Drama

Drama

In Drama the active learning environment enables each pupil to become a confident performer whose individual’s talents are honoured.   Whilst studying Drama enriches knowledge, understanding and application of a variety of dramatic techniques, it also develops the emotional intelligence of the pupils, leading to the formation of well-rounded young people.  Pupils gain an appreciation of playwrights’ works and artists’ performances, which broadens their cultural experience.  Skills learnt in Drama allow pupils to consolidate their learning acquired in other subject areas, most notably in English, Music and SULP.  Through an assortment of practical and written tasks, both the pupils’ speaking and listening and writing skills evolve.

Header

Year 9 Drama

WJEC Entry Level 

Pathway Course

Autumn 1

USING THE BODY IN A DRAMATIC CONTEXT

The Haunted House

The Supermarket

Breakfast with the Queen

The Airport

Autumn 2

USING THE VOICE IN A DRAMATIC CONTEXT

Train Tracks/Unexploded Bomb/Spying

The Glenwood Cops

The Circus

Food for Thought

Waiter Minute

Jack and the Beanstalk


Spring 1

USING THE VOICE IN A DRAMATIC CONTEXT

Washington Road

Washington Road: The Wedding
Washington Road: The Wedding Reception

CONTRIBUTING TO A DRAMATIC IMPROVISATION

Park Bench

Beside the Seaside

Spring 2

CONTRIBUTING TO A DRAMATIC IMPROVISATION

Starter Lines

The Woman/Man Who Fell From the Stars

Glenwood’s Everyman Robots

Robbie II at Glenwood

Summer 1

CONTRIBUTE TO THE CREATION OF A GROUP DRAMA PRESENTATION

Peter Pan/
Return to the Forbidden Planet/
Alice in Wonderland

Summer 2

ADVANCED DRAMA TECHNIQUES

Action, Detectives, Treasure Island,

Moonfleet, Jurassic Park and Fairy Tales

In Drama the active learning environment enables each pupil to become a confident performer whose individual’s talents are honoured.   Whilst studying Drama enriches knowledge, understanding and application of a variety of dramatic techniques, it also develops the emotional intelligence of the pupils, leading to the formation of well-rounded young people.  Pupils gain an appreciation of playwrights’ works and artists’ performances, which broadens their cultural experience.  Skills learnt in Drama allow pupils to consolidate their learning acquired in other subject areas, most notably in English, Music and SULP.  Through an assortment of practical and written tasks, both the pupils’ speaking and listening and writing skills evolve.

Communication and Advocacy Exploring a range of ways to express oneself in a safe and secure environment allows the pupils to experiment with different ways of communicating meaning.  By experimenting with different interpretations of characters, it enables pupils to recognise the various ways voices may be heard and how vital body language is in helping to convey meaning.  We empower the pupils to form their own decisions about how best their ‘voices’ can be heard drawing on both physical and vocal skills learnt.
Independence and Preparing for Adulthood Many skills useful in later life are developed in Drama.  Our pupils learn how to become directors – hence developing leadership skills; they also learn how to work to deadlines – meaning time management skills are crucial to success; creativity is paramount to producing engaging performances – inventiveness is a quality employers look for; organisational skills are needed in order to work out who takes on which role –  working in a productive manner is a life skill; engendering self-discipline is part of the course – staying on task, motivating themselves and each other as well as  doing what is right are all skills that stand them in good stead for  life.
Physical, Social and Emotional Good Health Drama builds self-esteem and self-confidence, for it allows pupils to transcend self-consciousness and be who they want to be.  Thus, it promotes a sense of emotional well-being.  Moreover, working co-operatively, praising each other’s achievements and making helpful suggestions for improvements all enhance social interactivity.

  • RESPECT

  • INTEGRITY

  • TEAMWORK

  • EVERYONE VALUED

  • CELEBRATE

  • INCLUSIVE

Where you will see it in

  • We will show respect for the learning environment by making sure we are focusing on the task we have been challenged with.
  • We will treat equipment and resources with care to keep ourselves and others safe.
  • We will listen carefully and with respect to the thoughts and ideas of others.
  • We will consider using the ideas of others even if they might be different to our own to improve outcomes.