Drama

Drama

Intent and Aims to Learning in Drama

The Drama Department makes an important contribution to students’ progress in Sexey’s School. Through active involvement in making drama, performing drama and responding to drama, it offers students the opportunity to:

  • use the unique process of drama to explore, represent and reflect upon their own experience and the lives of others.
  • experience theatre, one of the most accessible and significant artistic forms through which people makes sense of the world.

The Drama Department at Sexey’s School works towards furnishing a richness of opportunity and a quality of learning that encourages each individual to achieve their potential by providing:

  • equal access for all students through a range of dramatic experiences.
  • balanced schemes of work that allow for progression and self-evaluation.
  • a purposeful, creative environment encouraging expression and imagination.
  • opportunities and experiences that encourage self-confidence.

Within Drama lessons at Sexey’s School, students will have opportunities to:

  • develop positive group dynamics and cooperative attitudes when working with others.
  • enhance social contact and develop negotiation, listening, speaking and evaluation skills.
  • develop fine control skills through their use of movement and voice.
  • incorporate knowledge from other curriculum areas.
  • experience drama from different cultures and times.
  • understand key concepts and working methods involved in drama.
  • expand their dramatic and theatrical vocabulary.

articulate views imaginatively and expressively through personal and creative responses.

Key Stage 3 Drama Curriculum

Students in Years 7, 8 and 9 follow the Drama Department syllabus, a three-year course based on a conventional approach, which encourages the development of basic Drama skills.

This course has two main functions:

  1. The development of the individual and his/her understanding of him/herself and his/her environment. Throughout the course of study, both student and teacher will explore and evaluate a series of simulated experiences, which are designed to stimulate personal responses and assist in the formulation and appropriate expression of individual opinions.
  2. The development of the individual’s understanding of and familiarity with the dramatic process. The course encourages the students to become fully conversant with the language and movement of Drama, the tools by which they explore situations and their attitudes towards them.

Students are assessed against Drama Department Criteria as defined on the Key Stage 3 Drama Assessment sheet. These criteria relate to requirements for drama in the English National Curriculum in order to bring a consistent assessment approach across the key stage and cover the skills of Discussion, Imagination, Collaboration, Skills Acquisition, Presentation and Evaluation.

The overall aim of this course is to encourage students to communicate and work with others in a productive and supportive manner, skills required in all occupations. Students will be able to draw upon these school experiences in whatever future working environment or social situation they may find themselves.

Key Stage 3 Drama Programme of Study

In Year 7, students are introduced to the basic drama techniques and practical skills needed to create and sustain a role as well as the disciplines required in presenting work for an audience.  Students analyse and interpret dramatic works, applying the devices identified within their own original presentations.

  • Drama Strategies: Mime, Still Image, Staging Theory, Evaluation, Role Play, Improvisation, Choral Speaking

(Introducing physical expression, skill acquisition and audience communication) 

  • Drama Play: Classic & Modern

(Exploring storytelling and character motivation using strategies & devices; interpreting script for performance, developing spatial awareness & controlling audience focus)

  • Drama Style & Theme

(Creating & developing a role; sequencing action; developing and expressing opinion )

In Year 8, students build on the skills learnt in Year 7 and learn how to create more developed characters using more involved presentation techniques.  Students also develop a practical knowledge of drama from different times & cultures through the analysis of dramatic works and applying the devices identified within their own original presentations.

  • Developing Drama: Mask, Improvisation & Shadow Theatre

(Developing character physicality; creating informative dialogue; audience interaction; exploring structure & sequencing; technique integration & the creative response.)

  • Genre & Style

(Creating & sustaining extreme characters; genre & style analysis; sequencing action; exploring stylistic performance; creating tension & building to a climax.)

  • Creating Script & TIE

(Endowing dialogue; analysis of style & narrative structure; writing for performance; exploring PSHE issues; performing to inform & educate; consolidate technique acquired)

In Year 9, students extend and deepen prior learning whilst being introduced to acting technique and more advanced staging applications, thereby providing a link with KS4.  Students analyse and interpret dramatic works as well as both professional and amateur performances, applying devices identified within their own original presentations.

  • Stagecraft & Physical Theatre

(Physical control & discipline; understanding theatre; audience manipulation; creative approaches; genre analysis; use of symbolism and creative physicality)

  • The Devising Process & Issue Drama

(Exploring stimuli & topical issues; creating & developing drama; performing with impact; finding a voice & communicating opinion)

  • Interpreting Plays: Modern & Classic

(Ensemble performance; stylistic approaches & script interpretation; understanding character motivation & alternative ways to create original scripts)

Key Stage 4 Drama Curriculum

Students in Years 10 and 11 follow the Eduqas GCSE Drama syllabus, a two-year course incorporating practical & written coursework culminating in a written examination. The Eduqas GCSE Drama course encourages students to demonstrate knowledge and understanding of:

  • a variety of drama genres and styles
  • the ways in which performers and designers communicate meaning to an audience
  • a range of stage and performance conventions
  • appropriate drama and theatre terminology and how to use it
  • how performances are constructed and realised via the study of professional work
  • how to create, interpret and communicate a role, character or idea
  • Drama and theatre within its social, cultural and historical context, identifying and establishing how this might impact on any performance.

Students are given opportunities to develop the ability to:

  • develop applied knowledge and practical skills in drama
  • use improvisation skills in a range of dramatic contexts
  • apply performance and/or production skills
  • select, synthesize and use ideas and skills to create performances
  • acquire reflective and evaluative skills in response to a range of performances
  • work collaboratively and creatively to achieve shared dramatic intentions

The Eduqas specification is designed with both practical and theoretical elements, which will prepare students for further qualifications in performing arts, drama, dance, music, media studies, film studies and art and design. It has a 60% practical & written assessment and 40% written examination. Students complete three units of work as outlined below:

Component 1: Devising Theatre Practical Work & Written Portfolio & Written Evaluation       

40% of GCSE. Internally assessed and externally moderated. Students will create and present a performance based on a given stimulus. They will learn how to understand, plan and deliver the activities required to put on a successful performance including creating, developing and performing. They will develop their ability to produce a portfolio of research, planning and ideas to enable them to put on a performance. They will acquire and practice effective techniques for performing their work as a group to camera whilst refining their ability as a performer and designer. They will learn how to evaluate their own work and that of their peers before producing a written evaluation of their performance under supervision.

Component 2: Performing From a Text Practical Work    

20% of GCSE. Externally assessed by a visiting examiner. This unit builds on the skills acquired in Key Stage 3 by giving students the opportunity to work towards producing a performance to an audience based on a published play. They demonstrate their performance or production skills as they devise, rehearse and perform their work. They will choose either a performance role or a design role (costume, hair & make-up; set; lighting; sound.)

Component 3: Interpreting Theatre 1hr 30 min Written Paper.

40% of GCSE.  Students will build up a body of knowledge and understanding from Components 1 and 2 as well as from research and analysis into theatre through visiting live theatre performances and the study of a set play from the perspective of performer and designer. The written examination has two sections: Section A: students answer a series of questions on the Set Text. Section B: students answer one question requiring analysis and evaluation of a given aspect of a live theatre production seen.

In preparation for Components 1 and 2, students explore not only particular themes and stimuli in devising and rehearsing work but also the techniques by which the exploration takes place. This is a natural development from Key Stage 3 although techniques are obviously analysed in greater depth. Scripted performance and theatre arts are studied to give students a greater understanding of the skills involved as well as the effects they have on the presentation of their work.

To prepare for Component 3, the written examination, students undertake detailed analysis of a set play and the work of professional practitioners with opportunities to attend live & digital theatre productions.

The overall aim of this course is to ensure students are best equipped to handle the coursework assignments and the written examination. It could also stimulate an appreciation of the performing arts as an Art form.

Key Stage 4 Drama Programme of Study

In Year 10, students:

  • develop knowledge & understanding of performing arts techniques & processes
  • reflect on & evaluate their work in order to communicate understanding
  • interpret & communicate scripts through the application of performance/production skills
  • acquire & utilise performing arts terminology when commenting on their work
  • acquire facility with transcribing practical skill use into short & long form written responses
  • analyse & evaluate performance & production skill use in live & digital performances

In Year 11, students:

  • complete TWO assessments in performance:
    • Sept – Dec Component 1: Devising Theatre

(Practical Work & Portfolio & Evaluation) 

40% of GCSE. Preparation, rehearsal and production of Portfolio & Performance & Written Evaluation. Internally assessed and externally moderated.

  • Jan – Mar Component 2: Performing from a Text (Practical Work)

20% of GCSE. Preparation, rehearsal and production of Performance. Externally assessed.

  • complete a final written examination
    • May/June Component 3: Interpreting Theatre            

           (1hr 30 min Written Paper)

40% of GCSE. Preparation, revision and sample question practice for Section A – Set Text; Section B – Live Theatre Review.

Component 1 and 2 Assessment Options:

Performance & Design

Production – costume, make-up & hair; set; lighting; sound.

WJEC Eduqas GCSE in Drama (C690QS)

Acting and Speaking Tuition

The Drama Department provides individual tuition in Acting and Speaking. These lessons are designed to build student confidence and expertise with a range of performance and presentation skills. Students who wish to may take graded examinations in their chosen specialism at whatever grade they wish. All examinations offer students opportunities to demonstrate performance skills appropriate to their individual interests and aspirations. These sessions can also be used for audition coaching for drama school, professional theatre, film and television as well as developing communication skills, presentation coaching and working with students for whom English is a foreign language. Further information and an application form can be found here.

 

Updated September 2025