Our Drama curriculum inspires students to think creatively, communicate confidently, and understand the world through performance. We are committed to teaching to the top so that all students are challenged, while providing the support needed for every learner to succeed. 

Our curriculum is carefully sequenced and coherent, building knowledge and skills over time. This ranges from foundational performance techniques to advanced interpretation and devising. Each stage prepares students for the next, ensuring clear progression. 

We prioritise literacy, numeracy, and communication. Students develop strong reading skills through scripts and texts, refine their writing through evaluation and creative work, and apply mathematical understanding in areas such as timing, staging, and technical theatre. 

Assessment is purposeful and supportive. The Drama Department uses a range of methods such as performance, written work, and verbal feedback. This ensures that students understand how to improve and achieve their best. 

Through our ambitious curriculum, we aim to nurture confident performers, critical thinkers, and responsible members of society. 

Curriculum Summary

Key Stage 3

Programme of Study

	Autumn	Spring	Summer
7	Nativity (a full year group production awaits!)	Fish (a scripted duologue about friendship, understanding and fair treatment)	What Happened to Terry Dumpton? (a fictional disappearance, students meet the characters involved and create performance about their experiences)
8	Melodrama & Pantomime (a look at the history and performance style of the much-loved Pantomime!)	Wicked (a scripted duologue from the hit film. Students focus on developing their performance skills)	Darkwood Manor (a devising project based on a haunted house, students look at building character and tension)

 

Key Stage 4

Qualification: GCSE

Awarding Body and Paper: Edexcel 2DR01

Programme of Study

Component 1: DEVISING (40% of GCSE)

Students work in groups to create a performance inspired by stimuli provided by class teachers.

The performance is filmed and internally moderated.

Students produce a written portfolio (2,000 words) documenting the exploration process, evaluating their individual contribution and the final performance.

The project begins in the autumn term of Year 10.

Component 2: PERFORMANCE FROM TEXT (20% of GCSE)

Students work to bring two extracts from one play text from page to stage. They can be assessed as performers or designers.

Externally marked by a visiting examiner in the Spring Term of Year 11.

Component 3: THEATRE MAKERS IN PRACTICE (40% of GCSE)

Written paper of 1 hour 45 minutes, at the end of Year 11.

SECTION A: Pupils explore the performance text 'An Inspector Calls' by J.B Priestley which is also studied in English. Students are given an extract from the play and respond to a series of questions about the performance of that moment.

SECTION B: Pupils see a piece of live theatre. Students make notes, of 500 words, on the live performance work which they take into the examination.

Learning/Teaching Approach

There is a balance of theory and practical work. Students should expect one theory lesson a week.

Lessons will consist of practical exploration workshops, technical design workshops, skills development and performance work alongside theoretical analysis of plays, playwrights and practitioners and reflective writing. Students will be required to undertake detailed written work and will be expected to work independently and with groups of people (not always their friends).

Assessment

Component 1 - 40% of the course; teacher assessed and moderated by the exam board.

Component 2 - 20% of the course; externally examined through a performance for a visiting examiner.

Component 3 – 40% of the course; the written examination.

30% of the marks are awarded for practical and 70% for written/exam.

What it can lead to

The course is not only suitable for a future in the Performing Arts. Students seeking a career in any field which involves the need for confidence in front of others and strong team skills would benefit.

Additional Points

Students should be aware of the following when considering this course:

• You will be expected to attend theatre trips as part of your course
• You will be expected to complete extended pieces of writing
• You will perform in front of an audience

Tier of Entry

Single Tier

 

Key Stage 5

Qualification: A Level

Awarding Body and Paper: Edexcel 9DR0

Programme of Study

Component One – Devising (40% of A Level)

Students work in groups to produce a devised piece of theatre, using an existing play text as a stimulus.

Pupils are marked on their final devised performance (20 marks) and a written portfolio (60 marks). The portfolio requires students to explain, justify, analyse and evaluate their response to the stimulus, development and refinement of ideas through rehearsals and their final performance.

Internally marked and exam board moderated.

Component Two – Text in Performance (20% of A Level)

Students work in a group to create a performance/design realisation of one key extract from a play text.

Students also work individually or in a pair on a monologue or duologue performance/design realisation of a key extract from another performance text.

Performed to a visiting examiner.

Component Three – Theatre Makers in Practice (40% of A Level)

An exam of 2 hours 30 minutes.

Section A – Live Theatre Review

One extended answer analysing and evaluating a live theatre performance they have seen considering a given statement.

Section B – Page to Stage: realising a Performance Text

Two extended response questions based on an unseen extract from a play text they have studied. We look at That Face by Polly Stenham.

Section C – Interpreting a Performance Text

Students answer one extended response question demonstrating how their production concept, of Hedda Gabler by Henrik Ibsen, would be communicated to a contemporary audience with consideration of the influence of a chosen theatre practitioner.

Learning/Teaching Approach

There is a balance of theory and practical work. Students should expect an equal amount of theory and practical lessons.

Lessons will consist of practical exploration workshops, technical design workshops, skills development and performance work alongside theoretical analysis of plays, playwrights, practitioners and reflective writing.

Assessment

Component 1 - 40% of the course; teacher assessed and moderated by the exam board.

Component 2 - 20% of the course; externally examined through a performance for a visiting examiner.

Component 3 – 40% of the course; the written examination.

30% of the marks are awarded for practical and 70% for written/exam.

What it can lead to

The course is not only suitable for a future in the Performing Arts. Students seeking a career in any field which involves the need for confidence in front of others and strong team skills would benefit. The course also has a large written element which lends itself to any further study where text is a key component.

LAMDA

Dance and Drama are popular extra-curricular activities, as well as being part of the formal curriculum. Various dance companies and drama clubs exist to allow students the opportunity to develop their talent and perform for others. LAMDA exams are offered to supplement provision, particularly for those who are not taking Dance or Drama as exam subjects or for those accomplished individuals who wish to further challenge their ability. LAMDA is also a valuable addition to student studies at Sixth Form, where examination grades 6-8 offer UCAS points. Students may choose to study Acting, Musical Theatre or Public Speaking options and exams are taken in the Spring term to ensure all students can participate.