Through the long term study of Drama it is intended that the individual, regardless of gender, age or ability should become increasingly able to express feelings, attitudes, opinions and knowledge. This will be achieved through increasing familiarity with and experience of the medium of drama and its progressively more complex range of skills and conventions.

Throughout the course, pupils will encounter drama from other times and cultures, along with the opportunity to observe peers at work, and to participate in drama within the wider community; this will lead them to develop an understanding of its many forms and functions, not least its value as an art form. Links with other subject disciplines will illustrate its value as a learning medium.

Through work in Drama, pupils should be encouraged to develop increasing willingness and ability to participate in a variety of group work situations, listening, taking into account and showing respect for the views of others. They should be taught to recognise that independence and interdependence are equally valid aspects of the dramatic experience.

• Mrs P Hewitt – Subject Team Leader
• Miss B Southwell – Teacher of Drama
At Key Stage Three Pupils Will Be Taught To:
• Use increasingly complex drama styles and conventions;
• Respond constructively to direction given by other pupils;
• Use a variety of technical effects;
• Devise and perform plays in different styles;
• Edit and refine their work in light of constructive criticism;
• Develop voice and movement skills, including mime;
• Understand drama from different cultures and times;
• Analyse and evaluate performances with an understanding of style and purpose.
Year 7 and 8 students have continuous practical assessments. Every lesson the teacher will be observing and grading against all Drama levels. Each half term a major end performance will be recorded, assessed and evaluated by the teacher and self and peer evaluation sheets will be completed. These sheets will highlight strengths and weaknesses and allow SMART targets to be set.

Pupils Should Be Given The Opportunity To:
• Develop themes from other curriculum areas;
• Read and perform plays from different cultures and times;
• Take part in plays as actors and/or technicians;
• Learn how drama has developed through the ages;
• See a range of professional performances;
• Evaluate performances using appropriate specialist vocabulary.

Pupils Should Be Encouraged To:
• Take an interest in a particular aspect of theatre;
• Participate in productions outside school;
• Make regular visits to the theatre.

Aims & Objectives
At KS3 the course is taught in half-term modules. The teaching and learning strategies employed are predominantly those of Educational Drama. Each unit covers different themes. The Learning Plans offer a suggested sequence of activities although the nature of Drama demands flexibility.

The main aims of the course are:

• To introduce pupils to the methods of working in the drama process(negotiation, suspension of disbelief, commitment, building belief, reflection, and evaluation) and to continually reinforce the value of these methods;
• To create drama fictions and opportunities for experiential learning through the situation of “stepping into someone’s shoes”, using personal experience as a way in to the role;
• To promote learning of the art form – character in role, symbolism, plot/situation/setting, conventions/rules, dialogue. The pupils will gain experience of the teacher working in role and will encounter situations when, within the drama, the teacher works alongside them or relinquishes power to them. Script may be used as a stimulus or focus for study but priority will be given to content rather than dramatic form.

Students will follow the AQA GCSE Drama Specification.Key Aims:
In addition to helping students acquire subject knowledge, this specification:
• encourages students to explore and actively engage in a wide range of creative and stimulating activities to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds
• develops and demonstrates competence in a range of practical, creative and performance skills
• encourages students to work imaginatively and creatively in collaborative contexts, generating, developing and communicating ideas
• provides a strong and appropriate foundation for further progression to Drama courses, including A-level Drama and Theatre Studies, and enhanced vocational and career pathways.

BTEC Tech Award in performing arts enables students to develop key skills that prove aptitude in Performing arts, such as reproducing repertoire or responding to stimuli. Students will explore the process that underpins effective ways of working in the performing arts, such as development of ideas, rehearsing and performance. Across the course, students will gain knowledge that underpins effective use of skills, process and attitudes in the sector, such as roles, responsibilities, performance disciplines and styles with opportunities to reflect on own performances.


Component 1 – understanding drama
1 Hour 45 Min written exam
Open book
80 Marks
40% of GCSE
Component 2 – Devising Drama (Practical)
Devising log (60 marks)
Devised performance (20 Marks)
80 marks in total
40% of GCSE
Component 3 – Text in practice (Practical)
Performance of extract 1 ( 20 Marks) and extract 2 ( 20 Marks)
40 Marks in total
20% of GCSE


Component 1 – Exploring Performing Arts
Internal assessment
36 Guided learning Hours ( GLH)
30 % of BTEC
Component 2 – Developing skills and techniques in performing arts
Internal Assessment
36 GLH
30% of BTEC
Component 3 – Performing to a brief
Externally assessed
48 GLH
40% of BTEC

We offer an extensive range of extra- curricular activities for both Ks3 and 4, culminating in various performances which welcomes the whole school community to be involved. We have taken part in the National Theatres Connection festival performing at West Yorkshire playhouse and Sheffield Lyceum Theatre.
Homework in drama is set at the discretion of the class teacher. Any homework set must be marked and recorded in accordance with the marking policy. Homework does not always have to be a written task, collection of information, retrieval from the Internet, selection of costumes; props etc. are all appropriate homework tasks for Drama.
It is imperative that pupils learn to value the written element of Drama, especially if they are considering GCSE and BTEC as the portfolio writing element is part of their assessment.

Currently the amount of Drama homework for pupils is:

KS3 20-30 mins
KS4 1 hour

All useful documents are available to students through the student shared area in the DRAMA subject folder.
As well as applying the school’s Positive Discipline system to our classrooms, we need to be aware that Drama as a discipline requires even more careful control in order to be safe. Should discipline problems occur in the classroom, there is a clearly identified path for staff to follow. Please refer to the positive discipline system for guidance.Control of problematic behaviour can be achieved through strategies in the drama, e.g. selection of rôle or style of drama. This can be supported by corrective action, as outlined in the Positive Discipline pyramid system.
Spirit of Drama
Drama plays a vital Role in establishing the qualities we wish to develop in our pupils and therefore achieve the aims of the school.
All students will be in some way, at some level, be involved in performances, either with or without an audience in their drama lessons. They will be encouraged to contribute to the development of drama scenes and to give their opinions on issues to which there is no right answer. As pupils progress through school, performances may be for themselves, their peers, other pupils in the school or external audiences.
Feeling Positive

Drama is an open subject, deliberately tackling subjects and themes in a manner, which means several, indeed numerous options, are available. Pupils are therefore encouraged to feel positive about their input into the work, as they are on many occasions responsible for the direction of the drama. The integral feature of group inter-dependence puts an extra responsibility for positive effort and attitude on pupils. Without the positive participation of each pupil, the drama cannot be wholly successful.

Independent Learner

As already stated, Drama’s open nature provides pupils with opportunities to take a lesson in their direction. Pupils are encouraged to research key themes but also to use the strategies learned in Drama to develop their own, individual, unique work. Extra-curricular opportunities are offered to encourage further development. As pupils progress through school to GCSE/BTEC level, they are given increasing responsibility for the development of their own work. This is vital practice for the GCSE/BTEC examination where their input determines their grade.


By emphasising the key skills of speaking and listening in groups and respecting views and opinions offered by group members. Pupils are given the opportunity to see performances and productions; by giving this we nurture a respect for the time and effort, which has gone into a piece of work.
Our sensitive teaching and the manner in which we tackle issues, allows a respect for different people, their cultures, traditions and different ways of life.

Informed Decisions

Pupils are encouraged to tackle subject matter with a sensitive approach, selecting issues they feel they can study and present appropriately. Pupils choose their groups for set tasks and must be able to make decisions about their choices. Pupils decide which elements of a subject to research and which texts or stimuli to adopt for their group.


Pupils are encouraged to set targets in written evaluations which are completed after major projects. Pupils are given constant verbal feedback from both staff and their peers, which they are encouraged to build upon to improve. Formal Target setting is carried out in connection with our Whole School Policy.

Exam Results

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