“All the world’s a stage.” Jaques - As you like it, William Shakespeare
The drama curriculum has been developed and is underpinned by what has been taught in KS2 both in literacy and in the English KS2 curriculum and currently supports aspects of the KS3 English curriculum, predominantly the expectation to read plays and to improvise, rehearse and perform plays. Drama in this school has two core purposes:
To develop students' knowledge, understanding and skills as a subject in its own right and more widely to support the personal development curriculum in both confidence and self-esteem building. Additionally, the drama curriculum also uses the medium to explore personal development themes and issues such as bullying, discrimination and the impact of social media.
Some students will choose to study drama at Key stage 4 and beyond as an academic or vocational subject whilst for others it will support the personal development curriculum.
When considering drama as a discrete subject in its own right, there are 4 key pillars that underpin each unit of work across KS3 and KS4:
● Development of ideas
● How theatre makers impact the creation of work
We operate a spiral curriculum where we will revisit each of these core areas as a way to develop skill, memory and opportunities for retrieval practice to develop confidence for key stage 4 exams and beyond.
These pillars will also support students who intend to study drama or performing arts in KS5
Across each year students will develop these 4 pillars in both devised work and scripted work.
The sequence rationale is as follows:
In every year between years 7 and 11, learning begins with a core skills development unit. The aim is to provide the tools for students to be able to develop and apply as they move through each unit of work and across years. As students progress, the skills development units will draw upon periods of theatre history and practitioners who have influenced theatre across time.
In every year the following knowledge will be a feature:
● A skills-based unit
● A modern play
● A classic text that develops opportunities to debate relevant themes and issues, and how theatre makers/designers bring the text to life.
● An issue-based scheme of work relevant to the social issues typically presented in the age range and the opportunity to prompt deeper thinking and consider wonder perspectives.
● Devising and off script work
Every lesson the 4 key pillars will support the learning that takes place:
● Theatre makers and influence
Evaluation will take the form of verbal evaluation every lesson.
Every lesson will utilise a range of AFL techniques to monitor the progress of learning. This will also include observation
At the end of each term, there will be an assessment that will assess one of the following:
● Development of ideas
● Evaluation (to include impact of theatre makers)
By the end of each year students will have been assessed in all core pillars in a summative assessment. This will provide an average and identify both strengths and gaps within the pillars.
● 2 Drama Studios (one a rehearsal space and the other a performance studio with lighting and sound equipment)
● Props and costume store
● Hall with a proscenium arch stage, lighting and sound
● Open green space which is suitable for outdoor theatre and summer productions
● Affiliations with Millfield Theatre
The Drama curriculum booklet can be downloaded here: