Curriculum Intent
Drama at Southend High School for Girls, aims to be an engaging, stimulating, inspiring and challenging course that allows for every student to build the confidence to compete for world leading opportunities in the field of performance and beyond. Participating in drama will challenge students’ perceptions of the world around them and provide a safe place to express thoughts and feelings that they might not otherwise have a means to express, in turn allowing them to become confident in taking risks and opening the possibility to lead remarkable lives.
In practical terms, drama promotes involvement in, and enjoyment of drama, as performers, directors and designers. Students explore different forms and styles of performance; engage in methods and processes such as devising techniques, improvisation and textual study; develop presentational and communication skills and acquire technical skills in areas such as lighting and costume design. Additionally, drama provides opportunities to develop skills as informed and thoughtful audience members.
To this end, we want students to have access to creative teaching, expert practitioners and inspiring productions, where students’ innate creativity is fostered and innovation is encouraged. An enhanced curriculum provides students with further opportunities to participate in a range of production, technical and performance roles or to develop complimentary skills such as playwrighting.
A life enhancing subject.
Skills learnt in drama can serve students well in all aspects of life, from developing a positive and confident self-image, to acquiring self-control and discipline, and taking ethical approaches to their work. The collaborative nature of drama allows students to learn to work together, to listen to and accept the viewpoints and contributions of others. Above all, drama allows students to put themselves into others’ shoes and relate to them; it is therefore an important tool for preparing students to live and work in the world with tolerance and empathy. Seeing the world through others’ eyes and really understanding others’ motives and choices is critical in helping to build responsible citizens.
What does it feel like to be a student in the Drama Department?
Studying drama at Southend High School for Girls means engaging in an exciting, inspiring and challenging course where you become the maker of art. You will enjoy and become involved in drama as performer, director and designer. In lessons, you will explore different forms and styles of performance; engage in methods and processes such as improvisation, devising techniques and textual study; develop presentational and communication skills alongside practical skills of voice and movement; acquire technical skills in areas such as lighting and costume design. You will be challenged to work collaboratively, as well as independently, to create original work and to interpret texts from a range of writers, cultures and times. Each year the department arranges workshops with influential theatre companies such as The Paper Birds and Trestle Theatre, as well as independent practitioners. You will spend some considerable time watching performances. Through these viewings you will develop a working understanding of contemporary theatre practice, bringing what you see and experience into your own creations. Alongside this, you will develop your ability to analyse how meaning is made in theatre, to become an informed and thoughtful audience member.
As a drama student at SHSG, you will be encouraged to create work that is bold, brave and innovative, in a supportive and creative environment. You will frequently review and reflect on your work, seeking feedback from audiences. You will have opportunities to participate in super-curricular performance events in a range of production, technical and performance roles or to develop complimentary skills such as playwrighting or participate in national competitions and LAMDA examinations. Our students have won prestigious awards for their work with New Views, and Poetry by Heart, and we currently have several students (and past students) who are members of both the National Youth Theatre (NYT) and the National Youth Music Theatre.
In recent years SHSG drama students have progressed to distinguished conservatoires; Central School of Speech and Drama, Trinity Laban, East 15, Rose Bruford, Arts Educational, Urdang Academy. Others have gone on to study the subject at universities with renowned drama departments: Exeter, Queen Mary’s University of London, King’s College London and Royal Holloway. However, the value that the study of drama brings to any university course or career is recognised by top universities and employers alike. Qualities of empathy, discipline, collaboration, and creativity, together with the confidence, presence and communication skills acquired – all combine to provide an advantage for students on any course or career pathway, or simply for navigating life itself.
In conclusion, drama will support you to develop a positive and confident self-image and provide a safe place to express thoughts and feelings that you might not otherwise have a means to express. Drama will also provide opportunity for you to become more persuasive in your communications – be that through speaking or writing. Drama allows you to work closely with others. But perhaps above all, drama will challenge your perceptions of the world around you. Throughout its long history of thousands of years, drama has always provided a political and social space where makers of drama put themselves into others’ shoes, relating to their stories with empathy and understanding.
Please click on the button below to download the assessment policy for Drama.
At Southend High School for Girls we teach a curriculum that is ambitious and that aims to be engaging, stimulating, inspiring and where students’ innate creativity can be fostered. This subject allows for every student to build confidence by providing a safe place to express thoughts and feelings that they might not otherwise have a means to express. In drama, students learn to work together, and have opportunity to develop skills to become more persuasive in their communications; be that through speaking or writing. Skills learnt in drama can serve students well in all aspects of life, from developing a positive and confident self-image, to acquiring self-control and discipline, and taking ethical approaches to their work.
The SHSG drama curriculum should expose and challenge students towards gaining access to cultural capital through creative teaching and the introduction to a range of performance styles and inspiring texts and productions. The curriculum focuses on three main areas – CREATING, PERFORMING (or presenting) RESPONDING.
An enhanced curriculum provides students with further opportunities to participate in a range of production, technical and performance roles.
The drama curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:
- Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
- Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate
- Rhetoric (Communication) essays, speeches, performances, presentations
Year 7
Pre-requisite or helpful knowledge from Year 6 Drama ready to study in Year 7 if applicable
No pre-requisite is required, students bring with them their unique experiences which they draw upon in Drama. Some will have prior experience of working with poems, playscripts and role play from primary school, which can provide a foundation for Key Stage 3 study. Previous access to live performance will be varied and limited or absent altogether for some students.
Confidence in presenting work of any kind before others may present a real challenge for some and is managed with care. Aspects such as Speaking in Public, help build skills to bring confidence and we offer LAMDA Acting or Speaking examinations to disadvantaged students at no cost to them, as well as encouraging participation in our enhanced curriculum.
The topics below have been chosen as they reflect the ambitions for Drama as a discrete subject offered by this Grammar school. They have been carefully sequenced to build a student’s learning journey to achieve the aims of our Drama intent. Along the way students are assessed and topics will be revisited in assessments to keep each stage of this learning journey alive.
Year 7
Term 1
Topic 1
- Introducing Drama precepts and characteristics
- Exploring Physical Theatre
- Who? Where? When? Exploring character and context
Assessment
- Creating Drama using body and space
- Evaluating own and others’ performance
- Vocabulary tests
Term 2
Topic 2
- Treasure Island – practical approaches to performance
- The play to stage process, incorporating design elements
- Working with props and set
- Writing a live theatre review
Assessment
- Performing – Acted scene
- Responding – Reviewing live or digital performance
- Vocabulary tests
Term 3
Topic 3
- Exploring Performance styles: Greek, Theatre Commedia Dell’Arte, Melodrama
- Application of understanding to a text
- Application of understanding to a devised performance
Assessment
- End of year examination based on the study of Treasure Island
- Practical assessment based on a Performance Style
Achieving outstanding outcomes in Drama – knowing and remembering even more that what is expected of a grammar school KS3 curriculum.
In KS3 we assess student progress and attainment against the degree to which students have secured the key knowledge, skills and understanding that have been defined as being essential within each subject for a given year. (see above)
When reporting student progress this will be determined by the quality of work being produced at that point within each subject given the context of this selective grammar school. Progress will be reported according to the following standards:
- Working beyond expected year standard
- Working at expected year
- Working towards expected year standard
To go beyond what is expected of a Drama student in KS3 students should read widely, actively engage between lessons, engage in watching performances and recommended research, and learn key language and subject specific terminology. Outstanding students will show a commitment to understanding and participating in performance opportunities beyond the classroom.
Recommended reading in Drama for Lower School (Years 7 – 9)
Books from the KS3 Reading List that are available in the School library as well as the texts Treasure Island by Bryony Lavery, Small Island by Helen Edmundson, The Wardrobe by Sam Holcroft and The Curious Incident of the Dog in the Night time by Simon Stephens.
Useful websites, TED talks and research for Lower School (Years 7 – 9)
Viewing digital productions which students have access to via National Theatre online, including Peter Pan, Treasure Island, and Twelfth Night.
BBC Bitesize Drama
Drama-specific language to master in Lower School (Years 7 – 9)
- All required terminology is given on the termly Knowledge Audits
- Students will use specific terminology in each area of the curriculum, and related to CREATING, PERFORMING AND RESPONDING to Drama, as relevant.
At Southend High School for Girls we teach a curriculum that is ambitious and that aims to be engaging, stimulating, inspiring and where students’ innate creativity can be fostered. This subject allows for every student to build confidence by providing a safe place to express thoughts and feelings that they might not otherwise have a means to express. In drama, students learn to work together, and have opportunity to develop skills to become more persuasive in their communications; be that through speaking or writing. Skills learnt in drama can serve students well in all aspects of life, from developing a positive and confident self-image, to acquiring self-control and discipline, and taking ethical approaches to their work.
The SHSG drama curriculum should expose and challenge students towards gaining access to cultural capital through creative teaching and the introduction to a range of performance styles, inspiring texts and productions.
The drama curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:
- Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
- Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate
- Rhetoric (Communication) essays, speeches, performances, presentations
Pre-requisite or helpful knowledge from Key Stage 3 Drama ready to study at GCSE
Some familiarity with performance techniques, stagecraft, design approaches and the beginnings of an appreciation of the cultural capital gained through the study of Drama.
- Students will be required to demonstrate the ability to use the working methodologies of a theatre practitioner or performance style
- Use theatrical techniques to create meaning through theatre
- research and develop ideas
- interpret texts
- devise work realising artistic intentions
- analyse and evaluate the process of creating their own live theatre and the effectiveness of the final outcome as well as interpreting and analysing live theatre performance by others.
The topics below have been chosen as they reflect the ambitions of the National Curriculum, and as a Grammar school, challenge students beyond the National Curriculum. They have been carefully sequenced in order to build a student’s learning journey to achieve the aims of our Drama intent. Along the way students are assessed and topics will be revisited in assessments to keep each stage of this learning journey alive.
Year 10
Term 1
Topic(s) / skills
Theatre Styles and Practitioners–
Links to Component 1, 2 and 3
Students will explore a range of Theatrical styles and practitioners/Theatre Companies that will broaden their understanding of performance forms and conventions.
Introduction to devising from a stimulus –
Links to Component 1: Devising Theatre
Students will complete a short devising task and accompanying written task to gain a greater understanding of the requirements of Component 1: Devising Theatre
Assessment
Ongoing assessment of work completed in class and homework.
End of term assessment of Devised work.
Term 2
Topic(s) / skills
Set text study MACBETH, by William Shakespeare
Students will begin to study the set text that will be examined in Section A of their Component 3 written exam.
Students will also begin to explore the Live Theatre seen in Term 1 as preparation for Section B of their Component 3 exam.
They will watch a range of digital theatre to deepen their understanding of style, plot, acting, interaction, direction and design.
Assessment
Practice questions for Component 3, Section A set text and Section B, Live theatre evaluation.
Term 3
Topic(s) / skills
Begin NEA: Component 1: Devising Theatre.
Students will begin the development of their devised performance, using research, rehearsal, and refinement to prepare a devised performance. They will also begin their written portfolio that will be assessed with the performance in year 11.
Students will revise their SET TEXT and LIVE THEATRE notes in preparation for their mock exam.
Assessment
Year 10 Mock exam: Component 3 – the written paper.
Year 11
Term 1
Topic(s) / skills
Students will be preparing for their NEA Component 1: Devising Theatre. The performance will take place in mid-October, and they must then complete their portfolio of supporting evidence and accompanying Evaluation (this is completed under controlled conditions) by November.
Students will begin to explore possible texts Component 2: Performing from a text.
Theatre visit and practice Component 3: Section B
Assessment
Component 1: Devising Theatre – NEA
Term 2
Topic(s) / skills
Students will prepare for and complete Component 2: Performing from a text. This will be assessed by a visiting examiner. Examination will take place in early March
Revise SET TEXT and LIVE THEATRE exam practise.
Assessment
Component 2: Performing from a text
Term 3
Topic(s) / skills
Final preparation and revision for Component 3 – the written paper, Section A: Set Text and Section B: Live Theatre Evaluation.
Assessment
Final exam – Component 3 in May
Achieving outstanding outcomes in Drama – knowing and remembering even more that what is expected of a grammar school KS4 curriculum.
In KS4 we assess student against the core content and assessment objectives as outlined by the relevant GCSE examination board specification. For Drama, this is Eduqas C690QS. To go beyond what is expected of a Drama student at GCSE and achieve outstanding outcomes in Drama students should engage with practical Drama as much as possible, from watching live Drama in theatres as well as recorded performances online. Outstanding students create work with imagination, flair and artistic creativity, displaying strong levels of confidence. They interpret and perform scripts with a clear understanding of meaning and interpretation. In performance they convey meaning, atmosphere, feeling and tone with skill and precision. Outstanding students use dramatic devices with skill and creativity, applying the appropriate theatrical language. They use a large range of theatrical styles and skills with expert knowledge and understanding. Students demonstrate extremely high standards in their performance. Students evaluate performances with outstanding analysis and interpretation.
Recommended reading in Drama for GCSE
- Any books from the KS4 Reading List that are available in the School library
- Eduqas GCSE Drama text book
- MACBETH, by William Shakespeare
Other texts as chosen during the course.
Useful websites – the National Theatre provide a wealth of videos on a vast range of theatre topics.
Drama-specific language to master at GCSE
- All required terminology is given in the Eduqas specification glossary
At Southend High School for Girls we teach a curriculum that is ambitious and that aims to be engaging, stimulating, inspiring and where students’ innate creativity can be fostered. This subject allows for every student to build confidence by providing a safe place to express thoughts and feelings that they might not otherwise have a means to express. In drama, students learn to work together, and have opportunity to develop skills to become more persuasive in their communications; be that through speaking or writing. Skills learnt in drama can serve students well in all aspects of life, from developing a positive and confident self-image, to acquiring self-control and discipline, and taking ethical approaches to their work.
The SHSG drama curriculum should expose and challenge students towards gaining access to cultural capital through creative teaching and the introduction to a range of performance styles, inspiring texts and productions.
The drama curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:
- Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
- Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate
- Rhetoric (Communication) essays, speeches, performances, presentations
Pre-requisite or helpful knowledge from Key Stage 4 is useful but not essential. An interest in theatre is necessary.
Students can join with the intention to focus on Design for Components 1 and 2.
This course provides a suitable foundation for the study of drama and theatre or a related area through a range of higher education courses, progression to the next level of vocational qualifications or employment. In addition, the specification provides a coherent, satisfying and worthwhile course of study for learners who do not progress to further study in this subject.
- Students will be required to demonstrate the ability to use the working methodologies of two theatre practitioners or theatre companies
- Use theatrical techniques to create meaning through theatre
- research and develop ideas
- interpret texts
- devise work realising artistic intentions
- analyse and evaluate the process of creating their own live theatre and the effectiveness of the final outcome as well as interpreting and analysing live theatre performance by others.
The topics below have been chosen to both reflect the ambitions for Drama by this Grammar school and the Eduqas examination board specification for Drama and Theatre A level. They have been carefully sequenced to meet the assessment objectives for the examination board. The A level specification is synoptic, and students are encouraged to apply their learning as directors, designers and actors, to a range of new and challenging scenarios. Along the way students are assessed to monitor progress, knowledge and understanding in the achievement objectives:
AO1 Create and develop ideas to communicate meaning as part of the theatre making process, making connections between dramatic theory and practice
AO2 Apply theatrical skills to realise artistic intentions in live performance
AO3 Demonstrate knowledge and understanding of how drama and theatre is developed and performed
AO4 Analyse and evaluate their own work and the work of others.
Our assessment practice at SHSG reflects on how successful students have been in knowing, remembering and doing more through the above topics, as gauged by comparison with the examination board assessment objective marking criteria.
Students are encouraged to engage with live performance and developments in the world of professional theatre practice. A significant aspect of success is determined by their ability to incorporate contemporary theatre practices into their own work where appropriate.
Year 12
Term 1
Topic(s) / skills
Topic 1: Theatre Style and Practitioner Workshops:
The Students will explore a range of Practitioners and Theatrical Styles that broaden their understanding of Theatre conventions, Performance, Design and Theatre History. They will also view live theatre, through theatre visits and online content.
Topic 2: Introduction to the Set Texts for Component 3, section A and B:
Hedda Gabler by Henrik Ibsen
Love and Information by Caryl Churchill
Assessment
BASELINE TEST:
- Shakespeare Monologue Challenge
- Devised performance using a theatrical style or practitioner
- Live Theatre evaluation
Term 2
Topic(s) / skills
Topic 1: Continued work on the set texts.
Introduce the third set text:
Curious Incident of the Dog in the Nighttime (adapted for the stage) by Simon Stephens
Topic 2: Exploration of texts in preparation for Component 1: Theatre Workshop. Students will explore a range of texts, to make an informed choice about which text they wish to re-imagine for their NEA Component 1 exam. The students will also explore how to write an effective working log – the written element of their Component 1 Exam.
Assessment
- Ongoing homework and research activities
- Exam style question practice
Term 3
Topic(s) / skills
Topic 1: Component 1: Theatre Workshop
- Choose text for reimagining
- Choose extract
- Choose Practitioner
- Start the devising and rehearsal process
- Begin Creative Log
Topic 2: Revision of Hedda Gabler/Love and Information in preparation for PPEs.
Assessment
1. PPE exam
Component 3: Section A and B
2. Complete first draft of Section 1 and 2 of the Creative Log
Year 13
Term 1
Topic(s) / skills
Topic 1: Preparation and rehearsal for
component 1: Theatre Workshop NEA
Complete creative logs
Topic 2: Explore the stimuli set for Component 2 in terms of Devising and explore potential texts to be used for Component 2 text performance.
Assessment
Component 1: Theatre Workshop Re-imagined text performance and creative logs NEA assessment
to be completed in October
Term 2
Topic(s) / skills
Topic 1: Component 2 – Devised and Scripted performance.
The students will choose an Eduqas-set stimulus for devised /text work for Component 2.
- Choose TEXT for Component 2 and conduct research for stylistic approach.
- Choose a topic for DEVISED performance for Component 2 based on the chosen stimulus and conduct research on the chosen practitioner.
Topic 2: Revision of Set texts for Component 3 (Hedda Gabler and Love and Information) including the exam extract for Curious Incident of the Dog in the Night time – extract released in March.
Assessment
- Write Process Reports for Component 2
Performance Assessment to a visiting examiner – March. Process Reports and Evaluation to be submitted 1 week after the Performance.
Term 3
Topic(s) / skills
Preparation and Practice for Component 3: written exam
Assessment
Component 3: written examination
Achieving outstanding outcomes in Drama – knowing and remembering even more that what is expected of a grammar school KS5 curriculum.
In KS5 we assess student against the core content and assessment objectives as outlined by the relevant A Level examination board specification. For Drama this is Eduqas A690QS. To go beyond what is expected of a Drama student at A LEVEL and achieve outstanding outcomes in Drama students should engage with practical Drama as much as possible, from watching live Drama in theatres as well as recorded performances online. They should also engage with workshops provided within school and seek opportunities for similar experiences beyond the classroom. Outstanding students create work with imagination, flair and artistic creativity, displaying confidence and ease to all audiences. They interpret and perform scripts with a clear understanding of meaning and interpretation. In performance they convey meaning, atmosphere, feeling and tone with skill and precision. Outstanding students use dramatic devices with skill and creativity, applying the appropriate theatrical language. They use a large range of theatrical styles and skills with expert knowledge and understanding. Students demonstrate professionalism in their performance. Students evaluate performances with sophisticated analysis and interpretation.
Recommended reading for Drama and Theatre
Boal, A. (1976). Theatre of the Oppressed. Pluto Press: London Bolton, G. (1984).
Antonin Artaud – the Theatre and its Double
Stanislavski – My life in Art
Stanislavski – Building a Character
Actions – the Actors Thesaurus
The Actor and the Target – Declan Donnellan
The Director’s craft – Katie Mitchell
Learning through Theatre, Routledge: London. Neelands, J. and Goode T. (2000)
Structuring Drama Work 2nd Edition CUP; Cambridge Neelands, J. (2004)
The Cambridge Introduction to Theatre Studies, Cambridge; Cambridge University Press Braun, E. (1982)
The Director and the Stage Methuen; London Brecht, B. (1948)
The Empty Space – Peter Brook. Penguin; Harmondsworth Carlson, M. (1996)
Signs of Performance Routledge DOLAN, J. (2005).
The Field of Drama London; Methuen Freshwater, H. (2009)
Theatre & audience, London: Palgrave MacMillan Leach, R. (2013)
Theatre Studies: the basics, Routledge: London. Kershaw, B. (1992)
The Politics of Performance Routledge; London Neelands, J & Dobson, W. (2000)
Drama and Theatre Studies at AS and A Level Hodder & Stoughton London Neelands, j. & Dobson. W. (2000)
Performance Studies: An introduction, 3rd edition, Routledge, New York. Role of Story (full-time students only) Alfreds, M. (2013)
Then What Happens? Storytelling and Adapting for Theatre, Nick Hern Books: London. Bettelheim, B. (1976)
The Uses of Enchantment, Penguin. Brecht, B. (1968)
The Virago Book of Fairy Tales, Virago. Cassady, M. (1990)
Storytelling Step by Step, Resource Tatar, M. (ed.)(1999)
The Frantic Assembly book of Devising
The Moving Body – Jacques Lecoq
Any videos on the National Theatre Education site.
Terminology is provided in the Eduqas Specification documents.