Drama Curriculum

Our aim within the Drama and Performing Arts department is to provide outstanding and engaging Drama education for all.

We strive to create an inclusive environment that empowers students to explore, express, and excel in the Performing Arts.

We are committed to providing a comprehensive and engaging education, whilst fostering a love for the arts, and nurturing the development of well-rounded individuals.

We strive to inspire and nurture the artistic growth of our students by offering a diverse range of theatrical experiences.

Through comprehensive training in acting techniques, and performance, we aim to develop their skills, confidence, and artistic voice.

Here at Sandy Secondary School, we believe in the power of teamwork and effective communication. Our department fosters a collaborative environment where students learn to work together, respect diverse perspectives, and communicate effectively both on and off the stage.

Furthermore, we encourage students to think creatively, explore new ideas, and challenge conventions. Our curriculum emphasises the development of critical thinking skills, enabling students to analyse scripts, interpret characters, and make thoughtful artistic choices.

Lessons in Key Stage 3 will be highly practical with regular opportunities for theoretical discussions. Students will use verbal feedback to appraise their own and their peers work critically using Drama vocabulary effectively. Pupils will also have regular opportunities to develop their written technique analysing and evaluating their work to prepare them for GCSE. Pupils will have regular opportunities to perform their work to build confidence and develop their application of their devising skills.

In Key Stage 4 all theoretical work will be taught with a practical element to support students in fully understanding how a range of performance and production elements are used to create meaning in a performance. They will build upon the skills and techniques they began to develop in KS3 using these with more creativity, confidence and more effectively to communicate meaning to an audience. Pupils will be challenged to devise work in response to a range of more challenging stimuli and realise extracts from a more challenging range of texts.

In Key Stage 5 all theoretical work will continue be taught with a practical element to support students in fully understanding how to realise creative aims and create meaning in a performance. Pupils will receive regular verbal and written feedback to support them in making progress (teacher and peer feedback) and to support them in their understanding of the demands of each mark scheme. Students will work as theatre makers with confidence and increasing independence.

By the end of KS3 pupils will have developed a range of vocal, physical and interpretive skills. They will be familiar with a range of different performance styles, know how to approach a script and devise their own work using a range of Drama techniques. They will use Drama terminology competently and be capable in their ability to analyse and evaluate a performance using PEE (Point, Evidence, Explain). They will also have had the opportunity to develop a range of cross-curricular skills such as confidence, working as part of a team, communication and leadership skills. This will ensure our Year 8 students have the skillset required to progress onto GCSE Drama in Year 9.

By the end of KS4 students will have developed a range of vocal, physical and interpretive skills, or design skills that they can apply to realise their own devised work or the published work of others (a script). They will have knowledge of a range of different performance styles in relation to different practitioners. They will know how to approach a script as an actor, designer or director and be able to devise their own work using a range of Drama techniques. They will be able to use a vast range of Drama terminology effectively and be capable in their ability to analyse and evaluate a live performance using PEE (Point, Evidence, Explain) and PEEL (Point, Evidence, Explain, Link), and explain how they would use a wide range of performance and production elements to realise an extract from a play. They will also have had the opportunity to develop a range of cross-curricular skills such as confidence, working as part of a team, communication and leadership skills. This will ensure our Year 11 pupils have the skills and knowledge required to progress onto A Level Drama in Year 12 or a vocational course in Drama/the Arts.

By the end of KS5 pupils will have developed a comprehensive range of vocal, physical and interpretive skills, or design skills that they can apply to realise their own devised work or the published work of others (a script). They will have knowledge of a range of different practitioners and performance styles, know how to approach a script as an actor, designer and director and be able to devise their own work using their methodologies. They will use a sophisticated range of Drama terminology effectively and be confident in their ability to analyse and evaluate a live performance using PEEL (Point, Evidence, Explain, Link) in light of a statement. They will be able to explain how they would use a wide range of performance and production elements to realise an extract from two plays (Equus and Dr Faustus). They will also have had the opportunity to develop a range of cross-curricular skills such as confidence, working as part of a team, communication and leadership skills. This will ensure our Year 13 pupils have the skillset required to progress onto a Drama related degree, apprenticeship or career. Those pupils who chose not to do this will have had the opportunity to develop a range of transferable skills that they can apply to their learning/future career.