Drama

I thought Drama was when the actors cried; but Drama is when the audience cries.” So said Frank Capra, director of Its A Wonderful Life, but why is Drama is so excellent – not just good – for children? There are many reasons, but we can focus on one key benefit – the improvement Drama can make to a child’s verbal communication skills. In 2014, an article on www.mba.com quoted one recruitment specialist as saying “Communication is KEY. You can have all the financial tools, but if you can’t communicate your point clearly, none of it will matter.” and went on to say “Communications, teamwork, and interpersonal skills are critical—everything we do involves working with other people”. Studies have shown that increasingly employers are valuing so-called “soft skills”, with a recent report stating that soft skills contribute more than £80billion a year to the UK economy, and yet employers say they have no way to judge a candidate’s abilities in these areas… well here in the Drama Department we disagree! Soft skills such as teamwork, communication and creativity CAN be measured – through success in Drama.

Good communication skills are an indispensable life skill, they enable us to make friends, achieve well at school, realise one’s dream job, and go on to succeed in that dream job. In fact, how many jobs or situations in life can you think of that don’t require good communication and the ability to work with others?

This is why we believe that Drama is so important in schools. It teaches students not just how to speak loudly, clearly and confidently, but also many other communication skills, such as focus, concentration and maintaining eye contact. Drama also develops other skills, for example, working creatively in groups, keeping to deadlines and critical thinking. At King Edward VI Handsworth school for Girls, Drama is a discreet subject in the curriculum, with all students having a double lesson per fortnight in Year 7, 8 and 9, and the option to continue studying Drama at GCSE and A-Level.

Drama’s not safe and it’s not pretty and it’s not kind” – Russell T Davies, Producer Dr Who

“The little department with the big impact “

Vision and Aims

Here at Handsworth we value lifelong learning, and the development of students as young people who understand their place in the world, and who can communicate their thoughts and feelings effectively. Our drama curriculum is based on the ethos that creativity is central to what it means to be human – every part of our world is designed and made by creative thinkers. Creativity is invaluable not just in the creative arts industry, but in STEM as well, with many employers citing it as one the most important critical skills an employee can have (https://www.thebalancecareers.com/creative-thinking-definition-with-examples-2063744 ). Collaboration is key to lifelong success (https://360learning.com/blog/collaboration-skills/ ), and drama lessons develop all students as collaborative team members, able to share ideas and work together to create and refine their work. In drama lessons, we explicitly teach these key life skills, alongside traditional drama skills such as acting, design, and interpretation. Our vision is for all students of drama to finish KS3 with the skills they need to succeed outside the classroom and beyond school, and the tools to continue to develop those skills for the future. 

Aims and Values

“Every student, regardless of gender, ethnicity, age, background, experience, ability or economic means is entitled to a high-quality experience of Drama, taught by committed, enthusiastic teachers, who strive for excellence in themselves and for their students”

To achieve this we provide:

  • Opportunities for Drama in the Creative Arts curriculum at KS3;
  • Opportunities to take GCSE Drama as an option in Year 10 and to continue studies into Sixth Form.
  • A comprehensive extra-curricular  programme
  • Opportunities for students to perform for an audience
  • Possibilities for students to see world-class performances by companies such as the RSC, by organising educational visits to local theatres;

To ensure no student is disadvantaged because of gender, ethnicity, age, background, experience, ability or economic means, provision may be made for students to access fees for workshops, and funding can be accessed for disadvantaged students to enable them to attend educational visits.

Curriculum and Assessment Maps

Key Learning Constructs to be developed over the academic year

  • Creating – creating and developing ideas that communicate meaning to an audience
  • Applying Theatrical Skills – realising artistic intentions through performance or design
  • Reflection – analysing and evaluating students’ own work and that of others

Scheme of Learning Autumn Term

Basics of drama and storytelling techniques. 

Students will learn how to use their voice and movement to show a character, foundation drama techniques like still images and thought tracks, and different structures for performance.

Assessment Pieces Autumn Term

Performance of improvised work, using drama techniques. 

Scheme of Learning Spring Term

Costume design. Interpreting a text & acting realistically. 

Students will learn the fundamentals of costume design, like colour and fabric choice. They will also learn about Realism and how to portray a character’s emotions.

Assessment Pieces Spring  Term

An annotated costume design. Performance of scripted work. 

Scheme of Learning Summer Term

Masks – Trestle. Shakespeare. 

Students will learn foundation mask skills, using Trestle theatre company masks (https://www.trestle.org.uk/) . They will also learn about Shakespeare’s language and interpreting a character from a Shakespeare play.

Assessment Pieces Summer Term

Performance of mask work. Performance or design for Shakespeare play.

Outside the taught curriculum

At home – talk to your child about their work in drama. When you watch a TV programme or film together, discuss performances and costume designs you enjoyed and why. Try to visit a local theatre if possible. There are both world-leading touring productions at theatres like the Hippodrome, and small-scale local repertory productions throughout the year.

In school – KS3 drama club, Backstage club, school productions. Year 7 are encouraged to audition for school productions, there is no age limit for involvement. 

Suggested wider reading/enrichment for Year 7

Drama Techniques: https://www.artsonthemove.co.uk/resources/drama-methods.php 

Drama Techniques: https://dramaresource.com/drama-strategies/ 

Physical acting skills: https://www.bbc.co.uk/bitesize/guides/zpfk6sg/revision/1 

Vocal acting skills: https://www.bbc.co.uk/bitesize/guides/z3c2yrd/revision/1 

Learn more about why we study drama in school: https://helpwevegotkids.com/national/article/arts_and_crafts/6-real-world-skills-kids-gain-through-acting/ 

Key Learning Constructs to be developed over the academic year

  • Creating – creating and developing ideas that communicate meaning to an audience
  • Applying Theatrical Skills – realising artistic intentions through performance or design
  • Reflection – analysing and evaluating students’ own work and that of others

Scheme of Learning Autumn Term

Set & costume design. Pantomime. 

Students will learn about how set and costume contribute to a performance. They will also learn the theatrical conventions of pantomime.

Assessment Pieces Autumn Term

One annotated design of either a set or a costume. Performance or design for a pantomime. 

Scheme of Learning Spring Term

Physical theatre. Theatre history – masks. 

Students will create an original piece of physical theatre as a group, using techniques from Frantic Assembly and other theatre companies (https://www.franticassembly.co.uk/ ). They will also develop their knowledge of mask work, looking at how masks are used in theatre around the world, and from ancient Greek theatre to the present day.

Assessment Pieces Spring Term

Performance of a piece of physical theatre. Performance of mask work, or design of working mask.

Scheme of Learning Summer Term

Shadow puppets. Shakespeare. 

Students will learn about shadow puppetry from around the world, and learn puppetry techniques. They will also explore the story and themes of one Shakespeare play.

Assessment Pieces Summer Term

Designing and performing using a shadow puppet theatre. 

Outside the taught curriculum

At home – talk to your child about their work in drama. When you watch a TV programme or film together, discuss performances and designs you enjoyed and why. Try to visit a local theatre if possible. There are both world-leading touring productions at theatres like the Hippodrome, and small-scale local repertory productions throughout the year. Provide time and support for learning lines at home. 

In school – KS3 drama club, Backstage club, school productions. 

Suggested reading for Year 8

Costume design: https://www.bbc.co.uk/bitesize/guides/zdwp2sg/revision/1

Set design: https://www.bbc.co.uk/bitesize/guides/z44md6f/revision/1 

Pantomime: https://www.blackpoolgrand.co.uk/complete-guide-to-pantomime 

Physical theatre videos: https://www.youtube.com/user/franticassembly/playlists 

Physical theatre: https://www.bbc.co.uk/bitesize/guides/ztfk6sg/revision/1 

Masks: https://www.bbc.co.uk/bitesize/guides/zyr7fg8/revision/3 

Shadow puppetry history: https://sway.office.com/PXXqLiIkZiVpmXy3?ref=email 

Key Learning Constructs to be developed over the academic year

  • Creating – creating and developing ideas that communicate meaning to an audience
  • Applying Theatrical Skills – realising artistic intentions through performance or design
  • Reflection – analysing and evaluating students’ own work and that of others

Scheme of Learning Autumn Term

Theatre conventions & the work of designers. Interpreting a play. 

Students will learn about the various conventions of performance from different theatrical traditions. They will also explore the work of designers including lighting and sound. They will study one play, investigating the themes, characters, and relationships. 

Assessment Pieces Autumn Term

Design for or perform  a scene in a play studied in lessons.

Scheme of Learning Spring Term

Devising drama. 

Students will create an original piece of drama from a range of stimuli around a given theme. They can opt to work as a performer or designer. They will also produce a piece of written work explaining how they developed their ideas, and evaluating the effectiveness of their piece. 

Assessment Pieces Spring Term

Performance or design of devised work. 

Scheme of Learning Summer Term

Live theatre evaluation. 

Students will watch live theatre productions, and learn how to analyse and evaluate the actors’ performances, and design elements. 

Assessment Pieces Summer Term

An analysis and evaluation of a piece of live theatre. 

Outside the taught curriculum

At home – talk to your child about their work in drama. When you watch a TV programme or film together, discuss performances and designs you enjoyed and why. Discuss what sound, music, and lighting add to them. Try to visit a local theatre if possible. There are both world-leading touring productions at theatres like the Hippodrome, and small-scale local repertory productions throughout the year. Provide time and support for learning lines at home. 

In school – KS3 drama club, Backstage club, school productions. 

Suggested reading

Theatre design: https://www.bbc.co.uk/bitesize/guides/z39x34j/revision/1 

Theatre conventions: https://www.bbc.co.uk/bitesize/guides/zqx3wmn/revision/6 

Devising drama: https://www.bbc.co.uk/bitesize/guides/z34mvcw/revision/1 

Theatre evaluation: https://www.bbc.co.uk/bitesize/topics/z6mxsbk 

Key Learning Constructs to be developed over the academic year

  • Creation – create and develop ideas to communicate meaning
  • Application – apply theatrical skills to realise artistic intentions
  • Demonstration – demonstrate knowledge and understanding of how drama is developed and performed

Scheme of Learning Autumn Term

The work of theatre makers, staging and performance conventions. Performance and design of set text: designing for a scene; describing acting skills.

Students will learn about staging configurations, a variety of jobs and roles in theatre, and performance conventions from a variety of styles of theatre. They will also study their set text, acting out or designing for scenes and characters in the play. They will then learn how to explain and analyse their practical work in writing. 

Assessment pieces Autumn Term

Assessment on work of theatre makers, staging and performance conventions. Assessment on the set text.

Scheme of Learning Spring Term

Performance of set text: understanding the role of proxemics in performance. Devising from a stimulus.

Students will explore scenes from their set text, focusing on interaction and use of space. They will also begin creating an original piece of drama from a given stimulus, working in groups where they can choose to be a performer or designer. 

Assessment pieces Spring Term

Performance or design assessment on devised work.

Scheme of Learning Summer Term

After Yr10 exams, continued development of devised drama.

Students will finalise their ideas for performance or design of their original devised piece of drama. 

Assessment pieces Summer Term

Written assessment on set text.

Outside the taught curriculum

At home – talk to your child about their work in drama. Try to visit a local theatre if possible. There are both world-leading touring productions at theatres like the Hippodrome, and small-scale local repertory productions throughout the year. Provide time and support for learning lines at home. A quiet workspace is very useful, and if your child is being assessed as a designer, space to spread out design work, good quality colouring pencils and drawing equipment may also be useful. When writing coursework, access to a home PC or laptop would be helpful. 

In school – Senior drama club, Backstage club, school productions. 

Suggested reading

BBC Bitesize AQA GCSE Drama: https://www.bbc.co.uk/bitesize/examspecs/zrnjwty

AQA GCSE Drama course content

AQA GCSE Drama textbook (provided by school)

AQA GCSE Drama set text textbook (provided by school)

AQA GCSE Drama Designers textbook (provided by school, for designers)

A range of play texts from different times and places, e.g. Blood Brothers, The Crucible, A Midsummer Night’s Dream, Noughts and Crosses.The work of various playwrights, e.g. debbie tucker green, Jasmine Lee-Jones, Jemma Kennedy, Winsome Pinnock, Carol Churchill, Arthur Miller, William Shakespeare, Jessica Swale, Phi Porter, Simon Stephens, Nick Payne, Bertolt Brecht, Stephen Berkoff.

Key Learning Constructs to be developed over the academic year

  • Creation – Create and develop ideas to communicate meaning
  • Application – Apply theatrical skills to realise artistic intentions
  • Demonstration – Demonstrate knowledge and understanding of how drama is developed and performed
  • Evaluation – Analyse and evaluate own work and that of others 

Scheme of Learning Autumn Term

Presentation of devised work with a live audience, internally assessed. Understanding character development in the set text.

Students will present their devised work. They will also continue learning about the set text, focusing on how a character or theme develops throughout the play, and how they might show that through acting skills or design. 

Assessment pieces Autumn Term

Written assessment on the set text.

Scheme of Learning Spring Term

Texts in practice: performing or designing scripted drama. Live theatre evaluation.

Students will simultaneously explore a scripted play (in contrast to their set text) in terms of performance or design, and watch at least one live performance, which they will learn how to analyse and evaluate, focusing on either the actors’ performances or the design elements. 

Assessment pieces Spring Term

Presentation of scripted drama, externally assessed by AQA. 

Students work in groups on their presentations, and can choose to be assessed as a performer or designer. 

Scheme of Learning Summer Term

Revision of the work of theatre makers, set text, and live theatre evaluation. 

Assessment pieces Summer Term

Externally assessed exam.

Outside the taught curriculum

At home – talk to your child about their work in drama. Try to visit a local theatre if possible. There are both world-leading touring productions at theatres like the Hippodrome, and small-scale local repertory productions throughout the year. Provide time and support for learning lines at home. A quiet workspace is very useful, and if your child is being assessed as a designer, space to spread out design work, good quality colouring pencils and drawing equipment may also be useful. When writing coursework, access to a home PC or laptop would be helpful. 

In school – Senior drama club, Backstage club, school productions. 

Suggested reading

BBC Bitesize AQA GCSE Drama: https://www.bbc.co.uk/bitesize/examspecs/zrnjwty 

AQA GCSE Drama course content

AQA GCSE Drama textbook (provided by school)

AQA GCSE Drama set text textbook (provided by school)

AQA GCSE Drama Designers textbook (provided by school, for designers)

A range of play texts from different times and places, e.g. Blood Brothers, The Crucible, A Midsummer Night’s Dream, Noughts and Crosses.The work of various playwrights, e.g. debbie tucker green, Jasmine Lee-Jones, Jemma Kennedy, Winsome Pinnock, Carol Churchill, Arthur Miller, William Shakespeare, Jessica Swale, Phi Porter, Simon Stephens, Nick Payne, Bertolt Brecht, Stephen Berkoff. 

Further information

Miss Russell (Subject Leader for Drama)

In drama students learn to collaborate with others, think analytically and evaluate effectively. They will develop their creativity through original work and exploring plays. They gain the confidence to pursue their own ideas, share their work in progress, and contribute to class and group discussions. Drama equips all students with key life skills, applicable both in further studies and in the workplace, and crucially, important for lifelong learning and success.

  • Allow quiet time and space for learning lines, completing home learning, and other written work.
  • Double-check that when your child uses a website for research, they are putting the information into their own words. This will help to check they have understood the information, and makes it easier to remember too.
  • Please avoid making medical appointments when there is an assessed performance coming up – your child will always be working in a group and others will be relying on them in rehearsals.
  • Encourage your child to read lines with you or a family member at home, by reading in other character’s parts for them. This practice is invaluable when performing scripted plays.
  • Find a local youth theatre. They are a great way to develop further skills and gain more confidence through performing.
  • Try to see some live theatre if possible. Look out for last minute offers and student stand-by seats where this applies. As well as the big, well-known theatres in Birmingham, look for smaller local productions by touring professional groups, or repertory theatre groups. Look further afield for good-quality affordable productions, for example, Wolverhampton’s Grand Theatre.
  • Encourage your child to proof-read written work by asking to look over it yourself, or even better, have them read it to you to help practise their vocal skills!
  • Come and see your child’s performances whenever possible. It always means a lot for students to have family and friends in the audience, and helps to boost their performance skills as well.
  • For GCSE students, look out for second-hand copies of plays, or books such as the excellent Year of the King, Year of the Fat Knight, and Year of the Mad King by Antony Sher, which is a wonderful account of his rehearsal process.

Studying drama develops the critical key life skills of creativity, confidence, and collaboration. Employers and Further Education institutes all list these skills as incredibly important, and drama is one of the best ways to improve them. These skills have also been identified as fundamental to success and enjoyment in life. 

UCAS – top-rated skills

Skills employers look for

Article – Soft Skills are Essential to the Future of Work

There are many careers which studying drama can lead to. These are just a few of them:

Design – costume, fashion, 3D design, graphics, set, sound, lighting and projections.

Community art worker

Dramatherapist

Broadcasting, film, TV, radio

Stage management

Director

Arts administration

Media research

Teacher

Prop making

Make-up artist, and special FX

At home – try to visit a local theatre at least once a year. While there are the Hippodrome, the Rep, the Old Rep, and the Alex theatres in Birmingham, there are also affordable, local theatres, such as the Sutton Arts Theatre, The Core, The Dovehouse and Union Theatre in Solihull, The Grand in Wolverhampton, and other small repertory companies. 

Students are also encouraged to join in with the busy extracurricular drama in school. There are drama clubs for KS3, and for the upper school, there is a backstage club where we make props, learn about lighting and other technical elements of drama, and the school productions. Every year group is welcome to audition for a role in school productions, and to help with backstage and technical crews. Previous productions include The Comedy of Errors, Our House, and Hairspray. We also have showcase evenings, like the Celebration of the Arts in the summer term, which parents are invited to attend.