a ccea publication © 2007 - curriculum
TRANSCRIPT
DramaKey Stage 3 Non Statutory Guidance
for Drama
A CCEA Publication © 2007
1 Section01 PurposeofthisGuidance
3 Section02 DramaintheNorthernIrelandCurriculum
5 Section03 LinkstoKeyStage2andKeyStage45 3.1 KeyStage25 3.2 KeyStage4
7 Section04 UnderstandingtheStatutoryRequirementsfor Drama7 4.1 TheLayoutoftheStatutoryRequirements8 4.2 Knowledge,UnderstandingandSkills11 4.3 CurriculumObjectivesandKeyElements15 4.4 LearningOutcomes18 4.5 ThinkingSkillsandPersonalCapabilities
21 Section05 ApproachestoLearningandTeaching21 5.1 KeyMessages22 5.2 AssessmentforLearning24 5.3 ConnectingtheLearning26 5.4 ActiveLearning
27 Section06 AuditingandPlanning27 6.1 ConductingaDepartmentalAudit28 6.2 Long,MediumandShortTermPlanning
31 Appendices:31 Appendix1 Cross-CurricularSkills35 Appendix2 ThinkingSkillsandPersonalCapabilities37 Appendix3 DramaStrategiesforUseatKeyStage3
Contents
GuidanceforDramaatKeyStage3
1
GuidanceforDramaatKeyStage3
ThisguidanceispartofthesupportandimplementationpackagefortheRevisedNorthernIrelandCurriculum(hereafterreferredtoasNorthernIrelandCurriculum)alreadywithyourschoolthatincludes:
TheStatutoryCurriculumatKeyStage3:SupplementaryGuidance;andTheCurriculumSupportandImplementationBox.
Boththeseresourcesandadditionallearningandteachingmaterialsarealsoavailableatwww.nicurriculum.org.uk.
DramaispartoftheminimumrequirementforeverypupilatKeyStage3.Thisguidanceseekstobuildongoodpracticeandtoprovideheadsofdepartmentwithinformationandpracticalapproachestohelpthemplanandroll-outtherequirementsforDramainamanageableway.TheguidanceexplainsandprovidesinterpretationofthestatutoryrequirementsforDrama.
Therearedepartmentalquestionsandactivitiesaftereachsectionwhichcanhelpyouandthemembersofyourdepartmenttoreflectonandevaluateyourcurrentpracticeandidentifyactionsfordepartmentalplanning.
ThequestionsandactivitiesfollowThe 4A’s Model for Planningasdocumentedinthebooklet,Planning for the Revised Curriculum at Key Stage 3,inyourschool’sCurriculumSupportandImplementationBox.WorkingthroughthisguidanceanditsaccompanyingactivitiesmeansthatyourdepartmentwillbewelloncourseforrollingouttheNorthernIrelandCurriculum.
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Section01PurposeofthisGuidance
01
3
GuidanceforDramaatKeyStage3
TheNorthernIrelandCurriculumaimstoempowerpupilstoachievetheirpotentialandtomakeinformedandresponsiblechoicesanddecisionsthroughouttheirlives.Itisabouthelpingallpupilsprepareforlifeandwork:
asindividuals;ascontributorstosociety;ascontributorstotheeconomyandenvironment.
Dramahasasignificantroletoplayinthis.
ThefundamentalaimoftheDramacurriculumistodeveloppupilswhoareabletousevoice,movement,gestureandfacialexpressioninapositiveandconfidentmanner.Throughthemethodsofimprovisation,acting,mimeanddancedrama,supportedbyusingarangeofdramastrategies,pupilswilldeveloppersonalandsocialskillsandgrowininsightandunderstanding.
Dramacontributesinauniquewaytotheprocessoflearning.Itsuniquenessliesinitsimmediacyasithappensinthehereandnow.Itallowspupilsahighdegreeofcontrolovertheirownlearningastheymanageinformation,makedecisionsandsolveproblems.Itdrawsupontheirownexperienceoftheworldandthenextendsit.Itengagesfeelings,imagination,encouragescreativityandallowsthemtoworkaloneandwithothers.Dramaisapowerfulmeansofbringingaliveknowledgeandexperiencebyengagingtheemotionsandtheintellect.Itinvolvesthecontrolledattemptstoexplore,developandexpressideasandconceptswhichwillhelptomakesenseofrealityandtheworldwelivein.
MeetingCurriculumObjectivesDramadevelops pupils as individualsby:
developinganawarenessofselfandothers;helpingpupilstodeveloprelationshipsamongpeers,withteachers,otheradultsandwideraudiences;helpingtodeveloppupils’confidenceintheirownabilities,particularlyinverbalandnon-verbalcommunication;enablingparticipantstoevaluatetheirachievementsasindividualsandevaluatetheachievementsofothers.
Dramadevelops pupils as contributorstosocietyby:
encouragingmutualrespect,sharingandasenseofresponsibility;enablingpupilstoexploreissuesinasafeenvironment,throughexplorationandnegotiationandhelpingthemtostructuresolutions;enhancingpupils’understandingandappreciationofsocietybygivingthemopportunitiestoexperienceanotherperson’slifeinanothersituation.
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Section02DramaintheNorthernIrelandCurriculum
02
4
GuidanceforDramaatKeyStage3
Dramadevelops pupils as contributors to the economy and environmentby:
providingeverypupilwithinformationaboutworkingintheworldofdramaandtheatre;enablingpupilstoexperience,inrole,theworldofworkandtodevelopanawarenessofrelatedeconomythroughexplorationofspecificsituationsandscenariosusingtextandimprovisedapproaches;promotingenquiryandencouragingpupilstothinkcriticallyandconstructivelyonarangeoflocalandglobalissues.
QuestionsforDepartmentsInordertocontributetothecurriculumobjectivesduringKeyStage3,whatdowewantourpupilsinDramato:
know(knowledgeandunderstanding);
beabletodo(skills);
belike(attitudesanddispositions)?
Action
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5
GuidanceforDramaatKeyStage3
3.1 KeyStage2AtKeyStage2thestatutoryrequirementsforDramaprovisionaresetoutasfollows:
Teachersshouldensurethatpupilsaregivenworthwhileexperienceswhichenablethemto:
makesenseoftheworldbyengaginginarangeofcreativeandimaginativeroleplaysituationsbyexploringissuescreativelythroughtheuseofDrama;explorearangeofculturalandhumanissuesinasafeenvironmentbyusingDramatobegintoexploretheirownandothers’feelingsaboutissues,andbynegotiatingsituationsbothinandoutofrole;developarangeofdramastrategiesincludingfreezeframe,tableau,hotseating,thoughttrackingandconsciencealley;developdramaticskillsappropriatetoaudience,context,purposeandtaskbyexploringvoice,movement,gestureandfacialexpressionthroughbasicexplorationofaspecificrole,andbystructuringdramaticactivitytomakemeaningclearforachosenaudience.
3.2 KeyStage4TheflexibleframeworkatKeyStage3allows:
teacherstoestablishfoundationsforKeyStage4studybyprovidingopportunitiesforpupilstodemonstratedeeperunderstanding;pupilstobecomemoreindependentlearnerswhowillbeincreasinglyadeptandexperiencedinmanagingtheirownlearning.
KeyStage3experiencesshouldprovidearobustbasisforlearningatKeyStage4.Theknowledge,understandingandskillsoutlinedinthestatutoryrequirementsforKeyStage3Dramaprovideaframeworkthatenablesteacherstotailorthebreadthanddepthofcoveragetomeettheneedsandinterestsoftheirpupils.
CCEAoffersarangeofqualifications,detailsofwhichareavailableontheCCEAwebsite.GCSEspecificationsinallsubjectsarecurrentlybeingreviewed.
ForthosepupilswhoelectnottocontinuewithfurtherstudyofDrama,theirexperiencesduringthekeystageshouldhaveprovidedthemwiththeknowledge,understandingandskillsinDramanecessarytohelpthemengagemeaningfullywithrealandrelevantissuesintheirworld.
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Section03LinkstoKeyStage2andKeyStage4
03
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GuidanceforDramaatKeyStage3
Developingpupils’Knowledge,UnderstandingandSkills
(Objective1)DevelopingpupilsasIndividuals
(Objective2)DevelopingpupilsasContributorstoSociety
(Objective3)DevelopingpupilsasContributorstotheEconomyandEnvironment
Throughengagementwitharangeofstimuliincludingpeers,poetry,prose,drama,non-fiction,mediaandmultimediawhichenhancecreativityandstimulatecuriosityandimagination,pupilsshouldhaveopportunitiestobecomecritical,creativeandeffectivecommunicatorsby:• expressingmeaning,feelingsandviewpoints;
• talking,toincludedebate,role-play,interviews,presentationsandgroupdiscussions;
• listeningactivelyandreportingback;
• readingandviewingforkeyideas,enjoyment,engagementandempathy;
• writingandpresentingindifferentmediaandfordifferentaudiencesandpurposes;
• participatinginarangeofdramaactivities;
• interpretingvisualstimuliincludingthemovingimage;
• developinganunderstandingofdifferentforms,genresandmethodsofcommunicationandanunderstandingofhowmeaningiscreated;
• developingtheirknowledgeofhowlanguageworksandtheiraccuracyinusingtheconventionsoflanguage,includingspelling,punctuationandgrammar;
• analysingcriticallytheirownandothertexts;
• usingarangeoftechniques,formsandmediatoconveyinformationcreativelyand
appropriately.
Pupilsshouldhaveopportunitiesto:
Engage,throughlanguage,withtheirpeersandwithfictionalandreal-lifecharactersandsituations,toexploretheirownemotionsanddevelopcreativepotential,forexample,discusswhattheywouldhavedoneorhowtheywouldhavefeltwhenfacedwithasituationinanovel;produceadigitalportfoliohighlightingtheirpersonalqualitiesetc.(KeyElement:PersonalUnderstanding)
Exploreandrespondtoothers’emotionsasencounteredinliterature,themedia,movingimageandpeerdiscussion,forexample,inrole-playempathisewithsomeonewhoseexperienceisdifferentfromtheirown.Developtheabilitytouselanguage(includingbodylanguage)effectivelyincommunicatingwithandrelatingtoothers,forexample,exploresituationsinwhichtone,choiceofwords,gesture,facialexpressioncanaltermeaning/impact.(KeyElement:MutualUnderstanding)
ExploreissuesrelatedtoPersonalHealth:Considertheeffectivenessoflanguageincurrenthealthcampaigns,forexample,exploretheuseofimageryandemotivelanguageinposters,leafletsandtelevisionetc.Createacampaigntopromoteahealthandsafetyissuesuchasdealingwithmisuseofsubstances.Improviseascenedemonstratingpeersupportorpeerpressureaboutahealthrelatedissue.(KeyElement:PersonalHealth)
ExploreissuesrelatedtoMoralCharacter:Demonstrateawillingnesstochallengestereotypical,biasedordistortedviewpointswithappropriatelysensitive,informedandbalancedresponses,forexample,discussmoralchoicesofreal-lifeandfictionalcharacters;takeresponsibilityforchoicesandactions.(KeyElement:MoralCharacter)
Exploretheuseoflanguageandimageryinconveyingandevokingavarietyofpowerfulfeelings,forexample,commentonafilm,novel,performanceorpoemwhichhasstimulatedapersonalinsight.(KeyElement:SpiritualAwareness)
Pupilsshouldhaveopportunitiesto:
Useliterature,drama,poetryorthemovingimagetoexploreothers’needsandrights,forexample,considertheneedsofafictionalcharacter;participateinaroleplayinvolvingconflictingrightsetc.(KeyElement:Citizenship)
Explorehowdifferentculturesandbeliefsarereflectedinarangeofcommunicationmethods,forexample,investigatelocaloraltraditionsanddialectsetc;compareandcontrasthowthecultureandlifestyleofdifferentcountriesarerepresentedinstories/poems/imagesetc.(KeyElement:CulturalUnderstanding)Explorethepowerofarangeofcommunicationtechniquestoinform,entertain,influenceandpersuade,forexample,compileandjustifyalistoftoptentelevisionadvertisements/websitesforyoungpeople;createandlaunchaninnovativelifestylearticleorfeatureforyoungpeopleetc.Considerhowmeaningsarechangedwhentextsareadaptedtodifferentmedia,forexample,compareandcontrastafilmandbookversionofthesamestoryetc.(KeyElement:MediaAwareness)
ExploreissuesrelatedtoEthicalAwareness:Investigateandevaluatecommunicationtechniquesusedtoexplorearelevantethicalissue,forexample,trackcoverageofthesameissueinarangeofmedia;designandproduceowncurrentaffairsprogramme/newssheetforayoungaudienceetc.(KeyElement:EthicalAwareness)
Pupilsshouldhaveopportunitiesto:
Investigatetheimportanceofcommunicationskillsinlife/worksituations,forexample,participateininterviewsandself-marketing;developanadvertisingcampaignforalocalcompanyorproduct;investigatejobsincompaniesinNorthernIrelandandelsewhereinwhichgoodcommunicationisessentialtobusinessetc.(KeyElement:Employability)
ExploreissuesrelatedtoEconomicAwareness:Exploretheimpactofeconomicsonthelivesofpeople,forexample,debatewhetheryoushouldbuyitemsproducedbychildlabour;considerreasonsandconsequencesoffinancialdifficultiesofacharacterinliterature.(KeyElement:EconomicAwareness)
Planandcreateaneffectivecommunicationcampaign,forexample,producepromotionalliteraturewitheco-friendlyguidelinesforavisittoanatural/culturalheritagesite;presentthecaseforpreservingalocalsite/building;participateinamodelyouthassembly/parliamentaboutaglobalissueetc.(KeyElement:EducationforSustainableDevelopment)
LearningOutcomes
ThelearningoutcomesrequirethedemonstrationofskillsandapplicationofknowledgeandunderstandingofEnglishandMediaEducation.
Pupilsshouldbeableto:
researchandmanageinformationeffectively,usingMathematicsandICTwhereappropriate;showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,usingMathematicsandICTwhereappropriate;demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough;workeffectivelywithothers;demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance;communicateeffectivelyinoral,visualandwrittenformats(includingICTandthemovingimage)showingclearawarenessofaudienceandpurposeandattentiontoaccuracy.
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NB:Teachersmaydevelopactivitiesthatcombinemanyofthestatutoryrequirements,providedthat,acrosstheKeyStage,allofthestatutoryaspectshighlightedinBOLD(includingeachoftheKeyElements)aremet.
TheobjectivesaremadeupofKeyElements.Theseprovide
opportunitiesforsubjectstoconnectwithLearningforLifeandWorkandwithother
subjects.
TheKnowledge,Understandingand
SkillstobedevelopedinDramaduringKey
Stage3.
ObjectivesThecurriculumobjectives
providetherealandrelevantcontextsinwhichDrama
knowledge,understandingandskillsaredeveloped.Theobjectives
shouldbedevelopedthroughoutthekeystage.
LearningOutcomesThesestatetheskillsand
capabilitiespupilsshouldbeabletodemonstratethroughoutthekeystageinthecontextof
Drama.
4.1 TheLayoutoftheStatutoryRequirements
Thissectionincludesexplanationof:
TheLayoutoftheStatutoryRequirements;Knowledge,UnderstandingandSkills;CurriculumObjectivesandKeyElements;TheLearningOutcomes;ThinkingSkillsandPersonalCapabilities.
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Section04UnderstandingtheStatutoryRequirementsforDrama
04
ExemplarSeebackcoverforanA3versionof
theStatutoryRequirementsforDramawithadditionalguidanceandexamples
8
GuidanceforDramaatKeyStage3
4.2 Knowledge,UnderstandingandSkillsThefirstcolumninthestatutoryrequirementsforDramaisheaded‘Developingpupils’KnowledgeUnderstandingandSkills.’
Everythinginthiscolumnisastatutoryrequirementforthekeystageasawhole;notforindividualyearswithinthekeystage.Itisintendedthatschoolsinterpretanddeveloptheserequirementsasappropriatetotheirowncontext.TherecursivenatureofDramameansthatthebulletpointsintheknowledge,understandingandskillscolumnarelikelytobecoveredanumberoftimesineachacademicyearwithinthekeystage.
Thetablebelowseekstoexplain,illustrateandexpandonthebulletpointsunderknowledge,understandingandskills.
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Developingpupils’Knowledge,UnderstandingandSkills
Supportingnotes
engagewitharangeofstimulitodevelopcriticalandcreativethinkingskills;
adoptarole;
takepartinimprovisation;
devisescriptsandusedramaformsandstrategieseffectivelytoexploreandpresentideas;
employsign,symbol,metaphorandimage;
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Pupilsareabletousearangeofreasoningandthinkingskillstodevise,structureandresolvesituationsandscenarioswhichhavebeenpresentedtotheminadramasituation.
AsactingisamainstrandofDrama,pupilscandeveloptheskillsofvoice,movement,gestureandfacialexpressionintheirdevelopmentofcharacterwhenworkinginrole.
Pupilsshouldbegivenopportunitiestodevise,structureanddevelopbothspontaneousandpolishedimprovisationusingarangeofstimulusmaterialsincludingtextandmultimedia.
Throughimprovisation,acting,hotseating,thoughttrackingandconsciencealley,pupilsshouldhaveopportunitiestodeveloptheirworkintosoloandgroupscriptformat.
Tableaux,freezeframes,mime,dance,props,costumesandprojectionscanallbeusedtoreflectfeeling,moodandattitudeandhelpmakemeaningandexploreideaswithinDrama.
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GuidanceforDramaatKeyStage3
Developingpupils’Knowledge,UnderstandingandSkills
Supportingnotes
engageinmovementand/ordance;
experienceliveandrecordeddrama,andrespondtoavarietyoftexts;
begintodevelopanappreciationoftheatrestyles,genresandvocabulary;
explorecharacterisationthroughuseofmasks,costume,props,puppetsandelectronicmedia;
evaluatetheirownandothers’work.
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Pupils,asindividualsandingroups,shouldhaveopportunitiestousemime,movementanddancedramatoexpressideasandmakemeaning.
Pupilsshouldhaveopportunitiestowatcheachothers’work,viewandreviewprofessionalliveandrecordeddrama/theatreanduseavarietyofprinteddramatextsasstimulusforfurtherworkorinperformance.
Blackcomedy,melodrama,soapopera,western,silentmovie,slapstick,andusingtermssuchascyclorama,upstageleftorinflexionareexamplesofdevelopinganappreciationofdramawork.
RecordpupilsasT.V.presenter,usehalfmasksasanangrymob,usecloaksforwitches,suitcasesforluggageorglovepuppetsinaroadsafetyadvertisement,areexamplesofexploringcharacterisation.
Pupilsshouldbeencouragedtoobserveandpositivelyevaluatetheirowndramaworkandtheworkofothers.
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GuidanceforDramaatKeyStage3
QuestionsforDepartments
Whatisthecurrentbalancebetweenknowledge,understandingandskillsinourdepartmentalprovisionforDrama?
IfDramahasnotpreviouslybeenadiscretelytimetabledsubjectatKeyStage3,whatdoweenvisageistheidealbalancebetweenknowledge,understandingandskills?
WhataretheimplicationsforfuturelearningandteachingatKeyStage3?
Action
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GuidanceforDramaatKeyStage3
4.3 CurriculumObjectivesandKeyElementsThecurriculumobjectivesarebrokendownintokeyelements.ThekeyelementsareavehicleforensuringthatDramadirectlyconnectstothecurriculumobjectivesinpreparingpupilsforlifeandwork.
Thekeyelementsalsoprovideameansforconnectinglearning.Thetablebelowshowswhichcurriculumobjectiveislinkedtospecifickeyelements,forexample,developingpupilsasindividualswillrequireasharpfocusonthekeyelementsofPersonalUnderstanding,MutualUnderstanding,PersonalHealth,MoralCharacterandSpiritualAwareness.
TheNorthernIrelandcurriculumshouldproviderelevantlearningopportunitiestohelpeachpupildevelopas:
Objective1
Anindividual
Objective2
Acontributortosociety
Objective3
Acontributortotheeconomyandtheenvironment
KeyElements
PersonalUnderstandingMutualUnderstanding
PersonalHealthMoralCharacter
SpiritualAwareness
KeyElements
CitizenshipCulturalUnderstanding
MediaAwarenessEthicalAwareness
KeyElements
EmployabilityEconomicAwareness
EducationforSustainableDevelopment
Everysubjectmustcontributetoallkeyelementsacrossthekeystage.Somesubjectswillhavemorenaturallyoccurringopportunitiestopromotecertainkeyelements.Thesearecontextualisedandspecifiedonthestatutoryrequirementspage(seeA3pageinsidethebackcover).
ThekeyelementsthatDramacontributestomorefullyare:
PersonalUnderstanding;MutualUnderstanding;SpiritualAwareness;Citizenship;CulturalAwareness;MediaAwareness;Employability.
ThestatementsrelatingtothesekeyelementsinDramaareemboldenedandarethereforepartofthestatutoryrequirements.Forexample,DramawillhavealeadingroletoplayinMutualUnderstanding.Manyofthecommonlyuseddramastrategiessuchasthoughttracking,consciencealleyandhotseatingcanenablepupilstoexploreandrespectotherpeople’sthoughts,feelingsandopinions.Whenpupilsdiscussthesesortsofsituationsinasafedramaenvironment,theydeveloptheabilitytoexpresstheirownopinionsappropriatelyandeffectively.
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GuidanceforDramaatKeyStage3
ThekeyelementsthatdonotincludeemboldenedexamplesstillhavetobeincludedinDramaprovision,andschoolsarefreetodeveloptheirowncontextsforexploringthese.
Thekeyelementsofferopportunitiestomakemeaningfullinkswithothersubjectsandpromotecoherenceacrossthewholecurriculumandfacilitatemorecollaborativeplanningandteaching.
ThefollowingtablegivesexamplesofsomeofthequestionswhichmayhelptoexplorewhatismeantbyeachofthekeyelementsinDrama.
13
GuidanceforDramaatKeyStage3
Dev
elop
ing
the
Key
Ele
men
tsin
Dra
ma
Dev
elop
ing
pupi
lsa
s…
.ind
ivid
uals
….c
ontr
ibut
ors
tos
ocie
ty…
.con
trib
utor
sto
the
econ
omy
and
envi
ronm
ent
Pers
onal
Und
erst
andi
ngH
owc
anI
expr
ess
mys
elfi
mag
inat
ivel
yan
dem
otio
nally
in
role
?H
owc
anI
deve
lop
and
sust
ain
ach
arac
ter
usin
gvo
ice
and
mov
emen
t?H
owm
ight
Iex
pres
sfe
elin
gsin
an
impr
ovis
edm
onol
ogue
?
Mut
ual U
nder
stan
ding
How
cou
ldI
nego
tiate
dec
isio
nsin
ag
roup
mim
e?H
owc
ould
Ide
vise
ac
hora
lscr
ipt?
How
cou
ldI
use
ICT
tore
cord
cha
ract
ers’
thou
ghts
?
Pers
onal
Hea
lth
How
mig
htI
expl
ore
heal
th-r
elat
edis
sues
thro
ugh
impr
ovis
atio
n?H
owc
ould
Iex
plor
efo
odd
isor
ders
thro
ugh
danc
edr
ama?
How
cou
ldI
use
docu
-dra
ma
top
rese
ntro
ads
afet
yis
sues
?
Mor
al C
hara
cter
How
mig
htI
use
mas
ksto
exp
lore
pre
judi
ce?
How
wou
ldI
use
mim
ean
dm
usic
toe
xplo
rea
spec
tso
fw
ar?
Wha
tstr
ateg
ies
coul
dIu
seto
exp
lore
dec
isio
nm
akin
g?
Spir
itual
Aw
aren
ess
How
wou
ldI
expl
ore
the
them
eof
evi
lusi
ngd
ance
and
m
ime?
How
wou
ldI
use
tabl
eau
and
gest
ure
toh
elp
expl
ore
the
them
eof
hop
e?W
hatv
oice
wor
kw
ould
hel
pm
eto
dev
elop
the
char
acte
rof
a
judg
e?
Citiz
ensh
ipW
hats
trat
egie
sw
ould
Ius
eto
exp
lore
cla
ss
diffe
renc
es?
How
mig
htI
use
impr
ovis
atio
nto
reso
lve
issu
eso
fso
cial
con
cern
?H
owm
ight
Ius
em
ime
toc
halle
nge
ster
eoty
pica
lvi
ews
abou
teth
nic
min
oriti
es?
Cult
ural
Und
erst
andi
ngH
owc
ould
Ius
epr
ops
and
sym
bols
tore
pres
ent
dive
rse
loca
land
glo
balg
roup
s?W
hats
crip
tsfr
omd
iffer
entc
ultu
res
coul
dIu
sea
sst
imul
usfo
rw
ork?
How
cou
ldI
expl
ore
trad
ition
sfr
omd
iffer
ent
cultu
res
thro
ugh
danc
e?
Med
ia A
war
enes
sH
oww
ould
ad
igita
lcam
era
help
tod
evel
opv
oice
an
dm
ovem
entw
ork?
Wha
tgui
danc
ew
ould
Isu
gges
tto
play
the
role
of
ate
levi
sion
ann
ounc
er?
Wha
tpro
ject
edim
ages
mig
hth
elp
apo
lishe
dim
prov
isat
ion
onh
olid
ayd
isas
ters
?
Ethi
cal A
war
enes
sH
owm
ight
Ius
eim
prov
isat
ion
toe
xplo
re
allo
catio
nof
cha
rity
fund
s?W
hats
trat
egie
sco
uld
Iuse
toe
xplo
reth
efe
elin
gs
ofp
rote
stor
s?H
owc
ould
ligh
ting
and
soun
dhe
lps
way
an
audi
ence
’sfe
elin
gs?
Empl
oyab
ility
How
wou
ldI
stru
ctur
eim
prov
isat
ion
wor
kon
job
inte
rvie
ws?
How
cou
ldI
use
mim
eto
refle
ct
diffe
rent
peo
ple
atw
ork?
How
cou
ldI
use
cost
ume
and
prop
sto
exp
lore
em
ploy
men
tsta
tus?
Econ
omic
Aw
aren
ess
Wha
tbud
getp
lan
wou
ldI
deve
lop
for
asc
hool
pro
duct
ion?
How
wou
ldI
use
impr
ovis
atio
nto
ex
plor
eth
egl
obal
eco
nom
y?W
hats
trat
egie
sw
ould
Ius
eto
hel
pun
ders
tand
reta
ilth
erap
y?
Educ
atio
n fo
r Su
stai
nabl
e D
evel
opm
ent
Wha
tdig
itali
mag
esm
ight
Ius
eas
a
back
drop
toa
doc
u-dr
ama
onth
een
viro
nmen
t?H
owc
ould
Vox
Pop
she
lpe
xplo
re
issu
eso
nlit
ter?
How
cou
ldd
ance
dra
ma
beu
sed
to
expl
ore
the
hist
ory
ofc
oalm
inin
g?
14
GuidanceforDramaatKeyStage3
QuestionsforDepartments•Whatkeyelementsdowe
addresswell;needtofocusmoreon;notaddressatall?
Arethereanykeyelementsthatwecoulddevelopwithanotherdepartmenttopromoteconnectedlearning?
Howcouldweusethecurriculumobjectivesorkeyelementstomoveourdepartmentalplanningforward?
Whataretheimplicationsforourresources?
Action
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GuidanceforDramaatKeyStage3
4.4 LearningOutcomesLearningOutcomesincorporatetheskillsandcapabilitiespupilsshouldbeabletodemonstratethroughoutKeyStage3ineachsubjectstrand.Thesearesimilaracrosseachareaofsubjectstrandandpromotetheinfusionofthecross-curricularskills(Communication,UsingICTandUsingMathematics).ThelearningoutcomesalsopromotetheinfusionofThinkingSkillsandPersonalCapabilities(alsorefertoAppendix2forfurtherguidanceonThinkingSkillsandPersonalCapabilities).
Aswithallsubjects,itisstatutoryforteacherstoprovideopportunitiesforpupilstoacquireanddevelopthecross-curricularskillsandtheThinkingSkillsandPersonalCapabilitiesinDrama.PupilsshouldalsobegivenopportunitiestodemonstratetheirskillsandapplicationofknowledgeandunderstandingofDramatomeetthelearningoutcomes.
EvidenceforLearningOutcomesEvidenceoftheapplicationofskills,knowledgeandunderstandingforalearningoutcomecanbedemonstratedatanypointinthelearningprocess.Learningoutcomescanbebasedonprocessorproduct.Theymaybeevidencedbyteacher,pupilorpeer-assessmentofarangeofpupils’workandperformance,includingworkgeneratedusingICT.Thenatureoffeedbackonlearningoutcomescanbequalitative,quantitative,verbalorwrittentosuitthepurposeoftheassessment.
UsingandRecordingEvidenceThenumberofoccasionswhenlearningoutcomesareinternallyrecorded,thesystemforinternalrecordingandtheusemadeofinternalrecordsisatthediscretionofdepartmentsinlinewithwhole-schoolpolicy.Learningoutcomescanbedemonstratedthroughinformalassessment,formalassessment,formativeassessmentand/orsummativeassessment.
Evidenceoflearningoutcomescanbe:
recordedinformally,thatis,primarilyforfeedbacktopupilsandforteacherreference;recordedformally,thatis,inlinewithdepartmentalandinternalwholeschoolassessmentpolicyrequirements;usedtoinformreportingrequirements,forexample,inrelationtoPupilProfileguidelines.
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SkillsandtheLearningOutcomesTherelationshipbetweenthelearningoutcomesandthecross-curricularskillsandThinkingSkillsandPersonalCapabilitiesissetoutinthetablebelow.
LearningOutcomesCross-CurricularSkills/ThinkingSkillsandPersonalCapabilities
Researchandmanageinformationeffectivelytoinvestigateissues,includingUsingMathematicsandUsingICTwhereappropriate;
ManagingInformation
Showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,demonstratingUsingMathematicsandUsingICTwhereappropriate;
Thinking,Problem-Solving,Decision-MakingUsingMathematicsUsingICT
Demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough;
BeingCreative
Workeffectivelywithothers; WorkingwithOthersCommunication
Demonstrateselfmanagementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance;
Self-Management
Communicateeffectivelyinoral,visual,writtenandICTformats,showingclearawarenessofaudienceandpurpose.
CommunicationUsingMathematicsUsingICT
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QuestionsforDepartmentsHowcanweplanforlearningoutcomes?
Howcanourexistingdepartmentalassessmentpolicybeamendedtomakereferencetothelearningoutcomes?
Whichlearningoutcomeswillbethemostchallengingforourdepartment?
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4.5 ThinkingSkillsandPersonalCapabilitiesTheThinkingSkills&PersonalCapabilitiesFrameworkconsistsoffiveoverlappingstrands:
ManagingInformation;Thinking,DecisionMakingandProblemSolving;BeingCreative;Self-Management;WorkingwithOthers
Eachstrandisbrokendownintofurtherdetail(seeAppendix2).Thesecanfacilitatelessonplanningandprovidecriteriaagainstwhichpupils’performancescanbeassessedandreported.
Manyoftheskillsarenotnewandarecurrentlybeingdevelopedacrossarangeofsubjects.ThissingleframeworkaimstomakethedevelopmentofThinkingSkillsandPersonalCapabilitiesmorestructuredandexplicit,toencourageapplicationacrossarangeofcontextsandtoprovideacommonlanguagethatpupilsandteacherscanusetotalkabouttheirthinkingandlearning.
Thereareanumberofteachingstrategiesthatwillpromotethedevelopmentofthinkingskillsandpersonalcapabilitiesgenerally,forexample:settingopenendedtasks,effectivequestioning,talkingaboutthinkingandlearning,providingmeaningfulopportunitiesforcollaborativelearning,etc.
Thebigshift,however,istofocusonopportunitiesinDramawhereaspecificthinkingskillorpersonalcapabilitycanbeusedtodeepenunderstandingofparticularDramacontexts.
Thecontextusedprovidesopportunitiesforthedevelopmentandpracticeofthethinkingskill/personalcapability.Thispromoteslessonswherethereistheparalleldevelopmentofsubjectknowledgeandunderstandingaswellasthedevelopmentofaparticularmodeofthinking.Thisapproachisknownasinfusion,addingonethingtoanothertogivenewsignificance.
Planningforinfusioninvolves,forexample:
Lookingacrossaseriesofunitsofworkinaparticularyeargroupandidentifyingwherethemostappropriatecontextsaretointroducedanddevelopspecificskills,suchasevaluatingmostappropriateinformation,justifyingopinions,reachingagreementwithinagroup,etc.
IdentifyingthespecificskillsandcapabilitiesbestdevelopedthroughDramaandsettingupcontextstointroduceandpractisethem,suchascomparingandcontrastingsituations,examiningoptionsandweighingupprosandcons,takingturns,sharingandcooperating,etc.
ThisexplicitapproachtodevelopingThinkingSkillsandPersonalCapabilitiesprovidesopportunitiestoobserve,record,feedbackandreportonpupils’strengthsandareasforfuturefocusintermsoftheirdevelopmentinThinkingSkillsandPersonalCapabilities.Italsoenablespupilstotransferparticularthinkingskillsorpersonal/interpersonalskillstoothercontexts.
ProgressioninThinkingSkillsandPersonalCapabilitiesisonlymadethroughtheirpracticeandapplicationinarangeofcontextsandatincreasinglevelsofchallengeanddemand.
ContinuingProfessionalDevelopmentmaterialshavebeendevelopedtopromotetheinfusionofThinkingSkillsandPersonalCapabilitiesacrossthecurriculum.Thesematerialsareavailableatwww.nicurriculum.org.uk.
ThefivestrandsarebestconsideredasoverlappingsetsratherthanseparateentitiesandtheexpectationisthatDramateacherswillfindlearningactivitieswherecertainskillsand
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capabilitieswillbeintegraltothelearningandwillnaturallyclusterwheretheyaremostlikelytobedevelopedandmostreadilyassessed.
Forexample,developingapieceofDramafromashortimprovisationintoamoredevisedpieceforperformancecanprovideopportunitiesforpupilstotakeresponsibilityfortheplanningoftheirownwork.Theyhavetomanagetheirowntime.Also,theyshouldpersistwiththetask,seekingadvicewhennecessaryandshoulddeveloptheirabilitytoreviewtheirownperformanceandrecognisehowtoimproveitinsomeway (self-management).
QuestionsforDepartmentsHowcanDramameaningfullydevelopeachstrandoftheThinkingSkillsandPersonalCapabilitiesframework?
WherearethekeyopportunitiesinDramaforinfusion?
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5.1 KeyMessagesFlexibilityTeachersnowhavetheopportunitytousethestatutoryrequirementstodeviseschemesandunitsofworkinDramathatfollowtheneedsandinterestsofthepupil.Thisdoesnotmeanthrowingoutschemesofworkandresourcematerialsthathavebeencarefullydevelopedovertheyears.Itprovidesopportunitiesforteacherstobuildonthoseunitsthatbestengageanddeveloptheirpupilsandreplaceorrevitalisethoseunitsthatdidnotengagethepupilssomuch.
RelevanceTeachershaveopportunitiestoexplorethemesandissuesthatarerealandrelevanttothelivesofpupilstoday.TheDramaskillsandtheconceptsinthefirstcolumnoftheDramastrandcanbedevelopedthroughmanycurrentactivitiesandexamplesthatpupilsexpressaninterestin.
IntegratedThestatutoryrequirementsforDramaarewrittentohelpteachersformunitsofworkthatintegratetheknowledge,understandingandskillslisted.
ValuesBasedThekeyelementsprovideopportunitiesforpupilstoreflecton,forexample,moral,ethical,spiritual,socialandculturaldimensionsofDramarelatingtorealpeopleandtoconsidertheirownviewsandopinionsaboutthem.
ActionOrientatedTherearealsoopportunitiesforpupilstobechallengedaboutindividualandcollectiveresponsibilities.Furthermore,opportunitiesaresignpostedforpupilstoact–individuallyorasawholeclass/school–onthoseareasofconcern.
FutureFocusedPupilsshouldhaveopportunitiestoexplorehowtheskillsdevelopedthroughDramamighthelptheminthefuture.
Section05ApproachestoLearningandTeaching
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5.2 AssessmentforLearning‘AssessmentforLearning’(AfL)focusesonthelearningprocess(ratherthantheendproduct)andattemptsnottoprovelearning,butratherimproveit.Itisformativeassessment.Itisawaytotakestockoflearningduringtheprocessanditcanhelptoinformteachersonhowthelearningisprogressing.
In‘AssessmentforLearning’:thereisahighemphasisontransferable learning;assessmentbecomesamuchmoretransparentprocessbecauseitisbasedoncriticalinformationthatissharedwiththelearners;andlearnersareableto take responsibilityfortheirownlearningandforaspectsofassessment.
‘AssessmentforLearning’isnotsomethingextraor‘boltedon.’Itintegrateswithexistingclassroompractice.AssessmentforLearninginvolvesthefollowingkeyactions:
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ContinuingProfessionalDevelopmentmaterialshavebeenprovidedforschoolstopromoteAssessmentforLearning.
Sharinglearningintentions
Alearningintentionisadescriptionofwhatteacherswantpupilstoknow,understandorbeabletodobytheendofanactivity.Ittellspupilswhatthefocusforlearningisgoingtobe.Ithelpsbothteachersandpupilstofocusonthelearningratherthantheactivity,forexample:Identifywhatpupilswillbelearning(Wearelearningto…..)Explainthereasonforlearning(Wearelearningthisbecause…….)
Sharingandnegotiatingsuccesscriteria
Successcriteriaarestatementsthathelppupilsrecogniseiftheyhavebeensuccessfulintheirlearning.Pupilsmaybeinvolvedindecidingthese.Theysummarisetheprocessesorcharacteristicsneededforsuccess,andtheyalwayslinkdirectlytothelearningintention.Theyessentiallyspelloutthestepsoringredientsrequiredtoachievethelearningintention,offeringspecificguidanceonhowtobesuccessful.
Givingfeedbacktopupils
Qualityfeedbackisessentialforeffectivelearningandteaching.Feedbackcanmotivatepupilsbybuildingself-esteemandreinforcingthepositive.Tobetrulyformativethefeedbackmustinformthenextstepsinthelearningprocess.Forexample,whenofferingwrittenfeedback:1.Findtwooccasionswheretheyhaveachievedsuccess(symbolscanbe
used);2.Identifyanaspectoftheirworkthattheycanimmediatelyimprove;3.Providethemwithapromptorstrategyonhowtoimprove;4.Givethemtimetomakethisimprovement.
Effectivequestioning Effectivequestioningisaboutaskingquestionsinawaythatelicitsmaximumfeedbackfrompupils,whichcanthenbeusedtoevaluate,planandextendlearning,forexample:
Askbetterquestions:ask‘open’questionsorreframequestionswherethereisnosinglecorrectanswerandpupilsarerewardedforexploringoptionsandsharingpossiblesolutions;Askquestionsbetter:providepupilswithtimetothink;byincreasingthewaittimeto3to5secondsbetweenposingthequestionandaskingfortheanswer,teacherscanmakeasignificantdifferencetothequestion’seffectiveness.
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Selfandpeerassessment
Pupilreflectionpromotesindependentlearning,communicationandsupportintheclassroom.Teacherscandeveloppupilreflectionintheclassroomthroughtheuseofpeerandself-assessmentandself-evaluation.
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QuestionsforDepartmentsWhatarethebenefitsofAssessmentforLearningpracticeinourclassrooms?
WhichoftheAssessmentforLearningkeyactionsarepartofourexistingclassroompractice?
Whichdoweneedtogivemoreattentionto?
Howdowedothis?
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5.3 ConnectingtheLearningTheNorthernIrelandCurriculumisdesignedtoaccommodatelinksacrosssubjects.Manynaturallinksexistalthoughatthemoment,thesemaybeunder-exploited.Wheretheselinksareidentifiedandplannedfor,theyhavethepotentialtomakelearningmoremeaningful,moreinformedandpurposeful.
Opportunitiestoconnectthelearningcanrangefromsmallandinformal,towholeschoolandformallyplanned.
Anyofthefollowingcanbeusedasdriverstoconnectlearningbetweentwoormoresubjects:
Skills/LearningOutcomes;KeyElements;Themes;Knowledge;Concepts;Learningexperiences;LearningforLifeandWork;Othersuitableapproaches.
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QuestionsforDepartmentsWhichofthesecouldbestbeusedasastartingpointtomakemeaningfulconnectionswithothersubjects?
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(Examplesofconnectinglearningacrosssubjectsareavailableinthethematicandcollaborativeunits).
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ConnectingtoLearningforLifeandWorkOnewayofbeginningtomakeconnectionsistouseLearningforLifeandWorkandthisisexemplifiedbelow.
ThefoursubjectstrandswiththeLearningforLifeandWorkareacontributedirectlytothethreecurriculumobjectives.TheotherareasoflearningalsocontributetothecurriculumobjectivesandLearningforLifeandWork.
Well-plannedandorganisedworkwithinsubjectsmakesadistinctiveandnaturalcontributiontoLearningforLifeandWorkandhelpstostrengthenandenrichLearningforLifeandWorkprovisionasawhole.RelevantkeyelementswithinsubjectscansupportlearningrelatedtoPersonalDevelopment,LocalandGlobalCitizenship,HomeEconomicsandEmployability.Teachershaveflexibilitytoenhancethebreadthanddepthoftheirsubject’scontributiontoLearningforLifeandWork.Subjectteacherscantherefore:
raiseawarenessaboutLearningforLifeandWorkkeyconcepts;developmoredetailedunderstandingaboutLearningforLifeandWorkkeyconceptswithintheirsubjectcontext;exploreparticularLearningforLifeandWorkkeyconcepts.Whendeliveredinsufficientdepth,thiswillenableanareaoflearning/subjectstrandtotakefullresponsibilityformeetingaparticularstatementofrequirement.
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QuestionsforDepartmentsHowcanwemakeconnectionswithothercurriculumareasinrelationto:
knowledge,understandingandskills?ThinkingSkillsandPersonalCapabilities?Cross-curricularskills?LearningforLifeandWork?
Whichaspectsofourcurrentpracticepromoteconnectedlearning?
Whataretheissuesaroundthemanagementofconnectedlearning?
Howwillweknowpupilsarelearningtomakeconnections?
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5.4 ActiveLearningEngagingpupilsmoreintheirlearningandprovidingthemwithopportunitiestodemonstratethinkingskillsandpersonalcapabilitiesrequiresanapproachbeyondtraditionaldidacticmethods.
Aglossary,Active Learning and Teaching Methods for Key Stage 3isavailablefromwww.nicurriculum.org.ukandisincludedinthepostprimaryCurriculumSupportandImplementationBox.Thisresourcecontainsawiderangeofactiveandexperientialstrategiestopromotepupils’participationandengagement.
AnumberofthemethodologiesfoundwithinthisglossaryarestrategiestraditionallyusedinDrama,suchasthoughttracking,freezeframe,tableau,consciencealleyandhotseating.Thesestrategiesencouragepupilstoconsiderwhatcharactersarefeelingandthinking,andtoexplorethereasonswhy.Asaresult,Dramaisavery“real”subjectforpupilsbecausetheyareinessence“livingout”situationsalongsidethecharactersinvolved.
QuestionsforDepartmentsWhatactivelearningstrategiesmightworkinourdepartment?
Howdoestheclimateinourclassroomssupporttheuseofactivelearning?
Howcantheteacherobserve,evaluateandrefineteachingstrategies?
Whataretheimplicationsforclassroommanagement?
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ItisimportanttoevaluateexistingschemesofworkinrelationtothestatutoryrequirementsforDrama.Departmentalplanningforthecurriculumshouldbeinformedbyanevaluationprocessandmayresultinacompletelyfreshapproach.
6.1 ConductingaDepartmentalAuditWhenplanningtocarryoutadepartmentalaudit,refertothetrainingmaterialsPlanning for the Revised Curriculum at Key Stage 3.Usedinconjunctionwiththefollowingguidance,departmentscandecidehowtoevaluateexistingandplannedprovision.
Auditsareastartingpointforthelongtermprocess.Thereareanumberofpossibleapproachestocarryingoutanaudit.Someoftheseareoutlinedinthetablebelow.Furtherdetailsareavailableatwww.nicurriculum.org.uk.
Section06AuditingandPlanning
06
StartingPointforAudit DescriptionofProcess
CurriculumObjectives Whatdoweteachandwhy?Lookathowthetopicscurrentlytaughtaddressthebroadcurriculumobjectives.Theobjectivesprovidearationaleforthetopic.Thekeyelementscanprovidethefootholdsintotheobjectives.
KeyElements Checkwhereunitsofworkcontainaspectsofthekeyelements,orcouldbere-focusedtosuit.CheckforcoverageacrosstheKeyStage.Removeexcessiveduplication,addmaterialtoaddressanyomissions.
ThinkingSkillsandPersonalCapabilities
StartingwithcurrentunitsofworkitispossibletoaudittheprovisionofThinkingSkillsandPersonalCapabilitiesusingthestatementsfromthe“From–ToProgressMap”.Aftercompletinganauditinthisway,gapsinprovisioncaneasilybedetectedanditwillthenbepossibletodevelopopportunitiestoensureoverallcoverageinayearandprogressionacrosstheKeyStage.
LearningExperiences Listthecategoriesoflearningexperiencefromthe‘BigPicture’documentinacolumn.Besideeach,matchtheunitsofworkinyourschemewhichfitwiththecategory.Assessthecoverage:isthereagoodmixtureandvarietyofexperienceplanned?
‘BlueSkies’ Beginwithaspirationsforacompletelynewschemeofwork,andworkupdetailssoastomatchplannedexperienceswithNorthernIrelandCurriculumrequirements.
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6.2 Long,MediumandShortTermPlanning
LongTermPlanningInproducinglongtermplansorschemesofworkyouneedtothinkabout:
howDramaisdeliveredacrossthekeystage;howDramalinkswiththewidercurriculumobjectives;howandwhentodevelopspecificskillsandcapabilities;howDramacanactivelylinkwithothercurricularareas;howDramaalignswithwholeschooldevelopment/circumstances.
MediumTermPlanningInplanningunitsofworkyouneedtothinkabout:
identifyingbigquestionstoengagepupils;theteachingandlearningactivitiesandstrategiestobestdeveloptheskills;howtobuildintimeforreview,reflectionandremediation.
ShortTermPlanningInplanningalessonorseriesoflessonyouneedtothinkabout:
makingthelearningintentionsexplicittoclarifywhatyouwantthepupilstoknow,understandand/orbeabletodo;agreeingandnegotiatingwiththepupilswhatsuccessinthisactivitywilllooklike;usingalaunchactivitytoengagethepupilsanddeveloptheirsenseofinquiry;usingarangeofactivities/challenges;supportingandpromptingpupilperformance;planningevaluationsessions,reflectingonthinkingandlearning,makeconnectionstootherlearningandsetupnextlesson(s).
Curriculumdevelopmentisaprocessandrequiresongoingevaluation.
Tryfiguringoutwhysomelessonswork,whileothersdon’tsucceedaswewouldlike.Foranyschemeofworkitmightbeusefultoask:
Howwelldidthepupilsrespondtothat?didtheyenjoyit?didtheyseetherelevance?weretheymotivatedtolearn?
Howwelldidtheyachieve?whatevidenceofachievementwasthere?wasthereevidenceofdeeplearning?howdidIcollectit?
WhatmodificationscouldImakeinthecontent?inthelearningmaterials?inthelearningactivities?
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Whendidyoulastexperiencea“buzz”intheclassroom?Whatplace/theme/issuewerethepupilslearningabout?Whatwasthebigenquiry/keyquestion?Whatactivityweretheydoing?Whatwasthepurposeoftheirlearning?Whyhadyouchosentheseparticularresourcestouseinthissessionwiththosepupils?
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CommunicationAcrosstheCurriculumCommunicationiscentraltothewholecurriculum.Pupilsshouldbeabletocommunicateinordertoexpressthemselvessocially,emotionallyandphysically,todevelopasindividuals,engagewithothersandcontributeasmembersofsociety.
Pupilsshouldbegivenopportunitiestoengagewithanddemonstratetheskillofcommunicationandtotransfertheirknowledgeaboutcommunicationconceptsandskillstoreal-lifemeaningfulcontextsacrossthecurriculum.
Themodesofcommunicationincludetalkingandlistening,readingandwriting.However,effectivecommunicationalsoincludesnon-verbalmodesofcommunication,widerliteracyandtheuseofmultimediaandICTtechnologieswhichmaycombinedifferentmodes.Pupilsarethereforeencouragedtobecomeeffectivecommunicatorsbyusingarangeoftechniques,formsandmediatoconveyinformationandideascreativelyandappropriately.
TherequirementsforCommunicationaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsin:
TalkingandListeningPupilsshouldbeenabledto:
listentoandtakepartindiscussions,explanations,role-playsandpresentations;contributecomments,askquestionsandrespondtoothers’pointsofview;communicateinformation,ideas,opinions,feelingsandimaginings,usinganexpandingvocabulary;structuretheirtalkandspeakclearlysothatideascanbeunderstoodbyothers;adaptwaysofspeakingtoaudienceandsituation;usenon-verbalmethodstoexpressideasandengagewiththelistener.
ReadingPupilsshouldbeenabledto:
readarangeoftexts*forinformation,ideasandenjoyment;usearangeofstrategiestoreadwithincreasingindependence;find,selectanduseinformationfromarangeofsources;understandandexploreideas,eventsandfeaturesintexts*;useevidencefromtexts*toexplainopinions;
*Textsrefertoideasthatareorganisedtocommunicateandpresentamessageinwritten,spoken,visualandsymbolicforms.
Writing
Pupilsshouldbeenabledto:talkabout,planandeditwork;communicateinformation,meaning,feelings,imaginingsandideasinaclearandorganisedway;develop,expressandpresentideasinavarietyofformsandformats,usingtraditionalanddigitalresources,fordifferentaudiencesandpurposes;writewithincreasingaccuracyandproficiency.
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Appendix1Cross-CurricularSkills
Appendices
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GuidanceforDramaatKeyStage3
UsingMathematicsAcrosstheCurriculumUsingMathematicsistheskillofapplyingmathematicalconcepts,processesandunderstandingappropriatelyinavarietyofcontexts.Ideallytheseshouldbeinrelevantreallifesituationsthatrequireamathematicaldimension.
Pupilsarelikelytoacquireandconsolidatetheirmathematicalknowledge,conceptsandskillswithintheareaoflearningforMathematicsandNumeracy.However,theyshouldbegivenopportunitiestotransfertheirunderstanding,asappropriate,toothercontextsacrossthecurriculum.Pupilscandemonstratetheirmathematicalknowledge,understandingandskillsinavarietyofwaystocommunicate,manageinformation,thinkcritically,solveproblemsandmakedecisions.
TherequirementsforUsingMathematicsaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledto:
choosetheappropriatematerials,equipmentandmathematicstouseinaparticularsituation;usemathematicalknowledgeandconceptsaccurately;worksystematicallyandchecktheirwork;usemathematicstosolveproblemsandmakedecisions;developmethodsandstrategies,includingmentalmathematics;exploreideas,makeandtestpredictionsandthinkcreatively;identifyandcollectinformation;read,interpret,organiseandpresentinformationinmathematicalformats;usemathematicalunderstandingandlanguagetoaskandanswerquestions,talkaboutanddiscussideasandexplainwayofworking;developfinancialcapability;useICTtosolveproblemsand/orpresenttheirwork.
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UsingInformationandCommunicationsTechnologyAcrosstheCurriculumUsingInformationandCommunicationsTechnology(ICT)providespowerfultoolsandcontextstosupportmeaningfullearningandhasthepotentialtotransformandenrichpupils’learningexperiencesandenvironmentsacrossthecurriculum.ThecreativeuseofICTcanempowerlearnerstobecomeindependent,self-motivatedandflexible,helpinginturntodevelopself-esteemandpositiveattitudestolearning,withwhichtorealisetheirfullpotential.Italsoprovidesopportunitiestocollaboratewithinandbeyondtheclassroomtoposequestions,takerisksandrespondpositivelyto‘whatif’questions.
Tohelpdevelopskillsinresearching,handlingandcommunicatinginformationpupilsshouldhaveopportunities,usingICT,toengageingenuineresearchandpurposefultaskssetinmeaningfulcontexts.Theyshouldbeencouragedtore-workinformation,presentandexchangetheirideasandtranslatetheirthinkingintocreativeproductsandproductionswhichshowanawarenessofaudienceandpurpose.
TherequirementsforUsingICTaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsto:
ExplorePupilsshouldbeenabledto:
accessandmanagedataandinformation;research,select,processandinterpretinformation;investigate,makepredictionsandsolveproblemsthroughinteractionwithdigitaltools;understandhowtokeepsafeanddisplayacceptableonlinebehaviour.
ExpressPupilsshouldbeenabledto:
create,develop,presentandpublishideasandinformationusingarangeofdigitalmedia;createinformationandmultimediaproductsusingarangeofassets.
ExchangePupilsshouldbeenabledto:
communicateusingarangeofcontemporarymethodsandtools;share,collaborate,exchangeanddevelopideasdigitally.
EvaluatePupilsshouldbeenabledto:
talkabout,reviewandmakeimprovementstowork,reflectingontheprocessandoutcome;considerthesourcesandresourcesused;
ExhibitPupilsshouldbeenabledto:
manageandpresenttheirstoredwork;showcasetheirlearningacrossthecurriculum.
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for
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ing
apl
ayin
sch
ool
Rol
e-pl
ayte
enag
ers
cont
empl
atin
gth
efin
anci
alim
plic
atio
nso
flea
ving
ho
me
Pupi
lsc
onst
ruct
am
odel
ofa
pr
opos
eds
etfo
rth
epl
ayth
atis
bei
ng
stud
ied
• • •
Use
av
ideo
cam
era
tore
cord
dra
ma
wor
kan
dm
ovie
edi
ting
soft
war
eto
ed
itan
dtr
ansf
orm
the
info
rmat
ion
as
requ
ired
Use
dig
itali
mag
epr
ojec
tions
as
part
of
ali
vep
erfo
rman
ceU
sea
con
fere
nce
faci
lity
top
ost
revi
ews
ofa
pla
yor
film
that
they
hav
ere
cent
lys
een
• • •
Cros
s-Cu
rric
ular
Ski
llsin
Dra
ma
35
GuidanceforDramaatKeyStage3
Thinkingskillsaretoolsthathelppupilstogobeyondtheacquisitionofknowledgeinordertosearchformeaning,applyideas,analysepatternsandrelationships,createanddesignsomethingnewandmonitorandevaluatetheirprogress.
Personalandinterpersonalskillsandcapabilitiesunderpinsuccessinallaspectsoflife.Itisimportant,therefore,thatpupil’sself-esteemandself-confidenceareexplicitlyfosteredalongwiththeabilitytounderstandandmanagetheirownemotionsandtointeracteffectivelywithothers.
TeachersshouldhelppupilstodevelopThinkingSkillsandPersonalCapabilitiesbyfocusingonthefollowingareas.
Appendix2ThinkingSkillsandPersonalCapabilities
36
GuidanceforDramaatKeyStage3
Thin
king
ski
llsa
nd
Pers
onal
Cap
abili
ties
stra
nds
Man
agin
gIn
form
atio
nTh
inki
ng,P
robl
em-
Solv
ing
and
Dec
isio
n-M
akin
g
Bei
ngC
reat
ive
Wor
king
with
Oth
ers
Self
-Man
agem
ent
Purp
ose
Tod
evel
ople
arne
rs’
abili
ties
ina
nin
form
atio
nin
tens
ive
envi
ronm
ent
Toe
ngag
epu
pils
ina
ctiv
ele
arni
ngs
oth
atth
eyc
an
gob
eyon
dm
ere
reca
llof
fa
ctua
linf
orm
atio
nan
dth
ero
utin
eap
plic
atio
nof
pr
oced
ures
Toe
ncou
rage
per
sona
lre
spon
seo
fthe
lear
ner
byp
rom
otin
gdi
spos
ition
sfo
rcu
rios
ity,e
xplo
ratio
n,
expe
rim
enta
tion
and
inve
ntio
n
Toe
nabl
ele
arne
rsto
en
gage
inc
olla
bora
tive
activ
ities
and
tom
ake
the
mos
toft
heir
lear
ning
w
hen
wor
king
with
oth
ers
Toh
elp
lear
ners
to
beco
me
mor
ese
lf-di
rect
eds
oth
atth
eyc
an
man
age
thei
rle
arni
ng
inn
ews
ituat
ions
and
in
the
long
erte
rm
Exam
ples
ofp
roce
sses
in
whi
chp
upils
are
invo
lved
Aski
ng,a
cces
sing
,se
lect
ing,
reco
rdin
g,
inte
grat
ing,
co
mm
unic
atin
g
Sear
chin
gfo
rm
eani
ng,
deep
enin
gun
ders
tand
ing,
co
ping
with
cha
lleng
es
Imag
inin
g,g
ener
atin
g,
inve
ntin
g,ta
king
ris
ksfo
rle
arni
ng
Bei
ngc
olla
bora
tive,
be
ing
sens
itive
too
ther
s’
feel
ings
,bei
ngfa
ira
nd
resp
onsi
ble
Eval
uatin
gst
reng
ths
and
wea
knes
ses,
se
ttin
ggo
als
and
targ
ets,
man
agin
gan
dre
gula
ting
self
Exam
ples
ofc
onte
xts
in
Dra
ma
Bre
aka
pie
ceo
fim
prov
ised
Dra
ma
into
st
eps/
sub-
task
s
Use
the
dram
ast
rate
gy
ofta
blea
uto
repr
esen
ta
situ
atio
nin
an
on-v
erba
lw
ay
Take
into
acc
ount
the
audi
ence
and
the
purp
ose
for
adr
ama
perf
orm
ance
Dis
tingu
ish
fact
from
op
inio
nw
hen
hots
eatin
gth
ech
arac
ter
ofH
enry
VI
II
Just
ifyc
hoic
esin
ch
arac
teri
satio
naf
ter
usin
gth
ough
ttra
ckin
gan
dco
nsci
ence
alle
yto
exp
lore
the
role
in
ques
tion
Sequ
ence
and
ord
er
even
tsa
nda
ctio
nsw
ithin
an
impr
ovis
atio
nab
outa
ro
bber
yin
the
loca
lpos
tof
fice
Use
dan
ced
ram
ato
po
rtra
yco
nflic
tin
ano
n-ve
rbal
way
Lear
nfr
omo
ther
peo
ple’
sdr
ama
byu
sing
kno
wn
wor
kas
as
timul
usfo
rcr
eatin
gth
eir
own
wor
k
Use
ac
lass
”st
and-
up”
com
edy
sess
ion
to
enco
urag
epu
pils
tote
lla
joke
with
outr
ehea
rsal
(ta
king
ris
ksfo
rth
eir
own
lear
ning
)
Take
turn
san
dco
-op
erat
ein
ap
aire
dm
ime
sequ
ence
Use
thou
ghtt
rack
ing
and
rela
teit
toth
ebr
eak-
upo
fare
latio
nshi
pto
de
velo
pun
ders
tand
ing
of
how
act
ions
and
wor
ds
affe
cto
ther
s
List
ena
ctiv
ely
and
shar
eop
inio
nsa
bout
how
a
light
ing
plot
mig
htb
ede
vise
dfo
ra
play
bas
ed
arou
ndD
racu
la’s
life
Eval
uate
ow
npe
rfor
man
cein
Dra
ma
wor
kan
dse
lect
asp
ects
th
atc
anb
eim
prov
ed
Rec
ogni
sew
hen
help
is
need
edin
dev
elop
ing
aro
leo
ra
char
acte
ran
dse
eka
dvic
efr
omth
ete
ache
r
Thin
king
Ski
llsa
ndP
erso
nalC
apab
ilitie
sin
Dra
ma
37
GuidanceforDramaatKeyStage3
HotSeatingAcharacterisaskedquestionsbyothermembersoftheclasstowhichrepliesaremadeinrole.Thatis,thepupilcontinuestopretendthatheisthefictionalcharacter.Thoseaskingthequestionsmayormaynotbeinrole.
ThoughtTrackingPupils,inrole,areaskedtosaywhattheyarethinkingorfeelingatagivenmomentinthedrama;orotherpupilsmaytaketurnstosaywhatthecharacteristhinkingatthatpoint.
ConscienceAlleyAformofthoughttrackinginwhichpupilsformtwolinesfacingeachother.Acharactermovesdownthealleyandeachpupilinturnvoicesthecharacter’sthoughts.
TableauThepupilsplanandpresenta“statue,”thatis,astillimagewhichrepresentsinsymbolicformtheessentialnatureofasituation,relationshiporincident;itmayalsobeacommentorreflectiononit.
FreezeFrameAfreezeframeisanotherkindofstagepicturewhichissuddenlyobtainedbystoppingtheactionofthedrama.Theteachermayaskforreflectionfromthepupilsinroleastothesignificanceofthatparticularmomentinthedrama.Justasusefully,thepupilscoulddecideonasignificantmomenttostopthedrama.
Forfurtherexemplification,refertotheCCEADVDresourceDrama at Key Stage 3.
Appendix3DramaStrategiesforuseatKeyStage3
The
Arts
: Dra
ma
The
min
imum
con
tent
is s
et o
ut b
elow
. The
sta
tuto
ry re
quir
emen
ts a
re s
et o
ut in
bol
d un
der
Kno
wle
dge,
Und
erst
andi
ng a
nd S
kills
in c
olum
n 1,
und
er th
e Cu
rric
ulum
Obj
ectiv
es a
nd K
ey E
lem
ents
in c
olum
ns 2
, 3 a
nd 4
and
in th
e Le
arni
ng O
utco
mes
at t
he b
otto
m.
Addi
tiona
l non
-sta
tuto
ry g
uida
nce
and
sugg
estio
ns a
re s
et o
ut in
pla
in te
xt a
nd it
alic
s.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
ng a
nd S
kills
(Obj
ectiv
e 1)
Dev
elop
ing
pupi
ls a
s In
divi
dual
s(O
bjec
tive
2)D
evel
opin
g pu
pils
as
Cont
ribu
tors
to S
ocie
ty
(Obj
ectiv
e 3)
Dev
elop
ing
pupi
ls a
s Co
ntri
buto
rs to
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties,
thro
ugh
the
cont
exts
op
posi
te, t
o us
e dr
amat
ic s
kills
app
ropr
iate
to
audi
ence
, con
text
, pur
pose
and
task
. The
y sh
ould
hav
e op
port
uniti
es to
:
enga
ge w
ith a
ran
ge o
f stim
uli t
o de
velo
p cr
itica
l and
cr
eativ
e th
inki
ng s
kills
;ad
opt a
rol
e;ta
ke p
art i
n im
prov
isat
ion;
devi
se s
crip
ts a
nd u
se d
ram
a fo
rms
and
stra
tegi
es
effe
ctiv
ely
to e
xplo
re a
nd p
rese
nt id
eas;
empl
oy s
ign,
sym
bol,
met
apho
r an
d im
age;
enga
ge in
mov
emen
t and
/or
danc
e;ex
peri
ence
live
and
rec
orde
d dr
ama,
and
res
pond
to a
va
riet
y of
text
s;be
gin
to d
evel
op a
n ap
prec
iatio
n of
thea
tre
styl
es,
genr
es a
nd v
ocab
ular
y;ex
plor
e ch
arac
teri
satio
n th
roug
h us
e of
mas
ks,
cost
ume,
pro
ps, p
uppe
ts a
nd e
lect
roni
c m
edia
;ev
alua
te th
eir
own
and
othe
rs’ w
ork.
• • • • • • • • • •
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Expr
ess
them
selv
es e
mot
iona
lly a
nd im
agin
ativ
ely
thro
ugh
dram
a an
d im
prov
isat
ion,
for
exam
ple,
use
a
vide
o ca
mer
a to
com
pile
and
rec
ord
pers
onal
exp
erie
nce
of
fam
ily, s
choo
l or
com
mun
ity li
fe; s
crip
t, im
prov
ise
or a
ct o
ut
issu
es th
at im
pact
on
11-1
4 ye
ar o
lds.
(Key
Ele
men
t: Pe
rson
al U
nder
stan
ding
)
Expl
ore
and
resp
ond
to th
e vi
ews
and
feel
ings
of o
ther
s,fo
r ex
ampl
e, a
ct o
ut s
cena
rios
invo
lvin
g m
ultip
le v
iew
poin
ts,
diffe
renc
es o
f opi
nion
, sen
sitiv
e is
sues
, etc
.(K
ey E
lem
ent:
Mut
ual U
nder
stan
ding
)
Expl
ore
issu
es r
elat
ed to
Per
sona
l Hea
lth
Expl
ore
heal
th r
elat
ed is
sues
, for
exa
mpl
e, im
prov
ise
a sc
ene
whe
re p
eer
pres
sure
or
risk
taki
ng b
ehav
iour
is c
entr
al
to th
e na
rrat
ive.
(Key
Ele
men
t: Pe
rson
al H
ealt
h)
Expl
ore
issu
es r
elat
ed to
Mor
al c
hara
cter
Dem
onst
rate
the
abili
ty a
nd w
illin
gnes
s to
cha
lleng
e st
ereo
typi
cal,
bias
ed o
r di
stor
ted
view
poin
ts w
ith
appr
opri
atel
y se
nsiti
ve, i
nfor
med
and
bal
ance
d re
spon
ses
and
take
res
pons
ibili
ty fo
r ch
oice
s an
d ac
tions
etc
.(K
ey E
lem
ent:
Mor
al C
hara
cter
)
Expl
ore
issu
es r
elat
ed to
Spi
ritu
al A
war
enes
sEx
plor
e w
ays
in w
hich
upl
iftin
g/sp
iritu
al e
xper
ienc
es c
an
be c
onve
yed
thro
ugh
gest
ure,
exp
ress
ion,
mov
emen
t, da
nce
etc,
for
exam
ple,
exp
ress
ing
hope
, cel
ebra
ting
succ
ess,
etc
.(K
ey E
lem
ent:
Spir
itual
Aw
aren
ess)
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Expl
ore
how
dra
ma
is u
sed
to e
duca
te a
bout
and
res
olve
is
sues
of s
ocia
l con
cern
, for
exa
mpl
e, c
ompo
se a
n an
ti-ra
cist
rap
for
a fo
otba
ll cl
ub; u
se a
ppro
pria
te s
trat
egie
s to
ch
alle
nge
ster
eoty
pica
l vie
ws
abou
t div
erse
loca
l or
glob
al
grou
ps.
(Key
Ele
men
t: Ci
tizen
ship
)
Expl
ore
how
dra
ma
refle
cts
and
give
s in
sigh
t int
o a
rang
e of
cul
ture
s, fo
r ex
ampl
e, in
vest
igat
e dr
ama
or
danc
e tr
aditi
ons
from
diff
eren
t cou
ntri
es; r
epre
sent
cul
tura
l si
mila
ritie
s or
diff
eren
ces
thro
ugh
perf
orm
ance
.(K
ey E
lem
ent:
Cult
ural
Und
erst
andi
ng)
Expl
ore
the
effe
cts
of m
edia
and
ICT,
for
exam
ple,
use
proj
ecte
d im
ages
in a
doc
udra
ma
on w
ar; u
se a
dig
ital
cam
era
to a
naly
se v
oice
and
mov
emen
t in
perf
orm
ance
.(K
ey E
lem
ent:
Med
ia A
war
enes
s)
Expl
ore
issu
es r
elat
ed to
Eth
ical
Aw
aren
ess
Expl
ore
ethi
cal i
ssue
s th
roug
h th
e m
ediu
m o
f dra
ma,
by
impr
ovis
ing
a sc
ene
invo
lvin
g de
cisi
on m
akin
g th
at
requ
ires
wei
ghin
g up
and
mak
ing
diffi
cult
choi
ces,
for
exam
ple,
allo
catin
g lim
ited
reso
urce
s; c
ampa
igni
ng o
n a
cont
rove
rsia
l iss
ue; b
alan
cing
diff
eren
t rig
hts.
(Key
Ele
men
t: Et
hica
l Aw
aren
ess)
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Inve
stig
ate
how
ski
lls d
evel
oped
thro
ugh
dram
a su
ch a
s em
path
y, c
onfid
ence
and
com
mun
icat
ion
skill
s ar
e vi
tal t
o lif
e/w
ork
situ
atio
ns a
nd a
ran
ge o
f car
eers
, for
exa
mpl
e,
jobs
with
in th
e cr
eativ
e in
dust
ries
, or
invo
lvin
g de
sign
, ed
ucat
ion,
man
agem
ent o
f peo
ple
and
reso
urce
s, m
edia
and
te
chno
logy
, per
form
ing
arts
, hea
lthca
re, t
hera
py, w
ritin
g,
polit
ics,
law
, etc
.(K
ey E
lem
ent:
Empl
oyab
ility
)
Expl
ore
issu
es r
elat
ed to
Eco
nom
ic A
war
enes
sEx
plor
e is
sues
rel
ated
to p
lan
the
proc
esse
s in
volv
ed in
pr
oduc
ing
a pl
ay o
r st
age
mus
ical
, for
exa
mpl
e, fi
nd o
ut
how
to a
cces
s fu
ndin
g, h
ow to
adv
ertis
e an
d m
arke
t the
sh
ow.
(Key
Ele
men
t: Ec
onom
ic A
war
enes
s)
Expl
ore
issu
es r
elat
ed to
Edu
catio
n fo
r Su
stai
nabl
e D
evel
opm
ent
Expl
ore
how
dra
ma
can
prov
ide
oppo
rtun
ities
for
pupi
ls to
de
velo
p re
spec
t for
thei
r en
viro
nmen
t and
that
of o
ther
s,
for
exam
ple,
cre
ate
a sc
ene
or p
erfo
rman
ce th
at h
ighl
ight
s th
e im
pact
of a
topi
cal,
envi
ronm
enta
l iss
ue.
(Key
Ele
men
t: Ed
ucat
ion
for
Sust
aina
ble
Dev
elop
men
t)
Lear
ning
Out
com
es
The
lear
ning
out
com
es r
equi
re th
e de
mon
stra
tion
of
skill
s an
d ap
plic
atio
n of
kno
wle
dge
and
unde
rsta
ndin
g of
D
ram
a.
Pupi
ls s
houl
d be
abl
e to
:
rese
arch
and
man
age
info
rmat
ion
effe
ctiv
ely
to in
vest
igat
e is
sues
, inc
ludi
ng U
sing
Mat
hem
atic
s an
d U
sing
ICT
whe
re a
ppro
pria
te;
show
dee
per
unde
rsta
ndin
g by
thin
king
cri
tical
ly a
nd fl
exib
ly, s
olvi
ng p
robl
ems
and
mak
ing
info
rmed
dec
isio
ns, d
emon
stra
ting
Usi
ng M
athe
mat
ics
and
Usi
ng IC
T w
here
appr
opri
ate;
dem
onst
rate
cre
ativ
ity a
nd in
itiat
ive
whe
n de
velo
ping
idea
s an
d fo
llow
ing
them
thro
ugh;
wor
k ef
fect
ivel
y w
ith o
ther
s;de
mon
stra
te s
elf m
anag
emen
t by
wor
king
sys
tem
atic
ally
, per
sist
ing
with
task
s, e
valu
atin
g an
d im
prov
ing
own
perf
orm
ance
.co
mm
unic
ate
effe
ctiv
ely
in o
ral,
visu
al, w
ritt
en a
nd IC
T fo
rmat
s, s
how
ing
clea
r aw
aren
ess
of a
udie
nce
and
purp
ose.
• • • • • •
NB
:Te
ache
rs m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
DramaKey Stage 3 Non Statutory Guidance
for Drama
A CCEA Publication © 2007