Drama

List of TLR Holders and their responsibilities: 

Mrs Alice Rebbettes - Head of Drama

Department aims: 

Taught on a half term rotation with Music, the Drama department aims to provide each student with a broad experience of the subject at key stage 3, giving students the opportunity to experience a range of different performance techniques, styles and explorative strategies whilst using a diverse selection of stimuli. All lessons will have a clear focus on teamwork, developing leadership skills and building confidence. At GCSE the Drama department aims to build upon students’ previous knowledge and go into more depth when exploring the work of specific practitioners and technical elements, as well as developing confidence in exploring and performing texts and evaluating live performance. We aim to encourage as many pupils as possible to take part in extracurricular Drama and to experience live theatre.

Approaches to teaching and learning: 

The Drama department strives to provide a learning environment in which students feel supported, challenged and reflective. Staff will use positivity, praise and show mutual respect in order to help every learner feel comfortable and motivated. Pupils are expected to work with a range of different people, take on leadership roles, give creative ideas, listen and respond to others, perform their work to their peers and evaluate their own and others’ work, as part of every lesson.  

Why the department has adopted this curriculum plan: (Curriculum Intent): 

To provide students with a range of skills, knowledge and experiences, the curriculum looks at a range of techniques, styles, acting skills, and knowledge of a published play throughout each year at key stage 3. This will give pupils a good grounding for the GCSE Drama course and further studies; it will have developed a range of key employability skills, and will also give them an understanding of the role of drama within history, within a range of diverse cultures and as something that can be enjoyed throughout their lives. At GCSE, pupils have the opportunity to deepen their knowledge of practitioners, techniques, medium and strategies, as well as engage these skills practically in ‘mock’ style activities to help them gain confidence for how to approach the components within the exam course.    

Principles of sequencing learning in this subject: 

Each topic provides essential skills required to continue Drama at GCSE and beyond. Students will take part in both practical and written work in order to prepare them for the requirements of the GCSE course. At key stage 3, students will have explored a broad range of different techniques and styles, which they can then choose to develop and refine in more depth at key stage 4. Using a spiralled structure, the learning journey provides opportunities for students to build upon their knowledge and skills as they progress through the years.

How students will receive feedback to enhance their knowledge and skills: 

Students will receive regular feedback within each lesson, which may be verbal peer/teacher feedback, or a personal reflection. Low stakes testing will take place, with students getting instant feedback as to their current level of knowledge. As part of each formal assessment, students will receive written feedback in which they will be able to clearly see areas of strength and areas for development within their practical work. Written or verbal feedback will be given to individuals or a group of students, where appropriate, on pieces of extended writing.

Reading List (Key Stage 3): 

• Macbeth by William Shakespeare
• The Tempest by William Shakespeare
• Homebird by Terrance Blacker

Reading List (GCSE):

• The Crucible by Arthur Miller
• Blood Brothers by Willy Russell
• Too Much Punch for Judy by Mark Wheeller
• Edexcel GCSE Drama revision guide

Extracurricular and enrichment:

Whole school production, KS3 Drama Club, GCSE practical and coursework enrichment

Spiritual, Moral, Social and Cultural opportunities: 

Spiritual, Moral, Social and Cultural opportunities: Students are encouraged to explore their own feelings and to find meaning to a wide variety of subject matter and stimulus materials. Students are given the opportunity to engage in discussions about moral and ethical issues and explore these through character development and explorative strategies such as the use of Forum Theatre. Students are encouraged to develop empathy through work which requires them to look at a variety of different lifestyles and circumstances from a range of viewpoints. Students are given the opportunity to reflect on the perspective of others through character studies and development. Student groups are alternated regularly to ensure all students work with all other students within the classes regardless of race, religion, background, gender or sexuality. Across both key stages students interact with a range of diverse stimuli for their work. Literary heritage is shared through the study of Shakespeare at Key Stage 3. Artistic heritage is shared through theatre trips, visits and workshops, as well as through the exploration of UK based theatre companies such as Frantic Assembly.

Character development and British Values opportunities:

Students develop key skills such as team work, leadership, communication, time management and self-discipline. Through the exploration of certain issues students have the opportunity to engage in discussions about right and wrong, and the rule of law. By ensuring that students work with a range of different people, they have the opportunity to gain appreciation for different backgrounds and beliefs, learning respect and tolerance, and an understanding that everyone is entitled to their beliefs and ways of living without discrimination. Respect and tolerance is developed further through exploration of a range of diverse characters and developing an understanding of how different people live.