Drama

Our Drama curriculum philosophy is to create and deliver a curriculum which ensures all children master the powerful knowledge necessary to think hard, make informed decisions and actively engage in the origins, development and modern interpretations of Drama. This will enable them to achieve outstanding individual results both academically and in their personal development as individuals.

They will learn the intricacies of how a person communicates, why they express themselves and what influences their life choices and opinions. The intent of the curriculum is to create perceptive and instinctive individuals armed with knowledge, empathy and resilience to succeed in life. By following the IB Middle Years Programme (MYP) framework we aim to develop inquiring, knowledgeable and caring young people who are motivated to succeed; we strive to develop students who will build a better world through intercultural understanding and respect.

Back to KS3 Subjects
CRITERION A

Investigating

Criterion b

Developing

criterion C

Creating or Performing

criterion d

Evaluating

statement of inquiry

Global thinkers will learn to communicate with each other, expressing themselves personally as well as exploring culturally.

APPROACHES to Learning
  • Communication – physically and vocally through response in AFL and performance
  • Social Skills – Collaboration – Small group work and exercises.
  • Thinking skills – Creative thinking – Create ideas around a given theme, amalgamate ideas for piece of drama
statement of inquiry

Global thinkers will learn to communicate with each other through various vocal technique based tasks to investigate personal expression and communication through the medium of radio, and how this impacts on relationships and societies.

APPROACHES to Learning
  • Communication – vocally through response in AFL and performance
  • Social Skills – Collaboration – Small group work and exercises.
  • Thinking skills – Creative thinking – Create ideas around a given theme, amalgamate ideas for piece of radio drama
statement of inquiry

Physical theatre is a visual representation of what it means to be human including relationships, nature of self, mental and spiritual health; rights and responsibilities.

APPROACHES to Learning
  • Research Skills – Students find, interprete, judge and create physical theatre through research of practitioners
  • Social Skills – Students collaborate and work effectively with peers
  • Self management – Students can develop organisational skills through managing time and tasks effectively
  • Thinking Skills – Students can use their knowledge and skills in new contexts to transfer learnt information. Creative thinking is paramount in achieving this.
statement of inquiry

Identity must be explored when creating a role, as well as discovering how orientation in time and space affect a person

APPROACHES to Learning
  • Thinking Skills – Critical thinking skills to analyse and evaluate issues and ideas in 1920 American Depression .
  • Communication Skills – Exchanging thoughts, messages effectively through vocal and physical interaction, and reflect on previous learning and ATL skills.
  • Thinking Skills – Students can use their knowledge and skills in new context s to transfer learnt information. Creative thinking is paramount in achieving this.
statement of inquiry

The process of artistic creation can lead to self discovery

APPROACHES to Learning
  • Thinking Skills – Students can use their knowledge and skills in new contexts to transfer learnt information.
  • Creative thinking is paramount in achieving this.
  • Communication Skills – Exchanging thoughts, messages effectively through vocal and physical interaction.
  • Research Skills – Students find, interpret, judge and create.
  • Social Skills – Students collaborate and work effectively with peers.
  • Self Management – Students can develop organisational skills through managing time and tasks effectively.
statement of inquiry

Masks, as tools for innovative expression, can reveal and challenge power dynamics related to identity and contribute to a more equitable and developed society.

APPROACHES to Learning
  • COMMUNICATION: Students have to communicate their own ideas about any of the themes and ideas explored, as well as being able to communicate with each other when creating a piece of art.
  • CRITICAL THINKING: Students will have been evaluative and critical in their approach to the ideas explored through the study of the text. In answering questions about the issue, they must explore different interpretations of role and character, and offer alternative views on staging and performance.
  • SOCIAL SKILLS: Students will work collaboratively and will have to actively listen to opinions and reflect on hard issues within a group
  • SELF MANAGEMENT- Plan the rehearsals for a performance or plan the time needed to create an work/s
  • RESEARCH – Using research translate ideas into practice
Statement of Inquiry

Global thinkers communicate with each other through use of space, expressing themselves through character and culture.

Approaches to learning
  • Communication – physically and vocally through response in AFL and performance
  • Social Skills – Collaboration – Small group work and exercises.
  • Thinking skills – Creative thinking – Create ideas around a given theme, amalgamate ideas for piece of drama
Statement of Inquiry

To communicate with each other, interpreting texts. investigate cultural identity and how this impacts on relationships in mixed cultural communities.

Approaches to learning
  • Thinking skills Critical thinking – Pupils will be using this skill in order to create a performance based on the script they have created
  • Creativity and innovation – Pupils will be creating their own characters in their own story
  • Social skills – Collaboration – When pupils have completed their scripts they will be working in pairs in order to bring the ir script to life
  • Self-management skills Organization – At the start of the unit pupils will be organising their script as well as their time
  • Communication skills Pupils will communicate their ideas surrounding the text they have created Interaction – students will work within pairs to produce a performance.
  • Language – students will be expected to create a script and use an appropriate language in order to communicate their character with the audience
  • Research skills – Pupils would benefit researching scripts in order to understand the format
  • Media literacy – students should be challenged to use a variety of resources, including newspapers, magazines books and the internet
Statement of Inquiry

Global thinkers will learn to communicate with each other, interpreting stimuli and texts. investigate cultural identity and how this impacts on relationships.

Approaches to learning
  • Social skills – Collaboration – When pupils have completed their scripts they will be working in pairs in order to bring the script to life
  • Self-management skills Organization – At the start of the unit pupils will be organising their script as well as their time
  • Communication skills Pupils will communicate their ideas surrounding the text they have created
  • Research skills Pupils would benefit researching scripts in order to understand the format
Statement of Inquiry

Can character and story be expressed without the need for verbal communication?

approach to learning
  • Thinking
  • Creative-thinking skills
  • Ci. create or perform an artwork.
  • Self-managemen
  • tReflection Skills
  • Di/Dii – appraise their own artwork or performance
  • Reflect on their development as an artist.
Statement of Inquiry

Understanding plot and developing character is key when communicating your interpretation of a character’s status or position within the piece, including their relationships with others and their identity.

approach to learning
  • Thinking skills
  • Critical thinking – Pupils will be able to use their knowledge and understanding to interpret text
  • Creativity and innovation – Pupils will be their own director as well as an actor
  • Social skills Collaboration – Pupils will be working from scripts they will be working in pairs in order to bring their script to life
    Self-management skills
  • Organization – At the start of the unit pupils will be organising their script as well as their time
  • Communication skills Pupils will communicate their ideas to the audience eas well as each other
  • Interaction – students will work within pairs to produce a performance.
  • Language – Pupils will have to decipher the meaning and language
  • Research skills Pupils would benefit researching Macbeth using youtube on BBC bitesize
  • Media literacy – students should be challenged to use a variety of resources, including newspapers, magazines books and the internet
Statement of Inquiry

Understanding plot and developing character is key when communicating your interpretation of a character’s status or position within the piece, including their relationships with others and their identity.

approach to learning
  • COMMUNICATION: Students have to communicate their own ideas about any of the themes and ideas explored, as well as being able to communicate with each other when creating a piece of art.
  • CRITICAL THINKING: Students will have been evaluative and critical in their approach to the ideas explored through the study of the text. In answering questions about the text, they must explore different interpretations of role and character, and offer alternative views on staging and performance.
  • SOCIAL SKILLS: Students will work collaboratively and will have to actively listen to opinions and reflect on hard issues within a group
  • SELF MANAGEMENT- Plan the rehearsals for a performance or plan the time needed to create an work/s
  • RESEARCH – Using research translate ideas into practice
Statement of intent

Verbatim theatre uses real voices to challenge perspectives on justice and truth.

Approaches to Learning
  • Research – history of Craig and Bentley.
  • Critical Thinking – Analyse moral ambiguity, guilt, and justice through drama
  • Compare characters’ motivations and the legal implications of their actions.
  • Creative Thinking – Use improvisation to explore character psychology
  • Experiment with tension, stillness, and status in scenes Devise moments of non-verbal communication or symbolic action
Statement of intent

 Exploring rights, justice, inequality, and resistance to oppression.

Approaches to Learning
  • Knowing and Understanding – Understand Boal’s philosophy and oppression in historical/theatrical contexts
  • Developing Skills – Apply Boal’s techniques: Image Theatre, Forum Theatre, Invisible Theatre
  • Thinking Creatively – Devise scenes inspired by Anne Frank’s story using Boal’s methods
  • Responding – Reflect on the emotional and social impact of theatre for change
Statement of intent

Scripts allow us to explore how identity and ethical choices are communicated through performance.

Approaches to Learning
  • Knowing & Understanding – Themes, characterisation, context, script structure
  • Developing Skills – Voice, movement, blocking, ensemble work
  • Thinking Creatively – Staging choices, character motivation, emotional subtext
  • Responding – Evaluation, reflection, and intention analysis
Statement of intent

Theatre can explore how social media influences identity, communication, and truth.

Approaches to Learning
  • Knowing & Understanding Social media culture, theme development, digital influence
  • Developing Skills Movement, voice, improvisation, devising based on stimulus
  • Thinking Creatively Creating believable scenes about online identity and conflict
  • Responding Reflecting on intent, character development, and audience response
Statement of intent

Theatre can challenge audiences to question societal norms and injustices by presenting multiple perspectives.

Approaches to Learning
  • Knowing & Understanding – Brecht’s theory, alienation, gestus, breaking the fourth wall
  • Developing Skills – Physicality, narration, placards, montage, episodic structure
  • Thinking Creatively – Devising political or social scenes using modern news as stimulus
  • Responding – Reflecting on message, audience reaction, and impact of Brechtian tools
Statement of intent

Devised theatre allows artists to transform ideas into meaningful stories through collaboration and structure.

Approaches to Learning
  • Knowing & Understanding – Stimulus, theatrical devices, structure, genre
  • Developing Skills – Voice, movement, improvisation, ensemble practice
  • Thinking Creatively – Storyboarding, experimenting, refining content
  • Responding – Reflection on creative process, audience feedback
Back to KS4 Subjects
ks4 Drama

Key stage 4 students will apply all their previous learning to the BTEC Performing Arts curriculum adding more complexity, personal interpretation and depth of analysis to the plays and practitioners at a more advanced level. They will study all the relevant surrounding contextual factors to every practitioner and play. Further to this they will have the opportunity to master techniques and insight into emotional development and empathy, which are critical life skills to a successful and happy individual. The level of trust and resilience needed to achieve excellence on this course is an integral part and benefit of Drama.

Statement of INQUIRY

Personal identity and family dynamics can be explored and expressed through naturalistic and physical performance techniques to evoke empathy and understanding.

Approaches to Learning

Collaboration, critical thinking, creative thinking, reflection

Statement of INQUIRY

Actors can use Stanislavski’s system to explore identity and truth, transforming text into emotionally resonant performance.

Approaches to Learning

Critical thinking, creative thinking, self management, reflection

Statement of INQUIRY

Physical theatre enables performers to express emotion, character, and story in innovative ways that resonate beyond words.

Approaches to Learning
  • Communication Skills: Share ideas clearly in rehearsal and performance.
  • Collaboration Skills: Work safely and respectfully with partners for lifts and contact.
  • Creative Thinking: Adapt movement techniques to fit character and scene.
  • Organisation: Plan and rehearse sequences carefully.
Statement of INQUIRY

Physical theatre enables performers to express emotion, character, and story in innovative ways that resonate beyond words.

Approaches to Learning
  • Communication Skills: Share ideas clearly in rehearsal and performance.
  • Collaboration Skills: Work safely and respectfully with partners for lifts and contact.
  • Creative Thinking: Adapt movement techniques to fit character and scene.
  • Organisation: Plan and rehearse sequences carefully.
Statement of INQUIRY

Physical theatre enables performers to express emotion, character, and story in innovative ways that resonate beyond words.

Approaches to Learning
  • Communication Skills: Share ideas clearly in rehearsal and performance.
  • Collaboration Skills: Work safely and respectfully with partners for lifts and contact.
  • Creative Thinking: Adapt movement techniques to fit character and scene.
  • Organisation: Plan and rehearse sequences carefully.
Statement of INQUIRY

Actors use rehearsal, interpretation, and expression to transform a written script into a live, communicative experience.

Approaches to Learning

Collaboration, critical thinking, creative thinking, self management, reflection

Statement of Inquiry

Actors use voice and physicality to express real-world issues and emotions, enabling audiences to reflect on identity, relationships, and consequence.

Approaches to learning

Collaboration, creative thinking, social, research

Statement of Inquiry

Actors use rehearsal, interpretation, and expression to transform a written script into a live, communicative experience

Approaches to learning

Collaboration, critical thinking, creative thinking, self management, reflection

Statement of Inquiry

Theatre evolves through testing, feedback, and reflection, allowing artists to refine how they connect with audiences

Approaches to learning
  • Communication – Express and justify ideas; use drama vocabulary clearly during feedback
  • Collaboration – Share ideas, negotiate roles, and resolve conflict in group tasks
  • Creative Thinking – Generate, explore and refine original ideas using stimulus
  • Critical Thinking – Evaluate structure, pacing, and effectiveness of devised scenes
  • Reflection – Assess strengths, weaknesses, and development of individual and group work
  • Organisation -Manage rehearsal time, roles, and material development
Statement of Inquiry

Theatre evolves through testing, feedback, and reflection, allowing artists to refine how they connect with audiences

Approaches to learning
  • Communication – Express and justify ideas; use drama vocabulary clearly during feedback
  • Collaboration – Share ideas, negotiate roles, and resolve conflict in group tasks
  • Creative Thinking – Generate, explore and refine original ideas using stimulus
  • Critical Thinking – Evaluate structure, pacing, and effectiveness of devised scenes
  • Reflection – Assess strengths, weaknesses, and development of individual and group work
  • Organisation -Manage rehearsal time, roles, and material development
Statement of Inquiry

Actors use rehearsal, interpretation, and expression to transform a written script into a live, communicative experience.

Approaches to learning

Collaboration, critical thinking, creative thinking, self management, reflection