Drama: Secondary

Key Issues

The KS3 drama objectives and expectations for pupil achievement in drama within English and drama as a discrete subject

The non-statutory Framework drama objectives might usefully form the basis of the programme of study for drama at KS3. However, these specific objectives are unlikely to be considered sufficient as core objectives for drama as a discrete subject because they do not cover physical, visual, design and technical aspects of drama. Nor do they address the differentiated needs of different populations of learners. Likewise, where drama is taught as part of English, there are important connections between drama and other Framework objectives in the sentence level and writing and reading strands, which should not be overlooked.

In the following chart the Framework drama specific objectives for Yr. 7 are placed alongside indicative discrete drama and other related Framework objectives.

Using this template, trainees could consider what additional drama and Framework objectives might be included alongside the drama objectives for Yr 8 and 9. Trainees should focus on how drama might be used as a teaching approach to the other Framework objectives and what additional benefits there might be for different populations of learners.

S&L Objs.

for drama Subject Objs.

for drama Other Framework Objs.

YR. 7

SL 15: develop drama techniques to explore in role a variety of situations and texts or respond to stimuli;

SL 16: work collaboratively to devise and present scripted and unscripted pieces, which maintain the attention of an audience;

SL 17: extend their spoken repertoire by experimenting with language in different roles and dramatic contexts;

SL 18: develop drama techniques and strategies for anticipating, visualising and problem-solving in different learning contexts;

SL 19: reflect on and evaluate their own presentations and those of others.

- use and control the elements of drama, particularly voice and the body in space

- use voice, gesture and movement to convey meaning to an audience, making disciplined use of the conventions of performance

- make creative and symbolic use of the elements of drama – time, space, presence, light, sound and objects

- use a critical and specialist vocabulary for discussing drama- e.g. gesture, symbol, tension, rhythm and pace, contrast etc.

Sentence Level:

4: keep tense usage consistent, and manage changes of tense so that meaning is clear (also 13,16,17,18)

Text Level:

R6: adopt active reading approaches to engage with and make sense of texts (also 3,8,9,12,18)

W6: portray character, directly and indirectly, through description, dialogue and action (also 5,8,14,15,18)

SL2: recount a story, anecdote or experience, and consider how this differs from written narrative (also 3, 10,11,12,13,14)

Contents

Introduction
Key Issues
Key Resources 1 – A social theory of language to underpin drama
Key Resources 2 – Drama and Writing
Key Resources 3 – Using conventions (drama techniques) to structure and develop drama
Key Resources 4 – Managing space, time and contracted learning