The KING’S Medium Term Plan - Drama
Y9 LC1 Programme – 2015-2016
Module
Building on
prior learning
Overarching
Challenge
question
Lines of
Enquiry
Commedia Dell’arte
In this module students will develop intermediate skills in improvisation. Students will also develop their skills in Unit 1 of
the new GCSE spec for Drama (AQA). Students will continue to build on their skills and focus on expanding their
knowledge of drama and theatre. Students will observe and critique theatre and learn about the process of creating
theatre.
The students have undertaken 2 years of Drama tuition throughout their time at Kings. They have developed some basic
skills and will develop these skills to create a basis for developing performances in the next learning cycle. The students
have a very basic understanding of theatre history, conventions and skills, but it is envisaged this will improve massively in
learning cycle 1.
Does all drama start with improvisation?
Week 1: Are rules the key to success?
Week 2: If we can’t focus, can we ever succeed?
Week 3: Is drama just about character?
Week 4: Is acting the only job in Drama?
Week 5: What is the best way to rehearse?
Week 6: Is writing in Drama the same as writing in English?
Week 7: How do I succeed in Drama?
Exam board
links:
Weeks’ 1-5: GCSE Drama (AQA 4240 – Unit 2 – Option 3: Improvisation)
Progress objectives: by the end of this modules students will have develop skills that will satisfy both Option 3:
Improvisation. They will be filmed and internally marked ready for moderation. Students will also develop their skills in
essay writing in preparation for their Unit 1 examination.
Topic
Progress
Statement
AO1: recall, select and communicate their knowledge and understanding of drama to generate, explore and develop ideas.
(35%)
AO2 apply practical skills to communicate in performance (45%)
AO3 analyse and evaluate their own work and that of others using appropriate terminology (20%)
Students will also develop their skills in answering the Unit 1 part of their course through a midterm and end of term written
assessment.
Literacy:
Literacy will be present throughout every lesson. Every student will engage with a written workbook that will be updated every
week. They will be assessed every week and any SPAG issues will be highlighted and corrected as an additional task.
Learning
strategies
Knowledge
and Skills
Numeracy:
Students will use numeracy through good timekeeping during activities, organising group numbers and managing their time
at home by using their homework planner.
Cognitive Acceleration:
Cognitive Acceleration strategies included in this learning cycle are:
Socratic questioning
Higher level reasoning
Problematised discussions
Developing metacognition through high level inference evaluation
Understanding the cultural, historical and political importance of improvisation
Improvisation
Character creation
Focus development
Development of team work skills
Development of high levels of inference
Week 1
3 hours of
lessons plus 1
hour of home
learning each
week
Development of evaluation and critiquing skills
Development of movement and vocal skills
Line of Enquiry - Week 1: Are rules the key to success?
Students will learn to:
 Acknowledge the three rules of improvisation
 Use the ‘yes and…’ approach well
 Develop evaluation and critiquing skills
 Understand how the GCSE drama exam paper works
 Develop knowledge of facial expression and posture
 Develop writing skills through modelling and description
Weekly success criteria across 3 lessons:
GP 3
GP 4
GP 5
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Explain the three rules of improvisation
Understand the ‘yes and…’ approach
Evaluate own performance
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Identify when someone else breaks one of the rules
Use the ‘yes and…’ approach
Evaluate others performances
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Identify when a rule is broken
Identify when someone blocks
Give advice to others in a supportive and sensitive way
Lesson Hypotheses:
Hypothesis 1 – Anyone can improvise if they follow the rules.
Hypothesis 2 – An English essay is the same as a Drama essay
Home Learning:
Read pages 1-3 of the hand out and annotate how what you have learnt in the lesson relates to these pages
Describe, in as much detail as possible your favourite character from your favourite film or program. Make reference to
their posture and facial expressions.
Week 2
3 hours of
lessons plus 1
hour of home
learning each
week
Line of Enquiry - Week 2: If we can’t focus, can we ever succeed?
Students will learn to:
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Identify every different type of stage configuration
Understand what type of theatre works best in each venue
Identify companies that work in specific venue types
Display a focused state of mind instantly
Develop advanced team work skills
Describe in detail the importance of focus
Use focus to improve their ability to play
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Weekly success criteria across 3 lessons:
GP 2

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GP 4



GP 7
Focus eventually
Work as part of a team
Describe the meaning of focus
Focus while playing games
Switch on focus at times when needed
Describe why focus is important in drama
Sustain focus while playing

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
Maintain focus throughout a session
Analyse the difference between anarchy and focus and explain the pros and cons of each
Focus so well that others in the group follow this lead
Lesson Hypotheses:
Hypothesis 1 – Nothing can be achieved without focus
Hypothesis 2 – Nothing can be achieved without focus
Home Learning:
Describe in detail why it is important to focus when playing. You may want to explore the difference between Anarchy and
Focus.
Which is your favourite kind of performance space? Explain why you have chosen this performance space.
Week 3
3 hours of
lessons plus 1
hour of home
learning each
week
Line of Enquiry - Week 3: : Is drama just about character?
Students will learn to:
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Understand the meaning of transformational character
Learn how to develop a character
Develop strategies to sustain a character
Understand the different departments in a theatre
Articulate the roles and responsibilities of 5 different jobs in a theatre
Develop a broad understanding of theatre jobs
Weekly success criteria across 3 lessons:
GP 4
 Explain the meaning of transformational character
 Develop a simple character
 Sustain a character for a short period of time
 Identify 3 different departments in a theatre
 Describe 5 jobs in theatre and their roles and responsibilities
 Name 10 jobs in the theatre industry
GP 5
 Identify a actor that uses transformational character acting
 Develop a character that has a different voice and physicality



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Sustain a character for a long period of time
Identify all of the departments in a theatre
Articulate why each of these jobs is different
Name 20 jobs in the theatre industry
GP 6/7
 Identify 3 actors that use transformational character acting
 Develop a character that is in no way like similar to the student
 Sustain a character until I am told to stop
 Articulate what each of the departments in a theatre do
 Identify the flight path for each of these jobs
 Name 30 jobs in the theatre industry
Lesson Hypotheses:
Hypothesis 1 – Actors are the most important people in a theatre
Hypothesis 2 – There are more actors in a theatre than managers.
Home Learning:
Describe in detail your character’s voice, physicality and walk.
Give your self 5 minutes to list as many jobs in the theatre industry as you can
Week 4
3 hours of
lessons plus 1
hour of home
learning each
week
Line of Enquiry - Week 4: Is acting the only job in Drama?
Students will learn to:
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Describe the meaning of status
Act out different statuses
Understand what a status transaction is
Evaluate own work and the work of others
Weekly success criteria across 3 lessons:
GP 4


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GP 5
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GP 6
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.
Describe the basic meaning of status
Play high and low status
Explain what a status transaction is
Evaluate own successes
Describe the advanced meaning of status relating to the animal kingdom
Play a status level that is only slightly higher or lower than someone else’s
Explain why a status transaction is so watchable
Offer advise to other groups on how to improve
Teach others the advanced meaning of status using examples
Identify and react to different status levels in a scene
Identify a moment when a status transaction happens and why it is watchable
Give advise in a sensitive and supportive way
Lesson Hypotheses:
Hypothesis 1 – Status only links to your social standing
Hypothesis 2 – I know more about the theatre industry now than I did at the beginning of the year
Home Learning:
Create a story board of a status transaction \
Line of Enquiry - Week 5: What is the best way to rehearse?
Week 5
Students will learn to:
3 hours of
lessons plus 1
hour of home
learning each
week
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Develop and refine ideas
Develop their approach to group work
Evaluate and critique work
Identify 4 areas of technical theatre
Identify 3 different types of lantern
Identify the safe procedures of using lighting
Weekly success criteria across 3 lessons:
GP 3

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

Develop some ideas
Work well in a group
Evaluate successes
Name 4 different areas of technical theatre
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GP 4
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GP 5
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Name 3 types of lantern
Know how to be safe
Work with others to develop group ideas
Help others to work well in the group
Highlight failures and know how to put them right
Explain what each area of technical theatre do
Explain what each type of lantern is used for
Know the dangers of working with lighting
Take the lead in developing ideas
Lead the group and ensure the group is working well
Create a strategy to improve failures and bolster successes
Explain the flight path for each of these careers
Explain the affect the lantern has on the stage
Aid others in making a space safe
Lesson Hypotheses:
Hypothesis 1 – Rehearsals should always be structured
Hypothesis 2 – Without lighting we have no theatre
Home Learning:
Create a rehearsal report from your rehearsal
Draw and label the different parts of a fresnel
Line of Enquiry - Week 6: Does a mask automatically create a character?
Week 6
3 hours of
lessons plus 1
hour of home
learning each
week
Students will learn to:
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Learn the importance of staying in character when using mask
Develop spontaneous improvisation skills using structured rehearsals
Learn how to answer a drama question
Develop essay planning skills
Understand the level at which they need to write for their end of year 11 exams
Weekly success criteria across 3 lessons:
GP 2/3
 Understand what the question is asking
 Know how to plan for an essay
 See where improvements can be made
GP 4
 Know what to write about
 Quickly highlight key skills
 Know how I can improve
GP 5/6
 Know how to write in the most effective way
 Quickly highlight areas where I improved
 Can help others improve
RGP 6/7 (REACH): Students can plan in detail a top grade response to the essay question. Students will have the breadth
of knowledge and understand of drama techniques and terms to answer at the highest level.
Lesson Hypotheses:
Hypothesis 1 – When wearing a mask you must not break character
Hypothesis 2 – A drama essay is very similar to an English essay
Home Learning:
Rehearsal write up
Update workbook
Line of Enquiry - Week 7: When is a performance perfect?
Week 7
Students will learn to:
3 hours of
lessons plus 1
hour of home
learning each
week




Learn the importance of staying in character when using mask
Develop spontaneous improvisation skills using structured rehearsals
Learn the process of moderation
Learn how to be an appreciative audience
Weekly success criteria across 3 lessons:
GP 3/4


Apply and adapt a reasonable range of practical skills
Perform creatively with some originality

Show a reasonable awareness of audience
GP 5/6
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Apply and adapt appropriately as good range of practical skills
Perform creatively with originality that communicates an idea
Sustain a character
Show a clear awareness of audience and respond well to their group
GP 7/8/9
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Apply and adapt effectively an extensive range of practical skills
Perform creatively with a high degree of originality
Sustained role throughout
Show a thorough awareness of audience with a strong commitment to the group
Lesson Hypotheses:
Hypothesis 1 – I have done everything I can to make my performance perfect
Hypothesis 2 – All modern comedy stem from Commedia
Home Learning:
Rehearsal write up
Evaluate your performance using appropriate lexis
Extended Learning
Students will consolidate their learning in their workbooks. They will constantly self evaluate and test their
knowledge through the completion of these workbooks. In addition to this they will be graded on 4 areas each
lesson. Rehearsal, Contribution, Skill and Homework. Each student will be pushed to improve their ability in each
and will be monitored throughout. Workbook is available for viewing by email: [email protected]
Students will be working through the work of:
Dan Diggles
Keith Johnstone
These texts are available from Mr Bowden if students want to do some extended research