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Year 8
Curriculum Map
This curriculum map provides an overview of the drama journey students will experience throughout the academic year. It outlines the sequence of theatrical styles, performance techniques, and dramatic texts alongside key assessment points designed to monitor and support student progress. The curriculum is carefully sequenced to build knowledge progressively, with each unit providing the foundation for future learning, ensuring all students develop performance confidence, creative expression, and critical analysis appropriate to their age and stage. For detailed information about the specific knowledge and skills taught in each unit, please visit our Knowledge and Skills page.
| Lesson number: | Unit of Work | Key Assessments |
| 1 | Ricky Brown SOW 1 Stimulus introduction Freeze frame and thoughts aloud focus; retrieval and consolidation of Year 7 core techniques 1 and 2. |
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| 2 | Ricky Brown 2 Developing character backstory. Continued consolidation of freeze frames, transitions and thoughts aloud. |
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| 3 | Ricky Brown 3 Flashback technique focus Pupils use a performance map to structure developed performance material. |
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| 4 | Ricky Brown 4 Flashforwards technique focus Pupils use as performance map to structure their showcase. |
Baseline Assessment lesson – spotlight performance Pupils to demonstrate their ability to embed the use of flashforwards and thoughts aloud in a showcase performance. Success criteria provided. |
| 5 | Ricky Brown 5 Court case exploration embeds the core techniques of role play, flashbacks and thoughts aloud. Pupils work within a non-linear plot line. |
Assessment: Showcase Performance Pupils further demonstrate their ability to embed the use of flashforwards and thoughts aloud in a showcase performance. Success criteria provided. |
| 6 | Ricky Brown 6 Reflections. Pupils select a moment in the future for Ricky which shows him reflecting upon his life decisions. Pupils embed the flashback technique in their non-linear performance work. |
Assessment opportunity: Allows for absent pupils. Success criteria of flashbacks provided. |
| 7 | Ricky Brown 7 Death. Pupils decide on the circumstance of Ricky’s death. Pupils use the technique of thoughts aloud and conscience alley to explore his thought processes. |
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| 8 | The Terrible Fate of Humpty Dumpty Lesson 1 – script stimulus and exploration. Pupils use the core exploratory techniques of freeze frames and thoughts aloud to explore the character relationships. This focuses on status and character motivation. |
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| 9 | The Terrible Fate of Humpty Dumpty Lesson 2. Page to stage techniques. Pupils perform the provided scene, focusing on role play techniques, characterisation and performance space. |
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| 10 | The Terrible Fate of Humpty Dumpty Lesson 3. Script as stimulus – scene 3 read as a class. Pupils use conscience alley to explore the internal minds of Stubbs and Sammy during their police interviews. |
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| 11 | The Terrible Fate of Humpty Dumpty Lesson 4. Script as stimulus – Terry flashback scene is read a class. Pupils integrate the techniques of flashbacks and conscience alley in their police interview with Mrs Dumpton. |
Assessment: Showcase Performance Pupils to demonstrate their ability to use the script stimulus material to explore character backstory. They will embed the techniques of role play, flashbacks and thoughts aloud. Success criteria provided. |
| 12 | The Terrible Fate of Humpty Dumpty Lesson 5. The Court Case. Pupils to use their knowledge of all stimulus material and explorations to decide on the fate of the central characters. Performance map is provided with a choice of techniques to embed; pupils must select a minimum of 3. |
Assessment opportunity: Pupils are given a performance map with optional drama techniques to use: Freeze frames Thoughts Aloud Conscience alley Flashbacks Flashforwards |