Drama
Drama and Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both performance and life skills; the building of confidence, creativity and working collaboratively.
Inspiring
We seek to create inquiring students inspiring them through a variety of stimuli, designed to allow students to tell stories, tap into their emotions and explore relationships and the world around them.
Knowledgeable
The drama curriculum will develop core acting skills in all students, equipping them with a developed drama vocabulary which can be built upon in the GCSE and IB courses. The lifelong communication skills of public speaking, confidence when addressing others and teamwork will enable students to excel outside of the subject.
Theatre Making: We want students to understand how theatre is made and experience the different methods and processes of creating Theatre.
Theatre in Performance: We want students to have the experience of performing in front of others and being in an audience. We want them to experience different types of theatre performances.
Theatre Theory: We want students to have a theoretical understanding of what makes an effective piece of theatre and to be able to use the key vocabulary of the subject.
Enquiring and caring global citizens
We enable students to explore issues both locally and globally, through drama. We encourage them to ask questions through their work and explore theatrical styles from around the world supporting their development as responsible global citizens.
Excellence in education
Staff prepare engaging lessons that students are all able to access and excel in. We strive to be reflective and review and adapt to maximise the student experience. Students have the opportunity throughout their Drama education to enjoy theatre trips, digital theatre and to be part of a production.
Lifelong Learning
Whilst Drama and Theatre Arts are ideal stepping stones to a career in the Arts as an actor, director, designer or dramaturge. The life skills you develop will support any career, especially those which rely on having effective communication and collaboration skills. Drama and Theatre asks us to question the world around us and to put ourselves into other’s shoes, developing empathy and being able to consider things from a wide range of perspectives enables our students to be confident, understanding and people centered.
Concept-Based Student-led Inquiry
At KS3 students are asked to explore a variety of concepts including Identity and Prejudice. Using the MYP Arts objectives of Knowing and Understanding, Responding, Thinking Creatively and Developing skills, our curriculum is designed to introduce students to a range of stimuli, encouraging them to respond and consider the dramatic potential. We introduce dramatic form and actor skills, arming students with the tools to develop their arts skill and knowledge of drama practice before allowing students time to think creatively and design their own performance work. Students are able to find their own performance content to enable them to understand the inquiry question. Research skills are explicitly taught at every level. At GCSE level students are given key concepts and themes to explore for examination performances and are supported to create original and exciting work. At IB Theatre level students work around the core principles of presenting theatre, theatre in context and theatre processes and can choose Students are required to understand the relationship between these areas and can approach these areas from the perspectives of each of the following specialist theatre roles: • creator • designer • director • performer. Students plan their own lines of inquiry for assessment and are supported to develop their own skills and preferences.
Approaches to Learning
ATL skills are taught through the key stages and built upon as the curriculum progresses. These include communication, research, self-management, thinking and social skills.
Approaches to Teaching
We are student-centered in our approach and want students to see the value of learning Drama and the skills it will give them in the future. We try to be as inclusive as possible in our practice and differentiate accordingly to ensure everyone can fully participate in the lessons. We recognise that our subject has both a practical and theoretical basis and seek to develop students’ skills in both areas.
Interdisciplinary Connection
We seek to make connections between Drama and other subjects on a regular basis. This is evidenced in our schemes of work. We often draw connections with the PSHE curriculum as students explore relationships, current issues and the world around them. We also often draw on their knowledge in Humanities to create Drama. There is a theoretical aspect to our subject and we often make connections with their work in English particularly at GCSE and IB level.
Literacy
From KS3 students are asked to read and write about performance, theatre theory and reflect on their learning either in lessons or for prep. We develop students’ Drama vocabulary throughout the curriculum.
Numeracy
Students may explore and use ideas of shape and symmetry when considering an aesthetic, particularly as they progress into GCSE and IB.
International-mindedness represents an openness and curiosity about the world and its people. It begins with students understanding themselves in order to effectively connect and collaborate with others, from our introductory topic of Who Am I? In Year 7 MYP drama we aim to establish what we bring as artists and the importance of knowing yourself in order to be confident to explore the world around us. Through both MYP drama and the IB Theatre course we explore theatre making from around the world. We consider global issues, and we consider how we can respond to events as responsible global citizens. The IB theatre course gives students the opportunity to study a wide variety of performance styles, theatre traditions, theatre theorists and play texts. Students are expected to explore and engage with theatre from a variety of contexts. Through creating, investigating, critically analysing and appreciating differing forms and styles, students deepen their understanding of theatre, as well as their knowledge, understanding and experience of the arts within the global community. They become more informed and reflective, and develop their abilities to become enriched practitioners, communicators, collaborators and creative thinkers. They learn to acknowledge the aspects that appear in all performance forms and theatre traditions, and also to recognize the unique ways in which particular cultures express and represent their values and identity through shared performance.
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Year 7 |
Year 8 |
Year 9 |
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Unit 1 Title |
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Yr 7-Who am I ? Introduction to Drama.
Yr8- Greek choral theatre
Yr9- Prejudice |
Key Concept Communication Global Context Identities and Relationships
Statement of Inquiry
ATL Focus Communication and Teamwork Content Focus A getting to know you project focused on building the core value of trust and developing the ATL skills communication and teamwork. The unit supports the class to bond and teaches the basic starting drama techniques of tableau, physical theatre and role play.
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Key Concept Communication Global Context Identities and relationships Statement of Inquiry How did the Ancient Greeks use choral techniques to communicate with their audience and structure their performances? ATL Focus Research Communication Content Focus Introduction to history of western theatre. Exploration of Greek chorus and application of vocal and movement techniques to create a performance of the end of Scene of Oedipus.
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Key Concept Communication Global Context Personal and cultural expression Statement of Inquiry Hate crimes are on the rise we need to communicate effectively that everyone has the right to personal and cultural expression considering structure and audience. ATL Focus Research and Communication Content Focus Exploring the issue of Prejudice through stimuli. Students create a devised role play to raise awareness of the possible impacts of Prejudice for Yr. 7 students.
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Unit 2 Title - |
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Yr 7-Family Reunion
Yr 8-Identity
Yr 9- Actor Skills |
Key Concept Identity Global Context Personal and cultural expression Statement of Inquiry Family relationships change over time. How can we create a narrative together that expresses those changes and how they happen? ATL Focus Communication Content Focus Creating character and sustaining a character’s journey over a period of weeks. Exploring family relationships. Using flashback and cross cutting.
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Key Concept Identity Global Context Personal and cultural expression Statement of Inquiry Does scientific and technological innovation change society for the better? How can we create an engaging narrative exploring this? ATL Focus Reflection Thinking skills Content Focus Exploration into the theme of Identity and ‘reality’. Using a futuristic setting to explore concepts of Science, Knowledge and Responsibility.
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Key Concept Identity Global Context Identities and relationships Statement of Inquiry An actor must develop a tool kit of skills to develop a new identity and create a role that can relate to an audience. ATL Focus Self-management and Reflection Content Focus Demonstrate and develop the key actor skills they have learnt so far and have the confidence to deliver them solo in a monologue.
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Unit 3 Title - |
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Yr 7-The Box
Yr 8-Mountain Language
Yr 9-Coma |
Key Concept Change Global Context Orientation in space and time Statement of Inquiry How can a change in boundaries affect our perspective of a situation and how we structure our opinions? ATL Focus Self-management Content Focus Action based storyline focusing on building tension and atmosphere. Raising questions of responsibility and the impact of our decisions.
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Key Concept Change Global Context Orientation in space and time Statement of Inquiry Churchill famously said “To improve is to change; to be perfect is to change often.” By changing the structure of society do we always achieved fairness and positive development?
ATL Focus Communication Content Focus Targeted at developing and exploring our understanding of fairness in the world. Develops students devising skills to create a fictional society and its origins. The scheme also focuses on language and encourages the use of first, second and third languages where appropriate.
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Key Concept Aesthetics Global Context Orientation in space and time Statement of Inquiry Non-naturalistic forms of Drama allow us to interpret life changing events in an innovative way, which can explore our orientation in space and time. ATL Focus Communication Content Focus Non- naturalistic SOW focused on developing students understanding of structure.
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Unit 4 Title - |
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Yr 7-Pyramus and Thisbe
Yr 8-Hamlet
Yr 9-Shakespeare's Shorts |
Key Concept Aesthetics Global Context Personal and cultural expression Statement of Inquiry How can the aesthetics of a performance be determined by the genre and the performer’s presentation of role? ATL Focus Communication Content Focus Exploring text. Focusing on taking action from page to stage. Considering theatre from around the world.
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Key Concept Communication Global Context Identities and relationships Statement of Inquiry How is Hamlet’s sense of Identity affected when his family relationships change? How can we as actors explore the emotional journey of a role? ATL Focus Communication Content Focus Exploring scene excerpts from Hamlet, focusing on building and sustaining atmosphere in a tragedy.
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Key Concept Change Global Context Identities and Relationships Statement of Inquiry Times have changed, but Shakepeare’s plays still show us recognisable identities and relationships. ATL Focus Thinking Content Focus Exploring the works and themes of Shakespeare through single sessions focused on both on and off text work.
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We follow the AQA GCSE Drama course.
Purpose: How does the curriculum support a holistic approach to education that goes beyond academic development?
Our scripts are carefully chosen to discuss important, pertinent issues that students are encouraged to discuss. For example, the class system in Teechers, racism and its history in Noughts and Crosses, Teen pregnancy in My Mother said I never should. We also choose themes for devising that are wide ranging and far reaching to enable students to explore a range of issues such as Change and The Darkness of Mankind.
Environment: How is the curriculum adjusted to ensure all students can succeed?
We aim to quickly establish strengths and weaknesses in students with a baseline performance assessment and a mini examination paper early in Year 10. This allows us to tailor the course to students’ needs. We may steer them to work as designers rather than performers, which we try to accommodate as far as our facilities permit. We also allow students to present their devising log in a variety of ways; written, audio logs, scrapbook style or an audio-visual log, which allows students to work to their strengths.
Feedback: How is feedback written into the curriculum to ensure that all students are set challenging goals?
Evaluation of performance (formative verbal feedback) is written into our lesson plans, which teachers usually lead. Students are also encouraged to reflect and assess their own and others work. They also receive formative verbal feedback as individuals or groups in nearly every lesson. Written feedback and individual targets are provided every half term to each student to enable them to make progress towards their target grade. Feedback and student response to feedback is an essential component of the devising log.
Year 10
· Introduction to GCSE Drama: Group building social skills, improvisation and an understanding of what the GCSE course entails.
· Duologues: Students prepare and perform a carefully chosen scripted duologue whilst learning about theatrical roles and responsibilities and building on key theatre terminology and theory.
· Noughts & Crosses set text: Students study this set play text through the lenses of a director, designer and actor.
· Devising skills: Students learn how to devise Drama and respond to stimuli in interesting ways using a variety of Drama mediums and techniques
· Assessed Devised Unit of work Student embark on their own assessed devised performance task in a group whilse recording and reflecting on their process in a devising log.
Year 11
· Scripted performances: Students prepare and perform two extracts of a play in a small groups to be examined by an external examiner.
· Exam techniques: Students are taught how to approach the written examination in drama.
· Devising logs revisited: Students revisit, redraft and improve their earlier devising logs.
· Analysing live theatre: Students prepare live theatre evaluations based on the performances they will have been taken to see.
· Revision: Final preparations for written examinations, practice papers and exam technique.
Purpose: How does the curriculum support a holistic approach to education that goes beyond academic development?
Through creating, investigating, critically analysing and appreciating differing forms and styles, students deepen their understanding of theatre, as well as their knowledge, understanding and experience of the arts within the global community. They become more informed and reflective, and develop their abilities to become enriched practitioners, communicators, collaborators and creative thinkers. They learn to acknowledge the aspects that appear in all performance forms and theatre traditions, and also to recognize the unique ways in which particular cultures express and represent their values and identity through shared performance. The IB course establishes the students as theatre makers in their own right and challenges them to consider what influences their work and what is valuable to them when communicating to others. The course enables students to focus on analysing their process of exploration and knowing, enabling them to gain awareness of the approaches to learning which have supported their artistic journey. Broadening their wider skills in research, self-management, communication and analysis skills enables them to become well balanced and adaptable which can be applied both in and outside of the theatre context.
Learning: How is feedback written into the curriculum to ensure that all students are set challenging goals?
Feedback is an essential and on-going part of the theatre process, verbal feedback is offered in all lessons and formalized periods of written feedback and one to one mentoring are embedded into the written curriculum to support assessment units. Self-reflection is encouraged through the required Theatre journal and peer and teacher feedback is also integrated into each creative project. Throughout any theatre lesson, pause to reflect, debate, discuss and feedback on the learning task is an essential and regular component. The formalised structure for coursework units requires both self-reflection following the completion of a creative project and integrated reflection, exploring how feedback develops arts projects and how the process of creating as valuable to the artists as the creative product.
Year 12 Curriculum Map
Introduction to Theatre Arts, theatre history and theatrical roles-Introducing students to the key perspectives of creator, designer, performer and –this introductory unit allows students to explore different historical contexts to examine how this impacted on the popular theatre of the time.
Theatre Practitioners- This unit introduces students to a range of theatre practitioners, building students familiarity with different approaches to theatre making to support their choices in the solo theatre project.
World Theatre Practice workshops- these mini masterclasses give students tasters of theatre from all around the world in varying styles from a unit on Puppetry to exploring the connections between Commedia Dell-arte and Japanese Kabuki, students build their understanding of how theatre is created and performed in different countries and cultures, preparing them for their work on the Research Presentation.
Theatre companies and The Collaborative Project Launch- this unit introduces students to contemporary theatre practice, exploring theatre company methodology, questioning “how do theatre companies make work?” in order to inspire and support the students own devising process in The Collaborative Project. In groups students create a 15-minute devised performance inspired by the methodology of a professional company, along with accompanying portfolio.
Year 13 Curriculum Map
The research presentation-the students choose a world theatre practice and aspect of that practice and create a 15-minute masterclass presentation.
The solo project- students choose one practitioner and one aspect of the practitioners work to explore practically to devise their own 4–8-minute solo performance and accompanying portfolio.
The Directors Notebook- students choose a play and create a Directors Notebook, taking on the role of director and designer, students consider and create an artistic vision for the staging of the whole play, which they present in the form of a notebook.
Drama and most directly IB Theatre, complement the IB TOK ethos by revealing interdisciplinary connections and allowing students to explore the strengths and limitations of individual and cultural perspectives. Studying the arts requires students to reflect on and question their own bases of knowledge. The eight ways of knowing: reason, emotion, language, sense perception, intuition, imagination, faith and memory can be investigated when students examine the contexts of performance seen. In year 10-13 students are encouraged and guided to consider the different contexts of a performance such as its social/historical/cultural context alongside the theoretical context in order to examine how theatre makers create meaning and how as audience members we can know and understand what we are seeing.
Debating and exploring questions such as
• Why might we be more concerned with process rather than product in the search for knowledge?
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• What is the social function of theatre?
allow our students to examine their ways of knowing and these ideas are embedded into the MYP curriculum and then developed as students' progress through key stages four and five.
We offer drama clubs which are targeted at all age groups, these allow us to ensure that all students can access extracurricular drama and collaborate with a wider range of their peers. Drama clubs aim to be fun and to explore different materials and methods from classwork. We offer targeted year groups clubs, such as Year 7 drama club which aims to support the building of friendships and the exploration of bringing stories to life through improvisation. We offer GSCE drama rehearsal room support, allowing space for students to extend their performance practice and receive support from staff outside of lesson time. Annually we offer a college production opportunity, these have ranged from whole college musicals, pantomimes and plays to murder mystery evenings. The success of these events lies in the collaboration of students across all year groups, developing not only their performing skills but their ability work to work confidently across year groups, forging new relationships through a love of the arts. In 2022, we are performing the play ‘Noughts and Crosses’ allowing our students to further their understanding of the importance of Diversity and Inclusion through performing this powerful episodic play text.