Drama Curriculum

Prep Senior Semester/ Term Developing concepts Semester 1, Term 1 WEEK 1-9 Strand/ Outcomes content Learning Experiences Skills Resources Assessm ent

basic shapes and re enacting them using different parts of the body spatial awareness a wide range of vocabulary to describe textures performing basic shapes both individually and as part of a group

Semester 1, Term 2 WEEK 10-18 Objectifying weather forms

various weather forms and matching them to their names group work and working independently to objectify various weather forms clothing required in different climates

Semester 1, Term 2 WEEK 1-11 Re enacting Animals

how many different animals walk, attack, communicate and eat characteristics communicating ideas and opinions in class discussions Direction

Semester 1, Term 2 WEEK 12-21 Freeze Frames 1: Emotions

various emotions and re producing them in a freeze frame. captions to explain the reason for the emotions being performed the physicality of the emotion working well both independently and as part of a group creating a freeze frame from a caption

use spatial awareness through shapes and material identifying games describe objects in the props bag: size, shape, feeling create various shapes with the body but cannot do the same as another Student re enact objects in pairs Prepare and perform a sequence of shapes in pairs and individually Observe and express opinions on other groups works View and discuss pictures of different weather forms. Use different parts of the body to re enact their shapes Listen to a story and re enact the different weathers as they are described Listen to a story and act out putting the relevant clothing on for the climate being described Produce the shapes of different weather forms in pairs, making sure it is different to other pairs Perform various weathers to the class Discuss and practise the physicality of a variety of farm and wild animals walk and eat as the animals watch one another and guess the animal giving reasons for their choices Re enact the sounds of various animals Sing songs such as Old McDonald had a farm including actions prepare and practise for an assembly performance Observing a variety of pictures that portray different emotions and re enacting them. Presenting reasons for the emotion, for example, he is sad because he lost his favourite toy creating a freeze frame whilst other Ss create the captions re enacting the emotions being described in a story which is read by the teacher.

Shape flashcards Props bag White board Marker Crayons Paper

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Weather and climate flashcards Clothing flashcards Vocabulary flashcards

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Lyrics to various animal songs Animal flashcards

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Emotions flashcards Caption cards Story book

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Drama Curriculum Grade 1 Semester/ Term Developing concepts Semester 1, Term 1 WEEK 1-9 Introduction to characterisation Strand/ Outcomes content Learning Experiences skills Resources Assessm ent

3-dimensional characters from a photo re enacting facial expressions and the physicality of 1 character sustaining the character throughout a performance evaluation skills

Semester 1, Term 2 Week 10-18 Introduction to Props and Characterisation 1

Prop designing for the character using the prop whilst in character group work when devising a short drama evaluation skills

Semester 2 Term 1 Week 1-11 Characterisation 2

how the voice changes when performing various characters sustaining the voice of a character throughout a performance including all new skills learnt whilst performing: speech, physicality, expression and props

Semester 2 Term 2 Week 1-11 Objectifying various objects within a drama

How the body can be used to objectify various things in the classroom freeze frames within a performance how to include the body asobjects when devising a short play group work evaluation skills

Discuss stereo typical characters, the way they walk, the shape of their body and the expressions they use. Discuss and practise portraying various emotions Use mime skills evaluate each others work using constructive criticism Act out a variety of characters and comparing differences in style Practise and perform to classmates Use the black box by guessing the object and saying what they think it can be used for Use various objects. Ss perform with them it in different ways. For example: a pen as a tooth brush Discuss props and what different characters may use Design and create their own prop for their chosen character Devise a short drama that illustrates the various characters and how they interact. Use props within the drama Practise and perform to classmates Give constructive criticism to assist others in their performance Perform various expressions and include the use of a variety of voices Including facial expressions to help remember which voices go with which expressions Use a short script of different characters and practise them in groups taking on 1 character each Include the physicality, expression and voice of one character as a class Choose their own characters and discuss the characteristics Devise a short drama in groups Objectify various objects in the classroom both individually and in pairs to re create a picture as a freeze frame. Ss to guess the picture Read a short script and decide on what types of props can be re created As a group, decide on each Ss role (either an object or actor) Use a script to practise and perform a short play that includes Ss being the props Perform and evaluate

Photos of various people Whiteboard And marker

Video eviden ce of final perfor mance

Black box with a mixture of classroom objects inside Cardboard Paper Pens Scissors Glue Selotape

Video eviden ce of final perfor mance

5x Short scripts recording of various voices recording equipment

Video eviden ce of final perfor mance

6x short scripts flash cards of various basic objects Whiteboard Marker

Video evidence of final perform ance

Drama Curriculum Grade 2 Semester/ Term Developing concepts Semester 1, Term 1 WEEK 1-9 Role-play used with various topics Stand/ Outcomes content Students learn about: The use of a theme or topic as the stimulus Theatre in education (TIE) Group work Basic Improvisation techniques Evaluation and direction Learning Experiences skills Resources Assessm ent

discuss problems that can arise and solutions to these problems Resolve 1 problem in small groups and act it out use to explore the language used when resolving different types of problems to use dramatic language when evaluating or directing direct one another in order to improve a performance Be involved in a variety of mime activities. These include- Copycat, the magic box, guess and write re enact in pairs a basic storyline devise a short drama in small groups in relation to the class theme Practise and perform Evaluate Re perform Memorize sign language and use it in different activities and games Discussion on communication between animals and before humans had language Workshops to practise communicating without using language Devise 5 short clips illustrating different emotions and reactions to a situation Perform and evaluate Discussion on times Ss have been brave and what makes us brave Ss are taught a variety of ways in which we can act brave. These are practised in drama activities Ss are taught vocabulary and intonation used when encouraging others to be brave. These are practised and performed in groups Ss choose a brave time in their lives to re enact as a group. They must include aspects of acting brave and vocabulary learnt to encourage others Practise and perform Evaluate

Semester 1, Term 2 WEEK 10-18 Mime

mime Various expressions and physicality of different age groups and personalities Expressions and physicality of other living things. For example, animals

Information on Class topic for the term Whiteboard Marker List of language that can be used to solve problems Whiteboard Marker Basic storylines

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Semester 2, Term 3 WEEK 1-11 Communication without language

Knowledge of the 2-hand British sign language alphabet various sounds to express different emotions creativity to produce new ways of communicating simple feelings and needs facial expression and physicality together with sounds created Individual and group work Examine various ways of being brave in different situations Use of physicality and expression to portray confidence even when we are not Knowledge of language used to encourage others to be brave in various situations Performance practise

Flashcards of sign language Video footage of animals communicating A variety of basic situations on cards

Semester 2, Term 2 WEEK 12-21 Performance confidence

Encourageme nt vocabulary hand-outs Flash cards of various emotions: brave, confident, nervous and scared

Teache r observ ation Video eviden ce of final perfor mance Teache r obser vatio n Video Evid ence of final perfo rman ce Teache r obser vatio n Video evide nce of final perfo rman ce

Drama Curriculum Grade 3

Semester/ Term Developing concepts Semester 1, Term 1 WEEK 1-9 Public speaking 1: Poetry Recital

Stand/ Outcomes content Presents a poem using public speaking skills Re enacts various characters in poems in time to the poem being read Evaluation and direction skills

Learning Experiences skills Activities to practise intonation and articulation Voice training workshops to prepare Ss for reading aloud Using a variety of poems, Ss practise the poems as a class and include depth of character and voice expression In small groups students choose one poem from the internet to memorize and perform including the characters involved. Using constructive criticism, Ss help one another to improve on specific weak points of their performances Practise and perform Evaluate Characterisation workshops using a variety of short stories Reading activities to teach Ss the different intonation used when reading a story. For example, Intonation goes down at the end of a sentence Ss choose 1 short story to practise reading aloud in groups Through improvisation Ss mime the emotions and gestures in time with the speakers Ss take it in turns to be actors and readers. Readers read the short stories whilst the actors must act out the story in time with the narrator Practise and perform to classmates Discussion on adverts Ss like, the styles used, things they all have in common New vocabulary is introduced and Ss are involved in various games and activities to re enforce their knowledge In small groups, students choose one advert they know and love. They prepare a short presentation evaluating different aspects of the advert including the storyline, brand name, target audience and slogan Ss are pre taught the 3-step plan: before the product, receiving the product and life with the product. Ss give suggestions for story lines for various product In groups, Ss choose a product and create a brand name, slogan and decide on the target audience

Resources

Assessm ent Public speaking booklet handed in Video evidence of final perform ance

Public speaking booklet A variety of poems

Semester 1, Term 2 WEEK 10-18 Public Speaking 2: Story telling

Integration of both public speaking skills and character performance Has the Understanding and ability to perform in time to a narrative text Group work Characterisation skills Public speaking skills

A variety of short stories Intonation practise sheet

Semester 2, Term 1 WEEK 1-11 Advertising

Knowledge of advertising jargon Able to use advertising jargon when presenting ideas Demonstrates an understanding of the dramatic styles used in producing an advert Creates an original advert

Examples of adverts Vocabulary booklets Storyboards Advertising jargon cards

Semester 2, Term 2 WEEK 12-21 The value of money

Understanding ways in which we can live happily without money Devising drama using storyboards to plan the plot Use of a beginning, middle and end when devising a drama Performance skills Evaluation skills

Create a 3-scene storyboard for their products advert Create all props required Practise and perform Evaluate Discussion on things we can do with and without money Ss choose one activity we can do without money and re enact it for others to guess Explanation of different ways we can lose money Using the 3 scene storyboards, students devise a plot that includes characters who have money then lose it and finally find ways to live without it Practise and perform Evaluate Re perform

Money vocabulary sheets storyboards

Teache r observ ation Storyb oards to be handed in Video eviden ce

Drama Curriculum Grade 4 Semester/ Term Developing concepts Semester 1, Term 1 WEEK 1-9 Storytelling 2 Stand/ Outcomes content Present a story which includes characters and speech Is able to narrate as well as act within a group performance Creates or chooses a prop/costume to represent each character Has a high level of public speaking skills Is involved in class discussions and evaluation on class performances Learning Experiences skills Review a variety of stereo typical characters and their voices, expressions and physicality Workshops to develop public speaking skills Using a variety of stories, Ss practise using their voices to create atmosphere and suspense Students work in small group to choose a favourite story. Practise reading and acting the story taking it in turns to be the actors and readers Practise and perform Evaluate Using incomplete dialogues, Ss read and decide on an appropriate ending The above exercise in repeated, this time deciding on an appropriate beginning Using the characters worked on, Ss choose a topic or theme Ss decide on a storyline which must have a beginning, middle and end In small groups, Ss prepare a storyboard to help them stay on task when writing the scripts Ideas are presented to the class who give ideas and opinion Characterisation workshops and activities to enable students to perform different kind of characters that Resources Assessm ent

Teache Short stories which r include speech obser vatio Vocabulary n cards for articulation Video exercises Evid ence of final perfo rman ce

Semester 1, Term 2 WEEK 10-18 Introduction to script writing

Able to write a script that includes a beginning, middle and end Works well in a group to create a storyline. Able to incorporate ideas from every member of the group Is involved class discussions and evaluations

An example of a script plan Creating a script hand out Incomplete dialogues Storyboards

Teache r observ ation Video Eviden ce of final perfor mance Scripts

Semester 2, Term 1 WEEK 1-11

Able to perform a 3dimensional character Can block a scene so as the

Scripts prepared by students in

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Script writing 2: memorization, practise and performance

audience can effectively understand and see all the actions Memorizes script Includes a props list and provides or creates these ready for final performance

Semester 2, Term2 WEEK 12-21 Musical and physical theatre

Students recognise elements required in both physical and musical theatre Able to adapt a script for either physical or musical theatre Understanding of how music creates various atmospheres within a scene

include, expression, emotion, physicality and reason Blocking workshop to equip students with knowledge of spacing and angling props on stage Props workshop- using various classroom objects as different props Script is memorized, practised and performed Evaluations Voice workshops specifically for expressing the emotion behind the words. This is done musically Rapping workshop to develop timing skills Listens to a variety of music and decides on the atmosphere it could create Physical theatre workshop: movements used to express various emotions Ss work in small groups to choose a short script and either adapt it for musical or physical theatre Practise and performance

term 2 Various objects used as props Materials to create other props required

ation Video Eviden ce of final perfor mance

A variety of lines from scripts that required different emotions A variety of music that creates lots of different kinds of atmosphere Short Scripts

Teache r observ ation Video Eviden ce of final perfor mance

Drama Curriculum Grade 5 Semester/ Term Developing concepts Semester 1, Term 1 WEEK 1-9 Radio Adverts Stand/ Outcomes content Understands radio advertising elements and techniques Uses props and voice to reproduce various sounds Creates and produces a radio advert in a group Writes a script which include all sound effects Learning Experiences skills Discussion about the difference between a TV and radio advert Voice workshops to prepare Ss with good articulation and expression whilst speaking as well as the ability to use the voice to create various sound effects How we can use objects in the school to create various sounds Choosing the product: Discussion on products we cant live without and what places or situations we use them Choose a product and a setting for the advert. Problem resolution: Discuss how we can re create all sound effects In groups decide on a brand name, slogan and theme for the advert In groups, plan and write the script Practise and perform Recording of performance Listen and evaluate Ss practise walking around portraying various emotions then describe exactly what different parts of their bodies are doing. Only using descriptive words, Ss give directions to partners on how to stand, Resources Assessm ent Teache r observ ation Record ing of adverts

Recording equipment Microphones Classroom objects Paper and pens Pictures of various products

Semester 1, Term 2 WEEK 10-18 Sustain a character

Able to sustain an emotion throughout a performance Demonstrates an understanding of various emotions and the physicality used

A variety of emotions on separate cards White board Marker

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 Works well in a group and individually Able to evaluate personal performance and other students performances.

Semester 2, Term 1 WEEK 1-11 Shakespeare 1

Semester 1, Term 2 WEEK 12-21 Introduction to Drama appreciation

Has knowledge of language used in a Shakespeare scene Is able to show depth of character, relevant emotions and expressions when reading a script Uses articulation and intonation well when performing Use of drama terminology to express opinions on various drama works Acknowledging and showing acceptance of others views and opinions Evaluates drama works both in discussions and in essay format

what to do with their facial muscles. The partner must guess the emotion from what they are doing Guessing team game: Choose an emotion, re enact and guess it Ss choose from a list of stereo typical characters and choose an emotion out of a hat Using the characters chosen, Ss work in pairs/groups of three to devise a short drama. The storyline and setting must relate to the characters Practise and perform Evaluate Re perform Discussions to achieve understanding of language style, theme and atmosphere Timing and rhythm workshops to prepare Ss with correct rate of speech and fluency Ss work in small groups to assess character, comic timing and setting. Practise and perform a short scene Pre teach various terminology and do activities to reinforce knowledge of these View a variety of performances in and out of school Discussions Re enact an aspect of a performance viewed, changing it to their liking Essay planning- include style and content

Paper and pens List of stereo typical characters

adverts

A midsummer Nights Dream made easy Shakespeare language and themes handout

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Variety of drama performances on video Excursion to a performance in Jakarta List of vocabulary required Essay format handout

Teache r observ ation Submit evaluat ion essays

Drama Curriculum Grade 6 Semester/ Term Developing concepts Semester 1, Term 1 WEEK 1-9 Physical theatre Stand/ Outcomes content Uses the body to symbolise various emotions and dramatic tensions Uses different kinds of music and sound as a accompaniment to their physical performance Has good timing and rhythm when performing Is creative and original when devising a physical theatre piece Uses drama terminology to evaluate other Ss works Learning Experiences skills Resources Assessm ent Teache r observ ation Record ing

Workshops to understand how the body can symbolise emotions Dance and movement activities to give ideas and prepare the body Listens to a variety of music and sounds. Decides what atmospheres these create and what kinds of movements they could be accompanied by. Choose a theme, for example, love, and brainstorm what it means to the Ss. Discuss various movements that represent the theme to them In small groups plan a sequence of movements that explain how they feel about the theme. Include music and

A variety of sound and music A list of emotions Paper and pens

Semester 1, Term 2 WEEK 10-18 Shakespeare 2: Monologue preparation

Semester 2, Term 1 WEEK 1-11 Shakespeare 2: Monologue Performance

Has a high knowledge of language used in a Shakespeare scene Is able to show depth of character, relevant emotions and expressions when reading a script Uses articulation and intonation well when performing Able to direct Gives and takes constructive criticism Prepares and performs a Shakespeare monologue Includes staging, costume and depth of character

costume into the plans Practice and perform Evaluate using vocabulary learnt in grade 5 Articulation and rhythm of speech activities Pre teach directing requirements: What to assess and language used when expressing opinions Directing activities Shakespeare language workshops Characterisation preparation Focus and concentration exercises Concentration and emotional activities Choose a monologue from a Shakespeare scene. Decipher meaning, atmosphere and character Present ideas in pairs and discuss Plan staging and emotional content Practise in pairs. Express opinions and develop Perform Discussion on Ss favourite performance styles, for example Musical theatre. Compare technical differences View a variety of Drama works in and outside school Essay planning activities Debating practise Essay practice

Tips on directing hand out new language sheet Shakespeare monologue

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A variety of Shakespeare monologues

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Semester 1, Term 2 WEEK 12-21 Drama Appreciation 2

Use of drama terminology to express opinions on various drama works Able to discuss and debate objectively Evaluates drama works both in discussions and in essay format Includes prop, costume, staging and lighting within their evaluations

Drama terminology hand out Things to look for hand out Pens and paper A variety of performances on DVD Excursion to a performance

Teache r observ ation Submit evaluat ion essays