Year 8

Introduction
In Year 8 Drama is an important part of the balanced arts curriculum and is taught as a discrete arts subject. The teaching in Year 8 builds on that in Year 7.
During Year 8 pupils will become more confident  at Making, Performing and Responding to Drama.  They will understand how the use of  different Drama conventions can help them to think critically about a situation, issue or text.
Curriculum organisation
In Year 8 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 forty minute’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 8 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 8 student is on a level 4
 
Year Eight Course Description

The Year Eight course is taught as three schemes of work, each lasting approximately one term.

Term One Sample Scheme Of work
• Spontaneous improvisation
• Prepared Improvisation
• Medieval Theatre

Standard Assessment 1: Baseline assessment (practical)

By the end of term1 pupils should be able to:
• work collaboratively to devise and present devised pieces, which engage the audience through use of dramatic tension and dramatic irony
• reflect on their participation in drama and identify areas for their development of dramatic techniques, e.g. keep a reflective record of their contributions to dramatic improvisation and presentation;

Term Two Sample Scheme Of work
• Text based Drama
• Renaissance Theatre

Standard Assessment 2: A devised performance based on a text

By the end of term 2 pupils should be able to:
• work independently and collaboratively to present dramatic performances, scripted and unscripted, which explore character, relationships and issues.
• Evaluate, the presentation of dramatic performances, scripted and unscripted, which explore character, relationships and issues.
• extend their spoken repertoire by experimenting with language in different roles and contexts

Term Three Sample Scheme Of work
• Improvisation & Devised Drama
• Commedia dell’Arte

Standard Assessment 7: A prepared improvisation based on a stimulus given by the teacher.

By the end of term 3 pupils should be able to:
• develop the dramatic techniques that enable them to create and sustain a variety of roles;
• explore and develop ideas, issues and relationships through work in role;

By the end of Year 8 pupils should be confident when working  with the following conventions and concepts:

• still image
• thought tracking,
• role play
• hot-seating,
• teacher-in-role
• space and levels
• symbolism
• marking the moment
• cross cutting
• narration
• abstract theatre
• physical theatre

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.rsc.org.uk/exploringshakespeare

www.shakespeares-globe.org

www.bbc.co.uk/drama/shakespeare/60secondshakespeare