character intention Showing character development across time





Independent rehearsal / learning lines (1) Group

Independent written response (1) Individual


Form of assessment


Feedback method


Participation in skills workshops Development of performance in rehearsal

1 & 2 Written

Performance Performance of historical drama Minimum performance timings: 2mins

3 Verbal

Evaluation Analysing the difference in interpretation of character

Evaluating your own theatrical performance

4 Written

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Year 7 | Summer 1Greek Theatre

Knowledge and understandingA) Performance texts and dramatic works1A • genre Classical theatre, tragedy 2A • structure Prologue, choral ode, tragic structure, catharsis3A • character Tragic characters, protagonists, role of women, antagonists4A • form Narration, choral ode, duologue, tableaux5A • style Choral work, Greek theatre conventions9A • character motivation and interactionInteraction within the chorus, interaction with audience, status relationships10A • the creation of mood and atmosphereComposition of tragedy (pity, fear and catharsis), how a chorus creates a mood and atmosphere12A • dramatic climaxCreating climax through choral work and character development across a scene14A • the practical demands of the textsStaging choral odes, duologues, communicating meaning through visual representation

B) Social, cultural and historical contexts1B • the social, cultural and historical context in which the performance texts studied are setGreek myth, link to religion and ritual2B • the theatrical conventions of the period in which the performance texts studied were createdChorus composition, entrances/exits, performance in amphitheatre

Practical: skill development and applicationC) How meaning is interpreted and communicated1C • performance conventions: Creation of chorus, Tableaux, entrances/exits, narration2C • use of performance space and spatial relationships on stageInteraction between characters, relationship between actor and audience10C • performers' vocal interpretation of charactervolume, pitch, timing, pace, intonation, phrasing, emotional range, delivery of lines11 • performers' physical interpretation of characterbuild, age, height, facial features, movement, posture, gesture, facial expression

D) Creating2D • Develop dramatic ideas as an individual and in groups3D • Refine theatrical ideas for performance4D • Direct group performance work

Analysis & Evaluation1E • Describing dramatic ideas2E • Describing the use of theatrical skills4E • Explaining the effect of a performance on an audience8E • Evaluating your own theatrical performance

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Skills workshop: Greek Myth Context: The moral and cultural fabric of Greek life Devising with myths Creation of still images


Skills workshop: Greek Chorus Synchronicity, timing and unison Still image and tableaux Narration


Skills workshop: Tragedy & Chorus Conventions of tragedy (pity & fear) Power


Skills workshop: Tragedy and Character Power relationships Role of women


Creating and developing drama: Development of assessed group piece 1 Practical group work







Form of assessment


Feedback method



1 & 2 Written

Performance Performance of Greek drama Minimum performance timings:

Monologue 1-2mins / Group sc. 2-3mins

3 Verbal

Evaluation Explaining the effect of a performance on an audience

Evaluating your own theatrical performance

4 Written

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Year 7 | Summer 2Contemporary Storytelling

Performance text(s):Beasts and Beauties (Blue Beard, The Juniper Tree & The Emperor’s New Clothes)

Knowledge and understandingA) Performance texts and dramatic works1A • genre folk and fairy tale3A • character archetypes, 4A • form contemporary storytelling 5A • style storytelling, physical theatre7A • language use of first-person and third-person speech9A • character motivation and interaction Creating character background, communicating changing relationships between characters.10A • the creation of mood and atmospherecreated through physical theatre, sound effects, pauses and suspense13A • stage directions14A • the practical demands of the textsStaging physical theatre sequences, narrating in-role

Practical: skill development and applicationC) How meaning is interpreted and communicated1C • performance conventions:Physical theatre, narration, multi-role, hotseating, news reports2C • use of performance space and spatial relationships on stage10C • performers' vocal interpretation of charactervolume, pitch, timing, pace, intonation, phrasing, emotional range, delivery of lines11• performers' physical interpretation of characterbuild, age, height, facial features, movement, posture, gesture, facial expression


Analysis & Evaluation1E • Describing dramatic ideas3E • Explaining the artistic intentions behind a dramatic idea4E • Explaining the effect of a performance on an audience10E • Analyse and Evaluate the work of others

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Skills workshop: Introduction to Storytelling Exploring fairy-tale conventions Constructing and developing stories (word tennis,

unfortunately/fortunately) Analysis of Blue Beard text and links to conventions


Skills workshop: Physical theatre Development of physical theatre skills (creation of

object/shape/letter) Connection between story and physical creation Creation of atmosphere and use of soundscapes


Skills workshop: Applying physical theatre to text Understanding structure Use of third and first person narrative


Creating and developing drama: … Hotseating characters – understand background and

motivation Creation of news report – applying character

background.








Form of assessment


Feedback method



1 & 2 Written

Performance Performance of storytelling drama Minimum performance timings: 3mins

3 Verbal

Evaluation 3E • Explaining the artistic intentions behind a dramatic idea

10E • Analyse and Evaluate the work of others

4 Written

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KS3 Curriculum Plan · Web viewa similar structure to the GCSE. Throughout this KS3 curriculum plan...

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