Drama
Curriculum INTENT
-- To create confident, self- assured performers and theatre makers who take pride in presentation and who recognise the value of process and participation. To develop learners who place value on learning, exploring and recognise their self- worth by contributing in the studio and beyond.
Curriculum End Points
KS3 End Points
Performance - Students have consistently demonstrated competence in a range of skills including:
- Physical Skills
- Technical Skills
- Expressive Skills
- Proxemics
They have shown the ability to be able to use these confidently and in a range of genres and styles. They have shown the ability to have stylistic awareness of different genres and styles and apply the skills appropriately.
Devising - Students have shown knowledge and understanding of how to create meaningful drama. They have shown this through the demonstration of their choice of devices, or their character development. They will have demonstrated a creative facility when creating drama. They will have shown that they understand tropes and features of both characters and styles as they explore character development. They will have shown this in both in devised and script work. Students will have been able to work creatively both independently and in groups, and have been able to show refining and rehearsal techniques effectively. They have been able to respond to a range of stimuli, in order to generate creative ideas.
Appreciation - Students have been able to talk freely about work they like/ don’t like and also communicated the reasons why using drama terminology. They have demonstrated an understanding of various stylistic features and genres, performance skills and devices. They have been able to apply their appreciation and analysis skills in their own work, other students work and work of professionals. They have shown resilience in taking feedback and have applied the feedback where appropriate.
KS4 End Points
Performance - Students have demonstrated an understanding of the skills, techniques and approaches used by professionals to create work. They have explored professorial repertoire and workshopped ideas relating to a specific theme or purpose. Through their explorations they have also communicated the purpose both through practical and analysis tasks. Students have taken part in the rehearsal process. They have applied performance skills and techniques to script work. They have also participated in the rehearsal process when developing their own material in response to a brief.
Creating - Students have shown an understanding of how to creatively respond to a brief. They have done this both through discussion and practical exploration of a stimulus. They have generated ideas through participating in a workshop where ideas were explored & concepts developed which linked to a given brief or idea. They demonstrated that they could select and develop skills and techniques that were needed to realise creative ideas in response to the brief.
Appreciation - Students investigated how performance pieces were created. They explored professional performance material, its origins and the influences that impacted its development. They also researched the purpose of the piece. Students reviewed their own practical development and how well their own performance skills were applied. They evaluated their process of rehearsal and final performance. They highlighted both areas for improvement and their successes.
KS3/4 Curriculum Map
drama learning journey sept 2022.pdf
Curriculum in Year 7
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YEAR 7 |
Autumn Term |
Spring Term |
Summer Term |
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Overview |
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Content
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The year begins with an exploration of silent comedy, inspired by the work of Charlie Chaplin. This unit introduces students to physical theatre techniques and the art of storytelling without words. Next, students delve into the heightened style of melodrama through scenes from Alice in Wonderland, where they learn to exaggerate movement and emotion to engage an audience |
In Term 2, pupils expand their understanding of physical theatre, learning how to use their bodies as props to create imaginative and visually engaging performances. Next the pupils then apply these skills to devise and perform their own interpretations of well-known fairytales. |
Term 3 introduces students to the power of chorus and Greek Theatre. Through group performance work, students develop vocal projection, choral speaking, and ensemble movement. The year concludes with an introduction to Shakespearean monologues. Students explore three contrasting speeches, using both vocal and physical techniques to bring classical texts to life. |
How can parents help?
- Encourage your child to read the story of 'George's Marvellous Medicine'
- Encourage your child to show you what they have produced in their lesson
- Ask your child what performance skills they have learnt and ask them to put in a sentence.
Curriculum in Year 8
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YEAR 8 |
Autumn Term |
Spring Term |
Summer Term |
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Overview |
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Content
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In year 8 pupils will begin by looking at the script of Matilda. Pupils will expand on their physical and vocal skill by performing a duologue from Matilda. |
In the second term, pupils are introduced to the key principles of devising original theatre. They will learn how to respond to a stimulus, experiment with dramatic techniques, and collaborate effectively to shape their own performance material. |
In term 3 pupils will study Shakespeare's Romeo & Juliet, pupils will look at the themes of this classic piece and how it could be updated to reflect modern society. |
How can parents help?
- Read the books with your child to help them get an overview of the story.
- Talk about the skills that they have developed in their lessons and what they have produced in drama that week.
- Talk about the key terminology with them and the meanings
Curriculum in Year 9
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YEAR 9 |
Autumn Term |
Spring Term |
Summer Term |
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Overview |
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Content
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In Term 1 Pupils are introduced to the world of Bertolt Brecht. They will use techniques such as flashbacks and breaking the fourth wall, using these to create and perform their own original piece of Brechtian theatre. This unit encourages pupils to think creatively, challenge an audience, and develop their ability to devise drama as a team. In term 2 pupils then move on to the work of Steven Berkoff. Through experimenting with techniques such as using the body as a prop and stylized movement, they bring a set text to life in fresh and inventive ways. This gives pupils the chance to push their creativity further and express themselves with confidence. |
In term 2 pupils will begin to study the work of Frantic Assembly, pushing the boundaries of how theatre can be performed. Pupils will study ‘chair duets’ & the ‘round by through’ technique with a focus on creating meaning from movement. This will culminate a group performance using Frantic Assembly’s signature style. Pupils will then look at Willy’s Russel’s Blood Brothers. Pupils will focus on script skills using both physical and vocal skills to create believable characters. |
In the final term, students will build upon their foundational knowledge of Blood Brothers to explore the techniques of renowned theatre practitioner Konstantin Stanislavski. They will apply his method acting principles to create authentic, believable characters in performance. Students will then delve into the study of monologues, focusing on vocal skills such as intonation, pitch, pace, pause, and tone. By mastering these elements, they will transform a well-known song into a powerful dramatic monologue. The term will culminate in students performing their chosen pieces, showcasing their development as confident and skilled performers. |
How can parents help?
- Ask your child to demonstrate what they have created in their drama lessons
- Talk to your child about the content they have been looking at
- Ask your child key terminology and ask them what the definitions are.
Curriculum in Year 10
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YEAR 10 |
Autumn Term |
Spring Term |
Summer Term |
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Overview |
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Content
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In Term 1, pupils will complete Component 1 of their BTEC Tech Award, which accounts for 30% of their overall grade. They will deepen their understanding of the performing arts by exploring the groundbreaking work of Lin-Manuel Miranda’s Hamilton. Throughout this unit pupils will produce a portfolio of coursework examining the processes used to create professional repertoire. |
In Term 2 pupils will begin the second component on their BTEC Tech Award, which accounts for 30% of their overall grade. Pupils will select either a monologue or duologue to perform. Pupils will apply both vocal and physical skills in a practical performance which is then supported by a written log detailing their journey of recreating professional repertoire. |
In the third term pupils will complete their BTEC Tech Award component 2. Pupils will perform their chosen repertoire, which will be either a monologue or a duologue. Pupils will then complete their written log detailing their rehearsal process and application of skills in the performing arts. |
How can parents help?
- Help your child learn their lines by filling in lines with them
- Ask them about the characters they are playing and why their character is behaving in a certain way
- Ask them to show you a performance they are working on
- Ask them to explain to you what key terminology means when studying Unit 1
Curriculum in Year 11
In Year 11, students will complete the third and final component of their BTEC Tech Award in Drama, known as Component 3: Responding to a Brief. This unit provides an opportunity for students to showcase their performance or production skills in response to a given brief and stimulus, where they will work collaboratively to develop a group performance aimed at a specific audience.
Building on the knowledge and skills developed in the previous components, students will apply what they've learned to a practical, real-life scenario. They will create a 10-minute performance based on a detailed brief and will document their process through three written tasks, reflecting on and evaluating their work.
The unit encourages students to draw on a wide range of techniques, theories, and concepts within the performing arts. It is designed to test their ability to plan, perform, and assess their creative work, and is a significant part of their overall assessment, contributing 40% to their final grade.
How can parents help?
- Help your child learn their lines by filling in lines with them
- Ask them about the characters they are playing and why their character is behaving in a certain way
- Ask them to show you a performance they are working on
- Ask them to explain to you what key terminology means when studying Unit 1