Drama

Curriculum Vision

Education prepares young people for a changing world through developing knowledge and skills required to thrive, adapt and contribute positively to society. Our drama curriculum gives young people a rich and varied experience of theatre and performance, nurturing creative expression and providing meaningful engagement with diverse cultures and societal issues to develop empathy, understanding and global citizenship.

Our ambitious and varied curriculum places emphasis on developing creative collaboration and performance skills as well as instilling knowledge of theatre genres and practitioners. Young people become more culturally aware through contact with stories and scripts from diverse cultures and theatre traditions.

Our aim is to cultivate not only talented performers but also empathetic citizens of the world. By providing a drama education that encourages creativity, critical thinking, and cultural awareness, we aim to empower students to make a positive contribution to an increasingly interconnected global society.


 A video introduction to our Drama & Theatre course in LPGS6 (our co-educational Sixth Form)

  

 

Term

Year 7

Year 8

Year 9

Autumn 1

Introduction to Drama

Foundation skills in performing and evaluating Drama

Barry the Bully

Building drama in response to a stimulus

Mask

Cultural appreciation, physical theatre, mime

Autumn 2

The Perfect Family

Using choral, synchronised movement

Melodrama

Exploration of style and text

Stanislavski

Naturalism, script work (Be My Baby)

Spring
1

Orpheus

Greek Mythology, storytelling, ensemble

Evacuees

Naturalism. Historical context

Physical Theatre

Practitioners Frantic Assembly, Berkoff, Laban

Spring
2

The Tempest

Shakespeare, use of text

Grimm Tales

Script and practitioner – Box House Theatre

Blackout

Studying a full length play.

Summer 1

Kabuki

Using the movement style of Japanese Kabuki theatre

MFL Advertising

Devising and performing an advert in a different language

Gender Stereotyping

Subverting stereotypes in fairy tales

Summer 2

The Ramayana

Script, ensemble work

Joe

Whole class narrative development

Theatre in Education

Exploring a theatrical genre. Devising.

Extra-curricular activities

  • After school Drama Groups for Year 7 and 8.

  • Opportunities to audition for school productions.

 

Course Description:

GCSE Drama allows students to build on the skills learnt at Key Stage 3, with a particular focus on working in small groups to produce polished pieces of drama, both scripted and devised. They will also explore a set text, Find Me by Olwen Wymark, from the perspective of an actor, a director and a designer, learning about set, costume, lighting and sound design, and how these elements contribute to creating impact on an audience. Students will watch both live and digitally recorded theatre productions as part of the course, participating in at least one trip to the theatre to watch an appropriate professional production. It is important to note that, whilst lessons will be largely practical, there is a significant written element to the course, with 70% of the marks available overall being awarded for written coursework and the written exam.

As well as gaining a respected academic GCSE qualification, students choosing GCSE Drama benefit from developing highly valued life and employment skills, such as communication skills, creativity and group working skills. Drama students need to have interest and enthusiasm for performance and a willingness to rehearse outside lesson times when preparing for the practical exams. Whilst most students choose to participate in the two practical exams as a performer, there is the option to choose a design route (costume or lighting design) for either or both of these two components if design is an area of interest.

 

Method of Assessment:

Component 1: Devising Theatre – Practical, 40% of GCSE

  • Performance of the devised piece (15 marks)

  • Portfolio documenting the process (30 marks)

  • Evaluation in timed conditions (15 marks)

Component 2: Performing From a Text – Practical, 20% of GCSE

  • Performance of two extracts from a published play text (60 marks)

Component 3: Interpreting Theatre – Written exam (1.5 hours), 40% of GCSE

  • Section A: A series of questions on the set text (45 marks)

  • Section B: A question on a live theatre performance seen as part of the course (15 marks)

Course Description:

The course is both a practical and theoretical study of theatre. There are 4 main areas of study: Preparing developing and performing your own devised and scripted work. Studying and exploring set texts. Exploring the work of important theatre practitioners. Responding to live theatre productions you have seen during the course.

Skills required:

The course demands a high level of commitment and sensitivity. You need to be able to work collaboratively and practically with others, to be creative, and to be enthusiastic about performance. You need to be able to write analytically and evaluatively and to be willing to participate in theatre trips, often in evenings. 

Method of Assessment:

Component 1: Devising (40% of total marks). Devise an original piece of performance and produce a portfolio. You can participate as either a performer or designer. Internally assessed and moderated by the exam board.

Component 2: Text in Performance (20% of total marks). Performance of a group piece and a monologue from different texts. Externally examined.

Component 3: Written Paper (40% of total marks). One question on live theatre. Extended responses on two set texts from the perspective of a performer and a designer.

Progression:

Drama and Theatre gives flexibility of choice for further study. Students progress to study Drama at university and attend Drama School, but also to study subjects such as Law, Film, Psychology, French, English and even Medicine.