Drama
Intent
Career Opportunities in Drama
Year 7 Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
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An introduction into Drama
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Year 7 pupils in an introduction to drama will develop skills in improvisation, teamwork, and communication. They will gain knowledge of basic drama techniques, stagecraft, and character development, enhancing their understanding of storytelling, empathy, and creative expression.
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Excellence in Year 7 drama will be demonstrated through confident and imaginative performances, effective collaboration with peers, and a deep understanding of dramatic techniques. Students will show strong communication skills, creativity in improvisation, and the ability to critically reflect on their work and that of others.
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Pupils will create an anti-bullying advert using the drama techniques and skills that have been explored and developed throughout the term.
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| Suspense and Tension | Year 7 pupils will develop skills in pacing, voice, proxemics, modulation, and body language to create suspense and tension. They will gain knowledge of dramatic techniques such as dramatic irony and foreshadowing, enhancing their understanding of building atmosphere and engaging an audience. | An excellent performance will involve precise control of timing and pace, effective use of silence and sound, and expressive body language. Students will create a palpable sense of anticipation, maintain audience engagement, and deliver convincing, emotionally charged performances with clear character intentions. | Pupils will be assessed upon their ability to create a performance of a film trailer from a thriller/horror genre which showcases a range of conventions explored throughout the term. |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
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Melodrama First half term – Devising, Character detail, hot seating, rehearsals begin. Second half term - Rehearsals, gathering resources – costume, prop, sfx. Final Performance |
There are several types of melodrama, including the Gothic or Romantic, the Nautical, the Social, and the Domestic. While each type has its own unique characteristics, they all share common themes, plots, characterization, language, and scenic effects. |
Excellence in drama is seen through the entire process – from devising, assigning roles, hot seating, rehearsing, use of props and of course the final performance.
Each student will show distinct, clear characterisations using high level techniques such as changing pace, level, facial expression, devising, actively reviewing and revising progress and rehearsing techniques. The final performance is slick, well-rehearsed and matches the style accurately. |
Through practical exercises; questioning in rehearsal time and peer assessed after the performance. Hot seating and peer reviews. Self-assessment is by far the most important. |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
Year 8 Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
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Soap Opera
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Pupils will gain an understanding of character development and stereotypes, narrative structure, cliffhangers and tropes. They will also learn about staging types and will develop skills in improvisation, scriptwriting, and performance, while exploring social themes and relationships portrayed in soap operas.
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An excellence performance will contain well-developed, believable characters, clear and engaging narrative, effective use of dialogue which is highly appropriate for the character performed and the ability to use a range of conventions to create highly engaging cliffhangers.
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Pupils will be assessed on performing a clear stereotype character, use a cliffhanger ending, a classic soap opera storyline in addition with selecting an appropriate staging type for their soap opera scene.
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| The Terrible Fate of Humpty Dumpty | Pupils will develop a knowledge of themes such as bullying and consequences, script analysis, and character motivations. Pupils will deepen their empathy and moral decision-making and explore the impact of actions on others. | Excellent performance work will include compelling, authentic portrayals of characters which uses the script to inform off-script improvisations, clear and impactful delivery of lines, and highly effective characterisation which reinforce the themes of bullying and consequences. Pupils will effectively use staging, props, proxemics, pace, and subtle facial expressions. | Pupils are assessed on off-script improvisations; pupils will need to demonstrate a secure knowledge and understanding of the script in order to create authentic yet convincing performance work. |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
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Performing from a Script – The Terrible Fate of Humpty Dumpty. First half term – Read through, Character details, assigning hot seating, rehearsals begin. Second half term - Rehearsals, gathering resources – costume, prop, sfx. Final Performance |
Students will look at, understand and create a performance based on the play – The Terrible Fate of Humpty Dumpty.
Students will learn the key features and language used in a professional script and how the printed word can be brought to life for the stage. They will have an active role in staging the script during the read-through part.
They will learn how important characterisation is and how each member of the group must work as hard to pull off a successful performance. They will learn parts and names for the stage; stage directions; blocking and how important sound and lights are to a final performance. |
Excellence in drama is seen through the entire process – from reading through the script, assigning roles, hot seating, rehearsing, use of props and of course the final performance.
Each student will show distinct, clear characterisations using high level techniques such as changing pace, level, facial expression, devising, actively reviewing and revising progress and rehearsing techniques. The final performance is slick, well-rehearsed and matches the style accurately. |
Through practical exercises; questioning in rehearsal time and peer assessed after the performance. Hot seating and peer reviews. |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
Year 9 Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
| Blood Brothers | Pupils will develop knowledge of social class issues, character arcs, and dramatic tension. They will enhance skills in performance while exploring both scripted and off-script performance work, vocal expression, and ensemble work. | Pupils will be able to experiment with several ways to create and build tension in performance work, showing a secure command of pace, proxemics, vocal delivery, and movement skills with a high degree of subtlety and sensitivity. | Pupils will be assessed on their performance of the final scene of Blood Brothers. |
| Stage Combat | Pupils will develop knowledge of safety protocols, choreographed movement, and the history of stage combat. They will enhance skills in physical coordination, timing, sequencing, and controlled movement. Pupils will develop an understanding of how to create realistic yet safe fight scenes, cooperation with partners, and the dramatic purpose of combat in storytelling. | An excellent stage combat performance features precise, realistic, and safe movements, seamless choreography, and strong character portrayal. It demonstrates a clear understanding of timing and spacing, effective use of dramatic tension, and flawless execution of techniques, while ensuring the safety and believability of the fight scene. | Pupils will be assessed on their ability to create a well-sequenced performance that uses a wide range of stage combat in either a scripted or improvised performance. |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
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Performing from a Script - DNA – a thriller by Dennis Kelly First half term – Read through, Character details, assigning hot seating, rehearsals begin. Second half term - Rehearsals, gathering resources – costume, prop, sfx. Final Performance |
Students will look at, understand and create a performance based on the play – DNA. This is a serious play and will involve a new set of acting skills to bring the story to life. The serious nature of the play calls for a much deeper understanding of portraying emotions and feelings in a believable and realistic way. This is also an opportunity to introduce stage design, costume design and lighting plots. This allows for non-performers to actively take part in the process. Students will build on their prior knowledge and expand their understanding to what is required in a serious play; learn the key features and language used in a professional script and how the printed word can be brought to life for the stage. They will have an active role in staging the script during the read-through part. They will learn how important characterisation is and how each member of the group must work as hard to pull off a successful performance. They will learn parts and names for the stage; stage directions; blocking and how important sound and lights are to a final performance. |
Excellence in drama is seen through the entire process – from reading through the script, assigning roles, hot seating, rehearsing, use of props and of course the final performance. More emphasis on the use of lights, props and sound, stage and costume design. Each student will show distinct, clear characterisations using high level techniques such as changing pace, level, facial expression, devising, actively reviewing and revising progress and rehearsing techniques. The final performance is slick, well-rehearsed and matches the style accurately. |
Through practical exercises; questioning in rehearsal time and peer assessed after the performance. Hot seating and peer reviews. |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
Year 10 Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
| An Introduction to the Drama GCSE Course, Focusing Specifically on the Demands of Component 1: Devising | Year 10 Drama students will gain skills in performance, script analysis, and improvisation, along with an understanding of dramatic techniques and different genres, including Theatre in Education and Brecht. They will develop knowledge of various genres, character development, and collaborative creative processes. | Excellence in a Component 1 performance will include: highly effective application of performance skills, very sensitive interaction with other performers, a fully coherent and successful interpretation of the character/role using highly relevant aspects of the practitioner/genre style to successfully realise artistic intention, and a highly sensitive individual contribution to the performance, sustaining audience interest throughout. | Pupils will be assessed on a performance from a specific genre/practitioner. |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
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Devising (Component1) Initial ideas Review Rehearsal Plan Scripting Rehearsing Mock Performance |
Students will apply knowledge and understanding when making, performing and responding to drama. They will explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created. Students will develop a range of theatrical skills and apply them to create performances. They will work collaboratively to generate, develop and communicate ideas. They will develop as creative, effective, independent and reflective learners able to make informed choices in process and performance. They will be able to contribute as an individual to a theatrical performance. They will reflect on and evaluate their own work and that of others. Students will develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice. |
In devising, excellence will be seen in a well-thought out, well planned, organised piece. The piece will be of a suitable length to allow each member of the group to explore a range of drama skills and techniques. Excellence in drama is seen through the entire process – from reading through the script, assigning roles, hot seating, rehearsing, use of props and of course the final performance. More emphasis on the use of lights, props and sound, stage and costume design. Each student will show distinct, clear characterisations using high level techniques such as changing pace, level, facial expression, devising, actively reviewing and revising progress and rehearsing techniques. The final performance is slick, well-rehearsed and matches the style accurately. |
Assessments will be carried out in line with the delivery of the individual components. Practice assignments and class activities will be judged and assessed using the Eduqas mark schemes. Students will become more familiar with the marking process as the course progresses. |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
Year 11 Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
| Completion of Component 1: Devising (which includes final performance, portfolio, and evaluation) | Students will gain skills in performance and improvisation, along with an understanding of dramatic techniques and different genres, including Theatre in Education and Brecht. They will develop knowledge of various genres, character development, and collaborative creative processes. | Excellence in a Component 1 performance will include: highly effective application of performance skills, very sensitive interaction with other performers, a fully coherent and successful interpretation of the character/role using highly relevant aspects of the practitioner/genre style to successfully realise artistic intention, and a highly sensitive individual contribution to the performance, sustaining audience interest throughout. | Pupils will be assessed on a performance from a specific genre/practitioner and their written portfolio and evaluation. |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
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Devising (Component1) Written Component: Evaluation Component 2: Scripted |
Evaluating Learners evaluate the final performance or design under supervised conditions. Learners will indicate their chosen stimulus and chosen practitioner or genre. There will be three main sections to the evaluation in which learners: 1. Analyse and evaluate either their interpretation of character/role or their realisation of design in the final performance. 2. Analyse and evaluate how either their own performance skills or their own design skills contributed to the effectiveness of the final performance 3. Analyse and evaluate their individual contribution to the final performance, including how effectively they fulfilled their initial aims and objectives (referring back to stimulus and practitioner/genre). Component 2: Scripted Text Learners may choose to be assessed on either acting or design. Learners are assessed on the final performance or design only. |
Excellence will be seen where students are consistently hitting the higher mark bands. This is achieved through consistent, dedicated, detailed and well executed work clearly showing signs of review, revision and self-assessment. In practicals the performance is fluent and clearly well-rehearsed and researched. Care has been taken in looking at the requirements for the top bands. |
Assessments will be carried out in line with the delivery of the individual components. Practice assignments and class activities will be judged and assessed using the Eduqas mark schemes. Students will become more familiar with the marking process as the course progresses. |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
