SUCCESS FOR ALL

"What is Drama but life with the dull bits cut out."

 

Alfred Hitchcock

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Curriculum Overview

The Drama curriculum develops pupils as confident communicators, creative performers and thoughtful collaborators. Through practical exploration, performance, rehearsal and evaluation, pupils learn how drama communicates ideas, emotions and social meaning. The curriculum is ambitious, inclusive and carefully sequenced to build performance skills, theatrical knowledge and critical understanding from Key Stage 3 through to Key Stage 4.

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Curriculum Intent

The intent of the Drama curriculum is to ensure that pupils:

· Develop strong performance and communication skills, including vocal clarity, physical control and expressive body language.

· Learn to create and devise drama, using stimuli, texts and themes to explore ideas and narratives.

· Understand and apply key dramatic techniques, including characterisation, staging, tension and dramatic structure.

· Develop critical appreciation, enabling pupils to analyse, evaluate and refine performances.

· Gain knowledge of theatrical styles, practitioners and conventions, including naturalistic and non-naturalistic theatre.

· Build confidence, empathy and resilience through collaboration and reflection.

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The curriculum prepares pupils for BTEC Performing Arts and other drama pathways, while developing transferable skills such as teamwork, confidence, problem-solving and oracy.

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Curriculum Design and Sequencing

The Drama curriculum is sequenced to ensure clear progression in skills, knowledge and confidence, structured around performing, devising, scripted work and critical appreciation.

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Key Stage 3 Progression

· In Year 7, pupils are introduced to the foundations of drama through vocal and physical skills, including body language, tableau, thought tracking and transition. They explore pantomime and silent movies before applying skills to scripted and devised work, developing early characterisation and performance confidence.

· In Year 8, pupils study key practitioners and theatrical styles, including Stanislavski (naturalism), Steven Berkoff (physical theatre) and Bertolt Brecht (non-naturalism). Pupils apply these styles to scripted and physical theatre work, developing analytical and evaluative skills.

· In Year 9, pupils build independence through more sustained devised and scripted work. They explore contemporary texts and theatre-in-education, develop screen acting skills and apply devising techniques in response to stimuli.

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Key Stage 4 Progression

· In Years 10 and 11, pupils follow the BTEC Performing Arts (Drama) pathway.

· Pupils develop skills and techniques in performance through scripted and devised work.

· They explore professional works and practitioners as part of Component 1: Exploring the Performing Arts.

· Pupils apply rehearsal processes and performance techniques in Component 2: Developing Skills and Techniques.

· The course culminates in Component 3: Responding to a Brief, requiring pupils to devise original performance work in response to an external brief.

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This sequencing ensures pupils progress from structured skill-building to independent, confident performance and evaluation.

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Curriculum Implementation

The Drama curriculum is implemented through:

· Practical, workshop-based lessons focusing on performance, movement and voice.

· Regular opportunities to perform, rehearse, devise and evaluate.

· Explicit teaching of theatrical styles, practitioners and conventions.

· Use of stimuli, scripts and performance briefs to develop creativity and intent.

· Ongoing formative assessment, including verbal feedback, peer evaluation and reflection.

· Summative assessment aligned with BTEC assessment criteria, including internal and external components.

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Teaching is inclusive and adaptive, ensuring all pupils can access drama regardless of confidence or prior experience.

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Curriculum Impact

The impact of the Drama curriculum is demonstrated through:

· Pupils delivering confident, expressive and purposeful performances.

· Clear progression in vocal, physical and characterisation skills.

· Secure understanding of theatrical styles and practitioners.

· Pupils’ ability to evaluate and refine their own work and that of others.

· Strong outcomes in BTEC Performing Arts and readiness for further study or participation in the arts.

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Pupils leave the curriculum as confident communicators with an appreciation of drama as a powerful means of expression and storytelling.

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Accessibility and Inclusion

The Drama curriculum is designed to be inclusive and accessible:

· Performance tasks are carefully scaffolded and differentiated.

· A range of roles (performer, director, designer, evaluator) allow pupils to contribute meaningfully.

· Structured group work builds confidence and supports collaboration.

· Targeted support ensures all pupils, including disadvantaged pupils and those with SEND, can succeed.

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Through this inclusive approach, all pupils are supported to thrive socially, creatively and academically in Drama.

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Curriculum Map​​​