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Drama Learning Journey
Adaptability • Analysis •
Attention to detail • Creativity •
Commitment • Communication •
Confidence • Cooperation •
Discipline • Evaluative •
Leadership • Listening • Memory •
Oracy • Organisation •
Performance Skills • Physical
Fitness • Problem Solving • Public
Speaking • Teamwork • Technical
ability • Time Management •
Classical Civilisation • Dance • Drama
& Theatre Studies • English Literature •
Film Studies • Law • Media Studies •
Performing Arts (Acting) • Production
Arts Technical • Politics •
Psychology • Sociology •
Further Study Actor • Arts administrator • Barrister •
Broadcast • Director • Education •
Journalist • Choreographer •
Cinematographer • Copywriter • Costume
designer • Drama Therapist • DJ • Print
Journalist • Marketing Manager • Set
Designer • Stage Manager • TV Presenter •
TV /Film Producer• Theatre Producer •
Theatre Technician • Writer • Youth /
Community Worker •
Careers
Skills
An appreciation of the Arts and
culture • A love of performing • An
interest in telling stories • A deeper
understanding of the world around
them • An understanding of emotions •
A deeper understanding of the human
condition • An appreciation for Film
and TV • An interest in how theatre is
made • A love of watching theatre •
Imagination • Creativity •
Interest
11
10
9
8
7
Performance
exam Component 3—40 marks
Written exam Component 1 – 1 Hr 45
mins
80 marks
Devising coursework-
Devising Log (written) 60 marks
Devised performance 20 marks
Analyse and evaluate
their own work and
the work of others.
Create and develop
ideas to communicate
meaning for theatrical
performance.
Apply theatrical skills
to realise artistic
intentions in live
performance.
Demonstrate knowledge and
understanding of how
drama and theatre is
developed and performed.
Drama Knowledge
Theatre history / Styles
Drama skills
PSHE link
KS3 Drama Learning Journey
7
8
How do we create a character?
How can we use Drama techniques to develop performance work?
How do we build tension and atmosphere?
What is a script?
How can we use blocking and movement?
How do we build tension and atmosphere?
What are the origins of theatre?
How do we use chorus / choral movements and speech.
How do we create non-naturalistic theatre?
What is character motivation?
What is the purpose of theatre– to entertain or educate?
How can we stay safe when crossing the road?
What is status and how do we show it?
How can we use body as object?
How do we stage Shakespeare?
How do we block a piece of script?
How can we show the subtext of a scene?
How can we use performance skills to show character?
An introduction to
Drama, focussing on
basic knowledge and
skills.
An introduction to script work.
Historical style: 18th & 19th
centuries
Cross curricular– English
Exploration of performance
skills and knowledge.
Historical style: 550BC– 220BC
Cross curricular– History
Forum theatre– using the
audience to change the
outcome of a scenario.
Cross curricular– PSHE
How to decode Shakespearian text
& use modern theatre styles to
present the playwright’s message.
Cross curricular– English
How to interpret a piece of script,
using analysis skills and demonstrate
understanding of how to perform a
piece of script.
Cross curricular– English
How does historical style influence modern genres?
How do we structure a narrative?
How do we use physical and vocal performance skills to create character stereotypes?
What is equality?
Why do people protest?
Why is important people have a voice?
Exploring how to structure a narrative using GCSE
narrative theory. Inventing our own Superheroes
using Melodrama influences as inspiration.
Cross curricular– English & Media Studies
Understanding how the Black Lives
Matter movement is rooted in History
and why it is important to have a voice.
Cross curricular– History & PSHE
What is Theatre design?
How do we use costume, lighting and sound to enhance performance?
How do we effectively light a stage?
What is physical theatre?
How do we use movement to tell a story?
How can we use our bodies differently?
What are character objectives?
How do we use vocal skills to communicate subtext?
How can we develop characterisation?
What is improvisation?
How do we use quick thinking and problem solving skills to create improvisation?
Why are improvisation skills important for actors?
Exploring the design elements of theatre and
how we can use colour and sound to represent
themes and communicate ideas.
Cross curricular– Maths, Art and Music
Exploring a modern style of
theatre, and how movement,
physicality and shape can be
used to tell a story.
Showing a deeper
understanding of how to
present a script on
stage.
Experimenting with
improvisation skills and
developing imagination /
creativity.
TO KS4!
GCSE DRAMA
Classical Civilisation • Dance • Drama
& Theatre Studies • English Literature •
Film Studies • Law • Media Studies •
Performing Arts (Acting) • Production
Arts Technical • Politics • Psychology •
Sociology •
Further Study
Analyse and evaluate
their own work and
the work of others.
Create and develop
ideas to communicate
meaning for theatrical
performance.
Apply theatrical skills
to realise artistic
intentions in live
performance.
Demonstrate knowledge and
understanding of how
drama and theatre is
developed and performed.
KS4 Drama Learning Journey Drama Knowledge
Theatre history / Styles
Drama skills
PSHE link
What theatrical techniques did these practitioners create?
How did they change the way theatre was made?
How can we apply them to our own work?
How can we devise in order to educate a young target audience?
How can we use Drama devising techniques to develop performance work.
What are we trying to communicate to our audience?
What is ritualised and abstract theatre?
How can theatre affect an audience physically?
How can we use sound, gesture, colour and strange physicality to create performance work?
10 How do we perform with only physical performance
skills?
How do we tell a story with only one facial expression.
How can we create a character and story for a mask?
How do we communicate subtext?
How do we make an audience feel empathy for a character?
How do we hold an audience’s attention?
What are the ‘building blocks’ of devising?
How do we use energy, tension in bodies and physical lifting to create visually exciting theatre?
11
9
What makes successful theatre?
How do actors portray characters?
Successful choices for performance, blocking, lighting, sound & costume?
How can we use a range of stimuli to produce non-naturalistic performance work?
What are my dramatic intentions as an actor?
Application of devising techniques to create a performance. Devising log to document the process of creation and reflect of success.
Why did Willy Russell write Blood Brothers?
How is his message communicated?
What choices for performance and design would we make?
What is my character’s objective?
What are my dramatic intentions as an actor?
How can I show the subtext of the scene?
Written exam Component 1 – 1 Hr 45
mins
80 marks
Performance
exam Component 3—40 marks
Devising coursework-
Devising Log (written) 60 marks
Devised performance 20 marks
In depth study of a complete play to
explore how drama is created and
performed, and analyse the choices of
a director.
Cross-curricular: History, English, PSHE
In depth application of acting technique,
demonstrating range and competency of skill and
understanding of how to communicate an actor’s and
playwright’s intentions to an audience.
In depth study of a physical theatre style, exploring
Frantic Assembly’s methods for devising,. Exploring
how physical strength, movement and lifting can
create intense and exciting theatre.
Cross-curricular: PE
In depth study of a play in performance,
exploring how the director’s choices for
movement, costume, lighting, sound and
acting has an impact on the audience. Writing
to review.
Cross-curricular: English
In depth study of a scene in a play. Analysis
of dialogue to explore subtext and character
objectives. Application of skills to
communicate character to audience.
Cross-curricular: English
In depth study of physical skill
to communicate character,
situation and action. Building
on previous work around
mime, physicality and
stereotypes.
Building on theatrical history to
explore abstract performance work.
Developing a broad understanding
of what theatre can be.
Cross-curricular: RE & History
Developing skills in devising theatre for a
younger audience, exploring the process
of working as a theatre company,
including roles and responsibilities.
Cross-curricular: PSHE & Science
In depth study of two crucial practitioners.
Understanding how their work influenced modern
theatre and beginning to explore their styles,
applying their techniques to practical work.
Cross-curricular: History
