Key Stage 3

Drama is taught throughout Year 7, 8 and 9, one lesson a fortnight.
We cover three main areas:


DPM12_027_0029The students work individually or in groups exploring ideas, devising ways to create those ideas in effective Drama. They will then shape and develop those ideas as well as interpreting plays and themes.

The students will then perform their created work to each other. Learning how to present and produce clear performances for an audience.

After watching each other’s work the students will evaluate the effectiveness of the performances. They will apply their learnt knowledge and understanding to explore what was good about it and how it could be improved.
They will learn key skills alongside learning about Drama and Theatre:

  • grow in confidence
  • learn to express themselves and their emotions
  • learn to work in groups negotiating and compromising
  • learn valuable skills of presentation
  • explore and discover more about the world
  • ‘step into other people’s shoes’ and see the world from their point of view – learning empathy

DPM12_012_0001In Drama students have the opportunity to explore and make sense of the world, our lives and our relationships alongside developing specific performing skills and rehearsal techniques.

The students are assessed most lessons using the Drama Learning Objectives Bank descriptors either in an informal or an explicitly formal way. They will be assessed on their ability to make, perform and respond. They self and peer assess during and at the end of most lessons. Every half term they complete a self assessment sheet in which they review the work they have done and set a target to improve their progress.

There is usually no homework for Drama.

Useful websites:

Year 7

Autumn TermSpring TermSummer Term
Introduction to DramaHaunted and HuntedMacbeth
Learn to work together cooperatively. Focus in the work and establish effective ways of giving constructive criticism to each otherCreate soundscapes to create atmosphere and mood. Communicating without words, learning to make things clear using expression, body language and tone of voice.Explore the story of Macbeth and find ways to interpret ShakespeareÕs writing in performance. Still image, thought track, role play characterisation.
Mr FoxStage fighting and Elizabethan TheatreGreek Theatre
Develop: still image, working in role, creating tension and climax. Teacher in role. Improvisation. Facial expression, body language. Thought tracking, eye contact and communicationLearn to fight safely on stage and use that learning in a prepared context.
Learn about the stage positions and use of space and proxemics.
Explore and learn about the staging and style of Greek Theatre. Interpret and perform a Greek myth in the original performance style using large gesture and projected voice.
Explore the topic of the children evacuated in the second world war. Create and characterise a role. Work in role and explore ways to play true emotion. Still image, thought tracking and monologue

 Year 8

Autumn TermSpring TermSummer Term
Introduction and recap on learning in Year 7
Michael's story
StatusPeer Pressure
Explore the story of Brecht's play 'The Caucasian Chalk Circle'. Using still image, thought tracking, playing abstract roles and cross cutting. Also furthering understanding of playing a role and characterisation.Work on ways to create effective spontaneous improvisation. Explore the impact of status on character and playing a scene. Explore status and the meaning of status in interpreting a scene in a play.Explore the impact and effect of peer pressure on individuals through Drama. Using and selecting from key skills of making effective Drama already learnt.
It was TerrifyingPrivate PeacefulThe Roses of Eyam
Explore a story about a new arrival in school. Develop understanding of effective and meaningful still image, proxemics and translating meaning for an audience. Write monologues and develop this into a fuller, finished piece of Drama.Explore ways to dramatise Michael Morpurgo's book about the first world war. Presenting memories and abstract ideas. Incorporating the use of lights and sound. Develop this into a fuller piece of Drama for performance.Explore this powerful play based on the plague hitting a village. Interpret and use skills learnt earlier in the year to interpret and perform the text.

Year 9

Autumn TermSpring TermSummer Term
The RiotReportageRomeo and Juliet
Exploring the effect and impact of the recent riots on communities. Culminating in a creation of a news report hearing from all the characters involved.Explore and interpret the story of a tube suicide on a driver. Find ways to perform the story using monologue and crosscutting plus all the techniques and effects learnt so far.Explore the text and ways to interpret Shakespeare in performance
RunawaysJoeThe Wreck of the Mignonette
Explore stories about why young people run away from home. Explore through Drama the causes and impacts of the decision to runaway and create an effective Drama to express the feelings involved.Working in role as psychiatrists we will explore the story of a young boy Joe who has had a traumatic experience and will not talk. Mantle of the expert and in role work will inform this scheme. They will have to create and maintain a strong role for a sustained period of time in front of an audience.Exploring a real story and the power and meaning of the law when it goes to trial. Using skills learnt throughout.
Key Stage 4

Year 10 & 11:


Do any of the following apply to you?

  • The course is popular with boys and girls.
  • Are you imaginative and creative?
  • Do you enjoy and work well with other people?
  • Can you express yourself vocally and physically?
  • Do you want to take a course which will help you in any job in the future?
  • Do you prefer coursework to written exams?
  • Do you enjoy exploring ideas by putting yourself in other people’s shoes?
  • Do you enjoy creating your own Drama work?

If any of these apply to you then Drama GCSE is the course for you. You will study three units over 2 years.

Unit 1: Devising Theatre (40% of qualification)

Candidates will be required to:

  • Create and develop a devised piece from a stimulus (free choice for centre).
  • Perform this devised piece or design realisation for this performance.
  • Analyse and evaluate the devising process and performance (2000 word portfolio)

Unit 2: Performing from a text (20% of qualification)

Candidates will be required to:

  • Students will either perform in and/or design for two key extracts from a performance text.
  • Centre choice of performance text.

Unit 3: Interpreting Theatre – Written Examination (40% of qualification)

Candidates will complete a 1hr 30m written paper at the end of the two years:

  • Practical exploration and study of one complete performance text.
  • Choice of eight performance texts.
  • Live theatre evaluation – free choice of production.

Section A: Set Text A series of questions on one set text – DNA, Dennis Kelly.

Section B: Live Theatre Review One question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course. This paper is externally assessed

How will it help me in the future?

  • With confidence, working with other people, making presentations, working creatively and independently.
  • You may also want to go on to a career in the creative industries via university or Drama school as an actor or in the technical side of film and/or theatre.

Please note:

In order to succeed in Drama you will be expected to:

  • Work well with other people.
  • Attend rehearsals after school when needed.
  • Have a good attendance in lessons because other people cannot succeed without you being there.

If you are interested and would like to know more please speak to Ms Oatway, Mr Oakes or Mrs Smart.

Key Stage 5

Year 12 & 13: (Sixth Form)

Drama and Theatre Studies


In Theatre Studies, you must be a good team player who is able to make your own imaginative and creative decisions. In Drama we always work and explore ideas practically together so you should also enjoy discussion and analysis of ideas. This is a creative and explorative course which enables you to become an established actor.

Grade 6 or above in GCSE Drama. Students with a grade below this will be considered at the discretion of the department.

• An ability to form judgements about Theatre, based on your understanding.
• Performance skills.
• An ability to imaginatively and coherently respond to plays.
• The ability to analyse performance and production elements.

• Develop interest and enjoyment in Drama and Theatre, both as participants and informed members of an audience, fostering an enthusiasm for, and critical appreciation of, the subject.
• Develop understanding and appreciation of the significance of social, historical and cultural influences on the development of Drama and Theatre.
• Experience a range of opportunities to develop a variety of dramatic and theatrical skills, enabling you to grow creatively and imaginatively in both devised and scripted work.

There is one written and one practical exam, taken at the end of Year 13.
• Written paper – Theatre Makers in Practice; 2 hours, 40% of final grade.
• Performance; 20% of final grade.

In addition there is a ‘devising’ component, worth 60% of the final grade, based on the work students do to come up with and develop their performance. This is assessed internally and moderated by the exam board.

• A degree or diploma at acting school leading to a job as an Actor, Director, Writer or Designer in the theatre and/or film and television or working with the entertainment/creative industries.
• A degree at a university can lead to jobs such as teaching or other jobs in the theatre e.g. Stage Management etc.