The study of Drama helps to promote self-confidence, control and discipline in practical situations.  It helps to instill essential life skills such as communication, co-operation, and problem-solving, learning to work with others and being a team player.  The breadth and balance of the curriculum ensures that pupils are taught how to create, perform and respond to Drama by working with a variety of stimuli from different sources and traditions.  It allows them to explore the world around them, whilst considering the role and impact of the Arts in a wider context.

The department has a dedicated Drama Theatre which, as well as a teaching space, is used for all school productions and exams at Key Stage 4.  It has recently had a new stage lighting system installed and is also equipped with portable staging that can be used to form a variety of different shapes and levels in the performance area.

Head of Department: Mrs D Walsh

Key Stage 3 Curriculum

At Key Stage 3, Drama is taught as a separate subject to years 7, 8 and 9 by three experienced members of staff.  Pupils receive 1, 100-minute lesson every two weeks.

Pupils are given the opportunity to perform in a variety of genres and experiment with different techniques for example improvisation, working with scripts, physical theatre techniques and a variety of styles in Dance.

Key Stage 4 Curriculum

The department offers the following two subjects AQA GCSE Drama and AQA GCSE Dance .Pupils receive 3X 50 minute lessons each week. GCSE Results are consistently excellent with above 90% A* - C in both Drama and Dance.

Extra – Curricular

The department provides activities to support and enhance the learning of pupils in and out of the lesson context.  These include:

  • Various theatre trips throughout the academic year for KS3 and KS4
  • Drama and Dance companies/professionals delivering workshops.  These include Rambert Dance Company and Trestle Theatre Company
  • KS4 performances
  • Dance Club
  • St. Peter’s Performing Arts Company

Drama plays a full part in the school.  The annual school production gives a great number of pupils the opportunity to be involved in a variety of ways.  Past productions have included 'Legally Blonde', 'Little Shop of Horrors' and 'Bugsy Malone' to name but a few.

Key Stage 3 Curriculum Map


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 7

Key Skills: Introducing Key skills and Drama techniques using the story of ‘The Pied Piper’.


  • Performance for Baseline assessment.
  • Creating a performing a piece to demonstrate knowledge of key skills and ability to use them in practice.

‘Pantomime’: Developing an understanding of the conventions of pantomime.

Summative: Performance of a short Pantomime as part of a group.

‘Mime and Mask’: An opportunity to explore the ‘rules’ of mask work and develop physical skills.

Summative: Creation of a masked performance.

‘Improvisation’: Experimentation with non-scripted Drama and the opportunity to explore ‘Forum Theatre’


Participation in a performance using the concepts of Forum Theatre.

‘Musical Theatre’: An exploration of the main features of Musical Theatre.

Summative: Performance for an audition.

‘Musical Theatre’: An exploration of the Musical chosen for the school production.

Summative: Whole class performance of a scene/section from a Musical.

Year 8

‘Theatre Through The Ages’: Exploring theatre from different times and cultures.

Formative assessment throughout the term.

‘Theatre Through the Ages’: Continuing the journey through a theatrical time line.

Summative: Creating and performing using the conventions of a chosen style of theatre.

‘Signs and Symbols’: Exploring how meaning is communicated in Drama.

Summative: Creating a short play using props, costume and lighting to communicate meaning.

‘Monologues and Duologues’: Learning to interpret a script and bring a text to life on stage.

Summative: Showcase ability to commit dialogue to memory and develop a character for a scripted performance.

‘Storytelling Theatre’: A practical exploration of Carol Ann Duffy’s ‘Hansel and Gretel’

Summative: Creating and performing an extract using conventions that are associated with Storytelling Theatre.

‘Theatre in Education’: Learning how important issues can be taught through Drama .

Summative: Performance of an extract from Mark Wheeler’s ‘The Gate Escape’.

Year 9

‘Non- naturalism’: Exploring the work of key practitioners, such as Antonin Artaud and Bertolt Brecht.

Summative: Creating a non-naturalistic performance that is inspired by a key practitioner and demonstrates an understanding of non-naturalistic conventions.

‘Blood Brothers’: Using a range of Drama techniques to explore the musical.

Summative: Texts in Practice – bring a scene to life on stage as either a designer or a performer

‘Civil Rights’: An exploration of current and historical issues through Drama.

Summative: Performance of an extract from Malorie Blackman’s ‘Noughts and Crosses’.

Shakespeare on Stage: Exploring practical ways of bringing the words of Shakespeare to life on stage.

Summative: As either a performer or a designer, bring a scene from a Shakespeare play to life for an audience.

‘Theatre Design’: An opportunity for pupils to explore the role of designers in the theatre. Pupils will learn about costume, make-up, set and lighting design.

Summative: ‘Design Project’ – pupils will create a portfolio or presentation based upon their chosen design role.

‘Devising Drama’: In collaboration with Curriculum for Life, pupils will explore current issues through a professional theatre in education performance.

Summative: Working as either a performer or a designer, pupils will create a short theatre in education performance.


  • There will be some cross-over of topics in the summer term for years 7 and 8.


Summative Assessments


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 7

Baseline: Devising and performance

The Pied Piper:
Creating and performing using key kills and techniques

It Was Terrifying:
Creating a monologue, performing to an audience and responding to the themes and issues within the text

Darkwood Manor:
Developing and exploring ideas using key skills, with particular focus on demonstrating character through vocal skills

Performing with a particular focus on creating an atmosphere of suspense

Evaluating the effectiveness of own work and that of others, using subject specific vocabulary and concise use of spoken English.


Mime, Mask and Commedia Dell’Arte:
Creating and performing a silent film that showcases the skills learned throughout the summer term

Year 8

Physical Theatre:
Creating and performing a short piece of physical theatre as a group

Performing a script using the conventions of pantomime

World War II:
Devising a piece of theatre in response to a stimulus

Creating a performance reliant upon sound (both vocal and recorded)

From Page to Stage:
Performance of a short extract

Design Project:
Creating a mood board/portfolio that records research, initial ideas, designs and reflection

Year 9

Blood Brothers:
Students will write a short response to a question about acting skills

Texts in Practice:
Students will commit dialogue to memory and perform an extract for an audience

Realism vs. Non-naturalism:
Students will write a short response to a question about a ‘live’ performance seen

Theatre in Education:
Producing a T.I.E. performance for a target audience, including non-naturalistic techniques


Performance Project:
Performance and log book (demonstrating an understanding of styles/playwrights studied previously).


Key Stage 4 Curriculum Map


Learning Objectives:

  • AO1: Create and develop ideas to communicate meaning for theatrical performance.
  • AO2: Apply theatrical skills to realise artistic intentions in live performance.
  • AO3: Demonstrate knowledge and understanding of how drama and theatre is developed and performed.
  • AO4: Analyse and evaluate their own work and the work of others.


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 10

‘Understanding Drama’
(Links to Component 1)

‘The study of a set play’: Blood Brothers
(Links to Component 1)

‘Live Theatre’: Analysis and Review
(Links to Component 1)

‘Understanding Style’: An exploration of styles and practitioners in preparation for ‘Devising Drama’

‘Devising Drama’: Completion of Component 2 of the GCSE course

Year 11

‘Devising Drama’: Completion of Component 2 of the GCSE course

‘Texts in Practice’: Completion of Component 3 of the GCSE course

‘Understanding Drama’: Preparation for the written exam
(Component 1)

‘Understanding Drama’: Preparation for the written exam
(Component 1)

N/A: Course Completed


Assessment Map


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 10

Formative assessment of practical work

Multiple choice test (Component 1, Section A)

Mock exam (Component 1, Section B)

Mock exam (Component 1, Section C)

Research tasks

Formative assessment of practical work

Formal Assessment of devised performance (moderated by AQA in year 11)

Formal assessment of devising log (moderated by AQA in year 11)

Year 11

Formal Assessment of devised performance (moderated by AQA in May)

Formal assessment of devising log (moderated by AQA in May)

Practical Examination: marked by external AQA examiner

Completion of practice questions throughout term

Written Examination (marked by AQA)

May 18th 2018



The exam board is AQA.

Link to specifications

For further information, please visit the AQA website at or find the specification at

Where does it lead?

Drama students are highly employable because they possess skills that many employers are looking for. Many who study Drama go on to study Acting, Creative Arts, Expressive Arts and Media courses at college and university.  A Theatre Studies degree can open many doors to many different employment opportunities, some of the most common being roles within the theatre/media industry; teaching;  journalism; museums, arts and heritage sector. GCSE Drama is also a facilitating subject, which means that it can be useful for a wide range of college and university courses and will help you keep your options open.  You will gain subject specific skills, knowledge and understanding whilst also developing analytical skills, self-confidence and your ability to communicate effectively with others.

Reviewed: Jan 2020