Overview
Drama enables students to symbolise the world in ways that engage the intellect and emotions. Through drama, students can develop their emotional literacy, self-confidence, and analytical awareness by seeing the world imaginatively from many perspectives. The learning which takes place in drama is like no other learning process and should be regarded as an end in itself. It is a shared experience – a collaborative testing ground leading to infinite possible outcomes. How the learning happens is as, if not more, important than what is learned.
As You Like It by William Shakespeare (1564 – 1616)
Autumn Term
Content and Skills
Introduction to key drama techniques including freeze frames, mime, and improvisation.
Creation of still images using body language, facial expression, and levels to communicate ideas.
Development of mime skills to tell stories without speech, focusing on clarity of movement and audience understanding.
Improvisation tasks to encourage spontaneity, creativity, and confidence.
Introduction to characterisation through voice, movement, and gesture.
How is it assessed?
Improvised Drama from Visual Stimuli:
Using images as inspiration for storytelling.
Developing simple narratives and group performances.
Assessed by ongoing teacher observation of practical work, verbal feedback focused on participation, creativity, and teamwork and assessment of key skills such as communication, cooperation and creativity
Spring Term
Content and Skills
Introduction to whole-group drama:
Participation in whole-class drama activities.
Island Drama (environmental focus): exploration of moral decision-making, sustainability, and group responsibility through role play.
Titanic (historical drama): creating scenes based on real events, focusing on character perspectives and social class.
Developing skills in communication, collaboration, and sustained role play.
How is it assessed?
Informal teacher assessment through participation and engagement.
Feedback on contribution, focus, and understanding of themes.
Summer Term
Content and Skills
Introduction to Shakespeare:
Introduction to Shakespearean language, including iambic pentameter and rhythm.
Exploration of soliloquies and how characters express inner thoughts.
Performance of extracts from plays such as Romeo and Juliet.
Development of vocal clarity, projection, and physical expression.
How is it assessed?
Final performance based on "All the world’s a stage” (As You Like It).
Practical performance assessment.
Evaluation of voice, movement, and character understanding.
Autumn Term
Content and Skills
Developing drama skills/ social realism
Exploration of social realism and serious themes.
Study of subtext using the Derek Bentley case to understand hidden meaning in dialogue.
Development of suspense and tension through pacing and staging.
Exploration of empathy through topics such as displacement and homelessness.
How is it assessed?
Devised performance work based on Home by Warsan Shire, exploring identity and migration through drama.
Assessment of devised performances based on creativity, communication of themes, and collaboration
Spring Term
Content and Skills
Developing theatre skills
In-depth study of Shakespeare’s The Tempest.
Exploration of plot, themes, and language.
Character exploration including Prospero, Caliban, Ariel, Antonio, and Sebastian. Rehearsal and performance of key scenes such as the murder plot and comic sequences.
Development of vocal delivery, staging, and interpretation of classical text
How is it assessed?
Informal ongoing teacher assessment of rehearsal work and performances.
Focus on character understanding, performance skills, and engagement with text.
Summer Term
Content and Skills
Developing devising skills
Devised scenes and dramas based on The Identification (Roger McGough)
Exploration of symbolism and interpretation of poetry.
Introduction to slapstick comedy, including timing, exaggeration, and physical theatre techniques.
Creation and rehearsal of structured group performances
How is it assessed?
Devised drama based on The Identification by Roger McGough)
Autumn Term
Content and Skills
Exploring devising skills
Exploring texts
Development of advanced devising and scripted performance skills using a range of stimuli (images, playscripts, themes).
Developing approaches to interpreting and performing dramatic texts.
Greater independence in creating and structuring performances.
Building skills required for GCSE-level drama.
Focus on originality, structure, and collaborative work.
How is it assessed?
Teacher assessment of devising process and performance.
Spring Term
Content and Skills
Exploring theatre skills
Refinement of acting techniques including voice control, projection, and movement.
Development of rehearsal discipline and performance accuracy.
Exploration of scripted extracts with a focus on interpretation and performance quality.
How will it be assessed?
Informal, in-class
Ongoing practical assessment by the teacher.
Focus on technical skill, consistency, and rehearsal engagement.
Summer Term
Content and Skills
Introduction to GCSE
Study of The Last Resort by Chris Owens, exploring themes, characters, and structure.
Performance of selected scripted scenes in line with GCSE expectations.
Group devising project creating an original version of the play.
Development of evaluation and reflection skills aligned to GCSE criteria.
How is it assessed?
GCSE-style assessment of scripted performances.
Here is the link to our exam specification: