Term 1 - Intro - Mime and Silent Movie

Students develop key performance and collaboration skills, focusing on concentration, cooperation, and control in group work. They explore situation comedy, and mime, using facial expression, body language, and exaggerated movement to communicate meaning. By removing dialogue, students build confidence and refine their physical storytelling and non-verbal communication.

Term 2 - Ernie

Students develop skills in interpreting and performing scripted scenes, using improvisation to explore character and context. They learn how to read a play script, rehearse effectively, and learn lines for performance.

Term 3 - Darkwood Manor

Students explore atmosphere, character, and story development through techniques such as teacher-in-role, hot-seating, soundscape, and working in role, developing creativity and confidence in performance.

Term 4 - History of Theatre: Greek Theatre

Students explore the origins of theatre through Ancient Greek performance, learning about chorus, mask, and amphitheatre staging. They develop an understanding of how early theatre shaped storytelling, characterisation, and performance conventions still used today.

Term 5 - Shakespeare by Heart - Speaking Shakespeare

Students support their English learning by exploring Shakespeare’s language through performance. They develop confidence in speaking verse aloud, understanding meaning, rhythm, and emotion, and bringing Shakespeare’s words to life on stage.

Term 6 - Tempest Design and Shadow Puppetry

Students explore Shakespeare’s The Tempest through shadow puppetry, soundscape, and physical theatre. They develop skills in storytelling, atmosphere, and ensemble work, using light, movement, and sound to bring the play’s magical world to life.

Term 1 - Physical Theatre

Students use non-naturalistic techniques to present stories imaginatively, exploring the conventions of physical theatre. They develop skills in narration, ensemble performance, soundscape, and chorus work to create dynamic and expressive pieces.

Term 2 - Melodrama

Students explore the style and conventions of melodrama, developing exaggerated characters and clear storytelling through gesture, expression, and physicality. They learn to use stock characters, heightened emotion, and dramatic action to engage and entertain an audience

Term 3 - Blood Brothers

Students explore Blood Brothers as preparation for GCSE script work, developing skills in interpreting character and understanding context. They experiment with voice and movement to portray the same character at different ages, deepening their awareness of performance choices and storytelling.

Term 4 - Commedia dell'arte

Students explore the history of theatre through Commedia dell’Arte, learning about stock characters, lazzi, non-verbal comedy, and exaggeration to create universal humour. They apply these techniques to a scripted performance of Alota Chocolata, developing skills in physical comedy and character interpretation.

Term 5 - Shakespeare by Heart - Speaking Shakespeare

Students support their English learning by exploring Shakespeare’s language through performance. They develop confidence in speaking verse aloud, understanding meaning, rhythm, and emotion, and bringing Shakespeare’s words to life on stage.

Term 6 - Horror - Frankenstein and Dracula

Students explore the horror genre through Dracula and Frankenstein, focusing on creating atmosphere and tension. They experiment with sound effects, lighting, and performance techniques to build suspense and engage the audience.

Term 1 - Masks

Students explore the conventions of mask work using Trestle masks, developing physical approaches to communicate character and tell stories without speech. They learn to use movement, gesture, and focus to express emotion and create clear, engaging performances.

Term 2 - DNA

Students are introduced to the GCSE script DNA by the National Theatre. They explore themes of peer pressure, guilt, and responsibility, using techniques such as status, ensemble work, split staging, and atmosphere to interpret and recreate key moments from the play.

Term 3 - Gory Shakespeare / Stage Fighting

Students explore Shakespeare’s most gruesome plays, using stagecraft and performance techniques to bring dramatic moments to life. They develop skills in characterisation, tension, and stage combat to safely and effectively stage scenes of conflict and intensity.

Term 4 - Macbeth

Students are introduced to Macbeth in a practical and engaging way, exploring character, plot, and key themes. Through performance and workshop activities, they develop a deeper understanding of the play they will later study for GCSE English.

Term 5 - Noughts and Crosses

Students explore Noughts and Crosses by Malorie Blackman through practical drama activities, focusing on character, relationships, and key moments. They engage with the play’s powerful and thought-provoking themes of prejudice, identity, and social inequality.

Term 6 - Devising Project

Students work collaboratively to create their own original performance, applying the storytelling, analytical, evaluative, design, and performance skills developed throughout KS3. They use teamwork and creativity to devise, rehearse, and present an engaging and imaginative piece of theatre.

Term 1

Students are introduced to key skills and drama terminology in preparation for GCSE. They begin work on Component 1 (Devising), responding to a given stimulus and applying strategies, rehearsal, and research techniques. Students are introduced to influential practitioners, including Frantic Assembly, and are required to keep a rehearsal journal to document their devising process.

Term 2

Students continue to develop their devised performances in preparation for the GCSE examined practical assessment, which accounts for 10% of the overall qualification. They refine their ideas, apply feedback, and demonstrate creative, technical, and performance skills in presenting their final devised piece.

Term 3

Students prepare for and perform their Component 1 devised examined piece during the week commencing 9th February. Alongside this, they are introduced to Component 3 exam-style questions based on An Inspector Calls to support their understanding of written analysis and prepare for the upcoming mock exam.

Term 4

Preparation for mock component 3 written.

Term 5

Students begin their 2,000-word written portfolio in response to their Component 1 devised process and performance. This work, worth 30% of the GCSE, requires them to analyse and evaluate their creative decisions, rehearsal process, and final performance.

Term 6

Students complete their 2,000-word typed portfolio, worth 30% of the GCSE. They are then introduced to Component 2, preparing scripted extracts for performance to a visiting examiner, focusing on interpretation, characterisation, and rehearsal techniques.

Term 1

Students prepare for Component 3, the written examination worth 40% of the GCSE. They focus on An Inspector Calls and develop their understanding of design elements, including costume, lighting, set, stage furniture, props, and sound, to support their ability to analyse and interpret the play in performance.

Term 2

Students continue their preparation for Component 3, focusing on the live theatre section of the written exam. They attend a live performance and produce 500-word notes on key moments, analysing performance and design choices to support their ability to answer exam-style questions effectively.

Term 3

Students prepare for Component 2, rehearsing and performing two extracts from a published play for assessment by a visiting examiner. This component, worth 20% of the GCSE, develops their skills in interpretation, characterisation, and performance under exam conditions.

Term 4

Students continue rehearsals for Component 2 in preparation for their practical exam in March (date to be confirmed). They refine their performances, focusing on character development, timing, and interpretation to meet the assessment criteria.

Term 5

Students complete final preparation and revision for the public written examination (Component 3), a 1 hour 45 minute paper in early May. Revision focuses on An Inspector Calls, live theatre analysis, and exam technique.

Term 1

Focus on exam questions for Live Theatre - live theatre viewings where possible depending on availability of digital performances.

Study of Component 3 exam - section 2 plays in light of designer skills.

Study of three practitioners – Artaud, Brecht and Stanislavski.

Begin Component 2 practise – monologues and duologues.

Terms 2 & 3

Study of chosen play for section 2 of component 3 written exam. Practise of component 2 group performance in light of practise component 2 assessment criteria.

Rehearse monologues and duologues in light of practise component 2 assessment criteria.

Term 4

Begin Component 3 section 3 exam criteria – study of  set play text ‘Antigone’ in light of the practitioner ‘Brecht’.

Term 5

Mock Exam preparation.

Component 1: Devised project and 2500-word portfolio

Term 6

Completion of devised project recorded performance (10%) and completion of portfolio (30%)