Curriculum – Drama

The Drama Curriculum

The KS3 curriculum builds skills, knowledge and understanding to enable all students to succeed in GCSE Drama, develop character, and continue to study Drama or pursue a career in Performing Arts. Students will develop a drama toolkit of skills, apply these in performance, re-enact and shape their own ideas and analyse and evaluate their own and others performances. 

A range of extra- curricular activities are used to embed key theatrical components needed to develop their own dramatic style.

Curriculum Aims – Drama

Students will develop as confident, creative, and reflective performers who can collaborate effectively and use drama to explore ideas, issues, and meaning.

By the end of KS3 Drama, students will aim to:

• Build vocal and physical control, including clarity, projection, movement, and characterisation.
• Apply a range of dramatic techniques to shape meaning for an audience.
• Devise original work from stimuli such as texts, images, themes, or real‑world issues
• Work effectively in groups, taking on roles and responsibilities with maturity, and
• listen, negotiate, and respond constructively to others’ ideas.

By the end of KS4 Drama, students will aim to:

• Refine vocal and physical techniques to create convincing, detailed characterisation and demonstrate control of movement, timing, focus, and spatial awareness in performance.
• Apply practitioner‑informed methods (e.g., Stanislavski, Brecht, Frantic Assembly) to shape meaning.
• Create original, sophisticated work in response to a range of stimuli.
• Analyse live theatre with insight, using accurate subject terminology & evaluate how performance choices affect meaning and audience response.
• Interpret and perform extracts from published plays with understanding of context, subtext, and intention.

Beyond the Examination

• All pupils study Drama in sufficient depth and breadth, to develop competence, confidence and understanding.
• The curriculum prepares pupils for the next phase of education, training or employment, including pathways into Performing Arts.
• Enrichment, Electives and Competition
• Electives, enrichment activities and educational visits enhance and broaden the Music curriculum by widening experiences, raising aspiration and supporting progress.
• Electives provide inclusive opportunities for all pupils to participate, perform and compete at a range of levels.
  
  
• Pupils are encouraged to develop leadership, teamwork, resilience and Performance through structured participation and performance opportunity

Drama Knowledge and Skills

Year 7

In year 7 Drama, students will gain knowledge and skills across three areas:

Students will develop KNOWLEDGE of:

• Yr 7 drama techniques (still image, voice, physicality, projection, characterisation, placards, narration, thought track split screen/cross cutting, transitions, blackout,  flashback, flashforward, monologue, soliloquy, hotseating, objectives/obstacles, magic if,  emotion memory, given circumstances)
• How to structure a performance (beginning, middle, end)
• What a character is
• End on stage configuration
• What rehearsal is and how to do it effectively
• What Naturalism is
• Who Stanislavski is
• What a script is
• Elements of a script (dialogue, stage directions, setting, acts, scenes)
• Who Shakespeare is
• Definitions of Shakespearean language (specific to the text they use)
• The difference between a monologue and a soliloquy

Students will develop SKILLS in:

CREATING:

• Focus – stay focused for short rehearsal tasks with occasional reminders
• Energy – participate with enthusiasm and contribute to group activities
• Accepting ideas – listen to and accept ideas from others, even when they differ from your own
• Repeating work and improving it – repeat short sections and make at least one improvement based on feedback or suggestions
• Listening to the teacher and each other – follow teacher instructions and listen when others are speaking
• Experimenting with ideas – try different ways of performing or structuring work when prompted
• Supporting each other – encourage others and take turns fairly in group work
• Keeping to a fixed space – remain within a designated and appropriate rehearsal space

PERFORMING:

• Focus – Stay in role during short scenes and avoid distracting behaviour
• Energy – Perform with visible effort and engagement
• Length – Create a performance with a clear beginning, middle and end (with some clear transitions)
• Audience awareness – Face the audience for most of the performance
• Projection – Speak clearly and loudly enough to be heard across the room
• Still Images – Begin and end with a clear still image using at least 2 effective elements (stillness, audience awareness, facial expressions, posture, gesture, levels, space, eye contact).

RESPONDING:

• Volunteer to share a simple opinion on a performance
• Giving specific feedback that mostly relates to a performance
• Giving feedback that focuses on a specific element of drama
• Giving feedback that uses a piece of drama terminology
• Giving feedback that suggests a simple improvement
• Giving feedback that is kind and positive

Year 8

In year 8 Drama, students will gain knowledge and skills across three areas:

Students will develop KNOWLEDGE of:

• Yr 8 drama techniques (year 7 techniques, plus narration, direct address, juxtaposition, alienation, asides, multirole, split role, representational costume and props, third person narration, placards, archetypes, soundscape, choral speaking, montage, episodic structure, slapstick)
• How to structure a performance (beginning, middle, end) and episodic structure (where scenes happen out of chronological order)
• Thrust stage configuration
• What rehearsal is and how to do it effectively
• What Epic Theatre is
• Who Brecht is
• What a script is
• Elements of a script (dialogue, stage directions, setting, acts, scenes)
• Who Shakespeare is
• Definitions of Shakespearean language (specific to the text they use)
• The difference between a monologue and a soliloquy

Students will develop SKILLS in:

CREATING:

• Focus – stay focused for longer rehearsal tasks with minimal reminders
• Energy – sustain energy throughout a rehearsal and performance task
• Accepting ideas – build on each other’s ideas using “yes, and …” thinking
• Repeating work and improving it – repeat a scene after feedback and be able to articulate what changed
• Listening to the teacher and each other – respond appropriately to teacher guidance and peer contributions
• Experimenting with ideas – try several creative options before settling on one
• Supporting each other – help the group problem-solve and include quieter members
• Keeping to a fixed space – remain within a designated and appropriate rehearsal space

PERFORMING:

• Focus – Sustain a character for an entire performance
• Energy – Use varied energy levels to suit the scene.
• Length – Structure a performance into multiple scenes (at least beginning, middle and end) with clear transitions.
• Audience awareness – Face the audience for most of the performance and ensure key moments are visible
• Projection – Project confidently while maintaining character and emotion.
• Still Images – Begin and end with a clear still image using most of the effective elements (stillness, audience awareness, facial expressions, posture, gesture, levels, space, eye contact).

RESPONDING:

• Volunteer to offer an option on a performance and justify this
• Giving specific feedback that relates to a specific moment or person in a performance
• Giving feedback that focuses on a specific element of drama and how this impacted the audience
• Giving feedback that uses several pieces of drama terminology accurately
• Giving feedback that suggests practical changes that could improve the work
• Giving feedback that balances constructive criticism and is respectful

Year 9

In year 9 Drama, students will gain knowledge and skills across three areas:

Students will develop KNOWLEDGE of:

• Yr 9 drama techniques (year 7 and 8 techniques, plus tension, ensemble, rolling theatre, quad, chair duets, grid walking, round/by/through, picking fluff, physicality)
• How to structure a more complex performance (beginning, middle, end, or episodic, or a 5-act structure (exposition, rising action, climax, falling action, resolution (denouement)
• Theatre in the round stage configuration
• What rehearsal is and how to do it effectively
• What Physical Theatre is
• Who key physical theatre practitioners are
• What a script is
• Elements of a script (dialogue, stage directions, setting, acts, scenes)

Students will develop SKILLS in:

CREATING:

• Focus – Work independently and maintain concentration throughout rehearsals.
• Energy – sustain energy throughout a rehearsal and performance task and motivate others
• Accepting ideas – evaluate, combine, and adapt ideas collaboratively.
• Repeating work and improving it – refine work through multiple iterations and justify creative choices
• Listening to the teacher and each other – listen respectfully and respond critically to feedback from teachers and peers
• Experimenting with ideas – take creative risks (even if they do not succeed)
• Supporting each other – lead collaboration in a group and resolve group challenges
• Keeping to a fixed space – remain within a designated and appropriate rehearsal space, using this to recreate the eventual stage environment

PERFORMING:

• Focus – Sustain complete focus throughout the performance and commit to the role being played
• Energy – Control and vary energy levels to shape tension, pace and atmosphere..
• Length – Create a sustained performance with developed scenes and coherent structure (starting to think about a 5-act structure).
• Audience awareness – Face the audience for all of the performance and use staging, levels and positioning strategically for audience impact
• Projection – Project with clarity, control and vocal variation appropriate to character and style
• Still Images – Begin and end with a clear still image using all of the effective elements (stillness, audience awareness, facial expressions, posture, gesture, levels, space, eye contact) to ensure a professionally framed performance.

RESPONDING:

• Volunteer to offer considered opinions supported by evidence from the performance
• Giving specific feedback that relates to a specific moment or person in a performance and analyse its impact
• Giving feedback that focuses on specific element of drama and how this helped create meaning
• Giving feedback that uses drama terminology accurately and sophisticatedly
• Giving accurate and detailed feedback that suggests practical changes that could realistically improve the work
• Critique work professionally, respectfully and constructively.

How Can Parents Support Learning in KS3 Drama?

• Encourage your child to participate fully in practical activities and group work.
• Talk to them about what they are learning in lessons and ask them to explain their ideas and performances.
• Support regular attendance, as drama skills develop through practical experience and collaboration.
• Encourage confidence in speaking, presenting and performing in everyday situations.
• Watch theatre, films or performances together and discuss characters, stories and staging choices.

Year 10 and 11

In GCSE Drama, students will gain knowledge and skills across several areas:

Students will develop knowledge of:

Theatre Makers

• The roles and responsibilities of actors, directors and designers.
• How theatre is created collaboratively.
• The rehearsal and production process.

Character and Performance

• Characterisation and interpretation.
• Character objectives, motivation, relationships and status.
• How performers communicate meaning to an audience.

Dramatic Structure

• Narrative structure and storytelling.
• Dramatic tension, climax and resolution.
• How scenes are organised to engage an audience.

Drama and Theatre Conventions

• A range of dramatic conventions and theatrical devices.
• How conventions communicate meaning and support artistic intention.
• How conventions vary across different styles of theatre.

Genre, Style and Practitioners

• Different theatrical genres and styles.
• The work and influence of key theatre practitioners.
• How style influences performance and design choices.

Design and Technical Theatre

• Set, costume, lighting, sound and props.
• How design elements communicate meaning.
• The relationship between design and performance.

Context

• Social, cultural, historical and political influences on theatre.
• How context affects the creation and interpretation of performance.
• The relationship between theatre and society.

Audience

• The relationship between performers and audiences.
• Audience expectations and responses.
• How theatre-makers shape audience experience.

Artistic Intention

• How theatre-makers communicate ideas, messages and themes.
• The purpose of creative choices.
• How meaning is constructed in performance.

Live Theatre

• The conventions of live performance.
• Different approaches to staging and interpretation.
• How professional productions create meaning and impact.

Students will develop skill in:

 Creating

• Generating and developing ideas from stimuli.
• Researching and exploring themes.
• Devising original drama.
• Structuring and refining dramatic material.
• Making informed creative decisions.
• Communicating artistic intentions.

Performing

• Vocal communication.
• Physical communication.
• Characterisation.
• Sustaining a role in performance.
• Interacting effectively with other performers.
• Engaging an audience.
• Interpreting scripted and devised material.

Collaborating

• Listening and responding to others.
• Negotiating creative decisions.
• Working effectively within an ensemble.
• Supporting and leading group work where appropriate.
• Solving creative problems collaboratively.

Analysing

• Identifying dramatic choices.
• Explaining how meaning is created.
• Analysing the impact of performance and design.
• Using drama terminology accurately.
• Connecting performance choices to audience response.

Evaluating

• Reflecting on creative processes.
• Evaluating strengths and areas for development.
• Justifying opinions using evidence.
• Evaluating live theatre.
• Assessing the effectiveness of artistic intentions.

Interpreting

• Exploring multiple meanings within a text.
• Developing performance interpretations.
• Making justified artistic choices.
• Understanding how different interpretations affect audience understanding.

How Can Parents Support Learning in KS4 (GCSE) Drama?

• Encourage regular attendance and commitment to rehearsals, performances and coursework deadlines.
• Discuss the plays, characters and themes studied in class to develop understanding and analytical skills.
• Support your child in learning lines and preparing for practical assessments.
• Encourage them to attend live theatre productions whenever possible and discuss the performance afterwards.
• Help them revise key drama terminology, practitioners and theatre-making roles.
• Encourage independent rehearsal, organisation and time management during devising and scripted performance projects.
• Support the completion of written work, including homework, coursework, and exam preparation.

Sequence of Learning (KS3)

YEAR 7: One lesson per fortnight

	Term 1	Term 2	Term 3
TOPIC	‘The Island’	‘Private Peaceful’	‘Heartstopper’
Focus	Introduction to Drama	Scripted Performance	Devising

YEAR 8: One lesson per fortnight

	Term 1	Term 2	Term 3
TOPIC	Introduction to Brecht	Shakespeare’s Best Bits	Social Media
Focus	Introduction to Brecht	Scripted Performance	Devising

YEAR 9: One lesson per fortnight

	Term 1	Term 2	Term 3
TOPIC	Introduction to Physical Theatre	‘The Curious Incident of the Dog in the Nighttime	Racism: ‘Noughts & Crosses’
Focus	Introduction to Physical Theatre	Scripted Performance	Devising

Sequence of Learning (KS4/GCSE)

Year 10: 5 lessons per fortnight

	Term 1a	Term 1b	Term 2a	Term 2b	Term 3a	Term 3b
TOPICS	Acting Skills Set Text Live Theatre	Key Practitioners Set Text Live Theatre	Devising Set Text Live Theatre	Devising Set Text Live Theatre	Mock Scripted Set Text Live Theatre	Mock Scripted Intro to Script Coursework

Year 11: 6 lessons per fortnight

	Term 1a	Term 1b	Term 2a	Term 2b	Term 3a	Term 3b
TOPICS	Intro to Script Set Text Live Theatre	Script Exploration Set Text Live Theatre	Scripted Rehearsal Exam Revision	Scripted Rehearsal Exam Revision	Exam Revision	Exam Revision

Example Scheme of Work

Life Skills in the Drama Curriculum

Drama provides a unique opportunity for students to explore the world around them in a safe, creative and reflective environment. Across Key Stages 3 and 4, students develop not only performance and theatre-making skills, but also the personal, social and cultural understanding that underpins the statutory curriculum. Through practical exploration, discussion, collaboration and evaluation, Drama naturally reinforces key themes from Health Education, Relationships and Sex Education (RSE), British Values and Living in the Wider World. While Drama does not replace explicit PSHE provision, it provides meaningful opportunities for students to develop empathy, resilience, critical thinking, communication and informed decision-making through engaging, real-world contexts.

Health Education

Drama supports students’ mental wellbeing by encouraging emotional literacy, resilience, confidence and self-reflection. Through character exploration and collaborative performance, students learn to recognise and express emotions appropriately, build positive relationships, manage performance anxiety and understand the importance of physical activity, teamwork and healthy coping strategies. Schemes of work also explore themes such as online safety, bullying, exploitation, peer pressure, substance misuse, personal safety and safeguarding, helping students critically examine risk, challenge harmful behaviours and know when and how to seek support from trusted adults. Although Drama does not explicitly teach medical or health content, it regularly reinforces the knowledge, behaviours and decision-making skills that promote healthy, safe and responsible lives.

Relationships and Sex Education (RSE)

Drama provides a safe and structured environment in which students explore relationships, identity, respect and responsibility through fictional situations and diverse perspectives. Students examine healthy and unhealthy relationships, consent, communication, equality, stereotypes, prejudice and discrimination while developing empathy and respect for others. Practical work encourages students to consider the consequences of actions, recognise abusive or exploitative behaviour, challenge harmful attitudes and understand the importance of kindness, boundaries and inclusion. Through the study of a wide range of characters, cultures and social issues, Drama develops the interpersonal skills needed to build respectful relationships both online and offline.

British Values

The Drama curriculum actively promotes British Values by encouraging students to work collaboratively, respect differing viewpoints and engage thoughtfully with social, historical and political issues. Through performance, discussion and evaluation, students learn to appreciate democracy, individual liberty, mutual respect, tolerance and the rule of law. Students regularly explore themes of justice, equality, diversity and human rights, developing an understanding of how discrimination can affect individuals and communities while recognising their own responsibilities as active, respectful members of society.

Living in the Wider World (KS4)

At Key Stage 4, Drama prepares students for further education, employment and adult life by developing a broad range of transferable skills. Students strengthen communication, leadership, teamwork, organisation, creativity, resilience and problem-solving while reflecting on their own strengths and areas for development. The curriculum highlights careers within the creative industries alongside wider employability skills valued across all sectors. Through collaborative projects, independent research and critical evaluation, students also develop digital literacy, media awareness, professionalism and the confidence to make informed decisions about future education, careers and participation in society.