Performing Arts

The Year 7 Drama curriculum is designed to establish a strong foundation of theatrical knowledge, skills and vocabulary that students can build upon throughout their secondary education. The curriculum introduces students to the history of theatre and traditional theatrical conventions, providing a broad understanding of how performance has developed across different cultures, periods and contexts.
Students explore a diverse range of theatrical traditions, beginning with Greek Theatre, where they develop an understanding of chorus, masks, storytelling and the origins of Western theatre. Commedia dell’Arte introduces physical comedy, stock characters, improvisation and character archetypes, while Pantomime develops an understanding of British theatrical traditions, audience interaction, comedy and convention. Musical Theatre broadens students’ understanding of how acting, singing, movement and design combine to communicate meaning.

The inclusion of Capoeira provides an opportunity to explore the relationship between movement, culture, music and performance, while encouraging students to consider theatre beyond traditional Western forms. Finally, students learn to analyse live and recorded productions, developing their ability to identify and evaluate performance, design and directorial choices.

Through practical exploration, research and analysis, Year 7 establishes a shared baseline of theatrical knowledge while developing creativity, confidence, collaboration and critical thinking. This foundation prepares students for increasingly sophisticated practical and analytical work in Years 8 and 9.

Autumn 1	Greek Theatre
Autumn 2	Commedia Dell’Arte
Spring 1	Pantomime
Spring 2	Musical Theatre
Summer 1	Capoeira
Summer 2	Performance and Production

The Year 8 Drama curriculum is designed to build on the foundational theatrical knowledge and practical experience established in Year 7, with a greater emphasis on confidence, individuality and developing performance skills. Having explored a range of theatrical traditions and conventions in Year 7, students are encouraged to become more adventurous and assured in their approach to performance.
The curriculum provides opportunities for learners to broaden their knowledge of acting, dance and physical performance, while beginning to identify the styles and areas of the performing arts that interest them personally. Through schemes of work including Mine and Mask, Exploring Acting and Dance Styles, Physical Theatre and Street Dance, students are challenged to experiment with different performance techniques, take creative risks and develop their own performance identity.

A key aim of Year 8 is to stretch and challenge students on stage, encouraging them to move beyond familiar approaches and develop greater control, commitment and expressive skills. Students are supported to recognise their own progress and understand that confidence comes through preparation, experimentation and perseverance.

The inclusion of production analysis continues to develop students’ ability to critically evaluate performance and design choices, strengthening their understanding of professional theatre.

Overall, Year 8 aims to develop confident, resilient and expressive performers who are willing to take creative risks, recognise their strengths and believe in their ability to succeed.

Autumn 1	Mime and Mask
Autumn 2	Exploring Acting Styles
Spring 1	Exploring Dance Styles
Spring 2	Physical Theatre
Summer 1	Street Dance
Summer 2	Performance and Production

The Year 9 Drama curriculum is designed to prepare students for the increased sophistication, independence and academic rigour required at BTEC Level 2 Performing Arts. Building on the theatrical knowledge and performance confidence developed in Years 7 and 8, students are encouraged to take greater ownership of their learning, develop their understanding through scholarship and begin to see themselves as independent performers and theatre-makers.
Students explore a range of contrasting theatrical approaches through schemes of work including Naturalism, Epic Theatre, Devising, Musical Theatre and Crime and Punishment. These experiences develop students’ ability to understand how different theatrical styles communicate ideas, themes and messages to an audience. Students are expected to make increasingly informed creative decisions and justify their choices using appropriate theatrical vocabulary and contextual knowledge.

A central focus of Year 9 is mastering performance skills. Learners are challenged to refine their use of voice, movement, characterisation, physicality and ensemble skills, developing greater control, intention and consistency in performance.

Through production analysis, students develop the ability to interpret and evaluate how performers, directors and designers communicate meaning. This analytical understanding is essential preparation for the expectations of BTEC.

Ultimately, Year 9 aims to create independent, knowledgeable and creatively confident learners who understand not only how to perform, but why theatrical choices communicate meaning and how they can use these skills purposefully.

Autumn 1	Naturalism
Autumn 2	Epic Theatre
Spring 1	Devising a Performance
Spring 2	Exploring Musical Theatre
Summer 1	Crime and punishment
Summer 2	Performance and Production

The two-year BTEC Level 2 Performing Arts curriculum is designed to develop confident, skilled and increasingly independent young performers, building directly on the knowledge, creativity and performance skills developed throughout Key Stage 3. The course begins with a focused period of performance skill building, allowing learners to strengthen their foundations in acting, movement, voice, ensemble work and rehearsal practice. This establishes the technical confidence required to approach the demands of vocational study.
Learners then progress into Component 1, exploring the performing arts and developing an understanding of different practitioners, styles, processes and professional work. Students are encouraged to investigate how professional performers and theatre-makers create work, while developing their ability to respond critically and apply their findings practically.

Following this, students explore professional performance work in greater depth, developing their understanding of industry expectations, rehearsal processes and the standards required of performers. This provides an important bridge into Component 2, where learners focus on developing and refining their own performance skills through purposeful rehearsal, feedback and reflection.

Finally, Component 3 challenges learners to respond creatively and independently to a professional-style brief. Students bring together their technical, creative and analytical skills to devise, develop and perform work for an audience.

The course ultimately aims to develop skilled, reflective and resilient performers who can take ownership of their creative decisions and progress confidently into further education, training or employment.

 

Autumn 1	Introduction and Performance Skills
Autumn 2	Developing Performance skills
Spring 1	Component One- Exploring The Performing Arts
Spring 2	Component One- Exploring The Performing Arts
Summer 1	Performance and Production Exploration
Summer 2	Professional Practise and Skills Development

Autumn 1	Component Two – Developing Skills and Techniques in Performing Arts
Autumn 2	Component Two – Developing Skills and Techniques in Performing Arts
Spring 1	Component Three – Responding to a Brief
Spring 2	Component Three – Responding to a Brief