Welcome to Drama

Drama is studied by all students in KS3 and is an optional subject in KS4

Aim of the Drama Curriculum

The Drama curriculum aims to develop students’ confidence, creativity, and critical thinking through practical and theoretical study. It focuses on building strong foundational skills in vocal and physical expression, character creation, storytelling, and theatrical techniques. Drama is used as a medium to enhance empathy and social awareness, helping students communicate effectively and work collaboratively. The curriculum prepares students progressively to engage with more complex theatrical styles and practitioners, culminating in a tailored Year 9 program that builds essential foundations for GCSE Drama.

Implementation

The curriculum is implemented through a structured and progressive approach across Years 7, 8, and 9:

 Year 7

Students receive an introduction to core drama skills including vocal techniques (pitch, tone, volume), physical theatre (posture, gestures, gait, mannerisms), character objectives, and stagecraft basics such as entrances and exits and stage positioning. Creative storytelling and mime are used to build confidence and understanding of dramatic communication. Drama is also linked to other subjects to develop empathy and critical thinking.

Year 8

Building on Year 7, students explore influential theatre practitioners (Brecht, Stanislavski, Artaud, Berkoff, Complicité, Kneehigh) and styles such as Greek theatre. They learn to apply practitioner techniques in devised and scripted work, developing a broader theatrical vocabulary and deeper understanding of theatrical forms and ensemble work.

Year 9

The curriculum focuses on preparation for GCSE Drama by engaging students in scripted performance projects reflecting GCSE components, devising original work, scripted performance and studying Shakespearean drama. Emphasis is placed on building rehearsal discipline, performance skills, and analytical writing to prepare students for GCSE practical and written assessments.

Impact

The intended impact of the Drama curriculum at KS3 is multi-faceted:

• Enhanced Personal and Social Skills: Students develop empathy, critical thinking, communication, and collaboration skills essential for both drama and life.
• Improved Performance Skills: Students acquire and refine vocal, physical, and characterisation techniques, leading to more confident, expressive, and purposeful performances.
• Deepened Theatrical Knowledge: Students gain a thorough understanding of theatrical concepts, practitioner methodologies, and performance styles, applying this knowledge effectively in practical work.
• Preparedness for GCSE: By the end of Year 9, students are well-prepared for GCSE Drama, having engaged in practical and theoretical work that builds foundational skills and critical insight required for success.

This progression ensures students enjoy drama, appreciate its relevance across contexts, and are prepared for further study or careers involving communication, creativity, and teamwork.

The three principles of progression in Drama

• Creativity (Making): Students explore ideas, characters, and stories, developing their ability to invent and shape dramatic work with increasing sophistication.
• Confidence (Performing): Through vocal, physical, and dramatic expression, students grow in assurance as they rehearse and perform, gaining greater control on stage.
• Critical Thinking (Evaluating): Students learn to reflect on their own work and that of others, moving from simple observations to deeper, more independent evaluation and analysis.

Authentic Assessment in Drama

To ensure progression, students need to develop:

• Personal and social skills necessary to collaborate effectively in creating, planning, and shaping dramatic work, including ensemble communication, problem-solving, and empathy.
• Performance skills focused on vocal techniques (pitch, tone, volume), physical expression (posture, gestures, gait, mannerisms), character development, and stagecraft elements such as entrances and exits, stage positioning, and unison/ensemble work. Students learn to perform with confidence, clarity, and purpose.
• Strong knowledge and understanding of theatrical concepts, including practitioner methods (e.g., Brecht, Stanislavski, Artaud, Berkoff, Complicité, Kneehigh), Greek theatre, and storytelling techniques, alongside exploration of dramatic form and style.

In Year 7, students focus on foundational skills—voice, characterisation, mime, storytelling, and basic stagecraft—to build confidence and expressive ability through practical work and creative writing. Drama is used as a tool to develop empathy and critical thinking across subjects.

In Year 8, students deepen their understanding by applying theatre practitioner techniques, exploring Greek theatre, and working on devised and scripted drama. They enhance their ensemble and unison skills and develop a broader theatrical vocabulary.

By Year 9, students engage with GCSE-style scripted work, Shakespearean drama, and devise original pieces. They refine rehearsal discipline, performance skills, and analytical thinking, preparing thoroughly for the demands of GCSE Drama assessment.

The knowledge the students will have by the end of the course:

Year 7 Drama Teacher Criteria:

Performance Competence:

1. Ensure students can confidently perform short scenes or monologues, demonstrating foundational skills in voice (pitch, tone, volume), physicality (posture, gestures, gait, mannerisms), and characterisation.

2. Emphasise use of stagecraft basics such as entrances, exits, stage positioning, and different stage types. Technical Knowledge:

3. Teach fundamental drama techniques including mime, storytelling, voice control, and physical expression to help students convey character and emotion effectively.

4. Introduce basic stagecraft skills and the importance of entrances and exits in shaping a scene. Collaborative Skills:

5. Foster an environment where students develop interpersonal skills such as teamwork, communication, and empathy through group work, ensemble pieces, and peer evaluations.

6. Encourage creativity and confidence in expressing ideas within collaborative projects.

Year 8 Drama Teacher Criteria:

Character Development:

1. Guide students in creating more layered and complex characters by exploring backstory, motivation, and relationships.

2. Encourage experimentation with different theatrical styles and practitioner techniques (Brecht, Stanislavski, Artaud, Berkoff, Complicité, Kneehigh) to deepen character portrayal. Advanced Techniques:

3. Introduce and develop more sophisticated drama techniques such as Greek theatre conventions, devised theatre methods, ensemble and unison work, canon, and use of physical theatre skills.

4. Build on Year 7’s foundation with more challenging tasks incorporating these techniques in performances. Feedback Proficiency:

5. Cultivate a classroom culture of constructive peer and self-assessment focused on improving performance skills, understanding of dramatic form, and applying practitioner methods.

6. Support students in critically analysing their work and the work of others to refine creative and technical abilities.

Year 9 Drama Teacher Criteria:

1. Devising Original Theatre: Facilitate students' ability to collaboratively devise original pieces of theatre, incorporating different genres and styles, and perform them confidently for a local community audience.

2. Script Analysis: Teach students to analyse and interpret scripts, understanding the playwright’s intentions, and bring the characters to life using appropriate genre-specific techniques.

3. Critical Evaluation: Develop students' skills in critically evaluating live performances, recognising strengths and areas for improvement, and applying these insights to enhance their own work.

GCSE

By the end of the GCSE drama course, students will have gained comprehensive knowledge and understanding of drama and theatre. They will have studied one set play from a choice of nine, and developed skills in analysing and evaluating live theatre productions. Students will experience the entire process of creating and performing devised drama, either as performers or designers, and will analyse and evaluate their own work. Additionally, they will perform two extracts from a single play, further honing their performance or design skills.

Some other recent highlights from the Drama Department: