Drama

Curriculum vision / Intent:

The Drama curriculum is an academically engaging and fun subject to learn and enjoy. The aims are to develop a students’ understanding of key foundational skills required for performance, whilst developing transferable ‘life skills’, preparing them for the world outside of Douay Martyrs. The drama department follows the ‘Quality First Teaching’ principles of:

1. Highly focused lesson design with sharp learning objectives.

2. High demands of pupil involvement and engagement with their learning.

3. High levels of interaction for all students.

4. Appropriate use of questioning, modelling, and explaining on the part of the teacher.

5. An emphasis on learning through dialogue, with regular opportunities for students to talk both individually and in groups.

6. An expectation that students will accept responsibility for their own learning and work independently.

7. Regular use of encouragement and authentic praise to engage and motivate students.

The curriculum creates a passion and resilience for drama, creation and performance whilst developing a students’ love of theatrical development, theatre design (set, costume, or lighting) and/ or performance, ultimately becoming independent learners and creative academics.

At KS3, emphasis will be on fun, academic engagement, performance, theatre design (set, costume, or lighting), self-expression, passionate teaching, enthusiasm, and the enjoyment of studying a range of fascinating topics exposing the student to a historical, modern, and deeply embedded cultural understanding of Drama.

Students will learn key theatre words, terminology, and concepts, with succinct definitions before applying them in performance or subject specialisms (set, costume, or lighting design). Creativity and self-expression are further developed with a focus on key performances genres such as Melodrama, Commedia Dell 'Arte and choral delivery from Greek Theatre, in addition to the contemporary rehearsal techniques of Stanislavski, Brecht, Berkoff, Boal and Frantic Assembly et al,

At GCSE level (KS4), our focus moves to developing the key skills required for devising drama, as well as how to interpret play texts. Rehearsal techniques explored include: Stanislavski, and explorative strategies/techniques such as Boal, Berkoff, Brecht, Artaud, and Frantic Assembly to gain a deeper understanding of characters, to explore scenes and to experiment with characterisation, leading to a greater focus on consolidating understanding of set text, written and presentation skills using technical theatre, among other mediums to enhance a performance.

We teach critical thinking and writing skills for ‘text analysis’ and analysing ‘live’ performances, coupled with ‘live’ streams and/or in-person theatre visits.

Our main aim is to encourage our students to become highly competent critical thinkers, flexible, and engaging performers, or theatre designers (lighting, costume or set) with a strong appreciation of the technical side of theatre and who are able to write confidently about their processes; in addition to being able to speak with clarity and confidence acknowledging their understanding of how drama and theatre can work as a system to interrogate our contemporary world.

Impact

The impact of the curriculum is to prepare students both practically and academically for the next phase of their educational journey by providing them with the skills (whether artistic, technical, academic, or transferable) needed to flourish at A Level, further study or in the world of work.

Students will be able to discuss the merits of different theatrical styles, rehearsal methods employed by a performer, designer, or director; both verbally and through a written format, whilst developing/building on skills they can use/transfer in all walks of life.

They will also be able to reflect critically on their processes, theatre design (set, costume, or lighting) acumen and/or performances in order to grow as a creative and expressive individual.

Overall, we aim to equip students with the comprehension, confidence, and critical analysis to creatively comprehend and articulate any artistic/creative experience they may encounter in the future. Please click on the document below to see our subject curriculum map for all years.