Drama

Drama at Key Stage 3

Curriculum

One of the key purposes of Drama is to develop student’s in a wholistic way. Firstly we look to give them essential life skills that they can take into all other subject areas of the Academy, and importantly into the wider world, both during and after their time at our Academy. Various areas of work such as technology, law and even medicine and leaning more personal learning skills that are used in every drama lesson such as empathy, collaboration and problem solving, just to name a few. Students skills in critical thinking, communication and creativity are a cornerstone of what we do regularly in lessons and these will be vital skills as they get older.

The skills and techniques needed for KS4 study have been identified and our curriculum prepares learner’s ahead of this so that they explore vital concepts in KS3 study. Students explore different genres and practitioners through devising in a guided fashion so they are then able to use these skills in a more independent and creative way, like a useful toolbelt at their disposal. They also look at the fundamental skills needed for take a script “from page to stage” by learning about blocking, characterisation and intention to stage an extract in line with the author’s intentions.

We are always looking at ways to broaden a student’s Cultural Capital by broadening their horizons of what they understand performance to look like. This can be making connections through what they have explored in lesson and have seen themselves in their personal lives and in popular media. The curriculum is designed for students to make links with performances they are already aware of, but also to introduce them to content they may otherwise not engage with initially. Extra-curricular activities and trips also add to this, and through our links to establishments such as the Birmingham Hippodrome, students are provided with a variety of enrichment opportunities such as trips to the theatre, visiting practitioners to the Academy and involvement in performance projects both at the Academy and the professional performance spaces at the theatre also. Wherever possible, we look to take students further afield also to see performances and previous destinations have included theatre trips to Oxford and London.

Curriculum overview

Year 7 and 8

In Year 7 and 8 students cover the Key Stage 3 National Curriculum for Drama within the Literacy for Life curriculum.

Click here to see how and where Drama is integrated into this curriculum.

Year 9

In Year 9 students receive discreet Drama lessons in addition to some Drama skills being delivered within the Literacy for Life curriculum. Drama lessons are delivered on rotation with Music with groups receiving a one hour lesson per week for half a term. Students study practical drama in our purpose build theatre or studio.

Students will complete two terms in each subject of Art, Drama and Music. For the Drama topics, each one is a moveable component as they centre around different skill sets – Practitioners/Storytelling focus on Devised content, whereas Othello is script based. All students will complete the same content over the course of their two terms whenever they fall in the rotation, but Othello only begins in the Spring or Summer Term, which is during or after they have studied the play in English so they have the contextual understanding for exploring practically.

Students study significant drama practitioners in history by exploring the techniques and styles of devising, rehearsal and performance. Students explore three different practitioners of contrasting styles to begin to show the breadth of performance styles possible and how they have influenced contemporary performance.

Students explore Stanislavski and his naturalistic performance style, Brecht’s “Epic Theatre”, and Boal’s “Theatre of the Oppressed” before creating a final assessed piece which focuses on their choice of practitioner that they have studied.

Students will explore the tradition of storytelling and how this has evolved over time. They explore a variety of styles and forms such as fables, autobiographical, Urban Myths and Gothic. As part of this exploration, students will use a variety of techniques, such as narration and direct address, as well as the need to adapt voice and physicality to communicate abstract or grotesque characters to an audience.

Students will be exploring this text in English and in Drama, will build upon their knowledge of the play by exploring how it can be performed to an audience. Students will explore key moments in the play through explorative strategies and rehearsal. They will learn about how Shakespeare plays can be interpreted and performed in a variety of ways, i.e. National Theatre and Frantic Assembly’s adaptation, and will create certain moments from the play in differing styles. They will learn and use performance techniques, such as Stage Combat, to bring moments to life. This scheme culminates in students presenting a key moment from the play in a chosen style for assessment.

KS4 Drama

Drama is an option subject that students can select at the end of Year 9 and begin studying in Year 10.

Please visit this page to learn more about the KS4 Drama course that we offer: 

Tech Award Drama – West Bromwich Collegiate Academy (wbca.school)

yEAR 10 CURRICULUM (2022-23)

A study of leading drama practitioners, including Stanislavski, Brecht, Berkoff and Frantic Assembly. 

Students complete research into the individual practitioner’s background and development of style, they learn practical techniques associated with each practitioner, watch professional works and then apply the techniques to scenes from various plays.

• To be able to identify techniques associated with key genres and practitioners.
• To be able to apply the techniques to practical work.
• To sustain the performance.

Focus Skills – Genres, Naturalism, Epic Theatre, Physical Theatre, Total Theatre, Research, and application skills.

Students work together in groups to devise scenes from a stimulus, applying appropriate page to stage techniques, including techniques from selected practitioners. They learn how to respond to a brief, apply artistic intentions and use structure effectively. They will learn how to plan and manage rehearsals. They design and apply production elements, such as sound and lighting, focusing on intention. Students will watch selected scenes back on video, receiving feedback from peers and learn how to write an evaluation. Through this scheme of work, students develop resources to support them with the completion of Unit 2 – Creating.

• To apply page to stage and rehearsal techniques.
• To be able to respond to a brief with clear artistic intentions.
• To be able to plan and manage rehearsals.
• To be able to evaluate their own work, identifying strengths and areas for improvement.


Focus skills – Application of practitioners techniques, artistic intention, page to stage techniques, response to a brief, creating work, plot, structure, character, rehearsal, evaluation.

INTERNAL CONTROLLED ASSESSMENT: TASK 1

Students work individually to respond to a brief from the examination board. They will develop an original idea for a performance, including creation of plot, structure and characters, clear artistic intentions and application of production elements. They will need to consider a minimum of two practitioners styles when developing their performance. Each student will plan and lead a series of rehearsals within a group, to create a performance of between 3 – 6 minutes. They will perform their work to an audience and then evaluation the work based on feedback and personal observation. Evidence for this unit must be produced during 10 hours of controlled assessment time.

• To explore and develop original ideas.
• To be able to respond to a brief with clear artistic intentions.
• To be able to apply knowledge and skills to create original work.
• To be able to evaluate their own work, identifying strengths and areas for improvement.

Focus skills – Application of practitioners techniques, artistic intention, page to stage techniques, response to a brief, creating original work, plot, structure, character, rehearsal, evaluation.

INTERNAL CONTROLLED ASSESSMENT: TASK 2

Students work individually to respond to a brief from the examination board. They will develop an original idea for a performance, including creation of plot, structure and characters, clear artistic intentions and application of production elements. They will need to consider a minimum of two practitioners styles when developing their performance. Each student will plan and lead a series of rehearsals within a group, to create a performance of between 3 – 6 minutes. They will perform their work to an audience and then evaluation the work based on feedback and personal observation. Evidence for this unit must be produced during 10 hours of controlled assessment time.

• To explore and develop original ideas.
• To be able to respond to a brief with clear artistic intentions.
• To be able to apply knowledge and skills to create original work.
• To be able to evaluate their own work, identifying strengths and areas for improvement.

Focus skills – Application of practitioners techniques, artistic intention, page to stage techniques, response to a brief, creating original work, plot, structure, character, rehearsal, evaluation.

INTERNAL CONTROLLED ASSESSMENT: TASKS 3 AND 4

Students work individually to respond to a brief from the examination board. They will develop an original idea for a performance, including creation of plot, structure and characters, clear artistic intentions and application of production elements. They will need to consider a minimum of two practitioners styles when developing their performance. Each student will plan and lead a series of rehearsals within a group, to create a performance of between 3 – 6 minutes. They will perform their work to an audience and then evaluation the work based on feedback and personal observation. Evidence for this unit must be produced during 10 hours of controlled assessment time.

• To explore and develop original ideas.
• To be able to respond to a brief with clear artistic intentions.
• To be able to apply knowledge and skills to create original work.
• To be able to evaluate their own work, identifying strengths and areas for improvement.

Focus skills – Application of practitioners techniques, artistic intention, page to stage techniques, response to a brief, creating original work, plot, structure, character, rehearsal, evaluation.

Students select scripts explored in the Styletasters scheme of work. They learn how to research a play, including artistic intentions, historical context and target audience. They practically explore the plot, devise scenes based on the themes and apply page to stage techniques to script extracts. Students use the the four practitioners’ styles (Styletasters scheme of work) to inform their work. They consider production elements, adding lighting, sound and set to one of the performances. At the end of the scheme of work students each select a script for Unit One.

• To be able to perform scripts and devise based on themes.
• To be able to apply practitioners’ techniques independently
• To be able to apply production elements, considering the meaning.
• To be able to make an informed decision about the selection of a script for unit one.

Focus Skills – Devising, performing scripts, applying techniques, production elements, historical context, themes, target audience.

yEAR 11 CURRICULUM (2023-24)

INTERNAL CONTROLLED ASSESSMENT: COMPLETION OF TASKS 1 AND 2

Students will recap over their chosen script from the ‘Investigating Texts’ scheme of work, including practical exploration of plot, characters, themes and writers’ intentions. Students will select a section of the text to perform in groups. They will practically experiment with different intentions, styles and approaches. Students will individually complete research into their chosen play, including the original intentions for the piece, target audience and historical context. This research will lead to a clear intention for their own performance. Students will explore different rehearsal techniques and learn how to create an effective rehearsal schedule, including the ability to allocate clear individual roles and tasks. By the end of this scheme of work students will have created a portfolio of notes to use when completing Unit One – Performing.

 
• To explore plot, structure, themes and characters within an existing script.
• To make informed decisions about which scene to perform, including artistic intentions and style.
• To complete research into the original play, including intentions and historical context.
• To create a rehearsal schedule that identifies clear roles within the group.


Focus skills – Plot, themes, structure, characterisation, genres, application of practitioners techniques, artistic intention, page to stage techniques, research, individual roles, rehearsal scheduling.

INTERNAL CONTROLLED ASSESSMENT: COMPLETION OF TASKS 3 AND 4

(30% of qualification)
Learners will identify the original intentions of their chosen script, including target audience and historical context. They will identify their own artistic intentions for their performance. They will develop a clear rehearsal plan, including identification of individual roles. They will run practical rehearsals and keep a rehearsal diary. They will perform their scene to an audience. They will evaluate their performance. Evidence for this unit must be produced during 10 hours of controlled assessment time.


• To be able to identify the original intentions of their chosen script.
• To be able to state and apply their own artistic intentions.
• To be able to rehearse, perform and evaluate a scene from a play.


Focus Skills – Artistic intentions, production elements, characterisation, page to stage techniques, rehearsal schedule, performance skills, evaluation.

EXTERNAL ASSESSMENT: COMPLETION OF TASKS 1, 2 AND 3

Students will learn about the different job roles within the Performing Arts Industry. They will learning about funding applications and pitching ideas. Students will practically explore the creation of ‘showcase elements’, such as a key scene from a play idea, a lighting design, or a set design. They will create promotional material for a fictional show, and learn how to evaluate the success of a project.

• To be able to plan performance work, considering the factors influencing the creation of professional work.
• To be able to create promotional material, including a ‘showcase element’.
• To be able to pitch a performance idea to an audience.

Focus Skills – Careers / Job roles, pitching, promotion, devising, showcase elements, budgeting, production elements, plot, character, theme, purpose, artistic intention, evaluation.

EXTERNAL ASSESSMENT: COMPLETION OF TASKS 4, 5 AND 6

Students will learn about the different job roles within the Performing Arts Industry. They will learning about funding applications and pitching ideas. Students will practically explore the creation of ‘showcase elements’, such as a key scene from a play idea, a lighting design, or a set design. They will create promotional material for a fictional show, and learn how to evaluate the success of a project.

• To be able to plan performance work, considering the factors influencing the creation of professional work.
• To be able to create promotional material, including a ‘showcase element’.
• To be able to pitch a performance idea to an audience.

Focus Skills – Careers / Job roles, pitching, promotion, devising, showcase elements, budgeting, production elements, plot, character, theme, purpose, artistic intention, evaluation.

EXTERNAL ASSESSMENT: COMPLETION OF TASK 7

Students will respond to a brief set by the examination board, in which they will be asked to pitch an idea for a performance. They will need to develop an idea, including clear artistic intentions and purpose, and work practically to develop a ‘showcase element’ for their idea (a scene or production design). They will create marketing material for their performance, develop production schedules, and carry out budgeting. They will then pitch their idea to an audience. The videoed pitch will be submitted to the examination board, alongside written coursework. They will then evaluate the effectiveness of their pitch. Evidence submitted must be created during 20 hours of controlled assessment time. 

There are seven tasks to complete in total. Learners will complete Tasks 1, 2 and 3 in Spring 1, Tasks 4, 5 and 6 in Spring 2 and Task 7 in Summer 1.

• To be able to plan performance work, considering the factors influencing the creation of professional work.
• To be able to create promotional material, including a ‘showcase element’.
• To be able to pitch a performance idea to an audience.

Focus Skills – Careers / Job roles, pitching, promotion, devising, showcase elements, budgeting, production elements, plot, character, theme, purpose, artistic intention, evaluation.

Year 10 Curriculum (2023-24)

A study of leading drama practitioners, including Stanislavski, Brecht, Berkoff and Frantic Assembly. 

Students complete research into the individual practitioner’s background and development of style, they learn practical techniques associated with each practitioner, watch professional works and then apply the techniques to scenes from various plays.

• To be able to identify techniques associated with key genres and practitioners.
• To be able to apply the techniques to practical work.
• To sustain the performance.

Focus Skills – Genres, Naturalism, Epic Theatre, Physical Theatre, Total Theatre, Research, and application skills.

INTERNAL CONTROLLED ASSESSMENT: TASKS 1 AND 2

Students select scripts explored in the Styletasters scheme of work. They learn how to research a play, including artistic intentions, historical context and target audience. They practically explore the plot, devise scenes based on the themes and apply page to stage techniques to script extracts. Students use the the four practitioners’ styles (Styletasters scheme of work) to inform their work. They consider production elements, adding lighting, sound and set to one of the performances. At the end of the scheme of work students each select a script for Unit One.

• To be able to perform scripts and devise based on themes.
• To be able to apply practitioners’ techniques independently
• To be able to apply production elements, considering the meaning.
• To be able to make an informed decision about the selection of a script for unit one.

Focus Skills – Devising, performing scripts, applying techniques, production elements, historical context, themes, target audience.

INTERNAL CONTROLLED ASSESSMENT: COMPLETION OF TASK 3

Students will recap over their chosen script from the ‘Investigating Texts’ scheme of work, including practical exploration of plot, characters, themes and writers’ intentions. Students will select a section of the text to perform in groups. They will practically experiment with different intentions, styles and approaches. Students will individually complete research into their chosen play, including the original intentions for the piece, target audience and historical context. This research will lead to a clear intention for their own performance. Students will explore different rehearsal techniques and learn how to create an effective rehearsal schedule, including the ability to allocate clear individual roles and tasks. By the end of this scheme of work students will have created a portfolio of notes to use when completing Unit One – Performing.

• To explore plot, structure, themes and characters within an existing script.
• To make informed decisions about which scene to perform, including artistic intentions and style.
• To complete research into the original play, including intentions and historical context.
• To create a rehearsal schedule that identifies clear roles within the group.

Focus skills – Plot, themes, structure, characterisation, genres, application of practitioners techniques, artistic intention, page to stage techniques, research, individual roles, rehearsal scheduling.

INTERNAL CONTROLLED ASSESSMENT: COMPLETION OF TASKS 4 AND 5

Learners will identify the original intentions of their chosen script, including target audience and historical context. They will identify their own artistic intentions for their performance. They will develop a clear rehearsal plan, including identification of individual roles. They will run practical rehearsals and keep a rehearsal diary. They will perform their scene to an audience. They will evaluate their performance. Evidence for this unit must be produced during 10 hours of controlled assessment time.


• To be able to identify the original intentions of their chosen script.
• To be able to state and apply their own artistic intentions.
• To be able to rehearse, perform and evaluate a scene from a play.


Focus Skills – Artistic intentions, production elements, characterisation, page to stage techniques, rehearsal schedule, performance skills, evaluation.

Students work together in groups to devise scenes from a stimulus, applying appropriate page to stage techniques, including techniques from selected practitioners. They learn how to respond to a brief, apply artistic intentions and use structure effectively. They will learn how to plan and manage rehearsals. They design and apply production elements, such as sound and lighting, focusing on intention. Students will watch selected scenes back on video, receiving feedback from peers and learn how to write an evaluation. Through this scheme of work, students develop resources to support them with the completion of Unit 2 – Creating.

• To apply page to stage and rehearsal techniques.
• To be able to respond to a brief with clear artistic intentions.
• To be able to plan and manage rehearsals.
• To be able to evaluate their own work, identifying strengths and areas for improvement.


Focus skills – Application of practitioners techniques, artistic intention, page to stage techniques, response to a brief, creating work, plot, structure, character, rehearsal, evaluation.

Pitching Ideas for Performances
 
Students will learn about the different job roles within the Performing Arts Industry. They will learning about funding applications and pitching ideas. Students will practically explore the creation of ‘showcase elements’, such as a key scene from a play idea, a lighting design, or a set design. They will create promotional material for a fictional show, and learn how to evaluate the success of a project.

• To be able to plan performance work, considering the factors influencing the creation of professional work.
• To be able to create promotional material, including a ‘showcase element’.
• To be able to pitch a performance idea to an audience.
 
Focus Skills – Careers / Job roles, pitching, promotion, devising, showcase elements, budgeting, production elements, plot, character, theme, purpose, artistic intention, evaluation.

yEAR 11 CURRICULUM (2024-25)

INTERNAL CONTROLLED ASSESSMENT: COMPLETION OF TASKS 3 AND 4

Students work individually to respond to a brief from the examination board. They will develop an original idea for a performance, including creation of plot, structure and characters, clear artistic intentions and application of production elements. They will need to consider a minimum of two practitioners styles when developing their performance. Each student will plan and lead a series of rehearsals within a group, to create a performance of between 3 – 6 minutes. They will perform their work to an audience and then evaluation the work based on feedback and personal observation. Evidence for this unit must be produced during 10 hours of controlled assessment time.

• To explore and develop original ideas.
• To be able to respond to a brief with clear artistic intentions.
• To be able to apply knowledge and skills to create original work.
• To be able to evaluate their own work, identifying strengths and areas for improvement.

Focus skills – Application of practitioners techniques, artistic intention, page to stage techniques, response to a brief, creating original work, plot, structure, character, rehearsal, evaluation.

INTERNAL CONTROLLED ASSESSMENT: COMPLETION OF TASKS 3 AND 4

Students work individually to respond to a brief from the examination board. They will develop an original idea for a performance, including creation of plot, structure and characters, clear artistic intentions and application of production elements. They will need to consider a minimum of two practitioners styles when developing their performance. Each student will plan and lead a series of rehearsals within a group, to create a performance of between 3 – 6 minutes. They will perform their work to an audience and then evaluation the work based on feedback and personal observation. Evidence for this unit must be produced during 10 hours of controlled assessment time.

• To explore and develop original ideas.
• To be able to respond to a brief with clear artistic intentions.
• To be able to apply knowledge and skills to create original work.
• To be able to evaluate their own work, identifying strengths and areas for improvement.

Focus skills – Application of practitioners techniques, artistic intention, page to stage techniques, response to a brief, creating original work, plot, structure, character, rehearsal, evaluation.

EXTERNAL ASSESSMENT: COMPLETION OF TASKS 4, 5 AND 6

Students will respond to a brief set by the examination board, in which they will be asked to pitch an idea for a performance. They will need to develop an idea, including clear artistic intentions and purpose, and work practically to develop a ‘showcase element’ for their idea (a scene or production design). They will create marketing material for their performance, develop production schedules, and carry out budgeting. They will then pitch their idea to an audience. The videoed pitch will be submitted to the examination board, alongside written coursework. They will then evaluate the effectiveness of their pitch. Evidence submitted must be created during 20 hours of controlled assessment time. There are seven tasks to complete in total. Learners will complete tasks 1, 2 and 3 in Spring 1, tasks 4, 5 and 6 in Spring 2 and task 7 in Summer 1.

 
• To be able to plan performance work, considering the factors influencing the creation of professional work.
• To be able to create promotional material, including a ‘showcase element’.
• To be able to pitch a performance idea to an audience.


Focus Skills – Careers / Job roles, pitching, promotion, devising, showcase elements, budgeting, production elements, plot, character, theme, purpose, artistic intention, evaluation.

EXTERNAL ASSESSMENT: COMPLETION OF TASK 7

Students will respond to a brief set by the examination board, in which they will be asked to pitch an idea for a performance. They will need to develop an idea, including clear artistic intentions and purpose, and work practically to develop a ‘showcase element’ for their idea (a scene or production design). They will create marketing material for their performance, develop production schedules, and carry out budgeting. They will then pitch their idea to an audience. The videoed pitch will be submitted to the examination board, alongside written coursework. They will then evaluate the effectiveness of their pitch. Evidence submitted must be created during 20 hours of controlled assessment time. There are seven tasks to complete in total. Learners will complete tasks 1, 2 and 3 in Spring 1, tasks 4, 5 and 6 in Spring 2 and task 7 in Summer 1.

• To be able to plan performance work, considering the factors influencing the creation of professional work.
• To be able to create promotional material, including a ‘showcase element’.
• To be able to pitch a performance idea to an audience.

Focus Skills – Careers / Job roles, pitching, promotion, devising, showcase elements, budgeting, production elements, plot, character, theme, purpose, artistic intention, evaluation.