Drama
The drama curriculum at Corpus Christi is designed to widen the pupil learning experience through practical exploration. It desires to instil a curiosity in the world in which we live, including various perspectives and standpoints they may experience daily in their lives. Pupils will have the opportunity to explore who they are in relation to others and what they could contribute within our society, encouraging a confidence to highly function in the world with purpose. Pupils will develop transferable skills that will be desirable in their futures beyond our school community as well as educating pupils about theatre and its history. The planned curriculum allows for a safe space to explore a variety of topical issues through the medium of drama as well as being underpinned by the 5 C’s: confidence, co-operation, concentration, communication, and creativity. As pupils progress, their growing knowledge about drama should help them to deepen their understanding of the interaction between physical and human communications, different perspectives and how to advantageously employ their acquired performance skills in not only a theatrical career but a typical life scenario such as: an interview. Dramatic knowledge, understanding and skills provide the frameworks and approaches for how our pupils conduct themselves in the world thereafter. The curriculum should develop a self-awareness of their part in society and how they can contribute and communicate in a creatively confident as well as resilient way. By the end of key stage 3, pupils are expected to know, apply, and understand the skills and processes specified in the programme of study. Overall, the curriculum will encourage pupils to become self-assured and independent thinkers, who will be able to take on challenging opportunities to create original work and critically analyse professional and non-professional repertoire, demonstrating respect and empathy. The curriculum also aims to improve the social, moral, social and cultural development for every pupil, allowing every pupil the space to achieve whilst harnessing their own creativity.
Aims
There is no specific national curriculum in drama. However, drama is a statutory part of English in the National Curriculum for England (2013). The Spoken Language section now reads as follows:
All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.
Taking this into consideration, the drama department at Corpus Christi believes pupils should explore their creativity through a variety of styles, themes, and topics. Pupils will become confident and independent thinkers and strong communicators. They will participate in an engaging and motivational practical curriculum that supports their personal development alongside the development of new acting skills, as well nurturing existing talent.
This means:
- They will study a range of practitioners, plays and styles of theatre, in order to develop their practical and theoretical understanding of drama. This will broaden their understanding of life, historical and social contexts and how drama often plays a pivotal role in our world’s progression.
- Through verbal and written evaluations, they will confidently articulate and analyse inspirational live productions and their own performances. Within this, they will identify drama techniques and skills and form a critical opinion.
- They will regularly make, perform and respond to Drama, in order to develop their own practice, through the delivery of a broad and exciting curriculum which develops breadth and depth of drama knowledge.
- They will develop core transferable skills, such as creativity, concentration, communication, co-operation and confidence that will be motivational and assist them with future preparation for any chosen career path.
- They will develop core and advanced performance skills, convenient for theatrical careers, various other employment or future social settings.
- Personally, they will have the space to grow as learners, as human beings and have a thoughtful awareness of who they are in relation to others.
Subject Content Key Stage 3
Pupils should build their knowledge of drama and performance; understanding how to apply their learning to real life situations or future career prospects. They should understand how to develop practical work with sub-groups of pupils from varying abilities and work towards a deadline of completion. Ultimately, pupils will understand how to present their work in front of an audience but equally contribute to the development during the process. They should develop greater competence in discussing, developing and deploying performance/ technical theatre/ dramatic concepts. Pupils will improve their performance skills as well as enhance transferable skills relating to the 5 C’s. Not only that, but they will improve their analytical and evaluative abilities which will pay dividends in the wider curriculum and life moving forward.
Pupils should be taught to:
Performance Skills Knowledge
- extend their performance knowledge and deepen their awareness of social interactions within daily life. Our pupils will acquire the means to improve performance skills which relate to movement, voice, and interaction but also factor in symbolism, practitioner theory and technical theatre etc. Within this drama department these performance skills are categorised as Core and Advanced skills. Pupils will familiarise themselves with the key vocabulary, practise and rehearse with acknowledgement of those skills and progress appropriately.
Making Skills Knowledge
- communicate and interact with others in a highly perceptive and sensitive way, contributing to the overall development of practical work. Our pupils will acquire the means to work sophisticatedly with others which fulfil the desire artistic intention. In drama it is integral to develop pupils independent devising skills, whereby they demonstrate highly imaginative ideas which are sophisticatedly sensitive to a performer’s context, genre, style, theme or practitioner. Pupils will strategise and appropriately research, discuss as well as suitably plan any creation in drama.
Responding Skills Knowledge
- demonstrate analytical and evaluative perceptions, that successfully highlight their knowledge and understanding within a verbal and sometimes written context. Our pupils will have opportune moments throughout the curriculum to develop knowledge and understanding of how drama is structured and performed, understanding how to effectively comment on their own work and the work of others. At Corpus Christi, the drama department teaches pupils to voice their opinion in a well justified and rationalised way. This is embedded within the drama curriculum and aided by differentiated resources to support pupils in developing their responding style.
Wider Curriculum Links
- develop pupils’ transferable skills that they can successfully apply within other subject areas and life beyond school. Our pupils will be able to apply the 5 C’s in various life scenarios or timetabled lessons, making them well-rounded learners and human beings. Undoubtedly, the emphasis on improving the 5 C’s enhances the wider curriculum and life moving forward. Pupils will also build their analytical and evaluative skills by learning strategies which will benefit their written work in other subject areas such as English or history, as well as debating and verbal skills needed in school and life beyond school.
| Year 7 | Improvisation and Mime – Getting to know the pupil | Drama History/ Greek Theatre – Greek theatre – Choral/ vocal techniques | Page to Stage – Play text study and final performance project |
| Year 8 | Themed Devising and Physical Theatre – Frantic Assembly | Theatre Review and Play Text Study | Page to Stage – Play text study and final performance project |
| Year 9 | Play Text Study – GCSE style exploration | Theatre in Education | Practitioner Study and final performance project – Stanislavski Brecht |
| KS3 Overview with Objectives (Year 7) | ||
| Improvisation and Mime Improvisation: – Understand how to create characters and improvisations with different plots. – Understand how CORE and ADVANCED skills can improve the drama you create. – Understand how to perform dramatic presentations in front of an audience in role. – Understand how the skills used for devised improvisations are different to spontaneous improvisations. – Understand how to showcase these skills in a practical way. Mime: – Understand how to create a successful Mime performance. – Understand how to use the skills and techniques used in Mime. – Understand how social and historical context influences the drama you create. – Understand how the skills used for Mime performances can be used for an artistic intention/ effect. | Drama History/ Greek Theatre – Understand how to create a successful Greek Theatre performance. – Understand how to use the choral/ vocal skills and techniques used in Greek Theatre. – Understand how social and historical context influences the drama you create. – Understand how the choral/ vocal skills used for Greek Theatre performances can be used for effect. | Page to Stage – Understand how to create a successful performance from a chosen play text. – Understand how to use the conventions of a play text in a practical way. – Understand how the conventions of a play text influence the performance you create. – Understand how to develop scenes from a play text and convey the artistic intentions in a practical way. – Understand how CORE and ADVANCED skills can be identifiable in a play text and used in a practical way during performances. |
| KS3 Overview with Objectives (Year 8) | ||
Themed devising: – Understand how to create characters and devised performances with different themes. – Understand how CORE and ADVANCED skills can improve the drama you create. – Understand how to perform dramatic presentations in front of an audiences with a thematic link – Understand how to develop a thematic performance using the CORE and ADVANCED skills – Understand how to showcase these skills in a practical way and successfully conveying artistic intentions Physical theatre: – Understand how to create a physical theatre performance; working safely with each other in a physical way to tell a story. – Understand how CORE and ADVANCED skills can improve the storytelling in drama performances. – Understand how to perform physical theatre in front of an audiences. – Understand how to develop a physical theatre performance using the CORE and ADVANCED skills – Understand how to showcase these skills in a practical way. | Theatre review: – Understand how to identify CORE and ADVANCED skills in a professional production. – Understand how CORE and ADVANCED skills are performed professionally – Understand how to write a theatre review analysing and evaluating the CORE and ADVANCED skills used. – Understand how to structure and write an evaluative extended piece of writing in Drama. Play Text Study: – Understand how play text conventions are used to develop character, theme and plot. – Understand how to identify artistic intentions within a play – Understand how a play text can be performed in front of an audience to support artistic intentions – Understand how technical theatre aspects influence the mood and atmosphere, heightening the experience for an audience member | Page to Stage – Understand how to create a successful performance from a chosen play text. – Understand how to use the conventions of a play text in a practical way. – Understand how the conventions of a play text influence the performance you create. – Understand how to develop scenes from a play text and convey the artistic intentions in a practical way. Understand how CORE and ADVANCED skills can be identifiable in a play text and used in a practical way during performances. |
| KS3 Overview with Objectives (Year 9) | ||
| Play Text Study – Understand how play text conventions are used to develop character, theme and plot in a new play – Understand how to identify artistic intentions within a new play – Understand how a different play text can be performed in front of an audience to support artistic intentions – Understand how technical theatre aspects influence the mood and atmosphere, heightening the experience for an audience member – Understand how to create a successful performance from a chosen play text. – Understand how to use the conventions of a play text in a practical way. – Understand how the conventions of a play text influence the performance you create. – Understand how to develop scenes from a play text and convey the artistic intentions in a practical way. – Understand how CORE and ADVANCED skills can be identifiable in a play text and used in a practical way during performances. | Theatre in Education – Understand how to create Theatre in Education pieces of Drama. – Understand how Theatre in Education is structured to target an intended audience. – Understand how you can use dramatic techniques for effect. – Understand how actors can convey an educational message. – Understand the impacts of societal issues on parents, family, friends, community and schools. | Practitioner Study and final performance project – Understand how to create devised performances with a different practitioner theory. – Understand how CORE and ADVANCED skills are used to support practitioner theory. – Understand how to perform dramatic presentations in front of an audiences which are rooted in practitioner theory. – Understand how to develop a thematic performance using the CORE and ADVANCED skills. – Understand how to showcase these skills in a practical way creating a performance rooted in practitioner theory. |
| KS4 Overview with Objectives (Year 10) | ||
| Devising Performances and Technical Theatre Devising Performances: AO1: Create and develop ideas to communicate meaning for theatrical performance – Understand how to apply the success criteria for this component which will improve the devised performances you create. – Understand what skills to use so that meaning is appropriately conveyed on stage. – Understand how to improve devised performances by individual contributions. – Understand how to communicate a meaning using highly relevant practitioner theory. AO2: Apply theatrical skills to realise artistic intentions in live performance – Understand how to use highly effective performance skills within a devised performance, which will sustain audience interest. – Understand how to theatrically structure and create characters for a devised performance using highly relevant practitioner theory. – Understand what skills to use so that the role played is successful, including sensitive interaction where appropriate. AO4 Analyse and evaluate their own work [and the work of others.] – Understand how to choose specific moments of their individual contributions and critically evaluate them against the grading criteria and audience interest. – Understand how to structure their writing to make highly evaluative responses. Technical Theatre: AO3 Demonstrate knowledge and understanding of how drama and theatre is developed and performed – Understand the roles and responsibilities of technical theatre roles in Drama. – Understand how aspects of technical theatre such as: lighting, costume, set and make up influence the drama you create. – Understand how to use technical theatre and design skills in a practical way. | Play Text Exploration AO3: Demonstrate knowledge and understanding of how drama and theatre is developed and performed – Understand how aspects of technical theatre such as: lighting, costume, set and make up influence the play text as a whole and characters within it. – Understand how to design specific technical theatre elements for different scenes and characters. – Understand how the actor develops and uses performance skills to communicate a meaning. – Understand how the playwright communicates theme, style and relationships in the play. – Understand how to direct an actor to communicate motivation. – Understand how to write exam style questions for component three. | Component 1 and Theatre Review AO1: Create and develop ideas to communicate meaning for theatrical performance – Understand how to apply the success criteria for this component which will improve the devised performances you create. – Understand what skills to use so that meaning is appropriately conveyed on stage. – Understand how to improve devised performances by individual contributions – Understand how to communicate a meaning using highly relevant practitioner theory. AO2: Apply theatrical skills to realise artistic intentions in live performance. – Understand how to use highly effective performance skills within a devised performance, which will sustain audience interest. – Understand how to theatrically structure and create characters for a devised performance using highly relevant practitioner theory. – Understand what skills to use so that the role played is successful, including sensitive interaction where appropriate. AO4: Analyse and evaluate their own work [and the work of others.] – Understand how to choose specific moments of a professional production and critically evaluate them against the grading criteria and audience interest. – Understand how to structure their writing to make highly evaluative responses. |
| KS4 Overview with Objectives (Year 11) | ||
| Component 1 AO1: Create and develop ideas to communicate meaning for theatrical performance – Understand how to apply the success criteria for this component which will improve the devised performances you create. – Understand what skills to use so that meaning is appropriately conveyed on stage. – Understand how to improve devised performances by individual contributions – Understand how to communicate a meaning using highly relevant practitioner theory. AO2: Apply theatrical skills to realise artistic intentions in live performance. – Understand how to use highly effective performance skills within a devised performance, which will sustain audience interest. – Understand how to theatrically structure and create characters for a devised performance using highly relevant practitioner theory. – Understand what skills to use so that the role played is successful, including sensitive interaction where appropriate. AO4: Analyse and evaluate their own work [and the work of others.] – Understand how to choose specific moments of their individual contributions and critically evaluate them against the grading criteria and audience interest. – Understand how to structure their writing to make highly evaluative responses. | Component 2 & 3 AO2: Apply theatrical skills to realise artistic intentions in live performance. – Understand how to use highly effective performance skills within a devised performance, which will sustain audience interest. – Understand how to theatrically structure and create characters for a devised performance using highly relevant practitioner theory. – Understand what skills to use so that the role played is successful, including sensitive interaction where appropriate. AO3: Demonstrate knowledge and understanding of how drama and theatre is developed and performed – Understand the roles and responsibilities of technical theatre roles in relation to the set text studying. – Understand how aspects of technical theatre such as: lighting, costume, set and make up influence the set text studying. – Understand how to apply knowledge to questions requiring a written response. – Understand how to apply knowledge and write exam questions under timed conditions AO4: Analyse and evaluate their own work [and the work of others.] – Understand how to choose specific moments of a professional production and critically evaluate them against the grading criteria and audience interest. – Understand how to structure their writing to make highly evaluative responses. | Component 3 – revision AO3: Demonstrate knowledge and understanding of how drama and theatre is developed and performed – Understand the roles and responsibilities of technical theatre roles in relation to the set text studying. – Understand how aspects of technical theatre such as: lighting costume, set and make up influence the set text studying. – Understand how to apply knowledge to questions requiring a written response. – Understand how to apply knowledge and write exam questions under timed conditions AO4: Analyse and evaluate their own work [and the work of others.] – Understand how to choose specific moments of a professional production and critically evaluate them against the grading criteria and audience interest. – Understand how to structure their writing to make highly evaluative responses. |
Reading opportunities in drama are set in line with the whole schools reading strategy. Pupils will be given the opportunity to read a variety play texts of varying styles, topics and genres in the drama curriculum. The teacher ensures that any plays or stimuli used in drama lessons are accessible for all pupils. Pupils are in mixed ability groups, so many strategies may need to be implemented to adapt to the pupils needs. For example, a play text that is studied must first be subject engaging for the cohort of pupils and then extra reading support will be in place. This means that pupils who have a lower reading age can understand, grasp the storyline, theme and characters, whereas pupils who have a higher reading age are challenged. The drama department reads regularly with pupils and they in turn demonstrate their understanding through discussion and effective practical exploration.
Assessment and self- evaluation during KS3 and 4 are robust and continuous because schemes of learning require pupils to frequently demonstrate the skills that are taught. Advantageously, teachers of drama will use practical demonstrations and observations of the pupils working to monitor how they are progressing within the overall curriculum. Teacher assessment and observations made will inform planning in the curriculum and assessment cycles. The schemes of work allow teachers to frequently monitor pupil’s progression internally within the department, because pupils must demonstrate their learning and understanding in a practical way most lessons. Usefully, this provides the teacher with a clear measurement of pupil achievement and their ability to perform, make and respond in relation to the progress pathway criteria and/or the EDUQAS GCSE mark scheme. Frequent monitoring will inform teacher planning, adaptive teaching and/or intervention strategies that need to be implemented so that pupils progress.
All assessments in drama must be suitably challenging whilst meeting the needs of all pupils. Suitable points for summative assessment are chosen by each Head of Department ensuring that they are embedded into the planned curriculum. Assessments are differentiated by outcome and teacher expectation, to ensure all academic groups can demonstrate their understanding, performance skills and have the opportunity to make outstanding progress through the curriculum. It is the responsibility of the drama teacher to ensure their classes are suitably ready for assessments and all content has been covered thoroughly, considering the needs of all pupils.
Pupils will receive formative feedback throughout their learning experience, and this will coincide with the progress grade they will achieve during each assessment cycle. Pupils will receive a summative grade at the end of the year, which will holistically consider their entire years’ worth of learning.
They will be encouraged to become reflective practitioners and understand how to reflectively self-assess. Self-reflection is taught in amongst the schemes of work and will allow pupils to observe modelled teacher reflection as well as give them opportunities to coach their peers in a constructively similar way. This will of course be overseen by the class teacher and modelled so that pupils have the ability to self-assess productively.
The impact of the drama curriculum is evident in the depth of secure knowledge acquired by our pupils. This is demonstrated by our excellent examination results, which are often higher than the national average. As our cohorts have a significant proportion of middle and low ability pupils, value added figures are also very impressive and pupils residually achieve highly in their drama studies.
| 9 – 4 | 9 – 7 | |
|---|---|---|
| 2018 | 75% | 25% |
| 2019 | 87% | 35% |
| 2020* | 78% | 44% |
| 2021* | 89% | 37% |
| 2022 | 92% | 58% |
The drama department has a well implemented curriculum that encourages the pupil to demonstrate: confidence, communication, cooperation, concentration and creativity skills. Their enjoyment and positive experiences in drama result in high option numbers each year. Moreover, a large number of pupils continue their love for theatre and regularly attend Performing Arts Club each week as well.
The impact of our curriculum is also seen in pupils choosing to continue professionally in this industry. We have past Alumni, including Brandon Worrall (2013 leaver) who was cast in Peaky Blinders, and Aiden Kane (2014 leaver) who successfully portrayed a young Cain Dingle in Emmerdale’s Boxing Day ITV special, 2022. Many of our pupils continue to study drama at A Level and University, including Zahra Abbas (2019 leaver) and Ellie Allen (2020 leaver) who are both studying Musical Theatre at The Arden School of Theatre, Manchester.
For further information regarding the Drama curriculum please contact:
Mrs Culkin, email: ccul@ccc.lancs.sch.uk or telephone school reception: (01772) 716912.
