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Drama
“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 to nurture students of all abilities and aptitudes, for all students to finish KS3 with the skills they need to succeed outside the classroom and beyond school in the wider world, and the tools to continue to develop those skills for the future.
Students in drama will have the opportunity to:
- Develop as performers, regularly showing work in progress as well as finished performances to their class;
- Devise their own original drama, from a range of starting points and on diverse topics, which make place for and privilege voices and stories from groups with protected characteristics;
- Interpret scripted plays, creating their own concept and vision of the playwright’s work;
- Develop the skills to accurately evaluate and analyse their own work and that of others;
- Understand the place of design in theatre, learning the skills needed for costume, set, lighting and sound design;
- Improve and develop an awareness of their key learning skills of creativity, confidence and collaboration;
- Explore and engage with issues and stories from around the world and from different times and places, in a safe environment where ideas and input are valued.
Curriculum and Assessment Maps
Year 7
Key Learning Constructs to be developed over the academic year
- Creating – creating and developing ideas that communicate meaning to an audience
- Performing – 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
Shakespeare.
Students will learn about one Shakespeare play, and look at a range of supporting texts and other subject matter, to explore the theme of ‘Differences’.
Assessment Pieces Summer Term
Performance or costume design for devised work.
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, Musical Theatre 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/
Year 8
Key Learning Constructs to be developed over the academic year
- Creating – creating and developing ideas that communicate meaning to an audience
- Performing – realising artistic intentions through performance or design
- Reflection – analysing and evaluating students’ own work and that of others
Scheme of Learning Autumn Term
Shakespeare.
Students will learn about one Shakespeare play, and look at a range of supporting texts and other subject matter, to explore the theme of ‘Gender on Stage’. They will also learn the fundamentals of Set design.
Assessment Pieces Autumn Term
Performance or costume/set design for devised work.
Scheme of Learning Spring Term
Masks & Commedia dell’Arte.
Students will learn about the theatre conventions of Commedia dell’Arte, and develop performance skills with masks.
Assessment Pieces Spring Term
Performance of Commedia-inspired devised work.
Scheme of Learning Summer Term
Shadow puppets.
Students will learn about shadow puppetry from around the world, and learn puppetry techniques.
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, Musical Theatre 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
Commedia: https://www.youtube.com/watch?v=aTpskQJnoUo
Masks: https://www.bbc.co.uk/bitesize/guides/zyr7fg8/revision/3
Shadow puppetry history: https://sway.office.com/PXXqLiIkZiVpmXy3?ref=email
Year 9
Key Learning Constructs to be developed over the academic year
- Creating – creating and developing ideas that communicate meaning to an audience
- Performing – realising artistic intentions through performance or design
- Reflection – analysing and evaluating students’ own work and that of others
Scheme of Learning Autumn Term
Lighting & Sound design. Interpreting a play.
Students will learn about lighting and sound design. They will study one play, investigating the themes, characters, and relationships, and also learn about the Epic Theatre style.
Assessment Pieces Autumn Term
Performance or design for devised work, based on the play studied.
Scheme of Learning Spring Term
Devising drama.
Students will create an original piece of drama from a range of stimuli around the theme of refugees. They will also learn about the work of playwright Mark Wheeller, and verbatim theatre. They can opt to work as a performer or designer.
Assessment Pieces Spring Term
Performance or design of devised work.
Scheme of Learning Summer Term
Drama Olympics!
With residential trips for Year 9 students, sports day, KS3 awards ceremonies, and many other enrichment activities this term, Drama lessons will consist of a carousel of one-off lessons, each based on an area of theatre the students wish to explore in more depth.
Assessment Pieces Summer Term
Vocabulary test.
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
Epic Theatre: https://www.bbc.co.uk/bitesize/guides/zwmvd2p/revision/8
Verbatim Theatre: https://www.theatrefolk.com/blog/classroom-exercise-verbatim-theatre/
Year 10 - AQA GCSE Drama
We follow the AQA GCSE Drama 8261 specification.
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
Component 1: Understanding Drama. The work of theatre makers, staging and performance conventions and styles, and the Set Text.
Students will learn about staging configurations, a variety of jobs and roles in theatre, and performance conventions from a variety of styles of theatre. Students will explore scenes from their set text, focusing on interaction and use of space. They will act out and design 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:
Written assessment with exam-style questions
Scheme of Learning Spring Term
Component 2: Devising Drama. Creating and performing a piece of original devised drama.
Students will create an original piece of drama from a given stimulus, working in groups where they can choose to be a performer or designer. In the spring term they will have an introduction to the stimuli and begin to create characters and scenes, or designs for the performance.
Assessment pieces Spring Term:
Written practice coursework-style assessment.
Scheme of Learning Summer Term
Component 2: Devising Drama. Creating and performing a piece of original devised drama.
Final development and refinement of the devised drama created in the Spring Term.
Assessment pieces Summer Term
Mock performance of the devised piece, with full design elements, marked using the criteria from the specification.
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 – Extra curricular clubs, 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.
Year 11
We follow the AQA GCSE Drama 8261 specification.
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
Component 1: Understanding Drama, and Component 3: Texts in Practice.
Students will practically explore a range of scripted plays (in contrast to their set text) in terms of performance or design, for their final scripted performance. They will also 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, for the Live Theatre Evaluation question on the written exam.
Assessment pieces Autumn Term
Written assessment of Live Theatre Evaluation in a mock examination.
Scheme of Learning Spring Term
Component 3: Texts in practice – performing or designing scripted drama.
Students will choose one play to perform or design for in their final examined performance. They will rehearse or prepare their designs during the spring term.
Assessment pieces Spring Term
Mock performance of Texts in Practice.
Scheme of Learning Summer Term
Component 1: Understanding Drama. 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 – Extra curricular clubs, school productions.
Suggested reading
BBC Bitesize AQA GCSE Drama: https://www.bbc.co.uk/bitesize/examspecs/zrnjwty
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
Staffing
Miss Russell (Subject Leader for Drama)
Additional Information
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.
How Parents/Carers can help
- 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 are all wonderful accounts of his rehearsal process.
Where next
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.
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
Opportunities out of lessons
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 A Midsummer Night’s Dream, 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.