Huish Episcopi

Our Vision for Drama at HEA

Drama is a powerful form of communication that inspires pupils to think, feel, and act differently. It combines intellect and emotion, encouraging personal expression, reflection, and emotional growth. Our Drama curriculum aims to develop confident, creative, and effective communicators who can explore a range of performance styles and genres.

We strive to instil enjoyment, creativity, and collaboration through engaging, culturally reflective, and challenging topics. For disadvantaged pupils, our curriculum seeks to broaden cultural experience, promote British values and provide enriching opportunities to collaborate and learn from diverse peers. Above all, we aim to create a safe, inclusive, and expressive environment where every student’s voice is valued, and their creativity is celebrated.

Lessons include practical exploration and opportunities for pupils to express ideas and give verbal and written peer feedback. Aligned with the Edexcel Drama GCSE, the curriculum builds performer, designer and creator skills across creating, performing and evaluating. At KS3, we develop group work, devising and script-based performance to prepare pupils for KS4, where devising, script work, performance, research and live theatre evaluation are assessed.

The learning journey is designed and sequenced in a way that ensures all skills learnt are then repeated and further developed across the 3 years at KS3, thus reinforcing and embedding essential skills in which to achieve in the GCSE and A-Level courses.

Key Theme/Domains

Devising	The process of creating original drama from ideas rather than using a pre-written script. (AO1)
Performing	The act of presenting a piece of drama to an audience through voice, movement, and characterisation. (AO2)
Evaluating	The process of analysing and reflecting drama work to judge its strengths, weaknesses and overall effectiveness. (AO4)

Curriculum Overview

Year 7

Year 7
Autumn 1	Students are introduced to fundamental drama skills and techniques. This unit focuses on developing students' ability to collaborate, communicate effectively, and express themselves through various drama activities. Overall, the unit aims to build a strong foundation in drama, fostering creativity, confidence, and critical evaluation skills in students. Specifically, they will learn the six fundamental skills of the ‘Actor's Voice and Physicality’ via correct terminology and use in action. They will learn the use of building blocks in devising drama such as still image, narration, thought track, role-play, transitions, body-propping, and sound-scaping.
Autumn 2
Spring 1	This unit aims to develop students’ use of non-verbal communication and looks at the role of ‘Mime’ and its purpose. Specifically, students will learn to develop their use of some of the physical core skills covered in the Autumn term, such as exaggeration of Facial Expression, Body Language, Gesture, and Posture. In addition to this, students are introduced to the idea of body tensions and the different levels of this to communicate without words.
Spring 2
Summer 1	Students are introduced to a range of different ’Genres’ of theatre style including Slapstick Comedy, Melodrama, Theatre in Education and Physical Theatre. Specifically, students will learn about different technical ways of performing including mirroring, puppeteering, stock gesturing, audience immersing, and stage combat.
Summer 2

Year 8

Year 8
Autumn 1	This unit aims to develop students' understanding of how various stimuli can inspire creative drama. Students will explore different types of ‘Stimuli’, such as props, costumes, sounds, photographs, stories, songs, poems, and themes. Specifically, they will learn about further devising techniques such as choral speech, sequence movement, flashbacks and flashforwards, and hot seating.
Autumn 2
Spring 1	This unit aims to develop student's exploration of Shakespeare's written word as a performer, using the text of ‘Macbeth’. Specifically, students will explore the language using the concept of reinterpretation, imagery, choral movement and speech, and then using scenes to develop an understanding of character emotion and motivation.
Spring 2
Summer 1	This unit aims to consolidate the student’s knowledge of devising techniques covered in the Autumn Term using Verbatim Theatre in the form of a real-life crime case from the 1950’s - ‘Let Him Have It’ Specifically, students will explore the real-life story through improvisation, hot-seating interviewing, use of music, newspaper articles, family and friendship dynamics, and the understanding of a court-room style drama.
Summer 2

Year 9

Year 9
Autumn 1	This unit is designed to build on students' understanding of divisive techniques, using the ‘Hillsborough Disaster’ as a case study to explore and apply these techniques in a meaningful and sensitive manner. Specifically, students will explore advanced devising techniques such as crosscutting, slow motion, monologue writing, conscience alley and direct address.
Autumn 2
Spring 1	This unit is designed to introduce students to a range of different ‘Theatre Practitioners’, in preparation for what they are expected to have knowledge of at GCSE. Specifically, they will learn about Epic Theatre (Bertolt Brecht), Total Theatre (Steven Berkoff), Theatre of the Absurd (Samuel Beckett) and Physical Theatre (Franic Assembly).
Spring 2
Summer 1	This unit is designed as a cross-curricular opportunity encompassing war poetry they will study as part of their English Literature GCSE and WW1 knowledge covered in their History Classes. Specifically, students will apply the advanced devising techniques covered in the Autumn Term to a whole class performance of the poem ‘Dulce Est Decorum Est’ as well as exploring script-writing skills, using the poem as stimulus.
Summer 2

Year 10

Year 10
Autumn 1	With two subject specialists in the department, two different parts of the course are delivered at the same time. Students are introduced to the component 3 set text ‘DNA’ by Dennis Kelly and explore character, relationships, plot structure and themes. Alongside this, a unit on theatrical design (lighting, sound, set, costume and staging) is introduced and applied to the set text. Students are introduced to the component 1 Devising project and are given options, in groups, of various stimuli options. From here they follow a structured scheme of work that supports them in a technical and scriptwriting devised process. They start to create their own original piece of theatre in preparation for an NEA performance. A written portfolio running alongside the devising process is also introduced.
Autumn 2
Spring 1	With two subject specialists in the department, two different parts of the course are delivered at the same time. Students continue with their studies to the component 3 set text ‘DNA’ by Dennis Kelly exploring character, relationships, plot structure and themes. Alongside this, a unit on the original performance conditions of the first performance of the play and the context in which the play was written, which they then apply their knowledge of practicing exam question structuring. Students complete their Component 1 Devising project up until half term and then complete rehearsals for these in preparation for a recorded NEA performance at the end of the term.
Spring 2
Summer 1	With two subject specialists in the department, two different parts of the course are delivered at the same time. Students prepare Section A of the Component 3 exam paper in preparation for their summer term internal exams. Students complete the written evaluative sections of the portfolio that accompany the recorded devised performance as well as reading and selecting appropriate texts for the forthcoming introduction to Component 2 ‘Performance from Text’ at the start of year 11.
Summer 2

Year 11

Year 11
Autumn 1	With two subject specialists in the department, two different parts of the course are delivered at the same time as the continuation of year 10. Students prepare for their first mock exam series by revising all content covered in year 10 on their set text ‘DNA’ by Dennis Kelly – practicing exam-style questions and improving their work from mark criteria feedback. As well as this, the ‘Live Review’ section of the exam paper is introduced, and students are exposed to watching live streamed theatre productions to create notes and practice this section of the paper in preparation for their first mock. Students are cast in two scenes in preparation for the component 2 ‘Performance from Text’ NEA exam. They create two contrasting scenes of the same character, either as a monologue, duologue, or group scripted piece.
Autumn 2
Spring 1	With two subject specialists in the department, two different parts of the course are delivered at the same time as the continuation of year 10. Students prepare for their second mock exam series by revising all content covered in year 10 on their set text ‘DNA’ by Dennis Kelly – practicing exam-style questions and improving their work from mark criteria feedback from mock series one. In the first half of the spring term, students complete their component 2 ‘Performance from Text’ NEA exam. In the second half of the term, they complete their Component 1 coursework ready for external moderation.
Spring 2
Summer 1	With the component 3 written exam often timetabled at the start of the exam series, students complete exam practice papers under timed conditions.
Summer 2

Year 12

Year 12
Autumn 1	With two subject specialists in the department, two different parts of the course are delivered at the same time. Students are introduced to the component 3 set text ‘Machinal’ by Sophie Treadwell and explore context, the expressionism movement, character, relationships, vocal and physical skills, directorial techniques as well as theatrical design (lighting, sound, set, costume and staging) applicable to the set text. Students are introduced to the component 1 Devising project and take part in practitioner workshops as well as given an array of play texts to read to inspire them. Once they have chosen a theatrical practitioner to base their devised concept on, as well as a suitable script stimulus, they follow a structured scheme of work that supports them in a technical and scriptwriting devised process. They start to create their own original piece of theatre in preparation for an NEA performance. A written portfolio running alongside the devising process is also introduced.
Autumn 2
Spring 1	With two subject specialists in the department, two different parts of the course are delivered at the same time. Students continue with their studies on the component 3 set text ‘Machinal’ specifically focusing on directorial techniques in the practical space and applying this to answering exam-style questions. Students complete their Component 1 Devising project up until half term and then run rehearsals for these in preparation for a recorded NEA performance at the end of the term.
Spring 2
Summer 1	With two subject specialists in the department, two different parts of the course are delivered at the same time. Students are introduced to Live Theatre for evaluation statements and practice structuring both Section A and Section B of the Component 3 exam paper in preparation for their summer term internal exams. Students complete further evaluative sections of the portfolio that accompany the recorded devised performance as well as reading and selecting appropriate texts for the forthcoming introduction to Component 2 ‘Performance from Text’ at the start of year 13.
Summer 2

Year 13

Year 13
Autumn 1	With two subject specialists in the department, two different parts of the course are delivered at the same time. Students are introduced to the component 3 set text ‘Woyzeck’ by George Buchner and begin by exploring the original performance conditions and intent. From here they then workshop with different chosen practitioner techniques to create their own production concept of the play. Students are cast in two scenes in preparation for the component 2 ‘Performance from Text’ NEA exam. One as part of a 30 min group acting piece and the other as a monologue from a contrasting play/acting style and rehearse these.
Autumn 2
Spring 1	With two subject specialists in the department, two different parts of the course are delivered at the same time as the continuation of year 12. Students prepare for their second mock exam series by revising all content covered in year 12 and Autumn term of year 13 on their set texts - practicing exam-style questions and improving their work from mark criteria feedback from mock series one. In the first half of the spring term, students complete their component 2 ‘Performance from Text’ NEA exam. In the second half of the term, they complete their Component 1 coursework ready for external moderation.
Spring 2
Summer 1	With the component 3 written exam often timetabled at the start of the exam series, students’ complete exam practice papers under timed conditions.
Summer 2

Assessment

	Autumn Term	Spring Term	Summer Term
Year 7	At the end of each term, on completion of the whole topic unit, students will be assessed on the same objectives as GCSE Drama: AO1: Create and develop ideas to communicate meaning for theatrical performance. AO2: Apply theatrical skills to realise artistic intentions in live performance. AO4: Analyse and evaluate their own work and the work of others.
Year 8
Year 9
Year 10	An end-of-term assessment on a selected question from Section A of the Comp 3 exam paper will be completed.	Students will have their official NEA practical examination for Comp 1 ‘Devising’ in March/April.	An end-of-term assessment will be in the whole school summer exam series, where students will complete Section A of a Comp 3 written exam paper.
Year 11	A mini pre-mock assessment will take place before the October half-term and will be assessed on Question C, Section A of the written Comp 3 paper. The official mock exam series 1 will take place in November. Students will be assessed on a whole Comp 3 paper, both sections A and Section B.	Students will have their official NEA practical examination for Comp 2 ‘Performance from Text’ in January. The official mock series 2 will take place in March. Students will be assessed on a whole Comp 3 paper, both sections A and B (differing from the paper in the series 1 Nov mock).	Official Public examination for Component 3 written papers, in May.
Year 12	An end-of-term assessment on a selected question from Section B of the Comp 3 exam paper will be completed.	Students will have their official NEA practical examination for Comp 1 ‘Devising’ in March/April.	An end-of-term assessment will be in the whole school summer exam series, where students will complete Section A and B of a Comp 3 written exam paper.
Year 13	A mini pre-mock assessment will take place before the October half-term and will be assessed on ‘Machinal’, Section B of the written Comp 3 paper. The official mock exam series 1 will take place in November. Students will be assessed on a whole Comp.	Students will have their official NEA practical examination for Comp 2 ‘Performance from Text’ in January. The official mock series 2 will take place in March. Students will be assessed on a whole Comp 3 paper, sections A, B and C.	Official Public examination for Component 3 written papers, in June.

Exam Board Link(s)

KS4

Edexcel: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/drama-2016.html

KS5

Edexcel: https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/drama-and-theatre-2016.html

Extracurricular Opportunities

The Drama department offers an extensive range of extracurricular opportunities. As well as running live theatre trips to venues such as The Globe Theatre in London and professional award-winning productions at theatres such as the Theatre Royal Bath and The Bristol Old Vic, we also offer workshops within school time that support our subject directly, such as script-writing club (supported by The National Theatre) and confidence-building classes.

The main part of our extracurricular offering is our large, annual, whole school production. We vary the opportunities for all students by offering either a Musical Theatre show or a classic Drama production each year as well as hosting a Shakespeare festival with the National Trust once a year too. Previous musicals and dramatic productions have included We Will Rock You, Little Shop of Horrors, Lord of The Flies, Bugsy Malone and a brand-new reinterpretation of the two plays A Midsummer Night’s Dream and Twelfth Night.

Careers

Where can Drama qualifications take you?

https://www.careerpilot.org.uk/job-sectors/subject/drama

Actor – performing in theatre, TV, film or digital media.
Theatre Director or Stage Manager – coordinating/managing a production from rehearsal through to performance.
Drama Therapist – using drama techniques to support people's mental health or personal development.
Arts Administrator or Producer – managing arts organisations, events, budgets, marketing, and production teams.
Scriptwriter or playwright – creating scripts for theatre, TV or film using storytelling, character and dialogue skills.

Learning Beyond the Curriculum

One of the most beneficial ways to deepen your love for theatre or performing is to watch as much live theatre as possible. This broadens your creative ideas and your evaluative skills by watching master professionals at work. We appreciate living in a rural area making this difficult, but our team can highly recommend a subscription to The National Theatre at Home where you can watch a vast array of different genres of shows at any time!

National Theatre at Home | National Theatre