Curriculum Map - Drama
The purpose of the Drama curriculum is to help pupils gain and develop an interest in the dramatic arts, looking at a wide range of types of Drama from scripts and monologues to improvisation and devising. Additionally, we want to teach students how to work imaginatively and creatively in a collaborative context to generate, develop, and communicate ideas. We want to look at the social and historical contextual influences on drama texts and use that to inform performance, and we want to discuss the history of drama and theatre. We want to develop student confidence, competence, and empathy for others through both group work in class, and also extra-curricular offerings like clubs and trips.
Core curriculum principles in the Drama curriculum:
Entitlement: All students are entitled to dedicated curriculum time for exploring the dramatic arts, as well as their own self-expression.
Coherence: Our curriculum refers to foundational skills and knowledge and consistently returns to these foundational skills to allow students to build up both their theoretical and practical knowledge of Drama.
Mastery: Through regular rehearsals and performances, students master their performance ability. Additionally, by referring back to previous learning, students create links between important skills and knowledge in both the Drama curriculum and the wider curriculum.
Representation: Students will encounter a curriculum in which they can see themselves whilst offering a range of diverse experiences that provide the opportunity to broaden their knowledge.
Education with character: Through the Drama curriculum, students are given opportunities to evaluate their performance ability and to share and reflect ideas on a wide range of social and political topics. Within the college, there are opportunities for students to extend their learning beyond the classroom with our annual performances, our Drama club, and trips.
Key Stage 3
The KS3 drama curriculum is focused on giving students the foundational key skills and information to succeed in drama as a form of communication and idea expression. We have a clear focus on the different aspects of a good performance, such as physical and vocal performance skills which give students the skills they need for KS4 where we deepen student knowledge through the exploration of specific dramatic practitioners like Brecht and Stanislavski, and build on students’ performance skills from previous years to create engaging and considered performances. Further, we discuss key social issues such as race, class, historical context, and gender through careful selection of key texts, such as Russell’s ‘Our Day Out’, Godber’s ‘TEECHERS’, Blackman’s ‘Noughts and Crosses’ and Russell’s ‘Blood Brothers’. Additionally, all students will devise their own performances inspired by a range of prompts, from international crime to local history, such as the Trumpington Girl.
Key Stage 4
At Key Stage 4, students must learn not just how to respond to set performance texts, but also they must deepen their ability to devise their own performances. Additionally, students are coached in how to complete coursework and encouraged to become independent theatre practitioners. Important evaluation skills are taught to students both through in-class rehearsal and reflection, as well as through visits to watch live theatre on the West End to evaluate what successful professional theatre looks like.
In Year 10, students are introduced to different styles of theatre and key practitioners like Stanislavski, Brecht, and Artaud. This informs student’s devised performances which begin in Year 10 and continue through to Year 11. Additionally, students experience Willy Russell’s ‘Blood Brothers’ as a set text exploring major issues such as class and family. Further, they explore the technical aspects of theatre such as lighting, sound, set design, and costuming.
In Year 11, students revisit a live theatre performance and expand their evaluative skills. They also continue to develop and devise their own performances. After revisiting their evaluative skills and devising, students review their knowledge of the set text from a directorial perspective in preparation for their Summer written exam. Teaching is responsive to the classes as we approach their mocks and final exams, allowing bespoke lessons which benefit the individual students in the class.