PLANNING for PROGRESSION in DRAMA from FOUNDATION to KEY STAGE 3

Making – Process – Skills Appraising – Process – Skills

Pupils will:- Pupils will:-  Pretend to be someone else  Say why they used a particular voice, movement, gesture or  Engage with others in imaginative play in a facial expression safe environment  Know how to take turns in role using drama games and story  Demonstrate thoughts, ideas and feelings  Understand the difference between play and story e.g. role- through actions and language play/act out familiar stories/nursery rhymes  Respond to others in role  Know when teacher/pupils are in role

Making – Process – Skills Appraising – Process – Skills

Pupils will:- Pupils will:-  Share ideas and explore issues in an imagined  Think clearly about a variety of situations and use drama to context make sense of them  Take part in a range of drama strategies  Begin to discuss their work and that of others both in and out including freeze frame, tableau and hot of role seating  Understand the difference between pretence and reality within  Use simple props, symbols and images to specific contexts represent meaning  Talk about their choice of voice, movement, gesture, facial  Use voice and body to create characters in an expression and appropriateness to character imagined way  Engage in dramatic play using stories and other stimuli

9 Making – Process – Skills Appraising – Process – Skills

Pupils will:- Pupils will:-  Devise improvised drama from a range of  Express meaning and attitude through issue-based drama stimuli e.g. bullying  Explore the use of drama strategies to deepen  Reflect upon the meaning and understanding of their work the role or understanding of the situation and that of others, both in and out of role  Select appropriate props, symbols and images  Discuss their own work and the work of others, showing to represent meaning and understand their understanding of different drama forms e.g. the way the story effect is told, the characters portrayed and the themes depicted  Choose vocabulary and movement to match  Reflect upon their choice of voice, movement, gesture and the person, place and time required by the facial expression story or situation  Explore the structure of storytelling in dramatic form, showing some awareness of audience

Making – Process – Skills Appraising – Process – Skills

Pupils will:- Pupils will:-  Structure improvised drama to help make  Describe how drama challenged their understanding of an meaning in a variety of situations issue or a theme  Use a range of drama strategies to explore  Reflect on and begin to evaluate their own and others’ work, and develop characters in different contexts suggesting improvements and using correct basic theatre  Explore and negotiate a range of approaches terminology to represent meaning  Comment on the effectiveness of their structuring of dramatic  Build a character with appropriate control over sequences movement and voice  Begin to evaluate the appropriateness of their use of voice,  Use simple scripts, demonstrating an movement, gesture and facial expression understanding of some theatre conventions e.g. stage directions

10 Making – Process - Skills Appraising – Process – Skills

Pupils will:- Pupils will:-  Use structured improvisation to explore and  Comment on the effective use of drama in exploring and interpret ideas, issues and relationships in interpreting an issue or theme their drama work  Evaluate their own and others’ work  Explore a variety of dramatic strategies to  Explain how and why they have developed a role as a result select appropriate forms of exploring different dramatic approaches  Select and use a wide range of approaches to  Evaluate the appropriateness of their use of voice, movement, develop meaning and understanding gesture and facial expression in a defined role  Sustain a defined character using appropriate  Evaluate the effectiveness of the use of language and theatre voice, movement, gesture and facial conventions in scripts expression  Create a short script based on devised work

Making – Process – Skills Appraising – Process – Skills

Pupils will:- Pupils will:-  Use drama in an original way to explore and  Evaluate the effectiveness of drama in exploring a range of present meaning to a chosen audience issues  Select and use appropriate strategies and  Use their knowledge of dramatic contexts to evaluate their forms to structure effective dramatic outcomes own and others’ work  Make meaning independently and in groups  Justify their choice of approaches in creating a role using appropriate dramatic approaches  Evaluate the appropriateness of their use of voice, movement,  Adopt and sustain a range of roles using gesture and facial expression in a range of roles appropriate voice, movement, gesture and  Evaluate the effectiveness of the use of script for a chosen facial expression audience  Create scripts based on devised work using appropriate theatre conventions

11 Making – Process – Skills Appraising – Process – Skills

Pupils will:- Pupils will:-  Create performances for different audiences  Analyse the effectiveness of drama in exploring complex and purposes using various genres, styles and issues traditions  Analyse their own and others’ work making connections with  Make considered use of strategies and forms a range of genres to experiment with dramatic outcome  Analyse how their own and others’ interpretation of character  Explore how different dramatic approaches changes meaning change meaning  Evaluate the effect of the use of voice, movement, gesture  Adopt a range of roles taking account of and facial expression in a range of roles taking account of purpose and audience purpose and audience  Create scripts based on more complex  Analyse the effectiveness of the use of script for a chosen situations reflecting a range of feelings and audience points of view

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