In This Section

  • Key Stage 3

    The KS3 syllabus provides pupils with the opportunity to work creatively and collaboratively on a range of practical tasks. Through the exploration of key issues and strategies, the subject delivers an inclusive process where learning is accessed within a supportive framework.

    Drama at Key Stage 3 establishes a framework for the GCSE curriculum as well as providing pupils with the opportunity to establish key learning skills that will benefit a range of subject options at KS4. Through the process of Devising, Presenting and Evaluating pupils are taught progressively through a range of topics. For the purposes of planning and assessment Devising, Presenting and Evaluation are treated separately, although they are frequently integrated in practice. To ensure progression pupils are regularly assessed on their ability to;

    • Explore and research ideas, issues and a range of texts.
    • Devise, improvise, shape and structure performance scenarios through a range of techniques.
    • Devise and stage scripted and non-scripted scenes in a range of group sizes.
    • Use and develop their knowledge of drama from different genres, times and cultures.
    • Reflect on the process, analysing structure, meaning and impact the work has on others. 

    How does this look within the classroom?

    At the end of each topic group presentations are recorded and a range of skills are identified and evaluated. Pupils present their devised performances for class evaluation and teacher led assessment. Students are provided with workshop booklets at the beginning of each academic year that includes a section for recording personal target/tracking information. (In line with the syllabus descriptors). Within each topic framework pupils are required to complete a self/peer assessment sheet to ensure a consistent track of progression. 

    What does expected progress look like?

    Learning expectations are clearly defined and outlined on a grid at the front of the pupil’s booklets. Each stage of the KS3 syllabus acts as a stepping stone to the work that follows enabling the pupils to access key skills within their own level of capability. Assessment is regular, inclusive and encouraging. Ingrained within the structure of the lessons is a Work In Progress philosophy that encourages and supports each pupil through clear target setting.  

  • Key Stage 4
    Why study Drama?
    If you enjoy all aspects of the drama process; exploring issues from someone else’s perspective; working with a range of texts of different genres; writing your own scripts; playing a variety of roles in different social situations; watching, evaluating and reshaping performance; and the thrill of the final performance - then drama could be the course for you.
     
    What areas would you study?
    You will develop your understanding of the many mediums of drama such as costume, props, lighting and sound effects. Through the reshaping of performances you will gain awareness of drama elements such as climax, anti-climax, characterisation and symbols. These skills will allow you to develop a range of ideas which can be used to produce and perform original collaborative performances. You will also explore technical elements through reviewing live theatre productions.
     
    How do you learn?
    You will explore a range of resources which you will use to create devised performances; these could include play texts, music or poems. There will be opportunities to experience a range of strategies to produce pair, group and ensemble presentations. Through building on each other’s ideas in the class you will develop unique performances in a range of theatrical styles. You will work actively as part of a creative team.
     
    How will you be assessed?
    Component 1 Devising - 40% of qualification -Coursework/devised performance.
    Component 2 Performance from text - 20% of qualification - Performance of two key extracts.
    Component 3 Theatre Makers in Practice -40% of qualification - Written examination 1hr 30mins.
     
    Where will this take me Post-16?
    Drama is an excellent foundation for ‘A’-level courses in drama and theatre arts or performing arts. These qualifications can lead to careers in the Arts e.g. theatre practitioner, technician and front of house. If you decide not to continue with this subject Post-16, then the confidence gained and the skills developed will stand you in good stead for a wide range of occupations where communication, presentation, team decision-making and creative planning have a key role.
  • Sixth Form

    Drama and Theatre A Level.

    Examination Board: EDEXCEL Draft Specification.

    Introduction and Structure: EDEXCEL level 3 advanced GCE in Drama and Theatre consists of two coursework components and one externally examined paper. This is a challenging and diverse Drama Syllabus in which you will have the opportunity to develop an in depth awareness of all aspects of The Theatre Process through academic research, analysis, audience response and practical exploration. To compliment your studies an involvement in extra –curricular productions would be beneficial not only as a performer but as a discerning member of the audience. Critical exploration of the technical aspects of a production are a crucial part or the course.

    Component 1: Devising (*Component Code: 9DR0/01)

    Coursework

    40% of the qualification

    80 marks

    Content overview

    • Devise an original performance piece.
    • Use one key extract from a performance text and a theatre practitioner as stimuli.
    • Centre choice of text and practitioner.
    • Performer or designer routes available.

    Assessment overview

    • AO1, AO2 andAo4 are assessed.
    • Internally assessed and externally moderated.
    • There are two parts to the assessment
    1. A portfolio (60 marks, assessing AO1 and AO4).
    2. The devised performance/design realisation (20 marks, assessing AO2).

    Component 2: Text in Performance (*Component Code: 9DR0/02)

    Coursework

    20% of the qualification

    60 marks

    Content overview

    • A group performance/design realisation of one key extract from a performance text.
    • A monologue or duologue performance/design realisation from one key extract from a diferent performance text.
    • Centre choice of performance texts.

    Assessment overview

    • AO2 is assessed.
    • Externally assessed by a visiting examiner.
    • Group performance/design realisation: worth 36 marks.
    • Monologue or duologue/design realisation: worth 24 marks.

    Component 3: Theatre Makers in Practice (*Paper Code: 9DR0/03)

    Written examination: 2 hours 30 minutes

    40% of the qualification

    80 marks

    Content overview

    • Live theatre evaluation – choice of performance.
    • Practical exploration and study of a complete text – focussing on how this can be realised for performance.
    • Practical exploration and interpretation of another complete performance text, in light of a chosen practitioner – focussing on how this text could be reimagined for a contemporary audience.
    • Choice of eight practitioners.

    Assessment overview

    Section A: Live Theatre Evaluation

    • 20 marks, assessing AO4
    • Students answer one extended response question from a choice of two requiring them to analyse and evaluate a live performance they have seen.

    Section B: Page to Stage: Realising a Performance Text.

    • 36 marks, assessing AO3.
    • Students answer two extended response questions based on an unseen extract from the performance text they have studied.

    Section C: Interpreting a performance Text.

    • 24 marks, assessing AO3
    • Students will answer one extended response question from a choice of two using their chosen text.

    Careers: Drama and Theatre Studies is an established A Level recognised at all universities and serves as an excellent foundation for a wide range of careers that include, Facilitating, Broadcasting, Production, Arts Administration, Market Management, Public Relations and Teaching.

    Entrance Requirements: Standard entry requirement for entry on to the A Level programmes of study is six GCSE’s at grade C or above. It will be beneficial to have studied G.C.S.E. Drama but not essential. However it is expected that students will have achieved a grade c or above in English.

  • Assessment

    KS3 Assessment Criteria.

    YEAR 7

    DEVISING

    Working Towards

    Attempts to work collaboratively in groups to explore a range of techniques and strategies for different purposes.

    On Target.

    Contributes creative ideas and implements them during the collaborative process and group work.

    Above Target.

    Is a key player in the implementation and staging process, supporting and steering group work.

    PRESENTING.

    Working Towards

    Attempts to develop credible characterisations with focus and sustained commitment and clear projection.

    On Target.

    Adds depth to the characterisation through the considered process of creating a back story and adding details through tone, gesture and movement.

    Above Target.

    Develops well-rounded characterisations through an assured and considered rehearsal process, building on the strategies explored in the devising process.

    EVALUATING.

    Working Towards

    Attempts to discuss the themes or issues in the drama and consider alternative ideas.

    On Target.

    Contributes to the analysis, the devising process, responding to the ideas of others.

    Above Target.

    Contributes key concepts to the collaboration process and reiterate the process during feedback.

    YEAR 8

    DEVISING.

    Working Towards.

    Attempts to understand how Drama is constructed by exploring the medium and key elements.

    On Target.

    Breaks down the Drama through the staging process shaping key aspects through the sustained exploration of the medium and key elements.

    Above Target.

    Improves and refines the construction process indicating how this impacts on implied meaning, through the exploration of the medium and key elements.

    PRESENTING.

    Working Towards.

    Attempts to organise a short presentation and performance reflecting a key dramatic purpose.

    On Target.

    Presents an assured, well-shaped production and coherent performance reflecting a key dramatic purpose.

    Above Target.

    Adds depth to the production through clever staging techniques or use of subtext to enhance the production and performance style.

    EVALUATING.

    Working Towards.

    Attempts to compare different interpretations of the same text or concept by exploring the staging process.

    On Target.

    Analyses different interpretations reflecting on how key staging and performance elements can shape dramatic emphasis.

    Above Target.

    Uses key technical terms in context when comparing differing dramatic interpretations.

    YEAR 9

    DEVISING.

    Working Towards.

    Attempts to create performances for different audiences and purposes using various genres, styles and traditions.

    On Target.

    Explores a range of genres, styles and traditions that sit well in their dramatic context, reflecting this understanding through solid performances.

    Above Target.

    Contributes key staging and performance elements, adding details to enhance and adapt a range of genres, styles and traditions to devise a unique production.

    DEVISING.

    Working Towards.

    Attempts to use appropriate theatrical devices and technical effects to establish atmosphere and enhance the form of the production.

    On Target.

    Recognises the work of a key practitioner and incorporates their performance style into the devising process.

    Above Target.

    Conveys a perceptive understanding of the work of a key practitioner and explore the dramatic relevance of their style through the devising process.

    PRESENTING.

    Working Towards.

    Attempts to develop a piece of devised work and transcribe it into a scripted scene.

    On Target.

    Refines their work in rehearsal and develop a re-shaped scripted scene.

    Above Target.

    Annotates the transcribed work, exploring the purpose and meaning of the stage directions.

    EVALUATING.

    Working Towards.

    Reflects on how key performances strategies enhance their understanding of the text or theme, using basic theatre language.

    On Target.

    Reflects with insight on how key performance strategies enhance their understanding of the text or theme, exploring their impact on the intent of the drama.

    Above Target.

    Reflects with insight on how the key performance strategies enhance their understanding of the text or theme and articulates core strengths and weaknesses in a piece of work, suggesting areas of improvement.

  • Enrichment
    Situated in the centre of the school the Drama department enriches the curriculum by providing pupils with the opportunity to devise and implement the Performance Process far beyond the classroom experience. The Drama club takes place in our studio on Monday lunchtimes when all year groups are encouraged to heighten their presentation skills through team building exercises and short creative projects. Actors’ workshops are provided to support and implement the KS4 and KS5 exam criteria and act as a stepping stone to the requirements facing them at University level. Theatre trips are an intrinsic part of the Drama exploration process and The Shakespeare Festival enables pupils to experience performing in a live theatre atmosphere.