DRAMA OVERVIEW

MILEPOST 3
Year 6
Strands/
Learning Goals
Term I

Exploring & Making

Develops a range of in-depth
and sustained roles.

Responding
Responds critically to a range
of drama works and
performance styles

Term II
Physical
Theatre

Knowledge

Exploring & Making

Skill
(Learning Experience)
Watch video clips of traditional
performing arts (drama)
around the world and then
focus on the local ones.

Research and discuss on

traditional performing art form

reflects on drama traditions of

communities and cultures in
various times and places
recognizes personal, social and
cultural aspects of the human
experience and incorporates
them in drama works
Uses the body to symbolize
various emotions and dramatic
tensions
Uses different kinds of music and
sound as an accompaniment to
their physical performance
Has good timing and rhythm
when performing
Being creative and original when
devising a physical theatre piece

Workshops to understand how

the body can symbolize
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 Students.
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
costume into the plans
Performing
Responding
Responds critically to a range
of drama works and
performance styles.
Term III

Exploring & Making

Practice and perform

Uses drama terminology to evaluate
other Students works

Performing

Will know about Directing, the

jobs description and apply it in
their small group.
responds confidently with
gesture, movement and voice
skills to a range of scripts and
other texts to structure the
narrative or episodes and build
on the action of the drama

Is able to show depth of

character, relevant emotions and
expressions when reading a script
Uses articulation and intonation
well when performing

Responding

takes on a range of roles

challenging character
stereotypes, depicting
empathy, different and
contrasting attitudes and
status
negotiates and sustains roles
and their relationships in
shaping the action
collaborates to convey
dramatic meaning by
responding abstractly to
represent ideas, feelings,
objects and situations
devises
drama
in
collaboration
with
others
using scripted and unscripted
material as resources for
drama performances
Devises, rehearses and acts in
drama
using
voice
and
movement skills to convey
meaning to an audience.

Evaluates drama performances in

order to reflect upon and
enhance their own drama work

and the work of others.

Term IV

Responding

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

Discussion on Students
favorite performance styles,
for example Musical theatre.
Compare technical differences
View a variety of Drama works
in and outside school
Essay planning activities