Share This Page

Drama

Back

The Drama department offer a variety of extracurricular activities in addition to the curriculum. For what we offer, please see the timetable below:

Drama extracurricular opportunities at Aylesford

Year 7	Term 1	Term 2	Term 3
Key Topic:	Theatre Through Time Pantomime	‘Wacky Soap’ allegory Roald Dahl Adaptations	'The Last Laugh’ by Ben Payne Play text Storytelling
New Knowledge:	Facts about the origins of Theatre. Historical and social context of Theatre from Greek to modern day (including Elizabethan Theatre and Shakespeare). Theatrical stories, plots and techniques of different time periods. To know and understand Pantomime theatrical Customs, Plots, Stock Characters, techniques and conventions.	To explore through allegory the story of ‘Wacky Soap’ – issues surrounding substance misuse. Know the features and differences between and advert and a propaganda campaign Know and experience ‘Mantle of the Expert’ strategy in whole class role-play including TIR. Know the conventions of a News Report. To understand the terms ‘Page-to-Stage’ and ‘adapting’. To know three Roald Dahl plots and characters and explore methods of adapting them for stage performances. To know how to create a set/ staging in performance. To know the rehearsal techniques of Thought-Tracking and Hot -Seating.	To know and understand the plot and characters of the Play ‘The Last Laugh’. To be introduced to the concepts and techniques of comedy in Drama To know what ‘status’ and cross-cutting is and how to use them in performance. To be introduced to the concept of Subtext To understand Stage Directions. To know and understand the techniques involved with creative storytelling in performance. To know how to use the techniques of using Nano-fictions, Props and other stimulus as a springboard for creating and devising a drama piece.
Previous Knowledge Required:	In KS2, the national curriculum states that children should prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action so that the meaning is clear to an audience. Therefore, a basic understanding of performance skills to a live audience is required. Knowledge of basic performance skills and techniques gained during ‘Theatre Through Time’.	Knowledge of team work, collaborative, negotiation skills to create and progress drama work. Knowledge of over-exaggerated Characterisation skills gained in Pantomime. Build on use of Still Images/Tableaux and Narration	Knowledge of Character Performance skills. Basic conventions of a script. Knowledge of improvising and creating characters and storylines building on all the skills learnt so far this year. Teamwork and collaboration.
New Skills:	Teamwork and social skills negotiation and compromise. Tableaux/ Still Images, Chorus and Narration Skills. Pantomime acting skills – stereotypical characterisations and over-exaggerated gestures, facial expressions and actions. Audience Interaction and Direct Address.	Develop skills of Spontaneous Role-Play Self-evaluation and peer-evaluation skills. Take on the role of an expert and debate their point-of-view. To create and perform in the genre of an advert and a News report. To be able to communicate meaning and messages using drama To be able to adopt different status’s for different characters Develop and expand characterisation skills by using rehearsal techniques ‘Hot-Seating’ and Thought-Tracking How to adapt a novel for stage performance. Develop use of Narration and Tableaux/still Images	Ability to read and interpret a script in a comedic way utilising the performance skills of comedy such as ‘Deadpan’. Ability to engage with and adapt to an audience and their reactions. Development of interpreting script and characters for performance. Ability to use the techniques of using Nano-fictions, Props and other stimulus as a springboard for creating and devising a drama piece. Ability to work as a collaborative team and ensemble to create and perform a piece of original drama
Links to the School Curriculum	History	English PSHE	English PSHE
Independent Activities:	Watch a Shakespeare Play either live or online: Macbeth or A Midsummer Night’s Dream – A trip to the RSC. Watch a Pantomime either live at a local theatre or online.	Watch Newsround and see how News reports on issues are done. Read Roald Dahl Stories, Fantastic Mr Fox, The Twits and Matilda. Watch any live show that has been adapted from a novel eg: Matilda.	Watch a comedy play live at a theatre or attend a live circus or comedy event. Watch a local live theatre event at a festival or Library.
Web Links:	Greek Theatre: https://www.bbc.co.uk/bitesize/topics/z87tn39/articles/zgpdjxsElizabethan Theatre: https://www.bbc.co.uk/bitesize/guides/zpscng8/revision/3Pantomime https://www.bbc.co.uk/programmes/articles/2JZ6TSqnd480n90dzN77r1Q/where-does-pantomime-really-come-from	The Twits: https://www.youtube.com/watch?v=rirrHqSS4B8Matilda: https://www.youtube.com/watch?v=NjCosN40u94	Comedy acting: https://www.bbc.co.uk/bitesize/guides/zpfk6sg/revision/10Devising Drama: https://www.bbc.co.uk/bitesize/guides/zg9x34j/revision/8

Year 8	Term 1	Term 2	Term 3
Key Topic:	Jo. Improvisation & Silent Movies	Melodrama Hamlet	Grimm Tales Physical Theatre
New Knowledge:	Working with both spontaneous and rehearsed improvisation. To know how to create a character, use physical and vocal skills, perform a range of ages and characters Knowledge of the style and conventions of silent movie acting.	Cultural History of British Theatre. Melodrama texts. Social and cultural context of Melodrama. How Actors use audience interaction. Plot, Character and themes of Hamlet. The use of Shakespearean language. Knowledge of the theatre conventions and culture of Elizabethan theatre.	The plot characters and themes of The Grimm Tales. The use of multi-rolling. The art of storytelling. The use of self-narration within Drama. How to create Chair duets. Techniques of ‘Frantic assembly’ theatre company. The use of physicality and movement within Drama. Cultural context of physical theatre. Communication of meaning through movement.
Previous Knowledge Required:	Experience of team work, collaborative, negotiation skills to create and progress drama work. To have experience of improvisation. Team work Improvisation. Class performance examples.	Ensemble work. Improvisation. Exaggeration. How to improvise. Working with script Use of gesture and physicality to create a character.	Storytelling. The use of gesture. The use of physicality The application of facial expressions. The use of exaggeration. The use of facial expressions to create character and show emotions. The application of team and ensemble work.
New Skills:	Teacher in Role. Hot seating. Characterisation. Status. Mime. The use of facial expressions. Exaggeration. Clocking the audience.	Creating stock characters. Use of asides in performance. Use of gestures to communicate meaning. Adopting script for performance. Use of proxemics. Use of Soliloquy. Use of Direct audience address. The process of character creation.	Multi-rolling. Development of vocal skills to create character. The application of spatial relationships. The construction of narrative for storytelling. The use of physicality to create performance The use of movement as a form of storytelling The application of choreographic skills to create character and plot
Links to the School Curriculum	PSHE History	History of Victorian England History of Elizabethan England English Literature	English Literature Dance PE
Independent Activities:	Script writing Creating a detective sheet Creative writing – Creating a background profile for the character of Jo Script writing Evaluation sheets Viewing silent movies	Researching Theatre in nineteenth century Britain Script reading – ‘The Damsel in Distress’ Evaluation sheets Reading keys scenes from Hamlet	Reading extracts of ‘The Grimm Tales’ Watching Physical Theatre videos
Web Links:	Improvisation: https://www.youtube.com/watch?v=HZViQVCTIjI https://www.city-academy.com/news/what-is-improvisation-acting/https://www.youtube.com/watch?v=_0a998z_G4g	https://www.youtube.com/watch?v=ptDUGNkPvHY&t=183s https://www.youtube.com/watch?v=1dZh7pEloZc	https://www.youtube.com/watch?v=PB-9LERsyY8&t=91s

Year 8

Term 1

Term 2

Term 3

Key Topic:

Jo. Improvisation & Silent Movies

Melodrama

Hamlet

Grimm Tales

Physical Theatre

New Knowledge:

Working with both spontaneous and rehearsed improvisation.

To know how to create a character, use physical and vocal skills, perform a range of ages and characters

Knowledge of the style and conventions of silent movie acting.

Cultural History of British Theatre.

Melodrama texts.

Social and cultural context of Melodrama.

How Actors use audience interaction.

Plot, Character and themes of Hamlet.

The use of Shakespearean language.

Knowledge of the theatre conventions and culture of Elizabethan theatre.

The plot characters and themes of The Grimm Tales.

The use of multi-rolling.

The art of storytelling.

The use of self-narration within Drama.

How to create Chair duets.

Techniques of ‘Frantic assembly’ theatre company.

The use of physicality and movement within Drama.

Cultural context of physical theatre.

Communication of meaning through movement.

Previous Knowledge Required:

Experience of team work, collaborative, negotiation skills to create and progress drama work.

To have experience of improvisation.

Team work

Improvisation.

Class performance examples.

Ensemble work.

Improvisation.

Exaggeration.

How to improvise.

Working with script

Use of gesture and physicality to create a character.

Storytelling.

The use of gesture.

The use of physicality

The application of facial expressions.

The use of exaggeration.

The use of facial expressions to create character and show emotions.

The application of team and ensemble work.

New Skills:

Teacher in Role.

Hot seating.

Characterisation.

Status.

Mime.

The use of facial expressions.

Exaggeration.

Clocking the audience.

Creating stock characters.

Use of asides in performance.

Use of gestures to communicate meaning.

Adopting script for performance.

Use of proxemics.

Use of Soliloquy.

Use of Direct audience address.

The process of character creation.

Multi-rolling.

Development of vocal skills to create character.

The application of spatial relationships.

The construction of narrative for storytelling.

The use of physicality to create performance

The use of movement as a form of storytelling

The application of choreographic skills to create character and plot

Links to the School Curriculum

PSHE

History

History of Victorian England

History of Elizabethan England

English Literature

Dance

Independent Activities:

Script writing

Creating a detective sheet

Creative writing – Creating a background profile for the character of Jo

Script writing

Evaluation sheets

Viewing silent movies

Researching Theatre in nineteenth century Britain

Script reading – ‘The Damsel in Distress’

Evaluation sheets

Reading keys scenes from Hamlet

Reading extracts of ‘The Grimm Tales’

Watching Physical Theatre videos

Web Links:

Improvisation:

https://www.youtube.com/watch?v=HZViQVCTIjI https://www.city-academy.com/news/what-is-improvisation-acting/https://www.youtube.com/watch?v=_0a998z_G4g

https://www.youtube.com/watch?v=ptDUGNkPvHY&t=183s https://www.youtube.com/watch?v=1dZh7pEloZc

https://www.youtube.com/watch?v=PB-9LERsyY8&t=91s

Year 9	Term 1	Term 2	Term 3
Key Topic:	The Robbery 'The Woman in Black'/ Ghost Stories	'DNA' - Dennis Kelly Theatre-in-Education (TIE)	'The Arrival' - Shaun Tan: Immigration 'The Last Resort' Comedy by Chris Owen
New Knowledge:	How to create characters profiles, role on the wall to create original characters in relation to the theme of a ‘Heist’ and Robbery Gangs. Develop engaging and suspenseful plots. Knowledge of what an exposition is. To know the plot and characters of ‘The Woman In Black’ A Ghost story. How to use Narration and Flashback to create atmosphere and suspense. To know what ‘Cliff-Hanger’ and ‘Plot Twist’ means. To know what a ‘stimulus’ is in drama.	To know the plot, characters and themes of the modern Play ‘DNA’ by Dennis Kelly To know what a duologue is. To know how to use proxemics to show character status and relationships in performance. To know what Theatre in Education is and the role of T.I.E in education. To become familiar with two Theatre in Education scripts by Mark Wheeler: ‘Too Much Punch For Judy’ and ‘Missing Dan Nolan’ and their specific real-life messages. To know that the communication of a message is a role for drama Introduction of the Theatre practitioner Bertolt Brecht and his performance techniques.	To know what Immigration, migrant and refugee means. To understand that stories can be told through pictures/ storyboards and used as a stimulus for devising drama. To understand that world-wide issues can be highlighted through drama. To know some of the characters and situations of some of the groups of characters in this comedy play text. To know how to interpret a script and character to create humour. To know how to multi-role effectively and provide contrasts to create humour. To know what ‘blocking’ means and how to rehearse and interpret a comedy script effectively.
Previous Knowledge Required:	Creation of roles and devising drama. Experience of team work, collaborative, negotiation skills to create and progress drama work. Performance techniques used in drama to create mystery and suspense both with creating roles and storytelling: Narration, Direct Address, soliloquy, Freeze-Frames.	Hot seating, Flashbacks, Direct address, Ensemble work, Script reading and stage direction interpretations. Storytelling with Moral/messages Use of all the drama techniques learnt so far which utilise Interaction and communication with audience.	Storytelling techniques Writing in role. Group collaboration and creative devising skills. Script work. Comedy acting techniques. Interaction and reactions with audience. Direct address Physicality of characters.
New Skills:	Developing plot (including exposition) and complex characters in order to create a tension-filled Drama. How to create tension and suspense through use of Descriptive Narration, Freezes and Flashbacks. How to utilise a cliff-hanger and plot twist to create suspense, atmosphere and tension.	To perform a naturalistic script interpreting character relationships through performance skills focusing on proxemics, levels and emotions and interactions of characters. To know how to create and perform a hard-hitting piece of drama based on real life facts with an important message and a moral which teaches an audience in an engaging way.	How to sensitively create a piece of drama to highlight a world-wide issue. How to multi-role successfully and transition between scenes and character changes on stage. To create the environment/ world of the play on stage. To know how to rehearse and block scene collaboratively to create humour.
Links to the School Curriculum	PSHE English Local History	PSHE English Sociology	Sociology PSHE Ethics English
Independent Activities:	Research real life Heist/Robbery gang stories. Research Local Ghost stories for inspiration Watch ‘The Woman In Black play live at the theatre.	Read the play ‘DNA’ by Dennis Kelly Watch a live local Theatre-In-Education drama piece or find one to watch online.	Watch ‘The Arrival’ by Shaun Tan picture book in the link below. Watch a comedy play either live or online.
Web Links:	Hatton Heist Robbery: https://www.youtube.com/watch?v=B63v-mNpaNwThe Woman In Black: https://www.bbc.co.uk/bitesize/guides/zysyvcw/revision/1 https://www.youtube.com/watch?v=eu2RxLOzgkc	DNA Introduction: https://www.youtube.com/watch?v=5KwujlgvJjwTheatre in Education: https://www.bbc.co.uk/bitesize/guides/zsbjn39/revision/3	'The Arrival' by Shaun Tan: https://www.youtube.com/watch?v=vAay4myoEDE

Year 9

Term 1

Term 2

Term 3

Key Topic:

The Robbery

'The Woman in Black'/ Ghost Stories

'DNA' - Dennis Kelly

Theatre-in-Education (TIE)

'The Arrival' - Shaun Tan: Immigration

'The Last Resort' Comedy by Chris Owen

New Knowledge:

How to create characters profiles, role on the wall to create original characters in relation to the theme of a ‘Heist’ and Robbery Gangs.

Develop engaging and suspenseful plots.

Knowledge of what an exposition is.

To know the plot and characters of ‘The Woman In Black’ A Ghost story.

How to use Narration and Flashback to create atmosphere and suspense.

To know what ‘Cliff-Hanger’ and ‘Plot Twist’ means.

To know what a ‘stimulus’ is in drama.

To know the plot, characters and themes of the modern Play ‘DNA’ by Dennis Kelly

To know what a duologue is.

To know how to use proxemics to show character status and relationships in performance.

To know what Theatre in Education is and the role of T.I.E in education.

To become familiar with two Theatre in Education scripts by Mark Wheeler: ‘Too Much Punch For Judy’ and ‘Missing Dan Nolan’ and their specific real-life messages.

To know that the communication of a message is a role for drama

Introduction of the Theatre practitioner Bertolt Brecht and his performance techniques.

To know what Immigration, migrant and refugee means.

To understand that stories can be told through pictures/ storyboards and used as a stimulus for devising drama.

To understand that world-wide issues can be highlighted through drama.

To know some of the characters and situations of some of the groups of characters in this comedy play text.

To know how to interpret a script and character to create humour.

To know how to multi-role effectively and provide contrasts to create humour.

To know what ‘blocking’ means and how to rehearse and interpret a comedy script effectively.

Previous Knowledge Required:

Creation of roles and devising drama.

Experience of team work, collaborative, negotiation skills to create and progress drama work.

Performance techniques used in drama to create mystery and suspense both with creating roles and storytelling: Narration, Direct Address, soliloquy, Freeze-Frames.

Hot seating, Flashbacks,

Direct address,

Ensemble work,

Script reading and stage direction interpretations.

Storytelling with Moral/messages

Use of all the drama techniques learnt so far which utilise

Interaction and communication with audience.

Storytelling techniques

Writing in role.

Group collaboration and creative devising skills.

Script work.

Comedy acting techniques.

Interaction and reactions with audience.

Direct address

Physicality of characters.

New Skills:

Developing plot (including exposition) and complex characters in order to create a tension-filled Drama.

How to create tension and suspense through use of Descriptive Narration, Freezes and Flashbacks.

How to utilise a cliff-hanger and plot twist to create suspense, atmosphere and tension.

To perform a naturalistic script interpreting character relationships through performance skills focusing on proxemics, levels and emotions and interactions of characters.

To know how to create and perform a hard-hitting piece of drama based on real life facts with an important message and a moral which teaches an audience in an engaging way.

How to sensitively create a piece of drama to highlight a world-wide issue.

How to multi-role successfully and transition between scenes and character changes on stage.

To create the environment/ world of the play on stage.

To know how to rehearse and block scene collaboratively to create humour.

Links to the School Curriculum

PSHE

English

Local History

PSHE

English

Sociology

PSHE

Ethics

English

Independent Activities:

Research real life Heist/Robbery gang stories.

Research Local Ghost stories for inspiration

Watch ‘The Woman In Black play live at the theatre.

Read the play ‘DNA’ by Dennis Kelly

Watch a live local Theatre-In-Education drama piece or find one to watch online.

Watch ‘The Arrival’ by Shaun Tan picture book in the link below.

Watch a comedy play either live or online.

Web Links:

Hatton Heist Robbery:

https://www.youtube.com/watch?v=B63v-mNpaNwThe Woman In Black:

https://www.bbc.co.uk/bitesize/guides/zysyvcw/revision/1 https://www.youtube.com/watch?v=eu2RxLOzgkc

DNA Introduction:

https://www.youtube.com/watch?v=5KwujlgvJjwTheatre in Education:

https://www.bbc.co.uk/bitesize/guides/zsbjn39/revision/3

'The Arrival' by Shaun Tan:

https://www.youtube.com/watch?v=vAay4myoEDE

Year 10	Term 1	Term 2	Term 3
Key Topic:	Component 3: Noughts & Crosses Set Text & Stanislavski	Component 2: Live Performance Review	Component 1: Devised Introduction & Brecht
New Knowledge:	To know the plot, characters and themes of ‘Noughts & Crosses’ by Dominic Cooke. To know elements of design: set, costume, lighting and sound. To know the types of staging: Theatre-In-the-Round, Thrust Staging, Proscenium Arch and Traverse. To know the social, cultural, political and historical context of ‘Noughts and Crosses’ To know the practitioner Stanislavski, his system and his rehearsal techniques.	How to review a live professional performance. How design elements are fused with performance elements to create a performance. How characters, chorus and ensembles are used to create a performance. How themes and messages are communicated to an audience in performance	Knowing how to respond to a stimulus to create a performance piece. Know how to record and document ideas for a performance piece. How to develop a piece of drama with a clear message, meaning and moral that can have an impact on an audience. Know how to construct a scene, write a script and direct others. Knowledge and techniques of the practitioner Bertolt Brecht. Knowledge of the theatrical devices used within Epic theatre. Knowledge of how Episodic theatre as a drama form.
Previous Knowledge Required:	Reading and understanding a basic script for performance. Ability to read a character part and act the part practically and physically in a basic interpretation of the scene. To collaborate and work as a team for the drama.	Knowledge of the skills and techniques of performance practitioners such as Stanislavski. How characters are created Certain drama and acting techniques such as narration and freeze frames	Previous knowledge and understanding of devising through the key stage three process. How to create characters. How to work with others as part of a creative team.
New Skills:	Developing enhanced and deeper Textual analysis skills. Develop characterisation in performance enhancing movement and vocal skills bringing characters and scenes from page-to-stage. To develop ensemble skills. To develop directing skills. Develop and apply stage design skills. To enhance naturalistic acting skills using the practitioner Stanislavski’s rehearsal techniques	How to evaluate a professional performance piece. How to analyse a performance. How to answer examination questions based on a live performance. Ability to identify how actors have interpreted their characters	How to work effectively and collaboratively as part of an ensemble. How to research performance material. How to use rehearsals effectively to shape a performance piece. How to employ a range of non-naturalistic drama techniques. How to practical use Brechtian distancing techniques in the creation of performance pieces. How to use episodic form and structure in the creation of devised work How to use Epic theatre to convey meaning and messages to an audience.
Links to the School Curriculum	PSHE English	PSHE English History	PE History English
Independent Activities:	Watch a live production of the play ‘Noughts and Crosses’ by Dominic Cooke	Live Performance Review essays	Line learning Researching performance material
Web Links:	ttps://www.youtube.com/watch?v=B63v-mNpaNwStanislavski Explained: https://www.youtube.com/watch?v=iB1fPZX5Zgk	https://www.youtube.com/watch?v=5KwujlgvJjw https://www.bbc.co.uk/bitesize/guides/zsbjn39/revision/3	National Theatre Collection

Year 11	Term 1	Term 2	Term 3
Key Topic:	Component 1 Devised Performance & Portfolio	Component 2 – Text in Performance	Component 3 Written Exam Preparation
New Knowledge:	To know how to organise rehearsal time in preparation for a live performance. To know how to alter and amend in order to improve the drama piece for performance. To know how to design the lighting, set, sound and costume for greatest enhancement and impact.	To know strategies of rehearsals. To know the role and purpose of stage directions. To know different techniques of rehearsals. To know the role of the Director in bringing play scripts to life as performance pieces.	To know how to revise for the written exam. To know how approach the exam paper, its layout and questions. To know what types of questions to practise.
Previous Knowledge Required:	How to respond to a stimulus to create a performance piece. How to record and document ideas for a performance piece. How to develop a piece of drama with a clear message, meaning and moral that can have an impact on an audience How to construct a scene, write a script and direct others.	Ability to recognise the conventions of play scripts as a written form Ability to read a character within a text Ability to differentiate between different characters within as play script To know strategies of rehearsals	How to review a live professional performance. How design elements are fused with performance elements to create a performance. How themes and messages are communicated to an audience in live performance. To know the plot, characters and themes of ‘Noughts & Crosses’ by Dominic Cooke. To know elements of design: set, costume, lighting and sound. To know the types of staging: Theatre-In-the-Round, Thrust Staging, Proscenium Arch and Traverse. To know the social, cultural, political and historical context of ‘Noughts and Crosses’ To know the practitioner Stanislavski, his system and his rehearsal techniques.
New Skills:	To perform characters or present a design element to a live audience and under examination conditions. How to cope with performance pressure to perform a piece of drama under examination conditions.	To be able to read and interpret a curriculum set text To be able to interpret characters To be able to analyse stage directions To apply rehearsal techniques in the exploration of character To identify morals, meaning and messages of play texts To explore the purpose of proxemics in defining character relationships on stage.	Drama Revision skills Examination skills: timing, reading the questions, planning answers.
Links to the School Curriculum	Music Technology	PSHE English	English
Independent Activities:	Watch previous devised GCSE performances online or ask your drama teacher to show last year’s cohort.	From page to stage - Homework and essays exploring how to lift play scripts of the page to become a performance piece.	Practise exam papers and look at marking schemes. These can be found on line in the Eduqas drama GCSE website page, below:
Web Links:	ttps://www.youtube.com/watch?v=B63v-mNpaNw https://www.youtube.com/watch?v=iB1fPZX5Zgk	https://www.youtube.com/watch?v=5KwujlgvJjw https://www.youtube.com/watch?v=wTcahwr-hfo	Past Papers

Back