Year 7

Introduction

In Year 7 Drama is an important part of the balanced arts curriculum and is taught as a discrete arts subject. The teaching in Year 7 builds on that in primary schools.
In Year 7 pupils will meet and explore a range of drama techniques which are then developed and extended in Year 8.

Curriculum organisation

In Year 7 students receive one period of Drama per week and are taught in mixed ability form groups.  The main course book used is ‘Complete Drama’ published by Pearson.

Independent Study
Homework will be set by the Drama teacher at appropriate points during the course. Homework will usually be of approximately half an hour’s duration. Should homework take longer than this then additional time will be given (e.g. a one hour homework will be given two weeks for completion).

Assessment and reporting
National Curriculum levels are given for individual assessments and reviewed with the pupils on a termly basis.  Individual subject teachers will set appropriate assessment tasks throughout the course. However, standard assessments are made during the course of the year, details of which are contained in the curriculum outline below. Assessment is a planned part of every lesson, and self-assessment is part of every pupil’s normal pattern of working in drama.  A baseline assessment of all Year 7 pupils is conducted at the beginning of the autumn term.  This will help your child’s Drama teacher to accurately monitor your child’s development throughout the year and to set appropriate and meaningful goals for them.

The Drama levels at Jumeirah College are based on the Arts Council for England Document ‘Drama In Schools’ and are further informed by the National Curriculum for England framework teaching objectives for Drama within English.  The main strands are:

1. Making & Group work
Making (or creating) in drama involves working alone or with others to shape ideas into actions and exploring the conventions, resources and techniques of drama with increasing confidence.
2. Performing
Within the context of educational drama ‘performing’ does not necessarily mean taking part in a public performance. Performing refers to the work of a class, group or individual exploring, preparing and sharing ideas through enactment.
3. Responding
Responding to drama involves pupils in reflecting on their
own experience of drama, using appropriate subject
specific terminology.

In the U.K. the average Year 7 student is on a level 3

Year Seven Course Description

The Year Seven course is taught as three schemes of work, each lasting approximately one term. By the time they enter Key Stage 3, most pupils should have:

• experienced working in role in small groups and in a whole class context;
• used a variety of drama techniques (conventions) to explore characters and/or issues;
• experienced their teacher and/or other pupils working in role.

However, due to the varied experiences of Drama at primary level this will not always be the case, so the thrust of the work in term 1 of Year 7 will be benchmarking and consolidation of prior learning. Most pupils will be able to respond to the imaginary context, but some pupils may find it difficult to distinguish between imaginary work in role and work out of role. Whilst most pupils will be able to evaluate drama work, they may need the teacher to provide the terminology and the critical framework.

Term One Sample Scheme Of Work:
• Communication Skills
• Concentration Skills
• Co-operation Skills
• The Suspension Of  Disbelief
• Simple Mime
• Ancient Greek Theatre

Standard Assessment 1: Baseline assessment

By the end of term1 pupils should be able to:

• develop simple mime techniques
•  work collaboratively to devise and present devised pieces, which engage the audience
• develop simple drama techniques to explore in role a variety of situations and texts.

Term Two Sample Scheme Of Work:

• Telling A Story
• Using The Voice

Standard Assessment 2: The performance of a piece of improvised drama based on a   stimulus given by the teacher.         

By the end of term 2 pupils should be able to:

• extend their spoken repertoire by experimenting with language in different roles and contexts
• work independently to present pieces, which engage the audience

Term Three Sample Scheme Of Work:

• Creating Original Drama

Standard Assessment 3: The development and performance of a piece of original Drama 
            
By the end of term 3 pupils should be able to:
• reflect on and evaluate their own presentations and those of others
• work collaboratively to devise and present original pieces, which engage the audience

By the end of Year 7 pupils should be familiar with the following conventions and concepts:
• still image
• thought tracking,
• role play
• hot-seating,
• teacher-in-role
• space and levels
• proxemics

Extension opportunity: Trinity Guildhall Grade examinations in Speech & Drama

Extra-curricular Opportunities:
• Students are able to participate in the annual whole school show either as performers
or in a technical capacity
• Students are able to participate in lower school Trinity Drama club
• Theatre visits are organised when appropriate pieces of theatre are staged locally

Useful websites:

www.theatrehistory.com

www.bbc.co.uk/schools/ancientgreece/classics/theatre/intro.shtml