Drama

In a society in which effective communication is vital, the study of drama develops verbal and non- verbal, individual and group communication skills which are skills for living. Drama enhances students' artistic and creative abilities and gives them a better understanding of themselves and their world. It encourages them to think and act creatively, thus developing critical thinking and problem-solving skills that can be applied in all areas of learning. Through drama, children are encouraged to take responsible roles and make choices – to participate in and guide their own learning.

KS3 Drama

Year 7

Term 1	Term 2	Term 3
In the Autumn Term, students are introduced to Drama through storytelling, using a Roald Dahl poem as a stimulus to develop core drama strategies and performance skills. Students explore narrative structure, character, vocal and physical expression, and use of space to bring text to life. Building on this foundation, students then explore the British theatrical tradition of pantomime, applying their understanding of storytelling to devise and perform their own original pantomime pieces. This unit develops confidence, creativity, ensemble work, and an understanding of exaggerated performance styles, stock characters, and audience interaction	During the Spring Term, students practically explore Shakespeare’s The Tempest, developing an understanding of plot, character, and Shakespearean language through accessible drama techniques. Students use performance to explore key themes and relationships while also developing persuasive speech-writing skills, creating and presenting speeches that demonstrate viewpoint, intention, and dramatic impact. In the second half of the term, students complete the Darkwood Manor unit, where they apply drama strategies and performance skills to collaboratively devise a ‘whodunnit’, focusing on atmosphere, tension, character motivation, and structured dramatic storytelling	In the Summer Term, students focus on scripted work through Ernie’s Incredible Illucinations. This unit develops students’ ability to interpret text, understand character relationships, and make informed performance choices. Students build confidence in learning and performing scripted material while refining vocal, physical, and collaborative skills, providing a strong foundation for future study in Drama.

Year 8

Term 1	Term 2	Term 3
In the Autumn Term, students develop their understanding of theatrical styles and influences through the study of key drama practitioners. They explore how practitioners have shaped performance styles and theatrical conventions, applying this knowledge practically in performance work. Building on this, students study Greek theatre through the lens of social media, allowing them to explore chorus, narration, mask, and heightened performance while making connections between classical theatre and contemporary modes of communication. This unit encourages creative interpretation, critical thinking, and an understanding of theatre as a response to society.	During the Spring Term, students explore Blood Brothers from page to stage, developing skills in script interpretation and performance. Students examine performance styles, historical and social context, and the impact of these elements on character, staging, and audience response. Alongside performance work, students consider costume and set design, developing an understanding of how design choices support meaning and enhance storytelling in theatre.	In Summer Term, students explore the concept of status in performance, developing an understanding of how relationships, power, and hierarchy can be communicated through voice, movement, and spatial awareness. In the second half of the term, students complete a devising project that introduces the GCSE Drama Component 1 criteria. This project develops skills in collaboration, creative intention, and evaluation, providing a clear progression towards Key Stage 4 study.

KS4 Drama

Exam Board: EDEXCEL

The Overview of the course

The course aims to provide students with a variety of dramatic skills, from the perspective of performer, director, designer and audience member. Students are provided with the skills needed to complete the qualification, but more importantly, to help set them up for the future. Confidence, pride, creativity, assertiveness, empathy, a sense of open-mindedness and a hard-work ethic are nurtured and developed via the exploration of play texts, the creation of original dramatic works and the interpretation of performance texts. Your child will learn to work independently, on a one-to-one basis, and as a participant and leader of groups of varying sizes. They will develop important, transferable skills in analysis, reflection and evaluation. All students are required to work hard, but are rewarded for their efforts with a course that it is enjoyable and affirming. Students will attend trips to the theatre and be encouraged to see as much performance art as they can outside of school. We hope our students complete their GCSEs with interests, opinions and passions that stay with them forever.

Course breakdown and assessment methods

The Drama GCSE is broken down into 3 components

Component 1 – Devising - 40% (Performance exam and written portfolio):

The creation of devised piece of theatre in groups. After a period of development and rehearsal, their pieces are performed in our impressive new Drama Studio, complete with professional lighting rig and costumes, to an invited audience of family, staff and other members of the Drama Cohort. They are examined internally and a video sent away to the exam board for moderation. In conjunction with the performance, students are required to keep a portfolio of their work which includes a reflection of the development process, all research and an evaluation.

Component 2 – Performance from Text – 20% (Performance exam):

Students perform as a character in two key scenes from the same published play text. Again, these are performed to an invited audience in our Drama Studio. These performances are assessed by a visiting examiner from Edexcel. Students support their practical performances with a written synopsis of their choices behind the characterisation from the perspective of performer. These are taken into consideration by the visiting examiner.

Component 3 – Theatre Makers in Practice – 40% (Written exam):

Section A – Bringing texts to life: In preparation for the 1hour 45 minute written exam, students will explore a play text extensively from the perspectives of performer, director and designer. They will see their visions for the play realised within the rehearsal room and explored fully practically, before putting on their own version of the play for an invited audience of family and friends in our Drama Studio.

Section B – Live Theatre Evaluation: As part of their written exam, students are asked to analyse and evaluate the effectiveness of a live theatre performance they’ve seen.

What can students do at the end of the course?

The life-skills gained within drama are highly respected among many professions including law, Human Resources, teaching, sales and recruitment, media, politics & public office and medical General Practice. A Drama GCSE provides a good first step on the ladder to any of these professions as well as obviously a career in the Performing Arts.

How can parents or carers support?

Parents can support by taking students to see as much as possible; be it theatre, free performance art on the South Bank or museums, to help them broaden their minds and views on the world. Students are required to become creative thinkers and avid researchers. Regular homework is given with this in mind and parents are asked to help ensure students are keeping on top of this. Parents are encouraged to come and see students perform as often as they are able.

Year 9

Term 1

Term 2

Term 3

In the Autumn Term, students begin a structured transition towards GCSE Drama through the practical exploration of the GCSE set text An Inspector Calls (Component 3). Students focus on characterisation and character development, applying performance skills to key moments from the play. Alongside practical work, students develop theoretical understanding by learning how to respond to exam-style questions as both a performer and a costume designer. Students are also introduced to Component 2 through the exploration of a contemporary monologue, developing performance skills while using GCSE mark schemes to understand expectations and assessment criteria. In addition, students undertake a devising project for Component 1, responding to a stimulus brief to create a piece of political theatre aimed at educating an audience, with a focus on message, intention, and audience impact.

During the Spring Term, students further develop their Component 2 skills by learning and performing monologues from the GCSE set text. This work focuses on refining vocal and physical performance skills and sustaining character. Students also develop their written responses for Component 3 by exploring how to write as a director, analysing performance intentions and staging choices. Alongside this, students complete a further devising project with an introduction to the coursework requirements of Component 1, developing skills in collaboration, documentation, and evaluation in line with GCSE expectations.

In the Summer Term, students deepen their understanding of design and theatre analysis through the exploration of set design for An Inspector Calls, considering how design choices communicate meaning and support performance. Students also develop their skills in live theatre review, learning how to analyse and evaluate professional theatre in preparation for GCSE written examination requirements. Practical performance skills are further developed as students complete two scripted extracts for Component 2 under the specific conditions of the exam board. To conclude the year, students complete an additional devised piece, selecting their own stimulus and working independently to practise the coursework demands of Component 1, strengthening

their readiness for completing the component in year 10.

Year 10

Term 1	Term 2	Term 3
In the Autumn Term, students complete a significant proportion of Component 1: Devising (40% of the GCSE). Students develop and realise a devised performance in response to a stimulus, demonstrating the ability to create, develop, and refine ideas as a group. Alongside practical performance work, students complete the written devising portfolio, evidencing creative intentions, rehearsal processes, and evaluation in line with Edexcel assessment criteria. Students also begin Component 2: Performance from Text, writing and performing original monologues developed from their devised work, focusing on sustaining character and communicating meaning to an audience. For Component 3: Theatre Makers in Practice, students explore lighting and sound design, developing an understanding of how technical elements support performance and communicate meaning.	During the Spring Term, students focus on Component 2, preparing and performing two contemporary scripted monologues under exam-style conditions. This work develops accuracy, consistency, and interpretative performance skills in line with GCSE performance assessment requirements. Students also complete a live theatre review for Component 3, developing the ability to analyse and evaluate a professional theatre production using appropriate drama terminology and structured written responses.	In the Summer Term, students prepare for the Component 3 pre public examination, exploring a range of performance styles and genres in relation to the set text and given extracts. Students develop exam technique, including extended written responses from the perspective of a performer and theatre maker, and complete focused exam practice to consolidate knowledge and understanding. This work ensures students are fully prepared for the final written examination at the beginning of Year 11.

Year 11

Term 1	Term 2	Term 3
In the Autumn Term, students complete Component 2: Performance from Text (20% of the GCSE), performing two scripted extracts to a visiting examiner under formal assessment conditions. Alongside this, students consolidate their understanding of Component 3: Theatre Makers in Practice through the completion of a live theatre review and focused preparation for Pre-Public Examinations (PPEs). Emphasis is placed on sustaining performance quality, applying rehearsal strategies, and using subject-specific terminology accurately in written responses.	During the Spring Term, students undertake Component 2 PPE assessments, performing two extracts under exam-style conditions to refine performance skills and assessment readiness. Students also engage in targeted revision for Component 3, revisiting the set text, key themes, characters, and theatre-maker roles, and developing confident exam technique for extended written responses.	In the Summer Term, students focus intensively on Component 3 written examination practice, refining their ability to analyse and evaluate performance and design choices from the perspective of a theatre maker. Students complete timed exam practice, respond to a range of exam-style questions, and consolidate their understanding of performance, design, and live theatre evaluation in preparation for the final GCSE examination.