For we are God’s handiwork, created in Christ Jesus to do good works – Ephesians 2:10
The Drama Department is a place of learning and imagination that enables students critical and creative voices so that they can embrace ‘life in all its fullness’. Our curriculum enables students to explore ideas creatively, to experience teamwork and develop essential collaboration skills for later in life. The knowledge rich curriculum we teach engages students in both practical and written form, to support their knowledge of the dramatic arts. We empower students to be the best version of themselves through a wide range of extra curricular activities in order for them to create, perform and respond like a theatre maker/critic. Our inclusive ethos supports the talent of our students in both performance and production, reflecting our core Bishop Ramsey values of Loving, Learning and Living.
Key Stage 3
Our Key Stage 3 Drama curriculum is built around three core strands:
Creating
Developing skills in improvisation, devising and the use of a range of creative drama techniques.
Performing
Developing vocal and physical performance skills and learning how to communicate ideas effectively to an audience.
Responding
Understanding how theatre works through discussion, evaluation, analysis and the exploration of performance and design.
Across Key Stage 3, students complete six half-termly schemes of learning each year in Drama. The learning journey is designed to introduce, develop and refine a full range of drama specific skills while promoting wider life skills such as effective collaboration, creativity and confidence to construct their idea and present it for assessment.
All students are encouraged to think critically, solve problems, adapt texts, sequence ideas and evaluate both their own work and that of others. Through these practical and written activities, KS3 students explore themes, issues and stories in a safe and supportive environment to help them develop their view of the world and the confidence to explore formulate their own opinions. The curriculum prepares students for the demands of GCSE Drama while giving them opportunities to develop their own creative voice and explore the world around them.
Year 7
Autumn Term 1: The Haunted House
Students are introduced to the fundamentals of drama through creating atmosphere, developing monologues, exploring performance skills and structuring dramatic tension.
Autumn Term 2: Documentary Drama – Titanic
Students explore non-naturalistic theatre techniques, including multi-role play, ensemble performance, image theatre and the symbolic use of props. Using the story of the Titanic, they investigate real-life events, consider moral dilemmas and evaluate whether the tragedy could have been avoided.
Spring Term 1: Comic Duologues
Students work from a published script to explore character, timing and performance skills before rehearsing and performing a comic duologue.
Spring Term 2: Stage Combat
Students will learn six basic stage combat moves and then explore in pairs how to apply them to achieve either a comic or dramatic imapact. This scheme develops a sense of timing, spatial awareness, critical thinking skills and physical coordination.
Summer Term 1: Scripted Monologue
Students select a scripted monologue and follow a structured rehearsal process to explore, develop and perform the piece for assessment. They refine key acting skills including vocal expression, physical characterisation, interpretation of text and performance confidence, while developing greater independence as performers.
Summer Term 2: Theatre Design Project
Working in the classroom, students develop a director's concept for a theatre production. Students will explore how set, costume, lighting and sound design can be used to communicate the themes, ideas within the text.
Year 8
Autumn Term 1: Physical Theatre
Students devise an original performance inspired by a poem, using symbolism, movement, choral speaking and choral movement to create a dramatic narrative based on the theme of nightmares. This unit develops creativity, ensemble working and non-naturalistic performance skills.
Autumn Term 2: Documentary Drama – Salem Witch Trials
Students are introduced to the work of Bertolt Brecht and his techniques of alienation. Using a teacher-written script, groups explore the historical, cultural and social factors that contributed to the hysteria surrounding the Salem Witch Trials of 1692. Students edit, develop and perform the script, encouraging audiences to consider themes of injustice, fear and persecution.
Spring Term 1: Ensemble Scripted Performance
Students work from a published script that explores themes of neurodiversity and mental health. Through the use of ensemble techniques and visual storytelling, groups rehearse, stage and perform an extract, developing their understanding of character, theme and collaborative performance.
Spring Term 2: Performance Skills
Students develop a range of core drama skills, including spatial awareness, vocal expression, improvisation and script work. This unit focuses on creative problem-solving, collaboration and building confidence in performance.
Summer Term 1: Scripted Performance and Practitioner
Students are introduced to Steven Berkoff's adaptation of Franz Kafka's Metamorphosis and the concept of total theatre. Through practical rehearsal and performance, they explore Berkoff's highly physical style, using movement, ensemble work and stylised performance techniques to stage an extract from the play.
Summer Term 2: Theatre Design Project
Working in the classroom, students develop a director's concept for a theatre production. Students will explore how set, costume, lighting and sound can be used to communicate themes, ideas within the text, while developing their understanding of the creative roles involved in theatre production.
Year 9
Autumn Term 1: Performance Skills
Students take part in a range of practical challenges that develop their ability to collaborate effectively and create specific styles, genres and audience responses. The focus is on refining physical and vocal performance skills, developing convincing characterisation and using critical thinking to achieve comic, dramatic and stylistic effects. This unit consolidates the knowledge and skills developed throughout Years 7 and 8, while encouraging greater independence in rehearsal and performance.
Autumn Term 2: Devising from a Stimulus
Students are guided through the devising process to create an original performance inspired by the story of Dr Faustus. Groups explore themes of temptation, ambition and consequence, using the text as a starting point to examine contemporary issues such as artificial intelligence and social media. Students make creative decisions about the themes and messages they wish to communicate to an audience.
Spring Term 1: Political Theatre – Grenfell
Students explore documentary and political theatre through the events surrounding the Grenfell Tower tragedy. Working from a teacher-written script, groups edit, adapt and perform material while applying Bertolt Brecht's techniques, including alienation, gestus, spass and multi-role play. Students use theatre as a vehicle for social and political commentary, considering themes of responsibility, power and accountability.
Spring Term 2: Scripted Monologues
Students select a scripted monologue and follow a structured rehearsal process to explore, develop and perform the piece for assessment. They refine key acting skills including vocal expression, physical characterisation, interpretation of text and performance confidence, while developing greater independence as performers.
Summer Term 1: Scripted Duologues – Blood Brothers
Using two contrasting duologues from Willy Russell's Blood Brothers, students explore both comic and dramatic performance styles. They learn how to analyse a script by identifying units and objectives, considering character motivation and making informed acting choices. Students develop their understanding of how performance techniques can create different effects and responses from an audience.
Summer Term 2: Theatre Design Project
Working in the classroom, students develop a director's concept for a theatre production. Students will explore how set, costume, lighting and sound can be used to communicate themes, ideas within the text, while developing their understanding of the creative and technical roles involved in theatre production.
The Year 9 curriculum is intentionally designed to reflect the practical, creative and analytical demands of GCSE Drama, equipping students with the skills, independence and confidence needed for successful progression to Key Stage 4.
Key Stage 4
Year 10 & 11
AQA GCSE 8261
Component 1 – Understanding Drama / 80 marks
Section A – Multiple Choice questions on the practicalities of the theatre industry (4 marks)
Section B – 4 questions on an given extract from “Around The World in 80 Days” by Laura Eason (44 marks)
Section C – One question from a choice on the work of theatre makers in a single live theatre production (32 marks)
Component 2 – Devising Drama / 80 Marks
Students work as a performer or designer to work in a group and create and develop an original piece of theatre in response to a stimulus. Alongside the practical element of the course, students need to present a written/typed or recorded portfolio documenting their creating process.
Devising Coursework – 60 marks
Devised Performance – 20 marks
Component 3 Texts in Practice / 40 Marks
Performance of two extract from one play, where students may contribute as performer or designer. Play will be chosen by the teacher, contrasting with the Set Text for Component 1. Students will perform 2 extracts which are worth equal marks. AQA | Drama | GCSE | GCSE Drama
Key Stage 5
A Level
Edexcel 9DR0
The A Level consists of 3 components which mirrors the GCSE course but is more advanced and expectations of creativity in theory and practical are much higher.
Component 1 Devising – 40%/80 marks
Students work as a performer or designer to work in a group and create and develop an original piece of theatre in response to a stimulus and by using the methodologies of a chosen Practitioner. Alongside the practical element of the course, students need to present a written/typed or recorded portfolio documenting their creating process.
Component 2 – Text in performance – 20%/60 marks
Students work as a performer or designer and explore 2 published plays. Students are required to perform a group piece and a monologue or duologue. This is performed to a visiting external examiner and is completely practical.
Component 3 – Theatre Makers in Practice – 40%/80marks
This written exam paper is split into 3 sections, allowing students to show the examiner their creative understanding of performing, designing, directing and reviewing live theatre.
Section A – Students watch a piece of live performance and are offered a choice of 2 questions to write a review about (20 marks).
Section B – Students study ‘Machinal’ by Sophie Treadwell, which is a feminist piece written in 1920’s New York. This question is split into two and students must write in the shoes of a performer and designer (38 marks).
Section C – Students study ‘Antigone’ by Antigone (Translated by Don Taylor) and are given the opportunity to create their own concept of the play in response to the work of a specific practitioner, explaining how they have been influenced by that practitioner and the original performance conditions of the work (22 marks) Edexcel GCSE Drama (2016) | Pearson qualifications
Extra Curricular
As a department, we pride ourselves on the quality of the extracurricular activities on offer.
Drama Production Club Wednesday and Thursdays after school leading to the performance of the Spring production.