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Curriculum

Drama

Curriculum intent, implementation, and impact

About the subject

Drama is an important part of the ethos at Burton Borough school and we look to inspire a love for the Arts and capture the imagination of our students whilst developing confident and caring individuals who are equipped to deal with the world in which they live. Our students enjoy learning through practical activities which encompass a wide range of skills, styles and genres. They learn creative ways to express themselves and will use their senses, perceptions, feelings and values to communicate ideas, emotions and experiences.

About the KS3 Curriculum intent, implementation, and impact

The Drama Department at Burton Borough School is designed around 3 key “Golden Threads” of learning:

  1. Performance Skills
  2. Key Social Skills
  3. Theme/Topic

Each separate Scheme of Work is designed to simultaneously develop each of these areas, enabling students to become responsible citizens who make a positive contribution to the community in which they live, shaping the future society in which they will live and work.  The skills and attributes they will develop, will provide a foundation of transferable skills, essential for success in the ever-changing world in which we live.  The topics studied are carefully selected to ensure students are able to consider key themes and moral questions.  Such topics will have often have a personal impact, either in the past, present or future lives of students, and such consideration will provide them with knowledge and information to support independent decision making.

This scheme of learning provides an overview of the BBS School KS3, Drama curriculum. The three core threads of Performance Skills, Social Skills and Thematic Understanding run through the curriculum and will correspond to a BIG issue such as, Climate Change, Migration, The Holocaust, Domestic Abuse, Community Mental Health, Gang-related/knife crime, Personal Identity, Peer Pressure and Refugees. These questions will be used to challenge student thinking and as vehicles for discussion and debate, building oracy with purpose into the curriculum. The final column, why this, why now? Provides explanation of how the unit content connects within the overarching sequence, it considers three things, 1. What previous knowledge is relevant? 2. What new knowledge is learnt? 3. What knowledge is important for future (horizon) learning?  It also highlights where local adjustments may exist and contextualises the unit content that goes beyond the core knowledge.

In lessons, progress is measured through teacher observations, peer assessment, group work and performance.  Constant verbal feedback, which is recorded in customised, individual booklets, enables students to record their progress and consider their successes in each lesson.  There is also consideration of where improvements and further progress can be made.  Constant questions and peer feedback encourages students to think carefully about the topic and also the approach to the practical work, developing key social skills throughout each lesson.  Feedback is live and predominantly verbal.

Performance skills are also constantly assessed and provide a strong foundation for further study at GCSE Drama.  Key terms/vocabulary are constantly used and new terminology is introduced throughout the course.

The overall, key objectives of the Drama curriculum is to encourage students to develop key social skills through Dramatic Explorative techniques to broaden and question significant themes and topics in a safe, controlled environment.

Homework is not set in KS3. Instead, students are encouraged to attend after school enrichment activities to enhance their learning.

Students are invited and encouraged to attend KS3 Drama Club (Friday after-school) and are welcome to participate in the Whole School Musical production (Wednesday after-school).

Specific careers relating to Drama include:

  • Actor/Performer
  • Director
  • Stage Manager
  • Scriptwriter
  • Set/Costume Designer
  • Drama Therapist
  • Voice Artist

Drama skills are also vital in a range of Media and Communication Careers:

  • TV/Radio Presenter
  • Journalist
  • Film Editor
  • Casting Agent
  • Public Relations Officer

The “social” interactive nature of the subject provides a strong foundation in public-facing careers:

  • Teacher (especially Drama, English, PSHE)
  • Social Worker
  • Youth Worker
  • Psychologist
  • Customer Service Representative

Even in fields like medicine, law, or business, drama helps with:

  • Interpersonal communication
  • Presentation skills
  • Confidence in interviews and meetings

KS3 Drama can help students see the real-world value of the skills they are learning. Drama develops a wide range of transferable skills that are essential in many professions. Some examples of such varied career paths include:

 

Confidence & Public Speaking Law, Teaching, Journalism, Sales, Politics
Teamwork & Collaboration Healthcare, Business, Engineering, Events
Creativity & Imagination               Advertising, Writing, Design, Marketing
Communication (Verbal & Non-verbal) Social Work, Therapy, Media, Customer Service
Problem-solving & Adaptability Emergency Services, Management, Tech
Empathy & Emotional Intelligence Psychology, Medicine, Education, HR

About the KS4 Curriculum intent, implementation, and impact

This scheme of learning provides an overview of the BBS School GCSE Drama curriculum. This document intends to pull out component, or core, knowledge per unit and the overarching skills focus. It also maps out substantive concepts across GCSE Drama showing where knowledge is deepened. The three core threads of Performance Skills, Key Social Skills and Thematic Understanding run through the curriculum and will correspond to each Component at all times.  The Pearson/Edexcel GCSE Drama has been designed as a synoptic curriculum, allowing skills learnt in one component to be used elsewhere.

Component 1 requires students to work in groups to create their own piece of Drama based on up to three stimuli (excluding play texts).  Component 2 requires students to perform 2 extracts from a professionally produced play (of contrast to the selected C3 set text).  Both Component 1 and Component 2 also provide an opportunity for students to follow a design pathway if so desired.  Component 3 is a 1hr 45 minutes written exam, requiring students to answer 5 questions on a set text (“The Crucible”) from the perspective of a Performer, Director and Designer, as well as analyse and evaluate a live theatre performance.  All three components will be used to challenge student thinking and as vehicles for discussion and debate, building oracy with purpose into the curriculum.

In lessons, progress is measured through teacher observations, peer assessment, group work and performance.  Constant verbal feedback, which is recorded in customised, individual diary sheets, which enable students to record their progress and consider their successes in each lesson.  There is also consideration of where improvements and further progress can be made.  Constant questions and peer feedback encourages students to think carefully about the topic and also the approach to the practical work, developing key social skills throughout each lesson.  Feedback is live and predominantly verbal.  these sheets also provide a secure record of tasks and progress which can be directly used to construct the Component 1 portfolio (worth 45 marks).

Performance skills are also constantly assessed and provide a strong foundation for further study beyond GCSE Drama.  Key terms/vocabulary are constantly used and new terminology is introduced throughout the course.

The overall, key objectives of the Drama curriculum is to encourage students to develop stronger performance skills (vocal, physical, characterisation, styles and techniques etc…) and key social skills through Dramatic Explorative techniques to broaden and question significant themes and topics in a safe, controlled environment.

Students are required to attend additional rehearsals, complete research tasks, prepare for practical performances, learn lines and complete diary entries as part of the work completed beyond the classroom.

Students are invited and encouraged to support KS3 Drama Club (Friday after-school) and are welcome to participate in the Whole School Musical production (Wednesday after-school).

Theatre trips are also arranged as part of the GCSE Drama course.

Specific careers relating to Drama include:

  • Actor/Performer
  • Director
  • Stage Manager
  • Scriptwriter
  • Set/Costume Designer
  • Drama Therapist
  • Voice Artist

Drama skills are also vital in a range of Media and Communication Careers:

  • TV/Radio Presenter
  • Journalist
  • Film Editor
  • Casting Agent
  • Public Relations Officer

The “social” interactive nature of the subject provides a strong foundation in public-facing careers:

  • Teacher (especially Drama, English, PSHE)
  • Social Worker
  • Youth Worker
  • Psychologist
  • Customer Service Representative

Even in fields like medicine, law, or business, drama helps with:

  • Interpersonal communication
  • Presentation skills
  • Confidence in interviews and meetings

KS3 Drama can help students see the real-world value of the skills they are learning. Drama develops a wide range of transferable skills that are essential in many professions. Some examples of such varied career paths include:

 

Confidence & Public Speaking Law, Teaching, Journalism, Sales, Politics
Teamwork & Collaboration Healthcare, Business, Engineering, Events
Creativity & Imagination Advertising, Writing, Design, Marketing
Communication (Verbal & Non-verbal) Social Work, Therapy, Media, Customer Service
Problem-solving & Adaptability Emergency Services, Management, Tech
Empathy & Emotional Intelligence Psychology, Medicine, Education, HR
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