Download Scheme-of-Learning-drama-8910T

7/8T Drama
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National Curriculum - Purpose of study
A well conceited Drama programme of study should, at its simplest, enable students to develop understanding and awareness
of themselves and of others in a context of the world around them. Drama conventions used will implicitly build selfconfidence, develop the ability to interact positively with others, improve verbal, language and communication skills, develop
listening skills, foster emotional literacy, simulate creativity and imagination, promote culture growth, create a sense of ‘group’
and engender community, encourage appropriate responses and develop analytical thinking. A drama programme should also
give students the opportunity to explore theatre, literature and the expressive arts. An effective drama programme of study
should acknowledge the role that the student has to play in its delivery. It should be flexible and open to improvisation. Where
every possible student generated the ideas, themes and interests should be explored.
National Curriculum - Aims
There are no national curriculum P levels for Drama. The P levels used for assessment have be developed in-house. Drama is not a desecrate
subject but is incorporated in a national curriculum for English. The aims are a pupils should:
Gain knowledge, skills and understanding associated with the artistic practice of drama.
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Be able to adapt, create and sustain a range of roles, responding appropriately to others in role.
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Have the opportunities to improvise, diverse and script drama for one another and a range of audiences, as well as to rehearse, refine,
share and respond thoroughly to drama and theatre performances.
Year 7/8T
Brief overview: By the end of year 8, students in the vertical group should be able to work together following and applying drama rules, routines, rehearsals
and drama skills. Individual modules of work support the topics under study in the thematic learning center and also to cater for the particular needs of the
pupils in the vertical group. The programmes of study have a Therapeutic focus and use the methodology and focus of drama therapy. The aim is to use the
psychological process of creativity to learn spontaneity, play and imagination build positive relationships, social and communication skills, to raise self-esteem
and to promote development growth.
Keywords:
Rata
New Zealand
Insects
Wakka boat
Forest
Axe
Environment
Compass
North
West
South
East
Thunder
Dragon
Castle
Fantasy
Queen
Jewels
Mountain
River
Shampoo
Toothpaste
Scalp
Deodorant
Careers statement:
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Considering jobs- People who help us – Police etc.
Social skills- Personal hygiene, practicing social situations, how to ask for help and resolving conflict.
Job
Boss
Tired
Tea break
Biscuit
Friend
Bully
Drama Scheme of Learning
Year 7/8T
Weeks
1-10
Key Learning
Marking and
Assessment
Key Learning
Theme
Rata the
wander
Resources
Bag finger
puppets
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Explore difference between real and make
believe
-New
Zealand
myth
Flash cards
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Follow drama rules, routines and rituals
Jungle CD
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Explore the power of working as a groups
Fabric
story of
Rata
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Consider the points of view of its empathy
IT
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Using Google to find information
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Consider the impact of your behavior on
others
ILS
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Working together
Sharing
Taking turns
Consider main impacts on the environment
Numeracy
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Counting song
Sequencing time/clocks/days of the week
Explaining
Directing others
Giving an opinion
Sing along
Using the body to show feeling
Facial expressions
Social skills

Sequence a story
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Predict outcomes of a story
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Create a make believe environment
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Project own ideas on inanimate objects
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Embody movement of other creatures/living
things
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Role attempt a simple role
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Respond to others in role
SEMSC
Communication
P4 – P8
Self-assessment
 Regard for the environment
 Empathy for others
 Learn about other cultures
 Social skills
Weeks
1-10
Key Learning
Theme
The thunder
of the few
colours
-North
American
myth
Resources
Key Learning
Marking and
Assessment
Coloured
fabric

Use embodiment to convey the elements and
animals
Compass
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Use projection to create environments
Masks
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Take on a role
React appropriately to others in role
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To work as a group to achieve a positive
outcome
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Use simple performance skills
Numeracy
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To respond creatively to a story
Communication
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To learn audience etiquette
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To use simple props to support performance
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To sequence a story
Music
Flash cards
P4 – P8
SEMSC
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Respecting other cultures
Working as a team
Thinking about the wider world
Social skills
IT

Digital imagery
ILS
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Working together
Sharing
Compromise
Completing a task
Points of the compass
Passage of time
Speaking to an audience
Sing along
Reading body language and facial
expressions
Weeks
1-10
Key Learning
Theme
Training day
Resources
Poetry can
be adapted
for any role
i.e. Zoo
keeper
Props
Costumes
Key Learning
Marking and
Assessment

Use body movements to embody
emotions/feelings
SEMSC

Use simple voice skills to support a role
IT

Project own ideas on an object
ILS

Follow a sequence of simple actions
Numeracy

Explore personal safety
Communication

Identify feelings/emotions through body
language/ facial expressions in others

Identify feelings/emotions in vocal
pitch/pace/tone
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Identify different jobs and roles
P4-P8
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Looking at the world of work
Working with others
Exploring feelings (own and others)
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Personal safety
Making good choices
Times/clocks
Counting songs/ games
Sing along
Tone/pitch/pace/volume of voice
Reading body language and facial
Expressions
Flash cards
Musical
instrument
s
Fabric
Weeks
1-10
Key Learning
Theme
Dragon sleep
(Can be
adapted to
incorporate
other
themes)
Resources
Fantasy
prop box
Key Learning
Marking and
Assessment

How to recognize bullying

What is a friend

Kindness to animals
IT

Conflict resolution
ILS

Personal hygiene
Numeracy

Body language to suggest role
Communication

Vocal skills to suggest role
SEMSC
Flash cards
Drama
script for
people
with special
needs
P4-P8
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Respect for others
Respect for animals
Conflict resolutions
Compromise and negotiation
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Self-care skills (Hygiene)
How to deal with bullying
Barings for map recording
Times/clocks
Vocal skills – Pitch/pace/tone/volume
Reading body language
Eye contact
Weeks
Key Learning
Theme
Resources
Key Learning
Marking and
Assessment
SEMSC
IT
ILS
Numeracy
Communication
Weeks
Key Learning
Theme
Resources
Key Learning
Marking and
Assessment
SEMSC
IT
ILS
Numeracy
Communication
Weeks
Key Learning
Theme
Resources
Key Learning
Marking and
Assessment
SEMSC
IT
ILS
Numeracy
Communication
Weeks
Key Learning
Theme
Resources
Key Learning
Marking and
Assessment
SEMSC
IT
ILS
Numeracy
Communication
Weeks
Key Learning
Theme
Resources
Key Learning
Marking and
Assessment
SEMSC
IT
ILS
Numeracy
Communication
Weeks
Key Learning
Theme
Resources
Key Learning
Marking and
Assessment
SEMSC
IT
ILS
Numeracy
Communication