Drama
In Drama, all children will experience a well-balanced and ambitious curriculum that develops students’ identity and moral character. Through the use of practical exploration students are exposed to diverse worldly scenarios that enables them to connect with and develop compassion, empathy and respect. Each session presents opportunities for students to develop their confidence as they share their creativity with their peers. Drama is, by nature, inherently collaborative and our curriculum emphasises the importance of teamwork within devising, which develops valuable interpersonal skills and builds strong relationships. Students will also explore a range of dramatic works from various cultures and historical periods, expanding their knowledge and understanding of theatre. As we layer these skills, we prepare our students for KS4 and KS5 explorations within the world of theatre, emphasising analysis and evaluation to enhance their appreciation of theatre and beyond. KS4 and KS5 allows students to deepen their exposure to more complex work, provides opportunity to take more risks and prepare for the next stage of their performing arts career.
By engaging in drama, students will develop skills that are transferable to other academic disciplines and real-life situations, nurturing their personal growth and preparing them for success in a rapidly changing world.
Drama – Key Stage 3
Autumn Term | Spring Term | Summer Term | ||||
Year 7 | Technique Toolkit | Technique Toolkit continued | Script and Character | Script and Character continued | Live Theatre Evaluation | Genre |
Exploration | Introduction to skills | Cinderella | Cinderella | Peter Pan | Melodrama | |
Year 8 | Voice | Voice continued | Working with Script | Working with Script | Evaluation of scripted work | Devising from stimuli |
Exploration | Trash TV | Trash TV | Blood Brothers, Romeo and Juliet, Missing Dan Nolan | Texts continued | Analysis and Evaluation | Theatre in Education |
Year 9 | Exploring Practitioners | Exploring Practitioners, Creation of student’s own work. | Devising from stimuli | Set text- script | Set text- script Section b style questions DEA from script learnt | Podcast on a current issue. |
Exploration | Frantic Assembly, Brecht, Artaud | Practitioners continued | Multiple stimuli including images, objects and music | Teechers by Jogn Godbeer | Analysis and Evaluation | Theatre in Education |
Drama – GCSE – AQA
Autumn Term | Spring Term | Summer Term | ||||
Year 10 | Induction Unit- Practitioners & Scripted Scenes which support the work of practitioners Exploring Devising Stimuli Exploring Response to stimuli (C2 SECTION 1 PREP) Section A | Component 2 Introduction to chosen stimulus for final performance Development & collaboration of performance. Blocking and/or script writing Exploring Development & Collaboration (C2 SECTION 2 PREP) Section A | Component 2 Refinement of Devised Performance Analysis & Evaluation (C2 SECTION 3 PREP) Section A (Retrieval) | Component 2 Devising Log-Final Draft (over the term 1/3 of lessons) Component 1-Section B Set Text Exploration (2/3 of lessons) Section A (Retrieval) | Component 1. Revision of Sections A and B Section A (Retrieval) | CLF Formal Mock (1) C1 exam: Sections A and B (4,8,12,markers) Introduction to Component 3-Extracts to selected for final performance Section A (Retrieval) |
Exploration | Blood Brothers Teechers Frantic Assembly Brecht Stage configurations Stage positions | Devising process | Devising process | Blood Brothers Stage configurations Stage positions | Blood Brothers Stage configurations Stage positions | Free choice of extracts but will include: Bouncers Teechers Girls like that Stage configurations Stage positions |