DRAMA

Vision Statement

We believe that drama should play an important role within the curriculum from the start of KS3. We believe that drama can be used as an important tool for students to explore the world, and their place within it, and to give them the confidence to take a more active role within that world.

Students should be exposed to range of dramatic experiences so that they can express ideas through these forms of drama and also be respective to the ideas of others. Drama should lead to a greater understanding of, not only dramatic techniques, traditions and forms, but also political, social and ethical issues.

As drama teachers we have the opportunity to extend students ability to work collaboratively, responsibly and constructively. The challenges faced within the subject are both individual and collective and allow students to explore their own boundaries and those of their peers. As teachers it is our responsibility to guide students through these, often difficult challenges, and ensure personal growth through the subject.”

Future Plans

The department currently operates a very successful AS/A2 course that represents a starting point for building a thriving department offering opportunity in all Key Stages.

The first part of this expansion involves the explicit teaching of not only the National Literacy Strategy Drama Objectives Bank but also a subject specific curriculum that is targeted at developing the skills needed for success at Key Stages 4 and 5 as part of the English curriculum during years 7-9.

The grounding in Key Stage 3 is one way of moving towards a place for Drama in the school curriculum in all Key Stages. Covering basic skills in year 7-9 will allow a strong introduction of the subject at GCSE level. The coverage in Key Stage 3, as well as the growth of the school to four forms of entry, will encourage a growth in the profile of the subject and ensure numbers in Key Stage 4.

Schemes of work

I. Key Stage 3

All teachers within the English department who have Key Stage 3 classes are issued with complete schemes of work, marked for appropriate year groups. The curriculum map allows for two schemes to be allowed in Year 7 and 8 and one SATs based scheme in Year 9.

The schemes are fully mapped against the Literacy Strategy Drama Objectives and also Arts Council document “Drama in Schools (Second Edition)”. These schemes represent a fully justified approach for the specialist and non-specialist and contain everything from reusable resources, music, all of the lesson plans on disk (for easy editing), and assessment and recording sheets.

It is not meant for teachers to be straight-jacketed into these schemes and any teacher wishing to develop their own drama approaches are welcomed to do so as long as they provide coverage of the documents mentioned above and are effectively shared with the rest of the department.

II. Key Stage 4

Drama within the English/ English Literature GCSE is left to teacher discretion. It is mat obviously addressed within the teaching of the 20th Century Drama coursework for English Literature. However it has been just as effective when used to explore the poetry from the AQA Anthology, Shakespeare or novels.

Drama is also an important aspect of the Speaking and Listening skills. It is recommended that you complete at least two separate drama tasks over the GCSE course so that the students can have more chances of improving their marks.

GCSE Drama and theatre Studies is not currently offered at the school. This is an area for development and any future plans for the department will include expanding into this Key Stage.

III. Key Stage 5

The department follows the AQA Drama and Theatre Studies AS/A2 syllabus. We feel that this syllabus offers the best balance between the academic study of drama and the practical exploration of it.

Teachers take responsibility for their own examined unit. (there are occasionally some crossovers but these are usually arranged between staff and on a yearly basis).

In the teaching of all the units we aim to be as practical as possible. It is important that the students have a practical knowledge of practitioners, texts and hw drama works. We must also address the written element and essay writing, research and expressing ideas in visual forms should not be neglected.

Teaching and Learning Strategies

The drama curriculum, where possible, should be delivered through practical approaches. Much of the curriculum relies on the individuals to explore their own ideas with others, through discussion and group work. However, there should also be the opportunity for individual reflection and development within the curriculum.

The teacher needs to be sensitive to a range of learning styles and adapt their teaching accordingly. A range of teaching and learning styles are indicated within the schemes of work but these are not designed to be slavishly followed. A teacher should select the methods that will prove most effective for the group and aims of the lesson.

ICT Policy

The drama department regards ICT as fundamental in the world that the students are going on to be part of. However, we also believe that ICT should only be used when it can enrich the students experience and the quality of work that the students can produce.

We regard ICT in its wider sense to include the use of music, OHPs, PowerPoint presentation, as well as the students using computers.

In each scheme of work handed to members of the department there are a range of ICT resources that enable research, presentation or exploration of various aspects of drama. These should be used where possible. There may be alternatives to them that can be explored if resources cannot be secured.

Gifted and Talented Opportunities

Within the school’s intake there is a vast majority of students that would be regarded as gifted and talented, on a national scale. Therefore all schemes of work and lessons are planned to stretch and challenge theses students.

There are opportunities for involvement in activities outside of the curriculum, which are detailed in the “Extra-Curricular Opportunities” section of this handbook.

Use of Library

The library is an important school resource and research skills are important across the curriculum. As a result it is vital that the students have experience of research from the start of Key Stage 3. Most of the schemes of work for drama provide research-based lessons, through ICT and the Internet, or paper based resources. This research should become increasingly independent through Key Stage 4 and ultimately end up as a habit when studying drama in Key Stage 5 where contextual information provides a great insight into practitioners, styles and texts.

Extra-curricular Opportunities

The drama department plays a very important part in the extra-curricular life of the school. At present the department offers the opportunity to participate in school productions. The plan is to establish two productions a year.

Production 1: Upper school production involving Years 10 – 13. This enables them to tackle challenging and more adult drama.

Production 2: Whole school production. Larger cast enables the lower years to take an active part in the play.

The Head of Drama is responsible for overseeing that these productions take place but others in the department can take on the lead in putting on the productions if they have a project that they would like to work on.

Proposed for 2004/2005

Upper School Production: Our Country’s Good – Timberlake Wertenbaker.
Whole School Production: Romeo and Juliet – Shakespeare – Film Noir style.

The productions chosen should aim to stretch the ability of the cast and bring something new to the text. The aim is to elevate the status of the department and create an air of enthusiasm and excitement around the productions to make them a community event.

Key Resources

There are three main teaching areas for drama in the school. These are Big School, the studio and Performing Arts 1. these can be booked for Key Stage 3 and 4 lessons. All Key Stage 5 lessons, where possible, are timetabled in the studio. In addition to these spaces the stage can be used, if it is agreed the whoever is using Big School, for smaller groups.

The library provides a good start for research tasks and small group work and there are several rooms which can be booked in advance to act as a base during research based lessons.

The department is also trying to build up a set of resources to be used in lessons such as masks etc. This is by no means complete and staff should request things that they need so that they can be purchased from the department budget. All of the resources that are needed for the schemes of work that are in place are located in the English Department store room (Room 1 ½) or the English Department Office.