Drama

Curriculum Overview

The 5 C’s: Concentration, Co-operation, Creativity, Confidence, Communication.

Overall intent

By the end of Key Stage 3 it is our intention that all students should have the opportunity to develop the 5 C’s.

In other words, we want our students to be good communicators, have self-confidence, be leaders, be robust and resilient, feel emotionally safe and have built up skills and knowledge in the following areas:

• The ability to work effectively in a team
• The ability to perform roles using voice, space and movement effectively and appropriately
• The analysis and evaluation of performances, texts, and production elements

In addition, the drama curriculum contributes more widely to students development through academic study, self and peer analysis, independent learning skills and social, moral, spiritual and cultural understanding. The curriculum is sequenced such that the knowledge and skills acquired in Key Stage 3 build up into Key Stage 4 and 5.

The way we have built our curriculum is to produce students with enquiring, creative and empathetic minds. We want students to be able to transfer the skills and techniques used in Drama to other subjects and to future careers; to be independent and life-long learners.

Implementation

Our intent is implemented in our schemes of work and our extra-curricular opportunities. Each scheme builds upon each other within the year and from one year to the next. They aim to implement good group, teamwork, leadership and communication skills. Students will build knowledge about different styles of theatre not only in Britain but also across the world and from other civilisations and cultures. They will build knowledge about different types of stages, dramatic techniques and practitioners. They will have experienced a range of plays across different times and cultures. They will have practised their acting, analytical and evaluative skills.

Our best practice includes modelling of techniques and skills, questioning to check understanding and learning and retrieval practice.

Embedding Literacy

We aim to create opportunities for students to gain confidence in communicating and expressing themselves in both vocal and written forms. Staff model good practice in literacy, use key and subject specific words and encourage students to develop their literacy both vocally and in a written format. Staff also encourage students to read around the subject and to be independent learners.

Creative Enrichment

The Department is committed to giving students the opportunity to extend their skills and knowledge of Drama and the Arts and to help bring drama alive through experiences beyond the classroom. This has been an area of strength providing students the opportunity to take part as either actors or production team in our school production and clubs. The department also organises regular theatre visits, theatre in schools events as well as online and live workshops delivered by visiting theatre and dance specialists.

Through extra-curricular opportunities students will have the chance to work as a team with students from different years and with adults. They will gain a sense of community and commitment to a cause and to each other. They will face challenges that will test their problem-solving skills, ingenuity and creativity. Challenges such as these will empower students to face challenges in the future in a robust, resilient and positive manner.  Not only will this prepare them for the next stage at Level 4 and 5 in Drama but also for other subjects and life in general. 

Our aim is to create robust, resilient, emotionally and physically confident individuals and collaborators that have a sound academic and practical knowledge of theatre and acting skills.  

Drama Learning Journey Key Stage 3 - 4

Key Stage 3 and 4 useful links

Staff

The following members of staff form the Drama department at King Edwards:

Drama Club

We encourage pupils to come to Drama Club on Thursdays from 3:15pm until 4:15pm in Bader Hall. Our last project 'Oliver Junior!' was a fantastic performance. This was a whole school musical across all key stages. Many helped with costume, set and lighting. The main parts were few, so we double cast the roles and gave more pupils the chance to take the limelight!