Drama is taught in KS3, KS4 and also KS5, where it is called Drama and Theatre.

The departmental  aims are to:

  • Develop skills that are transferable to the workplace, such as communication, problem solving and voice skills.
  • Promote them as curious, interested and intellectually driven learners.
  • Develop each student’s ability to think creatively and become effective negotiators who can express their ideas with clarity, confidence and sensitivity.
  • Enhance student’s understanding of the social and cultural contexts that surround performance work.
  • Instil in students the importance of empathy and courage and enhance their ability to question the world they are a part of.

The department wants to enable students to be familiar with a body of knowledge, principles, skills, techniques and vocabulary related to Drama. Teachers seek to create an atmosphere where students wish to learn and to value each other, encouraging empathy, so that each student approaches issues of Race, Religion, Gender, Sexuality and Ability with tolerance and insight. Drama teaching  employs methods and resources that allow all students to have equal access to Drama and to experience success and enjoyment in their work.

key stage 3

During Key Stage 3 students cover the following areas: confidence and team building; group dynamic and form identity. They are introduced to, and develop basic drama skills and theatrical techniques ,which allow them to explore themes and issues in a safe environment.

Students will learn how to devise original performance work as well as have the opportunity to perform from a script. Emphasis is given to developing each student’s ability to use vocal and physical skills to perform in front of an audience.

All students are assessed once per term and provided with specific feedback on how to improve.

All students are taught to develop their skills in self-evaluation and peer assessment, which develops further in Key Stage 4.

key stage 4

We are pleased to offer to students the EDUQAS in Drama GCSE, which places emphasis on practical exploration and creates opportunities to perform or to gain experience in performance support. This is coupled with academic rigour in research, preparation, analysis and evaluation. The course that we have designed uses inspiring material which stimulates students to create exciting and imaginative drama, either through work on script, or in improvisation and devising.

Course Subject: Drama - Board: EDUQAS Drama

The examination is divided into three parts:

Learners take three components to be awarded Eduqas' GCSE (9–1) in Drama.

content overview assesment overview
Learners will research and explore stimulus, work collaboratively and create their own devised drama. Learners will write a Devising Portfolio that details their creative process and an evaluation of their final performance.

Devising Non-exam assessment 

60 marks

40% of total GCSE
Learners develop and apply theatrical skills in acting or design by performing of two extracts from a performance text.

Performing from a Text
60 marks 
Non-exam assessment
(Visiting examination)

20% of total GCSE
Learners will explore practically a performance text to demonstrate their knowledge and understanding of drama. Learners will analyse and evaluate a live theatre performance.

Written Exam
60 marks
Exam assessment
1 hour 30 minutes

40% of total GCSE



This course provides students with the opportunity to combine a sophisticated practical and academic response to theatre and performance in all of its forms. 

Students will study set texts and the work of several theatrical practitioners as well as performing individually and in small groups. 

Students considering this course should be willing to spend time outside of timetabled lessons to study performing arts and have a genuine interest in theatre.  A willingness to experiment and a sense of fun are also important.

Exam Board: OCR

Year 1 Subject Content:

Component 1: Practitioners in practice - learners will research and practically explore practitioners and the work of others.

Component 3: Analysing performance - learners will explore practically two performance texts on a chosen theme, analysing these in a written exam at the end of year 2.

Year 2 Subject Content

Component 2: Exploring and performing texts - learners will explore one performance text, performing for a visiting examiner.

Component 4: Deconstructing texts for performance - learners will interpret and explore practically a performance text considering how to create, develop and direct performance for an audience, demonstrating their understanding of conventions through a written exam.

Career Opportunities / Routes

This course supports progression into careers in performing arts, the media industry, teaching, law, advertising, events management, human resources, sales and marketing.


Component 1: Practitioners in practice

  • Written research report
  • Portfolio of practical work
  • Performance of devised work
  • Completed in Year 1
  • 40%

Component 2: Exploring and performing texts

  • Performance of scripted piece for visiting examiner, start of Year 2
  • 20%

Component 3: Analysing performance

  • Written exam at the end of Year 2
  • 20%

Component 4: Deconstruction texts for performance

  • Written exam at the end of Year 2
  • 20%

We offer a wide range of opportunities for students to develop their skills and knowledge of drama outside of the classroom.

Throughout the year there are several opportunities for students to become involved in performances such as the Whole School Production in the Summer Term and a smaller scale workshop performance early in the Spring Term.

In recent years we have collaborated with various West End theatres to enhance our students understanding and appreciation of live theatre, including The Almeida’s acclaimed revival of “Our Town” by award-winning American director, David Cromer, being performed in our own school to the whole of Year 9.

This year we have been working in partnership with The Old Vic and students have seen productions of “Future Conditional”, “The Lorax”, Ibsen’s classic, “The Master Builder”(starring Ralph Fiennes) and Pinter’s masterpiece “The Caretaker”(starring Timothy Spall). Prior to each performance we have had the privilege of working with theatre professionals in 2 hour workshops exploring character and theme.

Parents and carers are advise to support students’  learning by:

  • Encourage them to go to the theatre independently of those trips which are organised by the department.
  • Explore the themes, ideas and historical context of the work studied in Drama in discussion at home, and encourage students to carry out further research to develop independent study skills