Subjects

Click Here To View The Drama Department's Curriculum Map

Vision

Drama at Chertsey High School aims to deliver an ambitious, high-quality drama education that engages and inspires pupils to develop a love of drama and their knowledge of performing, devising and designing, and so increase their self-confidence, creativity and sense of achievement. The department’s ethos is simple - our students are at the heart of everything we do and we truly believe that every child can achieve.

We wish to create:

• Determined learners who enjoy learning; make good progress and achieve excellence.
• Confident individuals who are able to live safe, healthy and fulfilling lives.

• Responsible citizens who can make a positive contribution to society.

It is essential that the drama curriculum is organised in such a way that it provides students with the opportunity to learn expected behaviours in terms of establishing and developing a creative mindset, developing confidence, collaboration and performance, whilst also preparing students for further study at KS4 and beyond. It should also allow students to be successful in their learning by developing resilience when responding to feedback to improve their work and achieve academic excellence.

Intent

• Creates an aspirational high achievement culture to enable all students to access drama and the thoughts of the greatest thinkers in the field.
• Create a challenging curriculum for all that focuses on depth, not breadth.
• Challenges stereotypes regarding what our students are capable of.
• Takes into account individual needs and styles.
• Gives self-confidence and respect and allows everyone to experience success.
• Improves rates of progress and raises standards of attainment. 
• Empowers learners to value education and believe that it is exciting.
• Allows students to experience a broad curriculum to cater for a wide range of cultural experiences.
• Supports the spiritual, cultural and moral development of our students.
• Work closely with other schools/providers/services to develop best practice and moderate quality of education.

Curriculum Principles

• Create a challenging spiral KS3 curriculum over 3 years that complements the national curriculum and allows students to develop a range of theatre knowledge in depth, rather than breadth.
• Curriculum supports students that aspire to take subject at GCSE by ensuring relevant knowledge is learned, whilst allowing all students to develop their cultural capital in drama.

• There should be clear opportunities for students to know how to deepen their understanding.
• Targeted feedback and additional challenge to ensure all students make at least national rates of progress and develop resilience.
• Creative opportunities outside of the classroom form a fundamental part of the curriculum offer, e.g. participation in extra-curricular clubs.
• Modelling a creative mindset across specialisms.

Implementation

• Delivery is through practical lessons and assessment, regular verbal feedback and ongoing assessment.
• Assessment focuses on deep learning – a spiral curriculum focuses students on furthering and mastering knowledge before widening.
• Challenging targets given both verbally and written to ensure students know how to progress. 
• The department plans, delivers and reviews its curriculum based on assessment data – the curriculum lifecycle.
• Showcasing exemplar work values education in drama and for students to experience success.
• Curriculum complements other subjects’ national curriculum and develops students’ cultural capital - all students take drama until year 9 and is a GCSE option.
• Challenging curriculum supports students that aspire to take subject at GCSE by ensuring appropriate knowledge are learned.
• Students assessed on both challenging subject specific knowledge, but also tacit knowledge such as resilience and creative mindset.

• Moderation/improvement with St. Andrew’s, an outstanding school in Leatherhead with a PA set-up. 

Mechanics of curriculum

• Spiral curriculum ensures that pupils build on their previous knowledge.
• Depth covered by Bloom’s taxonomy: LOs presented and assessed in every lesson.
• Clear and easy to understand assessment allows all students to progress, following from the prior knowledge learnt at KS2 and whether or not they will continue with the subject at KS4.
• Ongoing assessment throughout topics to inform planning. 
• Focus on practical learning allows students to be well prepared for GCSE irrespective of background. 

Impact

• Students can articulate targets in drama and are ambitious when meeting them.
• Students challenge stereotypes of what they are capable of, based from KS2 data. 
• Students needs and styles are accounted for due to meaningful data collection and target setting.
• Progress is improved; students are empowered to continue to meet targets, even when they are exceeding their baseline. 
• Students value PA education, especially as they decide their options.
• Students understand the links between subjects – not just because it is for students studying for a GCSE but because the knowledge will support them in later life.

• Improved outcomes for students at both schools.

Drama KS3 Progression

Drama KS3 Vocabulary List

Year 9 Drama

Number of lessons a fortnight: 2

Aims of the course:

• Contributes confidently to group work
• Good understanding of terminology and how it affects the performance
• Use a range of drama skills and sustains a role
• Appropriately applies the recent key terms
• Uses key terms to evaluate work
• Embraces curiosity, takes risks and tries new ideas even when they are challenging
   

Year 9 Topics:

• Doomed Youth
• Political Theatre
• Blood Brothers
• Noughts and Crosses
• Live Theatre Analysis
• Monologues

Assessment:

Each half term students will undertake a series of technique workshops, building towards a final rehearsal and performance at the end of the half term. This performance will always be a 2-4 minute improvisation, rehearsed improvisation or scripted piece. They will be marked on the following skill areas, with a score 1, 2 or 3 and focused targets given to every student for any of the following categories:

• Participation and Contribution to Group Work
• Understanding of Key Terminology
• Portraying and Sustaining a Character
• Application of Key Terminology
• Evaluating and Responding to Work
• Creative Mindset
   

How can parents help?

• T – Terminology. Practice and help students to learn and remember key terms, using flashcards or analysing live TV/theatre with them.
• H – Help organise. Help your child become independent by ensuring they can balance their commitments to drama with the rest of their studies.
• E – Extra-curricular. Encourage your child to sign up to an extra-curricular club
• A – Audition. Encourage your child to attend any and all auditions for roles and celebrate no matter what part they get.
• T – Time. The development of any procedural knowledge or skill takes time; drama often requires staying after school or in clubs so your support with this is hugely appreciated!
• R – Range. Encourage your child to learn and study a range of styles and practitioners to increase their actor’s toolkit
• E – Encouragement. Encourage your child to watch and read a variety of genres, to ensure understanding and creativity is broadened.

Please support props being needed from home occasionally.

The sharing of perspectives with other cultures, ages, genders, races and faiths leads to greater empathy and respect for difference and diversity. Thinking outside the box of our own prejudice or uncritical first responses is also what gives drama its power to liberate the mind. This is the subject where there really are no right answers – and everyone will gain something from it. Drama also teaches self- confidence and self-awareness, skills that are essential as our students prepare themselves for the wider world.

Year 10 Drama

Aims and Objectives:

The AQA GCSE in drama engages and encourages students to become confident performers and designers with the skills they need for a bright and successful future. The specification offers a broad and coherent course of study which encourages learners to:

• apply knowledge and understanding when making, performing and responding to drama
• explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created
• develop a range of theatrical skills and apply them to create performance
• work collaboratively to generate, develop and communicate ideas
• develop as creative, effective, independent and reflective students who are able to make informed choices in process and performance
• contribute as an individual to a theatrical performance
• reflect on and evaluate their own work and that of others
• develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practic
• adopt safe working practices

Entry Requirements:

There are no entry requirements to take the GCSE in drama as your KS3 studies will support and prepare you for KS4 study. That being said, GCSE drama is a huge commitment so in order to take the course you need to understand and acknowledge that at certain times of the year you will be needed outside of school hours to prepare, rehearse and devise your performance work with your group. You will be in a stronger position to take the course if you have commited to at least one of the schools extra-curricular drama programmes beforehand, or a similar drama/production group outside of school, e.g. stagecoach.

Summary of Assessment:

How will you be taught:

You will be taught GCSE Drama in a broad and coherent course of study. You will begin the year consolidating key skills learnt in KS3 and develop them further before developing your understand of the play Blood Brothers. After Christmas, you will embark on your devised performances and your devised logs. By the end of year 10 these will be complete, meaning you will have completed 40% of the GCSE by the end of year 10. You will end the year deeping your understanding of Blood Brothers. In year 11, you will begin your scripted performances which will be performed in front of a visiting examiner from AQA. You will then prepare for your exam, applying your understanding learnt to date to a live theatre analysis alongside your revision for Blood Brothers and the component 1 exam.

Importantly, you have non-exam assessment throughout the two years. Don't worry, your teacher will guide you through how to achieve the very best marks, but ultimately it is your work so you will have work on the feedback your teacher gives you and meet the deadlines. You will regularly meet and discuss your work with your teacher, who will guide you to improve your work.

Click Here To Download The Drama Curriculum Plan

Click Here To Download Our GCSE Drama Vocabulary List

Further Education

Drama is a popular further education choice for many that aspire to have a career in drama. There are a number of different courses available for drama. Local sixth forms and colleges provide courses in Drama and Theatre studies as well as production skills. Have a look at the entry requirements to help you choose the course that may be best for you.

Higher Education

You can choose to study at either a university or a specialist-based institutions such as RADA or GSA. Where they are more performance focused and are aimed at providing a job in the performance industry. However, these tend to be more expensive and are more coveted.

University and college courses tend to focus on theory-based academia side of drama, for example, ‘You’ll explore drama and theatre as a practical and academic discipline. Our lectures, seminars, workshops and productions will give you valuable experience in a variety of acting techniques, as well as directing, theatre for community and contemporary devising styles.’

There are a range of courses, with the focus on a range of aspects such as, acting, directing, musical theatre, acting for film, writing, theatre for education and drama therapy.

Apprenticeships

Apprenticeships in drama can be difficult to get hold of, but they are becoming more popular. There are a broad range of apprenticeships that fit with the performance industry and there are many renowned theatre companies that offer Apprenticeships such as, Royal Shakespeare Company, National Theatre, ATG, and The Royal Opera House. This is a great way to get a hands-on experience working alongside experts, whether it be behind the scenes working in costume, set design, or stage managements, or Front of House.

An Apprenticeship is a way for people to earn a wage while they train in a real job, gaining a qualification and laying the foundations for a successful future. You can be recruited into a range of industry-specific roles, including live events and promotion, and creative and digital media. You might also consider becoming an apprentice to fulfil operational roles, such as IT, finance and administration

Internships

To stand out from the crowd and to demonstrate your passion and dedication to employer’s work experience and internships are essential. Try where possible to gain relevant experience, for example in Technical operations, Marketing and Press, Theatre Administration/, Producing and working on TV and Films as a runner, beware though of unpaid opportunities. Internships should pay at least the National Minimum Wage. As we are within a proximity to London, there are ample opportunities, whether it be Theatre based, working in Television or Film industry. Please note within Surrey we are near world-famous film studios that they are not far away such as Shepperton, Pinewood, Warner Brothers or Longcross.

After Drama GCSE, research to find out if there are any drama-related events happening in your community at which you could lend a hand. Internships and voluntary work are an excellent way to develop your knowledge and skills, learn about the industry and make useful contacts. Including it on your CV shows employers that you're passionate, resourceful, committed and able to use your initiative.

Other ideas

As valuable experience, there is also the chance to work as an Extra on Films, TV and adverts. For this, you need little to no experience and you can apply online. Although this is a good way to gain experience working on a film set, meeting like-minded people and seeing the magic of the screens, this isn’t necessarily the approach if you want to be employed as an actor.

Careers

While Drama jobs are undoubtedly competitive, they're by no means out of reach for those with the right qualifications and experience. Here are some of the music jobs you can do:

• Arts administrator
• Choreographer
• Further education teacher
• Media researcher
• Secondary school teacher
• Special effects technician/Rigger
• Talent agent
• Television floor manager
• Theatre manager
• Comedian
• Voice-over artist
• Costume designer
• Broadcast technician
• Special Effects Artist
• Stage Manager
• Advertising
• Agent
• Box office manager
• Casting
• Press agent
• Blogger
• Lawyer

References

www.rada.ac.uk

Performing Arts - School Leaver Industries | AllAboutSchool Leavers

Apprenticeships at the National Theatre | National Theatre

Postgraduate courses in drama | Prospects.ac.uk

Theatre Internships: The List - A Younger Theatre

Home | Opportunities @ Creative Access

Woking College | Surrey | Drama and Theatre Studies

Courses > Drama and Theatre Studies (A Level - Level 3) | Strode College (strode-college.ac.uk)

Drama and Theatre Studies – Salesian School

Uni-versal EXTRAS :: Why Become a Film & TV Extra? (universalextras.co.uk)

What are the careers in drama? | BestAccreditedColleges.org

Level 3 Diploma in Theatrical, Special Effects, Hair & | Brooklands College

Further Education

Dance is a popular further education choice for many that aspire to have a career in dance. Local sixth forms and colleges provide courses in dance. Have a look at the entry requirements to help you choose the course that many be the best for you.

Higher Education

You can choose to study at either a university of conservatoire. Conservatoires specialise and focus on performance-based study, practical dance technique and choreography. University and college courses tend to balance theory-based disciplines (dance science, analysis and philosophy) and performance.

Dance offers and variety of specialisms to choose from. Some of the degrees that you can choose from are:

Apprenticeships

An apprenticeship is a way for people to earn a wage whilst they train in a real job, gaining a qualification and laying the foundations for a successful future. You can be recruited into a range of industry-specific roles, including live events and promotion, and creative and digital media. You might also become an apprentice to fulfil operational roles, such as IT, finance and administration.

Apprenticeships in dance can be difficult to get hold of. There are many apprenticeships that fit in the dance/performing industry including backstage and behind the scenes work. Not all apprenticeships need to be creative roles, there are also many involved in finance, IT and general administration.

Internships

Work experience and internships are essential in demonstrating your passion and dedication to employers and make you stand out from the crowd.

Where possible, try to gain relevant experience for example, studios working alongside dancers if you are an aspiring choreographer, or in a theatre if you are interested in the backstage/behind the scenes aspects of dance.

A number of organisations provide dance internships but beware of unpaid opportunities. Internships should pay at least the National Minimum Wage (NMW).

As well as paid internships, voluntary experience can be incredibly beneficial. Volunteering at local dance schools or youth clubs if you are an aspiring dance teacher or at local amateur dramatic shows if you are interested in the backstage aspect of dance and theatre. Do your research to find out if there are any dance-related events happening in your community at which you could lend a hand.

Internships and voluntary work are an excellent way to develop your knowledge and skills, learn about the industry and make useful contacts. Including it on your CV shows employers that you are passionate, resourceful, committed and able to use your initiative.

Careers

While dance jobs are undoubtably competitive, they are by no means out of reach for those with the right qualifications and experience. Here are some of the dance jobs you can do:

• Choreographer – you will be required to develop ideas and create and develop routines to produce a well-polished performance. You will plan movements to fit to music, guided by artistic and musical directors. You will discuss ideas and plans with producers, costume designers and musical artistic directors.
• Dance movement psychotherapist – you will need to observe your clients’ physical movements to assess their behaviour, cognitive or emotional state and then plan a series of movement sessions around a particular client or client group’s requirements.
• Dancer – you will need to prepare for and attend auditions and casting sessions, get ready for performances by rehearsing and exercising, and perform to live audience for theatre, television, film and music video productions.
• Personal trainer – you will be required to conduct fitness assessments to establish client fitness and skill level, hold one-on-one or group sessions with clients, identify goals and create tailored exercise plans and monitor your clients’ progress.

You could also become a:

Portfolio careers are common in the dance industry. This means having several streams of income at the same time, often combining jobs with freelance work. For example dancers could also make money as dance teachers and dance film makers build up their practical skills and techniques (mostly in short courses or summer schools). It is vital that you are constantly building upon your CV and portfolio as the dance industry is highly competitive.

References

What can I do with a dance degree? | Prospects.ac.uk

BTEC Level 3 Extended Certificate in Performance (Dance) (windsor-forest.ac.uk)

Woking College | Surrey | Dance

Esher Sixth Form College | Courses | Dance

Dance and Musical Theatre (Performing and Production Arts) Level 3 Extended Diploma - Guildford College (activatelearning.ac.uk)