Drama
BackThe Drama department offer a variety of extracurricular activities in addition to the curriculum. For what we offer, please see the timetable below:
Learning Journeys
Year 7
The Year 7 Drama curriculum is designed to introduce students to the foundational principles of drama as a creative and collaborative art form. Through a range of practical activities, students begin to develop confidence in expressing ideas, working with others, and using performance as a means of storytelling and communication.
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Pupils are introduced to key dramatic concepts, including the distinctions between actor, audience, and character. They understand that an actor performs a role, adopting character through voice and movement, while the audience observes and interprets the performance. Students also learn that drama often follows simple narrative structures, such as a clear beginning, middle, and end, which help to organise and communicate a story effectively. Students gain knowledge of basic drama techniques, including freeze frames, mime, and thought-tracking. They understand how these techniques can be used to convey meaning, show relationships between characters, and communicate thoughts and emotions without relying solely on dialogue. In addition, they begin to explore how the use of space, levels, and movement can enhance a performance and make meaning clearer to an audience. The curriculum also introduces key subject-specific vocabulary, enabling students to describe and discuss drama using appropriate terminology. Terms such as “gesture,” “expression,” “focus,” and “narrative” support their ability to articulate understanding. |
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Year 7 Assessment Points: Assessment in Year 7 Drama is ongoing and primarily practical, focusing on students’ ability to apply emerging skills, knowledge, and understanding in performance and discussion. Students are assessed on their use of basic drama techniques, such as freeze frames, mime, and thought-tracking, demonstrating their ability to communicate ideas clearly to an audience. Teachers observe how effectively students use space, levels, and movement to create meaning, as well as their growing confidence in performance. Group work forms a key assessment point. Students are evaluated on their ability to collaborate, including how they contribute ideas, take on roles within a group, and support the development of a shared performance. This includes their willingness to listen, respond to others, and remain focused during rehearsals. |
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Key Vocabulary Freeze frame – a still image representing a key moment Mime – communicating without words using movement Thought-tracking – revealing a character’s inner thoughts aloud Actor – the performer in a drama Character – the role played by an actor Audience – those watching the performance Stimulus – a starting point for creating drama Improvisation – creating drama spontaneously Levels – the height and positioning of actors on stage Evaluation – reflecting on and discussing a performance |
Enrichment School production
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Year 8
The intent of the Year 8 Drama curriculum is to develop students’ confidence, creativity and independence as performers and collaborators. Building on Year 7, students refine key practical skills such as characterisation, movement, voice and use of space, while making more deliberate and informed artistic choices.
Students explore a wider range of themes and stimuli, understanding how drama communicates meaning and reflects social and cultural ideas. Through structured devising and performance work, they strengthen their ability to collaborate, problem-solve and evaluate their own and others’ work using appropriate drama terminology.
By the end of Year 8, students are more confident, reflective and skilled practitioners, prepared for the increased challenge and depth of study at Key Stage 3 and beyond.
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Key Knowledge 1. Drama Techniques and Conventions
2. Characterisation
3. Use of Space and Movement
4. Devising and Structure
5. Collaboration
6. Evaluation and Drama Terminology
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Year 8 Assessment Points: Assessment in Year 8 Drama is continuous and practical, focusing on students’ development across performance, collaboration and evaluation. Students are assessed at key points throughout each unit, with a balance of formative and summative judgements aligned to age-related expectations. Students are assessed on their ability to:
Group performance tasks provide opportunities to assess collaboration, including contribution to ideas, rehearsal discipline and responsiveness to feedback. Students are also assessed on their ability to evaluate performance, using appropriate drama terminology to identify strengths (WWW) and areas for improvement (EBI), supporting the development of reflective practitioners. Assessment outcomes are recorded at regular intervals and used to inform progress against expected standards, ensuring students understand how to improve and are prepared for the increasing demands of Key Stage 3
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Key Vocabulary Mime – communicating meaning through movement without words Physical Theatre – storytelling through movement and physical expression Improvisation – creating performance spontaneously without a script Still Image/Tableau – a frozen picture used to show a moment or idea Gesture – movement that expresses a thought or emotion Facial Expression – use of the face to convey character and feeling Vocal Skills – tone, pitch, pace, and volume used in performance Characterisation – how an actor creates and develops a character Audience – the people watching a performance and their reaction Comic Timing – delivering lines or actions to maximise humour |
Enrichment School production
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Year 9
Year 9 Drama is designed to develop students into more confident, independent performers while preparing them for GCSE study. The curriculum builds on prior learning by refining practical skills, expanding theoretical knowledge, and introducing more structured evaluation.
Students develop their performance skills by sustaining roles with clear character development and applying more advanced techniques such as split staging, narration, and physical theatre. A strong emphasis is placed on ensemble work, rehearsal discipline, and producing more polished performances.
In terms of knowledge, students deepen their understanding of drama by interpreting scripts with greater awareness of subtext and character intention. They are introduced to key practitioners such as Brecht, Stanislavski, and Artaud, exploring how their ideas influence performance. Students also begin to understand how drama reflects social, cultural, and historical contexts.
Evaluation skills are further developed through analysing performances using subject-specific vocabulary. Students explain their creative intentions and begin to write in more structured paragraphs, supporting their ideas clearly.
Overall, the intent is to create reflective, skilled performers who can link practical work with theoretical understanding, providing a strong foundation for success at Key Stage 4.
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The Year 9 Drama curriculum is designed to consolidate and extend students’ understanding of performance, theatrical theory, and evaluation, building a strong foundation for GCSE study. The key knowledge students acquire can be understood across three interconnected areas: practical application, theoretical understanding, and evaluative awareness. |
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Year 9 Assessment Points: The Year 9 drama assessment framework focuses on developing students’ practical performance, theoretical understanding, and evaluative skills in preparation for GCSE. In practical work, students are assessed on their ability to sustain a role with clear and believable character development, demonstrating progression from basic skills to more refined performance. They are also expected to apply advanced techniques such as narration, split staging, and elements of physical theatre, showing an ability to use style and form purposefully. Strong ensemble skills and performance discipline are key, reflecting the curriculum’s emphasis on collaboration and rehearsal processes. In terms of knowledge and understanding, students are assessed on their ability to interpret scripts and explore subtext, moving beyond literal meaning. They are introduced to key practitioners such as Brecht and Stanislavski at an introductory level, building foundational knowledge for future study. Students also demonstrate an understanding of how drama reflects social, cultural, and historical contexts, particularly in issue-based work. Evaluation focuses on using subject-specific vocabulary to analyse performance, explaining the intentions behind creative choices, and developing more structured written responses. This supports the transition from practical exploration to the analytical and written demands of GCSE Drama.
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Key Vocabulary Characterisation – the development of a believable and consistent role Subtext – the underlying meaning beneath spoken dialogue Ensemble – a group working collaboratively as a unified performance team Physical theatre – storytelling through movement and physical expression Narration – spoken commentary used to structure or guide a performance Split stage – a staging technique showing multiple scenes or perspectives simultaneously Practitioner – a theatre-maker whose style or theories influence performance (e.g. Brecht, Stanislavski) Interpretation – the actor’s understanding and presentation of a script or character Context – the social, cultural, or historical background influencing a performance Evaluation – analysing and reflecting on performance using drama terminology |
Enrichment School production
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Year 10
The intent of the Year 10 GCSE drama curriculum is to develop students into independent, thoughtful theatre-makers who can create, refine, and justify devised work with clear artistic purpose. Building on the foundations established at KS3, students learn to analyse and interpret stimuli in depth, generating original ideas that demonstrate a strong sense of intention and meaning. They are encouraged to make purposeful links between their work and wider themes, contexts, or practitioner influences, preparing them for the analytical expectations of GCSE study.
A key focus of the curriculum is the development of sophisticated devising skills. Students apply elements of theatrical style, including the influence of practitioners such as Brecht and physical theatre, to shape coherent and engaging performances. They are expected to use techniques such as symbolism, contrast, and dramatic tension to communicate ideas effectively to an audience.
The curriculum also places strong emphasis on the devising process itself. Students document their development through structured notes and portfolios, reflecting on their progress and responding to feedback. Through rehearsal and refinement, they learn to develop work critically and collaboratively. Ultimately, students are guided to articulate and justify their creative decisions with clarity, supporting both their practical and written GCSE components.
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The Year 10 GCSE Drama curriculum develops students’ knowledge of devising, performance, and analysis in preparation for both practical and written assessment. Students learn how to analyse and interpret stimuli, understanding how to generate ideas with clear themes, messages, and artistic intention. They develop knowledge of social, cultural, and historical contexts, allowing them to create meaningful and relevant work. A key area of knowledge is understanding theatrical practitioners, such as Brecht and physical theatre, including their styles, techniques, and how these influence performance. Students also learn important dramatic conventions such as symbolism, contrast, and dramatic tension, and how these are used to communicate meaning and engage an audience. Students gain knowledge of how to structure a coherent devised performance, including narrative development, pacing, and audience impact, alongside understanding collaborative ensemble processes. In addition, they develop detailed knowledge of a set text, including plot, character, themes, and how it can be interpreted for performance. The curriculum also includes knowledge of live theatre, where students learn how to analyse acting, staging, and design, using subject-specific vocabulary. Finally, students understand how to document their devising process and justify creative decisions clearly, reflecting the importance of written coursework and evaluation at GCSE. |
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Year 10 Assessment Points: Component 1. Devised Mock performance. Component 2. Scripted Mock performance Component 3. Past exam questions regarding the set text and Live Performance review, based on the performance the students are taken to see. |
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Key Vocabulary Stimulus – the starting point or source material for devising Artistic intention – the purpose or message behind a performance Practitioner – a theatre-maker whose ideas influence style (e.g. Brecht) Theatrical style – the overall approach or method used in performance (e.g. physical theatre) Symbolism – using actions or objects to represent deeper meanings Contrast – placing opposing elements together to create impact Dramatic tension – the sense of suspense or emotional engagement for the audience Devising – creating original performance work collaboratively from a stimulus Interpretation – how a script or stimulus is understood and performed Evaluation – analysing and justifying performance choices using subject-specific vocabulary These terms reflect the core knowledge needed for creating, analysing, and justifying drama at GCSE level, while linking directly to set text study and live theatre evaluation expectations. |
Enrichment School production Live performance trip |
Year 11
The intent of the Year 11 GCSE Drama curriculum is to enable students to become independent, confident, and sophisticated theatre-makers who can devise original work with a clear artistic vision. Building on the progression from Years 7–10, students refine their ability to generate complex ideas from a range of stimuli, demonstrating originality and the capacity to explore multiple interpretations. They are expected to create performances with a strong intended message, showing awareness of audience impact and purpose.
Students develop advanced devising skills, producing polished performances that demonstrate clear structure, cohesion, and flow. They apply dramatic conventions in a mature and purposeful way, using style and originality to communicate meaning effectively. A key focus is on creating work that is engaging, coherent, and reflects a high level of technical and artistic control.
The curriculum emphasises both independence and collaboration, with students working productively in groups while taking ownership of their individual contributions. Through rehearsal, reflection, and feedback, they learn to refine their work critically and make meaningful improvements. Students are also expected to articulate and evaluate their creative decisions in depth, demonstrating a sophisticated understanding of their development process and the effectiveness of their final performance, preparing them fully for GCSE assessment.
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The Year 11 GCSE Drama curriculum develops students’ knowledge of sophisticated devising, enabling them to create original and purposeful performance work independently. Students gain an advanced understanding of how to analyse stimuli in depth, extracting multiple interpretations and shaping ideas into clear, meaningful concepts with a strong intended impact on an audience. They acquire knowledge of how to structure a polished devised performance, including clear narrative development, cohesion between scenes, and effective pacing. Students understand how to apply dramatic conventions in a mature and purposeful way, using style, symbolism, and contrast to communicate meaning. They also develop knowledge of how performance elements such as acting, staging, and use of space contribute to a consistent tone and style throughout a piece. The curriculum builds understanding of the rehearsal and development process, including how to refine work through feedback, experimentation, and iteration. Students learn how independence and collaboration both contribute to high-quality outcomes. Crucially, students develop knowledge of evaluation, learning how to critically analyse their creative decisions, the development process, and the effectiveness of their final performance. They are expected to use accurate subject-specific vocabulary to justify their work, demonstrating a sophisticated understanding of drama at GCSE level. |
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Year 11 Assessment Points: Assessment Points
Component 1 Final internal Assessment – 40% of the GCSE Component 2 Externally assessed Performance – 20% of Overall examination Component 3 Written theory examination – 40% of overall GCSE |
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Key Vocabulary Stimulus – the starting point used to generate ideas Concept – the central idea or vision underpinning the performance Artistic intention – the intended message or impact on the audience Devising – the process of collaboratively creating original performance Structure – the organisation of the performance (beginning, development, resolution) Dramatic conventions – theatrical techniques used to communicate meaning Cohesion – how effectively scenes link together as a unified piece Style – the consistent theatrical approach shaping the performance Refinement – the process of improving work through rehearsal and feedback Evaluation – critically analysing and justifying creative decisions and performance effectiveness These terms reflect the shift in Year 11 towards independent, sophisticated, and purposeful theatre-making, where students are expected not only to create high-quality work but also to articulate and justify their choices with clarity and depth.
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Enrichment School Production Extra examination rehearsals Course trip to see a live theatrical performance. |