Drama
Drama
Key Stage 3 (Years 7–9)
Our KS3 curriculum builds a vital foundation of cultural capital and artistic literacy, aligning with the National Curriculum to foster ambition from day one. In Year 7, students tackle the fundamentals of drama through Greek Theatre and ensemble work in Matilda. As they progress into Years 8 and 9, they develop courage and empathy by exploring contemporary, hard-hitting texts like DNA and Blackout, alongside slapstick comedy and Verbatim theatre. Respect is embedded as students learn to value diverse human experiences and collaborate closely on peer feedback. To ensure full inclusivity, the curriculum uses scaffolded tasks, visual stimuli and collaborative structures, allowing SEND and disadvantaged students to confidently build communication skills and find their creative voice.
Key Stage 4 (Years 10–11)
At KS4, the curriculum intensifies into a rigorous academic and practical exploration that fosters deep personal development. Students demonstrate ambition by mastering the methodologies of practitioners like Brecht, Stanislavski, and Frantic Assembly, applying these directly to their 20% Devising Exam. Facing challenging texts such as The Pillowman and Blood Brothers, they find the courage to perform and maintain an analytical Devising Log. Respect is cultivated through collaborative script workshops and live theatre trips, where constructive peer critique is essential. The curriculum remains inclusive through tailored literacy support and flexible performance pathways, ensuring SEND and disadvantaged students can confidently master complex vocabulary and unlock future professional opportunities.
Key Stage 5 (Years 12–13)
The KS5 Creative and Performing Arts (CAPA) curriculum focuses on autonomy, industry standards, and future pathways. Across Years 12 and 13, students show immense ambition by mastering advanced acting approaches, intricate dance choreography, and complex music ensemble work. It takes courage to face high-stakes external exams, solo performances, and rigorous vocal assessments. Respect underpins their work as they operate as a professional arts company, analysing industry structures and internal career pathways. This stage is highly inclusive, offering diverse multi-disciplinary routes that ensure all learners, regardless of background, gain the cultural capital and resilience needed for higher education or careers in the arts.
What are the key features of the programmes of study?
The curriculum is designed as a progressive journey that builds cultural capital, confidence, and performance literacy. It balances three core pillars of drama: Devising (creating original work), Performing (interpreting scripts and styles), and Evaluating (live and peer theatre). The program actively embeds the school values of Ambition (tackling complex themes), Courage (performing live), and Respect (collaborating in ensembles). It is structurally inclusive, using scaffolded tasks and diverse stimuli so all learners, including those with SEND, can thrive.
Students say…
"Drama gives me a chance to express myself creatively whilst learning lots of new skills and techniques."
"I have loved learning about different styles of theatre and the multiple ways you can perform a story. I have also loved being able to step into someone else's shoes; becoming any character I want!"
Why Drama? - click here to see what our students say!
What will my child study in year 7?
In Year 7, the focus is on establishing foundational performance skills and introducing theatrical history. Your child will study Greek Theatre, learning about the origins of drama, chorus work, and larger-than-life storytelling. They will explore Pandora’s Box to build ensemble skills and learn how to devise drama using various stimuli. Finally, they will delve into contemporary musical theatre by studying and staging extracts from Matilda: The Musical.
What will my child study in year 8?
Year 8 introduces specific theatrical genres and explores reality-based storytelling. Your child will study the History of Comedy and Slapstick, mastering physical comedy techniques and precise comic timing. They will also learn about Verbatim Theatre, which involves devising from a true story and using real-world testimonies. Additionally, they will study the modern, critically acclaimed set text DNA by Dennis Kelly, exploring its themes of peer pressure and group mentality.
What will my child study in year 9?
Year 9 serves as a bridge to GCSE-style thinking by exploring Alternative Styles, Reviews, and GCSE Texts. Students will study the gritty contemporary play Blackout by Davey Anderson and learn how to write Live Theatre Reviews based on Billy Elliot. They will engage in advanced devising using memories as a creative springboard and conduct a deep-dive study into the GCSE text Blood Brothers. The year concludes with a creative unit exploring the pacing and dramatic structure of Movie Trailers.
How are the groups organised?
Drama groups are typically organised into mixed-ability classes. This structure is deliberate, as it reflects the collaborative nature of the performing arts. Mixed-ability grouping fosters a supportive environment where students learn from each other's diverse strengths, promotes empathy and respect, and ensures that SEND and disadvantaged students are fully included and supported by their peers.
What equipment is needed?
Students do not need specialist theatrical equipment for day-to-day lessons. They should bring their standard school stationery (pens, pencils, and highlighters for script work).
What assessment is used? (formative and summative)
Formative Assessment: This is ongoing throughout every lesson. Teachers use verbal questioning, targeted peer-review sessions, and short "work-in-progress" showcases at the end of a rehearsal to check for understanding and refine skills on the spot.
Summative Assessment: At the end of each major unit (e.g., the end of the Greek Theatre or DNA module), students complete a formal summative assessment. This consists of a practical performance marked against specific criteria (such as vocal expression, physical control, and characterisation) alongside a written or verbal evaluation where they analyse their creative choices.
How do you give feedback to students?
Feedback in Drama is immediate and dynamic. Students receive live verbal feedback from the teacher during the rehearsal process, allowing them to make instant adjustments to their work. Peer feedback is a focus in every lesson, teaching students how to give and receive constructive critique respectfully. Following summative performances, students receive targeted written feedback outlining their achievements against the assessment criteria and clear "Next Steps" to help them progress in their next theatrical unit.
What course(s) is/are offered?
We offer the AQA GCSE Drama (8261) course. This qualification is highly collaborative and balances practical performance skills with analytical written work, preparing students for both the creative industries and higher education.
You can access the full course specification, assessment objectives, and past papers directly on the official exam board website:
What will my child study in year 10?
- Practitioners and Exploration: Students study the theories of major theatre practitioners (such as Brecht, Stanislavski, Paper Birds, and Frantic Assembly) and apply them practically.
- Script Exploration: Students explore contemporary texts including Things I Know to Be True, The Pillowman, Girls Like That, DNA, and Lungs.
- The Devising Exam (Component 2): Students begin creating their own original performance from a stimulus, which accounts for 20% of their final grade, alongside studying Blood Brothers and the structure of a Section C answer.
What will my child study in year 11?
- GCSE Preparation & Live Theatre: Students attend a theatre trip to complete their Live Theatre Review and participate in a dedicated Blood Brothers workshop.
- Scripted Performance (Component 3): Students rehearse and perform two key extracts from a published play for an external AQA examiner.
- Devising Log Completion: Students finalise their coursework portfolio documenting their creative process, alongside intensive preparation for the final written exam.
How is the course assessed?
The course is split into three components:
- Component 1: Understanding Drama (40% - Written Exam): A 1-hour and 45-minute open-book exam testing theatre roles, the study of Blood Brothers, and a live theatre review (Billy Elliot).
- Component 2: Devising Drama (40% - Coursework): A practical performance of an original devised piece (20%) accompanied by a written Devising Log portfolio (20%).
- Component 3: Texts in Practice (20% - Practical Exam): A live performance of two extracts from a scripted play, assessed by a visiting external examiner.
What course(s) is/are offered?
We offer the RSL Level 3 Diploma in Creative and Performing Arts (CAPA). This vocational qualification is equivalent to 1.5 A-levels and provides a flexible, multi-disciplinary pathway for students to develop professional-level skills across Dance, Drama, and Music.
You can view the full course units and assessment guidelines directly on the exam board's website: RSL Level 3 Creative and Performing Arts Specification.
What will my child study in year 12?
Students build advanced practical techniques and industry knowledge through workshops and projects.
Performance Modules: Specialised training in Dance - Choreography, Drama - Approaches to Acting, and Music - Ensemble Performance.
Professional Development: The mandatory unit Internal - Careers in the Arts, where students explore the financial, practical, and operational realities of working in the creative industries.
What will my child study in year 13?
Students refine their chosen specialism and focus on professional-grade execution, to become industry ready performers.
- Advanced Training: Units include Dance - Ensemble Performance, Drama - Vocal Techniques, and Music - Solo Performance.
- External Assessment: Preparation for the major External Exam where students work to a tight, industry-style brief to mount a final showcase.
How is the course assessed?
The course is fully vocational and split into 7 units over two years:
- 6 Internally Assessed Units: Graded through practical performance showcases, video recordings, rehearsals, and digital portfolios.
- 1 Externally Assessed Unit: A major performance project set and marked directly by RSL examiners to test industry readiness.
What will the course allow me to progress to in the future?
Higher Education: Earns up to 84 UCAS points (Distinction*), facilitating entry into Performing Arts Conservatoires, Dance Academies, or University degrees.
Industry Portfolios: Helps students curate high-quality showreels and audition pieces for direct entry into commercial performance, theatre, or live music work.
Transferable Paths: Develops project management, public presentation, and elite teamwork skills crucial for careers in creative producing, event management, media, and education.
We utilise a practical, studio-based workshop approach, using teacher modeling, group collaboration, and immediate verbal feedback. This structure allows students to develop physical and vocal techniques in a controlled, safe environment. Lessons are scaffolded to break down script analysis and every lesson has been worked to be accessible to all learners. The Angmering School is equipped with two professional black box studios, with LED lighting, staging curtains and surround sound speakers. In the canteen, we have industry standard lighting and sound systems, ready for our many performances throughout the year.
To support knowledge retention, we embed retrieval practice into our routines, beginning lessons with low-stakes recall activities or practical warm-ups that reactivate prior skills. Core theatrical concepts are spiraled across the key stages, moving from introductory exploration in Key Stage 3 to advanced application in Key Stage 5. This interleaving of techniques aims to move students past short-term memorisation so they can fluidly apply skills during practical assessments and independent projects. This, alongside students’ study capture use helps engage long term memory, especially at KS3 level.
Literacy and technology are integrated directly into the subject matter. Disciplinary literacy is developed through scriptwork, the analysis of play texts, and the writing of evaluative logs and critical reviews. Additionally, students use technology to support their work, incorporating lighting and sound design, video recordings for self-evaluation, and maintaining digital portfolios to document their progress.
Homework is set regularly to back up what students are doing in class and get them ready for practical studio work. At Key Stage 3, homework is set once a term and is mostly about foundational prep, like learning lines for an upcoming performance or researching a specific topic or theatrical style. By Key Stage 4, it steps up to once a fortnight to match the demands of the GCSE course. At this stage, tasks focus heavily on independent study, which usually means getting together for rehearsals, doing deeper contextual research, or memorising scripts so no time is wasted when they get into the space.
To keep everything organised and easy to track, we use Bromcom to log deadlines and notify parents, alongside Google Classroom to share resources. Through Google Classroom, students can easily access scripts, digital stimuli, and project briefs at home, making it simple to practice their lines, collaborate with their group, and complete their research before stepping back into the studio.
Our extra-curricular program and trips are all about building cultural capital and showing students where the performing arts can take them in the real world. We run weekly sessions that give everyone a chance to get involved, including our Thursday rehearsals for the National Theatre Connections program, which lets students work on brand-new scripts and experience a professional production, ending on a performance at the Chichester Festival Theatre.. On Wednesdays, we host our main Drama Club, which builds toward our big winter and summer showcases. These clubs are a direct extension of our lessons, giving students the space to take the performance, movement, and ensemble skills they learn in class and apply them to a proper, live stage.
To bridge the gap between the classroom and the industry, we regularly bring in professionals to talk to our students. These guests range from West End actors and short film directors to backstage experts like a West End head of department, giving students a real look at both onstage and behind-the-scenes careers. We also aim to organise at least one theatre trip for every Key Stage each year.
