Drama

Year 7 Drama introduces students to the fundamental skills of performance while developing confidence, communication, creativity and teamwork. Through a variety of engaging practical units, students learn how to express ideas, work collaboratively and perform with increasing confidence. The curriculum provides a strong foundation in theatrical techniques and prepares students for future study in Drama by encouraging imagination, resilience and reflective practice.

Term 1 – Greek Theatre

Students begin their Drama journey by exploring the origins of theatre through Greek Theatre. They are introduced to key performance conventions including tableaux, mime and chorus work, learning how to tell stories through physical theatre and ensemble performance. Students develop an understanding of body language, movement and vocal projection while gaining confidence in performing as part of a group. This unit establishes the core skills that underpin all future performance work.

Term 2 – Puppetry

Building on their performance skills, students explore the creative world of puppetry by designing and performing with sock puppets. They learn how to bring inanimate objects to life through movement, characterisation and expressive vocal performance. The unit places a strong emphasis on vocal skills, including projection, pace, pitch, tone and character voices, while encouraging students to use their imagination to create engaging and entertaining performances.

Terms 3 and 4 – The Lion King

Students develop their acting skills through scripted performance using extracts inspired by The Lion King. They explore how actors create believable characters through facial expressions, body language, movement and vocal techniques. Students learn how to interpret a script, understand stage directions and work collaboratively with others to rehearse and refine performances. Throughout the unit, they build confidence in performance while developing their ability to communicate character and emotion effectively to an audience.

Terms 5 and 6 – Devised Theatre

In the final part of the year, students apply the skills they have developed by creating their own original performances. Using a range of stimuli, they devise, improvise and rehearse performances that encourage independent thinking and creative decision-making. Students work collaboratively to generate ideas, solve performance challenges and communicate meaningful stories to an audience. This unit promotes creativity, teamwork, resilience and confidence, allowing students to take ownership of the creative process while consolidating the performance skills developed throughout Year 7.

By the end of Year 7, students will have developed a broad range of practical drama skills, including vocal and physical performance, characterisation, devising, collaboration and rehearsal techniques. They will have grown in confidence as performers and communicators, establishing the foundations needed for continued success in Drama and the transferable skills valued across the wider curriculum and beyond school.

Careers Links

The Year 7 curriculum introduces students to the wide variety of careers that value strong communication, confidence and teamwork.

• Greek Theatre – Public speaking, presenting and storytelling support careers in law, teaching, politics, journalism, customer service and public relations.
• Puppetry – Creativity, character design and vocal performance link to careers in animation, voice acting, children's entertainment, media and theatre.
• The Lion King – Script work and character development reflect careers in acting, directing, broadcasting and creative writing.
• Devised Theatre – Collaborative planning, problem-solving and innovation develop transferable skills valued in business, marketing, project management, event management and the creative industries.

Cross-Curricular Links

• English – Storytelling, script reading, character analysis and speaking and listening.
• History – Origins of Greek Theatre and Ancient Greece.
• Art & Design – Puppet creation, visual storytelling and design.
• Music – Rhythm, timing and performance.
• PSHE – Confidence, communication, resilience and teamwork.

 

Year 10 marks the beginning of the BTEC Performing Arts (Acting) course and encourages students to develop as confident, independent and reflective performers. Students build upon the performance skills acquired at Key Stage 3 while developing a deeper understanding of acting as both an art form and a professional industry. Throughout the year, students explore the practical, creative and evaluative demands of the course, refining their acting skills, developing their understanding of practitioners and learning how to evaluate and improve their own work. Emphasis is placed on communication, creativity, collaboration, research and critical reflection, preparing students for practical assessments, coursework and performance evidence.

Term 1 – Course Introduction and Monologue Performance

Students begin the course by developing an understanding of the structure, expectations and assessment requirements of BTEC Performing Arts (Acting). They explore the demands of practical performance, written evidence and reflective evaluation before focusing on the performance of a monologue. Through script analysis, rehearsal and performance, students develop vocal and physical skills, characterisation and stage presence while learning effective rehearsal techniques. Students are encouraged to reflect on their progress, identify strengths and set personal development targets, establishing the habits of independent rehearsal and self-evaluation that will underpin the remainder of the course.

Terms 2–5 – Exploring The Curious Incident of the Dog in the Night-Time

Students undertake an in-depth practical exploration of The Curious Incident of the Dog in the Night-Time, using workshops inspired by the original production to investigate character, relationships and storytelling through movement and physical theatre. Students experiment with ensemble performance techniques, learning how physical theatre can communicate emotion, atmosphere and narrative in innovative ways.

Alongside practical exploration, students investigate the creative process behind the National Theatre’s production. They research how the play was developed, rehearsed and staged, considering the inspirations behind its theatrical style and the collaborative process involved in bringing a professional production to life. Students also explore the many technical and creative roles within theatre, including lighting design, sound design, projection, costume, set design, stage management and direction, developing an appreciation of how each contributes to the audience’s experience.

Throughout the unit, students compile a research portfolio documenting their findings, analysing professional practice and considering how production choices communicate meaning. This develops their research, analytical and evaluative skills while supporting the coursework and performance evidence required for the BTEC course.

Term 6 – Character Development and Performance

In the final term, students focus on creating detailed, believable characters through the application of vocal and physical performance skills. They explore body language, facial expressions, movement, gesture and vocal techniques to communicate character, relationships and intention.

Drawing upon the work of Bertolt Brecht, students also experiment with non-naturalistic performance, considering how theatrical techniques can influence an audience’s interpretation of a performance. Working from a scripted extract, students rehearse and perform scenes while continually evaluating and refining their work. They maintain rehearsal logs to document creative decisions, reflect upon feedback and set clear development targets, encouraging independence and critical self-evaluation. This process prepares students for the reflective demands of both practical performance and written coursework within the BTEC course.

By the end of Year 10, students will have developed a secure understanding of the BTEC assessment requirements, strengthened their performance and rehearsal skills, gained experience in theatre research and production, and become increasingly confident in analysing, evaluating and refining their own work. They will have developed the practical, written and collaborative skills required for success in Year 11 and beyond.

Careers Links

Year 10 introduces students to the breadth of careers within the creative industries while developing transferable employability skills valued across all professions.

• Monologue Performance – Develops confidence, public speaking and presentation skills relevant to careers in law, teaching, business leadership, politics, journalism, broadcasting and customer relations.
• Exploring The Curious Incident of the Dog in the Night-Time – Introduces careers including actor, director, movement director, dramaturg, producer, stage manager, lighting designer, sound designer, projection designer, costume designer, set designer, theatre technician and production manager.
• Research Portfolio – Develops analytical, organisational and research skills applicable to higher education, journalism, publishing, marketing, heritage and museum studies.
• Character Development – Encourages empathy, communication and interpersonal understanding, supporting careers in psychology, counselling, healthcare, social work, education and leadership.

Throughout the year, students continue to strengthen transferable skills including collaboration, resilience, creativity, critical thinking, problem-solving, organisation, reflection and independent learning—all qualities highly valued by employers across every sector.

Cross-Curricular Links

• English Literature – Script analysis, language, character development, themes and interpretation.
• English Language – Speaking and listening, presentation skills, analytical writing and evaluation.
• Psychology – Understanding behaviour, emotion, communication and character motivation.
• Design & Technology – Stage design, construction, materials and production processes.
• Art & Design – Costume, set, model making and visual communication.
• Computer Science – Digital projection, lighting technology and sound programming.
• Physics – Lighting design, acoustics and stage technology.
• Media Studies – Theatre production, audience interpretation and performance analysis.
• PSHE – Mental health, relationships, resilience, teamwork and empathy, particularly through The Curious Incident of the Dog in the Night-Time.
• History – Development of contemporary theatre and the influence of practitioners such as Bertolt Brecht.
• Business Studies – Theatre management, budgeting, marketing, event planning and the organisation of professional productions.

Year 11 represents the culmination of students’ BTEC Performing Arts (Acting) journey, providing opportunities to demonstrate the practical, creative and reflective skills developed throughout Key Stages 3 and 4. Students work with increasing independence, taking ownership of their rehearsal process while refining their acting technique, performance style and ability to collaborate effectively. Throughout the year, emphasis is placed on creativity, communication, resilience and professionalism as students prepare for their final assessed units.

Terms 1 and 2 – Component 2: Developing Skills and Techniques in Acting

Students begin the year by preparing for their acting assessment, developing as independent performers through a focused rehearsal process. Working collaboratively, they select appropriate scenes and texts that allow them to showcase their strengths while meeting the demands of the BTEC unit.

Throughout rehearsals, students refine their vocal and physical acting skills, exploring characterisation through voice, movement, facial expression and body language. They develop confidence in portraying a range of characters, experimenting with multi-roling, comedy and contrasting performance styles. Building upon their knowledge of Bertolt Brecht, students consider how non-naturalistic techniques can be used to shape audience response and support storytelling where appropriate.

Students are expected to take responsibility for their own progress by maintaining detailed rehearsal logs, setting individual development targets and evaluating the effectiveness of their rehearsals and performances. Regular reflection encourages students to become adaptable actors who respond constructively to feedback and continually refine their work in preparation for assessment.

Terms 3–5 – Component 3: Responding to a Brief

In the second half of the year, students complete the externally assessed devising component by responding to a brief set by the exam board. Working in collaborative groups, they interpret the stimulus, research ideas and plan, devise and rehearse an original performance.

Students take ownership of creative decisions, selecting the style, tone and feel of the performance most appropriate for communicating their intended message. They draw upon the full range of skills developed throughout Key Stage 3 and the BTEC course, including naturalistic and non-naturalistic acting, physical theatre, ensemble work, characterisation, vocal and physical communication, staging and practitioner influences.

The devising process requires students to negotiate ideas, solve creative challenges and adapt their work through rehearsal and experimentation. Alongside the practical performance, students critically evaluate their creative journey, reflecting upon artistic choices, rehearsal strategies and the effectiveness of the final performance. This unit celebrates creativity, independence and collaboration while demonstrating students’ readiness for further study in acting and the wider performing arts industry.

By the end of Year 11, students will have developed into confident, reflective and versatile actors capable of creating, rehearsing, performing and evaluating high-quality work. They will have strengthened their communication, leadership, creativity and critical thinking skills while gaining a comprehensive understanding of the rehearsal and performance process. These transferable skills provide excellent preparation for Level 3 study, vocational performing arts courses and a wide range of future career pathways.

Careers Links

Year 11 encourages students to work with the independence and professionalism expected within the creative industries while continuing to develop transferable employability skills relevant to all career pathways.

• Component 2 – Developing Skills and Techniques in Acting
  • Careers in acting, voice acting, presenting, broadcasting, theatre education, comedy, directing and entertainment.
  • Develops professional rehearsal etiquette, communication, leadership, resilience, adaptability and time management.
  • Encourages students to understand how professional actors prepare, rehearse and evaluate their work.
• Component 3 – Responding to a Brief
  • Introduces the collaborative working practices used by theatre companies, creative agencies and production teams.
  • Links to careers including actor, theatre director, producer, playwright, dramaturg, creative producer, arts manager, event manager and community arts practitioner.
  • Develops project management, creative leadership, research, problem-solving, decision-making and presentation skills valued across business, education, marketing, law and the public sector.

Throughout the year, students continue to strengthen the highly transferable skills sought by employers, including confidence, communication, collaboration, initiative, creativity, organisation, resilience, leadership and critical reflection.

Cross-Curricular Links

• English Literature – Script interpretation, dramatic structure, characterisation and thematic analysis.
• English Language – Speaking and listening, evaluative writing, communication and presentation skills.
• History – The development of theatrical styles and practitioners, including Epic Theatre and Brechtian performance.
• Psychology – Character motivation, human behaviour, group dynamics and audience response.
• Media Studies – Audience interpretation, performance styles and visual storytelling.
• Business Studies – Project planning, leadership, teamwork, budgeting, production management and creative entrepreneurship.
• Art & Design – Costume, set, props and visual aesthetics.
• Music – Mood, atmosphere, rhythm and sound in performance.
• Design & Technology – Stage construction, technical theatre and production design.
• PSHE – Collaboration, leadership, resilience, communication, ethical decision-making and managing creative disagreement.
• Citizenship – Exploring social issues, identity, diversity and the role of performance in communicating ideas and encouraging debate.

The Year 11 curriculum equips students not only for success in BTEC Performing Arts (Acting) but also for further education, employment and life beyond school, fostering confident communicators, creative thinkers and effective collaborators who are well prepared for the demands of an ever-changing world.