Key Stage 3


Why is the study of Drama important? 


“Logic will get you from A to B. Imagination will take you everywhere.” Albert Einstein 


The study of Drama is important because it equips students with a range of creative and inter-personal skills that will enable them to develop as effective students and successful adults. These ‘Five C’s’ skills are at the heart of our KS3 Drama lessons and they give students the opportunity to develop their Confidence, Creativity, Critical Reflection, Collaboration and Communication skills.


Drama provides students with the opportunity to engage their minds, bodies and emotions in expressing and exploring a range of themes, characters, stories, issues and ideas. In Drama lessons, students discover their own voice, grow in confidence and develop empathy and ethical insight into the world around them.

Drama Learning Journey – VIEW

  • What will you learn?

    What will you learn?

    At Key Stage Three, students develop Drama skills to create performances through both scripted and devised work.

    Key Stage Three lessons are designed to be highly engaging and 100% practical with no requirement for exercise books for written tasks. In Year 7 and 8 students have one 60 minute Drama lesson per week and in Year 9 students have one 60 minute Drama lesson for two terms rotating with Music and Art. On rotation we work with them for 2 terms at a time, essentially meaning that they only have 4 half terms to complete. T band students in Year 9 will benefit from having one 60 minute Drama lesson for the full year. Throughout Key Stage Three students are taught a solid foundation of Drama knowledge, skills and techniques which are sequenced for progression with increasing depth, complexity and levels of independence. The knowledge and skills developed throughout Key Stage Three also allow students to access the requirements of the BTEC Tech Award in Performing Arts in KS4.


    Year 7 Topics

    • HT1: Introduction to Drama: Core Concepts and Skills Explore core drama concepts and skills and be able to apply them to the creation of a piece of performance.
    • HT2: Working with a Script:  ‘A Christmas Carol’ by Neil Duffield Explore and perform extracts from this vibrant stage adaptation of Dicken’s classic novel.
    • HT3: Devising Skills: ‘Charlie and the Chocolate Factory’
    • Introduction to creating devised work from a range of given stimulus from Charlie and the Chocolate Factory.
    • HT4: The Devising Process: Working with a stimulus Explore the processes and techniques required to develop a devised performance from a range of different stimuli.
    • HT5: Introduction to Theatre Practitioners: Stanislavski
    • Explore the naturalistic performance style and rehearsal techniques of theatre practitioner Stanislavski.
    • HT6: Genre and Performance Style: Children’s Theatre
    • Explore the features of Children’s Theatre through rehearsal and performances of ‘The Gruffalo’.


    Year 8 Topics

    • HT1: Performance Style: Physical Theatre Explore the style of Physical Theatre using the work of professional practitioners.
    • HT2: Working with Theatre Practitioners: John Godber
    • Explore the performance style and techniques of writer and director John Godber through a workshop based approach to his play ‘Bouncers’.
    • HT3: Working with a Script: ‘Blood Brothers’ by Willy Russell Explore the genre, plot, themes, characters and performance style of ‘Blood Brothers’ by Willy Russell.
    • HT4: Working with a Script: ‘Blood Brothers’ by Willy Russell Apply practical understanding of the genre, plot, characters, themes and performance style of ‘Blood Brothers’ in performance.
    • HT5: Working with Theatre Practitioners: Antonin Artaud.
    • Explore the performance style and techniques of theatre practitioner Antonin Artaud.
    • HT6: Working with Theatre Practitioners: Bertolt Brecht
    • Explore the style and techniques of theatre practitioner Bertolt Brecht.


    Year 9 Topics

    Half-Term 1: Prejudice and Discrimination

    Explore case studies associated with racism, homophobia, sexism etc. and explore the impact that these have on people and our society. Pupils develop their emotional literacy, empathy and performance skills through exploration of practical work focused on these issues.

    Half-Term 2: Elements of Theatre

    Explore technical elements of theatre including staging, lighting, sound and props management.

    Pupils will develop their creative design skills with their use of the elements of theatre for a variety of performances.

    Half-Terms 3 & 4: Frankenstein

    Explore the plot, character and themes of The National Theatre’s “Frankenstein” production.

    Pupils will then develop their performance skills through exploration of scripted extracts from the production.

  • Key Strategies used to implement the curriculum

    In Drama lessons, students will practically explore a range of performance styles and develop their own performance and interpretive skills in a variety of contexts. They will also build on their 5C’s skills which underpins everything we do in the Performing Arts:


    • Confidence: For some students confidence comes naturally, whilst others need more support and encouragement to help them develop into confident individuals. Helping a student to build their confidence is one of the most important skills that we develop in drama lessons as it not only enables them to attain the highest outcomes, but also increases their overall feelings of self-esteem and self-worth.
    • Creativity: Creative thinking and creative expression is always fostered and celebrated within drama lessons. Through creative activities, students learn to understand the world in a unique way, preparing them to take on the opportunities and challenges of life.
    • Critical Reflection: Students gain valuable life skills by learning the importance of feedback, both positive and constructive. In drama lessons, students are taught to be reflective and critical thinkers, a vital skill for life after school.
    • Collaboration: Drama is a discipline based around collaborative work often with complex group dynamics. Activities such as warm-ups and games; improvisation work; exploration and planning; rehearsals and performances teach students to be effective collaborators who support and respond to others with thought and sensitivity.
    • Communication: Communication skills are greatly enhanced through drama, as students learn to use verbal and non-verbal techniques to communicate with each other and their audience. Drama teaches students to communicate in many different ways whether it be through movement, physicality, body language, speech or even just sounds.
  • How can Drama support your future?

    The world is changing so rapidly now that just learning a specific skill set and following it exactly won’t get us very far. What prepares students for life beyond the classroom is learning how to be more creative, which includes flexibility in perception and execution of tasks. The 5Cs developed through drama will prepare you for whatever you take on in life whether it’s further and higher education, employment or just being a confident and successful adult.


    Jobs directly related to the study of Drama include, among many others: actor, community arts worker, dancer, drama therapist, theatre director, broadcast presenter, teacher, scriptwriter and theatre stage management.

  • How does the study of Drama support your study in other subjects?

    Drama is not just a subject but a cross-curricular tool as drama strategies and skills can enhance the study of many different subjects. Drama isn’t just about performing, but it is about discovering and creating ingenious ways of problem solving, exploring issues and presenting information which is as important in the Maths and Science classroom as it is in the Drama studio.


    The Main impact of Drama can be seen in the embedding and accelerating of the social, developmental and interpersonal 5Cs skills. For example, the creative thinking and collaborative skills required during rehearsals can be transferred to all other areas of study from Humanities to Physical Education.


    There are many cross-curricular links to the English National Curriculum which states that students need to gain knowledge, skills and understanding associated with the artistic practice of drama. There are close links with many Humanities subjects as we explore a range of philosophical, ethical and sociological issues in a performative context.

Student Testimonial

“I enjoy drama because I get to express myself in a number of different ways such as taking on a role in a performance and learning to create a characterisation using vocal and physical skills. Drama has helped me a lot with my confidence which has also made me feel more confident in my other lessons such as when I have to read aloud in class.”

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