Implementation is to apply a framework within an institutional context to help children thrive, in Drama this is done through the consistent lesson’s structures used across the school and the performing arts department, through adherence and development of the school’s priorities and then through subject specific challenges that we want all learners to know.

The KS3 curriculum for Drama is undertaken once a week for an hour, this model supports the consistent delivery and our learner progress through weekly input building skills week on week.

We prioritised practical experiences in drama with a focus on four main areas of performance, facial expression, body language, vocal expression and evaluation.  Every unit offers learners an opportunity to develop, extend and understand these elements in performance as well as a drama technique or skills focus within each unit.

Year 7 focus on techniques learners need to develop their performance and understanding of drama, they work on still image, montage, hotseat, synchronised movement and mime.  They begin with a unit that encompasses key drama skills under the theme of ‘Secrets and Spies’ in cycle 1 which is an introduction to Drama and exposes our students to performance in small groups developing their courage.  Cycle 2 focuses on ‘The Tempest’ we build of skills from cycle 1 this time within a Shakesperean text.  Students beginning their first exploration of ‘page to stage’ which is a running theme throughout each year and each cycle.  Cycle 3 in year 7 continues to storytelling, students have learnt key drama skills, moved work from page to stage and now they develop further creating their own scripts in the theme of ‘Stories with Morals’ and move their own work from page to stage showcasing the drama skills interleaved throughout the year.

The drama skill focus is further developed in year 8, remaining in the same framework of four categories of performance and adding new techniques to make performances interesting and exciting; the skills they develop are cross cutting, direct address, choral work and status.  Cycle 2 moves on to ‘The Curious Incident of the Dog in the Nighttime’ a text that is read in Englis in year 7 and explored through Drama in year 8.  There is a focus on physical skills in this cycle and conventions that can communicate to the audience Christophers feeling in the story, ‘Curious’.  Cycle 3 moves on to devising from stimulus, students get the opportunity to develop their own creative process scaffolded into sessions with a focus on a new devising skill each session to include rehearsal techniques such as hotseat, improvisation, monologuing and role play.

Year 9 includes study of a set text, student explicitly explore the use of vocal expression in more depth with a focus on pace, tone, pitch, tempo, emphasis and rhythm. In cycle 2 they really deepen their knowledge on various aspects of theatrical performances through gaining knowledge on theatre practitioners and style, this is added to devising skills learnt in year 8 and students get the opportunity to devise theatre in a specific style or genre.  Finally cycle 3 takes a focus on theatrical production including all elements of design, lighitng, costume, make, set.  Students watch and analyse all aspects of theatre tical production and what each of these design elements communicates to its audience.

For assessment students have PLC’s specific to skills in Drama to work towards.  Assessment in this phase is on practical performance skills on a mid-termly basis then a summative performance assessment centred on skills they have developed at the end of each topic through performance. The foci of the PLCs are Vocal Expression, Body Language, Facial Expression and Evaluation, learners also complete a written evaluation of their performance work to set goals and use reflection as a tool for progress, instant and live verbal feedback from tutor and peers occurs every lesson.

At GCSE students follow the EDQUAS specification and continue to cover 3 components all with a specify focus that build upon prior skill.

Component 1 is focused on devising and looks at AO1, AO2 and AO4.  Students must create theatre from a stimulus, the theatre must be in the style of a specific practitioner or genre so as part of the foundation drama year learners study Brecht, Stanislavski, TIE and Berkoff and implement that style in performance.  They must then produce a realisation of their piece of devised theatre through performance (AO2) and a creative journal that forms their portfolio (AO1). Finally, they create an evaluation of their process discussing their individual contribution to the work and final performance.  In year 9 and 10 a range of genres and practitioners are studied as well as an array of different stimuli to prepare them for this devised piece which forms 40% of the overall GCSE mark.

Component 2 involves a Scripted Performance AO2 where students must study two extracts from the same performance text chosen by the teacher. Learners participate in one performance using sections of text from both extracts. In foundation GCSE year students’ study and perform a range of texts, DNA by Dennis Kelly, Our Day Out by Willy Russell, the Greek tragedy Antigone and An Inspector Calls, these all play a part in informing component 3 as the topics of interpreting and performing text are interleaved.

Component 2 involves students developing their artistic intention for their work and how this artistic intention influences the performance work.  Component 2 is worth 20% of the final mark and is externally assessed by a visiting examiner on a given date.

Component 3 is the final element in Year 11, student will develop their analytical skills in reviewing live theatre and realising theatre on stage by interpreting a playwright’s intentions.  The final component concentrates on one performance text chosen by the teacher. They develop and apply their own artistic intentions to this extract, they explore the acting, directing and design I a practical to enable them to write about this through practical learning experiences followed by examination practice with past questions used to assess learners in lesson.

Component 3 Written Paper AO3, AO4 Section A: Set Text - A series of questions on one set text: An Inspector calls by JB Priestly, Section B: Live Theatre Review - One question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.

As part of their learning all students must see a live theatre performance to enable them to write about section B component 3, these events are planned throughout the year as well as access to the National Theatre library we watch an array of performance based on what is visiting our local theatre, we will always try to see different styles to include, dance, physical theatre, naturalism and a musical.

The learners who continue their journey into key stage 5 follow the exam board RSL with the qualification of Level 3 Diploma in creative and performing arts.  This course is an excellent and relevant level 3 course worth 1.5 A’ levels un UCAS points. There are 7 units to cover in total, with one external core, one internal core plus 5 optional units that students choose based on the area they wish to develop further expertise in.

External Core – 40-hour practical exam – Performance Preparation, students have experienced performance in Component 1 and 2 at GCSE and they can take a more in-depth approach organising all areas of the performance from publicity to lighting, sound, costume, content and acting.

Internal Core – Planning for a career in the creative and performing arts industry – looking in depth to all areas and aspects of the vast industry and the opportunities that arise.

The optional units are focused on acting including:

• Acting for Camera

• Community Drama

• Jacobean and Elizabethan theatre

• Greek and Roman Theatre

• Vocal techniques

• Contemporary theatre

• Audition Techniques

The work is assessed through a variety of written portfolio, tutor interview and feedback, practical drama skills and essay writing.  In the optional units’ learners may present work in a method that suits them best, this can include presentations, blogs or written analysis which is adaptive to all learners’ own styles.  The assessment criteria are clearly set by the exam board and all learners can access all learning criteria.

There are excellent enrichment opportunities at Level 3, students can workshop either in school or in the wider community to develop their teaching and leadership skills. Learners will take educational trips to the theatre to watch performance, to have pre-show talks and to speak with directors and actors.  Students will have specialist industry members as guest speakers to support different units for example working with professional actors to support their audition techniques unit, working with local radio station to develop vocal skills.

Drama lessons are implemented with the ethos of the school’s values are the core with the intent and impact of their Drama education leading the way.