Subject Leader: Harriet Maley  

Drama and the Performing Arts play a crucial role in providing a broad range of enriching opportunities, both inside and outside the classroom, that support students in developing academically, socially, and creatively. Through an ambitious and engaging curriculum, students gain both subject-specific knowledge and key drama skills while also cultivating essential “soft” skills such as teamwork, confidence, communication, resilience, creativity, and problem-solving.  

All students engage with Drama at Key Stage 3, developing foundational knowledge and performance techniques that are fundamental to success at GCSE level and beyond. Students have the opportunity to participate in a range of extra-curricular activities, including theatre trips, workshops, clubs, and performance showcases. The overall vision for Drama is to encourage engagement with the arts while fostering a wider understanding of culture and society.  

Key Stage 3 Drama 
At Key Stage 3, students build a strong foundation in performance, creativity and theatre knowledge through a carefully sequenced curriculum. Each year is structured into three units, allowing pupils to revisit core skills whilst exploring a range of theatrical styles. 

A central aim of KS3 is to develop students’ foundational knowledge of key drama concepts, preparing them for the academic and practical expectations of GCSE Drama. Alongside performance skills, pupils also learn interpersonal skills, including cooperation, communication, focus, and how to give and receive constructive criticism in a supportive and respectful way. 

By the end of KS3, students are confident performers, thoughtful collaborators and well prepared for GCSE study. 

Year 7 
Unit 1: Foundations of Drama 
Students learn the building blocks of drama including tableaux, narration, gesture, facial expression, levels and audience awareness. They develop early rehearsal habits and learn how to communicate meaning through clear vocal and physical choices. 

Unit 2: Mime 
Pupils build discipline, precision and focus whilst learning techniques such as manipulation mime and linear mime.  

Unit 3: The Greek Chorus 
Students experiment with unison, canon, echo, call and response, articulation and projection. They develop timing, coordination and ensemble awareness. 

Year 8 

Unit 1: Puppetry 
Students explore shadow puppets, fabric puppets and object manipulation. They also begin to work with technical theatre elements to create style, mood and atmosphere. 

Unit 2: Theatre in Education 
Pupils create performances with a clear aim, using conventions such as direct address, flashback, multi role, audience interaction and accurate facts or statistics.  

Unit 3: Scripted Drama 
Students learn about interpretation, blocking, pace, pause, status, line learning and audience awareness. They develop the discipline needed to prepare and perform a scripted extract to a high standard. 

Assessment at KS3 

Students are assessed on their ability to: 

• • Apply vocal and physical skills 
• • Use key terminology accurately 
• • Demonstrate audience awareness and stage discipline 
• • Work collaboratively and use rehearsal time effectively 
• • Analyse and evaluate performance using constructive criticism 

All practical assessments are supported by a BOOST performance, giving pupils feedback, a clear improvement target and an opportunity to refine their work before their final grade. 

Homework  

At KS3, homework is set once per fortnight, primarily consisting of short, focused research tasks that help students become independent practitioners by bringing their knowledge and research into class to use in practical and theoretical activities. These tasks are designed to:  

• Encourage students to explore different theatre styles, key practitioners, and historical contexts.  
• Develop independent learning habits by allowing students to research topics and apply their findings in lessons. 
• Foster curiosity about drama and performance beyond the classroom.  
• Support memory retrieval and reinforce prior learning, ensuring students can recall key concepts when devising or analysing performances.  

At KS4, homework is set once per week and varies from research, line learning, exam practice, revision, and practical preparation. These tasks are structured to:  

• Build upon the independent research skills developed at KS3, ensuring students can confidently analyse texts and practitioners in more depth.  
• Provide structured opportunities to engage with past exam questions and develop written evaluation skills.  
• Support preparation for practical assessments by encouraging regular rehearsal and refinement of performances.  
• Reinforce key terminology and theoretical knowledge through revision-based tasks.  
• Develop resilience and time management, essential for success at GCSE level.  

How Parents and Carers Can Support  

• Encourage students to watch plays, musicals, and live performances, either in person or online (BBC iPlayer, National Theatre at Home, Disney+).  
• Assist students with rehearsal preparation by offering constructive feedback on performances.  
• Support engagement in extra-curricular drama clubs, workshops, or community theatre.  
• Check Teams and planners for homework deadlines and upcoming performance dates  

Additional Support Available/Useful Links  

• BBC Bitesize Drama  
• National Theatre Live  
• Drama Online Library  

Key Stage 4 – AQA GCSE Drama  

Exam Board and Syllabus Code: AQA GCSE Drama (8261)  

This course allows students to develop their performance and analytical skills while gaining an in-depth understanding of theatre-making. Students will explore drama through a variety of practical and written tasks, preparing them for further study or careers in the performing arts industry.  

Year 9  

Unit 1: History of Theatre – Studying key developments in theatre from Greek Drama to contemporary styles.  
Unit 2: Set Study – Noughts and Crosses – Exploring themes, characters, staging, and context.  
​​​​​​​Unit 3: Live Theatre Review – Analysing professional performances and developing critical evaluation skills.  

Year 10  

Component 2: Devising Theatre (Coursework – 40%) – Students create and perform original work based on a given stimulus.  
Deep Dive: Noughts and Crosses – Further exploration of the set text, focusing on characterisation, staging, and dramatic techniques.  
​​​​​​​Exam Preparation: Section A and Section C – Practising written responses on theatre analysis and devised work.  

Year 11  

Component 1: Understanding Drama (Written Exam – 40%) – Answering questions on Noughts and Crosses, theatre roles, and live performance analysis.  
Component 3: Texts in Practice (Performance – 20%) – Performing two extracts from a play for external assessment.  
​​​​​​​Final Rehearsals, Written Exam Practice, and Revision  

Engaging with the Wider World  

Drama at Reading Girls’ School provides students with opportunities to engage with real-world debates, social issues, and cultural experiences.  

• Text-Based Exploration: Students study Fault (KS3) and Noughts and Crosses (KS4), addressing themes such as race, privilege, social justice, and peer pressure, encouraging critical discussions and deeper understanding.  

• Theatre Trips & Workshops: Students attend professional productions at Reading Rep Theatre, Wellington College and take part in workshops led by theatre practitioners, gaining insight into the professional industry.  

• Performance Opportunities: The school play, classroom performances, and live theatre screenings provide students with first-hand performance experiences.  

• ​​​​​​​Technical Theatre & Stagecraft: In both KS3 and KS4, students engage in mask making, costume design, puppetry, lighting, sound, and set design, developing an appreciation for the technical elements of theatre and storytelling.  

By integrating real-world themes, professional theatre experiences, stagecraft, and live performance opportunities into the Drama curriculum, we ensure that students not only develop their creative and analytical skills but also gain a deeper appreciation for theatre’s role in society, culture, and global discussions.