- Home
- /
- Curriculum
- /
- Drama
Drama
Curriculum Intent
We are all meant to shine and in drama our students do this through acting and design throughout their time at The Whitby High School. We provide a safe welcoming environment where we encourage our students to step outside their comfort zones and take risks, using their curious minds and using team work to find their love of drama and theatre work. In drama we inspire and are inclusive in all we do. We prepare students for their future by supporting their personal development through inspiring and meaningful topics that link to the real world. Students will be given the opportunity to improvise, devise and even script write too. We strive for academic excellence and our students leave us knowledge rich and future ready for careers in the arts.
The Whitby High School Drama curriculum is structured based on the expectations for BTEC Level 3 Performing Arts; key concepts and skills required by the end of year 13 are fed down into schemes of work from Year 7 upwards.
This is designed to raise expectations and standards from the start of Key Stage 3 and ensure that drama knowledge is being understood both practically and theoretically. The structure of years 7, 8 and 9 allows students to return to key concepts throughout the key stage but build on them to advance their knowledge further as the years progress.
The Key Stage 3 curriculum develops in depth and complexity. The study in Year 8 builds on the learning completed in Year 7 and pupils are expected to explore more detailed and complex drama tasks. The Year 9 Drama curriculum, whilst ensuring that pupils develop a good understanding of drama techniques and skills, prepares the learners for BTEC Drama. Pupils in Year 9 focus on topics in greater detail and their performance skills are enhanced through creating and then analysing and evaluating Drama. This in turn provides a better starting point for the study of Drama at BTEC level.
KS4 Drama follows the BTEC specification.
KS3, KS4 and KS5 Drama lessons incorporate the teaching of British values, PSHE and Citizenship. Areas studied include Homelessness, Racism, Disabilities, Mental Health, War and Religion, Bullying, Social Media to name a few.
The study of Drama at KS3, KS4 and KS5 contains links with a number of different subjects. The principle subjects are English (literacy), Art (design), History and Morals and Ethics.
Extra-curricular:
Enable students to develop and build on expertise learnt in lessons in a weekly Drama Club. This opportunity is for students who present talent/enjoy Drama and they can audition for parts in our Glee Club. The Glee club will take theatre in education productions into primary feeder schools to educate on issues such as- Road Safety, Bullying, Internet Safety etc.
Students often develop ability across the performing arts, with an interest in learning about the professional industry. Students are also able to audition for the annual School Production, where the expectation is that all cast members develop performance talent, professionalism and performance discipline. Students can apply to become a Drama Ambassador, taking on a leadership role within the department and developing their own knowledge by planning and delivering Drama Club sessions.
Through the Drama curriculum, students will develop the ability to communicate with confidence, creativity, and enthusiasm, using performance as a powerful tool to connect with and engage an audience. They will deepen their understanding of theatre and the arts as expressive forms of communication while building the skills needed to portray character with authenticity and clarity. Students will be encouraged to take responsibility for their own work, embracing challenges and pushing themselves to grow both creatively and personally.
Collaboration lies at the heart of the subject, and students will learn to work effectively with others—showing empathy, respect, and tolerance for different perspectives and abilities. This fosters a safe and inclusive environment where ideas can be explored, questioned, and refined. Through constructive reflection and evaluation of both their own work and that of their peers, students will develop the critical thinking skills necessary to improve performance and support others. They will also gain a clear understanding of theatrical discipline from both a performer’s and an audience’s perspective: reinforcing the importance of focus, empathy, and social awareness in every aspect of drama.
Key Stage 3
Students begin by learning basic drama skills and techniques, developing their ability to apply these in performance while building essential teamwork and leadership skills. Using pantomime conventions alongside the acting techniques acquired throughout the year, students then devise and perform their own pantomimes on the school’s main stage, an experience that builds confidence, collaboration, and stage presence.
As they progress, students apply and refine the skills gained in Year 7, developing them further through part scripted, part devised projects. These tasks encourage communication, creativity, and problem-solving, helping students become more confident in both performance and group work.
In preparation for the GCSE course, students begin to explore key elements of the specification. They learn to interpret scripts, memorise lines, and create detailed character profiles. They also make informed decisions on set design, props, and costume, developing a holistic understanding of theatrical production. Additionally, students engage in devised work using a variety of stimuli, strengthening their ability to generate original ideas and apply drama techniques creatively.
A focus on the work of two influential drama practitioners helps students understand different performance styles and how to apply these techniques in their own work. Alongside this, they gain insight into the roles and responsibilities within the theatre industry, broadening their awareness of the creative and technical aspects of production.
Throughout, students are challenged to think critically and imaginatively, becoming increasingly independent and reflective performers. By building on core skills and linking their learning to GCSE expectations, they are well prepared for the next stage of their drama education.
Key Stage 4
The BTEC Performing Arts Level 2 course is structured around three main components: Exploring the Performing Arts, Developing Skills and Techniques in the Performing Arts, and Responding to a Brief. These components guide students through a comprehensive learning journey during Years 10 and 11.
Throughout the course, students investigate how professional performance or production work is created and demonstrate an understanding of the skills, techniques, and approaches used by professionals in the performing arts industry. They engage in rehearsal, production, and design processes, applying the skills and techniques they develop in practical performance or production realisation. Students are also encouraged to review their own progress critically, reflecting on their development and the effectiveness of their performance or design skills.
Assessment is focused on students’ ability to respond to a brief effectively. They must understand the brief, select and develop appropriate skills and techniques, and apply these in a workshop performance or production. Finally, students evaluate both their creative development and the final outcome, demonstrating reflective insight into their learning process and artistic growth.
This structure ensures students gain practical experience, creative confidence, and critical understanding necessary for further study or careers in the performing arts.
Under review
Under review
Key Stage 5
The BTEC Level 3 Performing Arts course, studied over Years 12 and 13, consists of four lessons per week and is structured around three key components: Investigating Practitioners’ Work, Developing Skills and Techniques for Live Performance, and the Group Performance Workshop. Throughout the course, students explore a variety of acting styles and performance methods, deepening their practical skills and critical understanding.
In Year 12, students begin by investigating the work of influential practitioners, engaging in research and critical analysis to inform their own performance approaches. They develop technical skills essential for live performance and collaborate on group workshops that emphasize teamwork, creativity, and communication.
Assessment includes a task set and marked by Pearson, comprising two parts. Part A is a four-week research and investigation period where learners conduct critical analysis under term-time conditions. Part B is a supervised assessment completed within three hours on a date scheduled by Pearson, together contributing to a total of 60 marks. This structure encourages both sustained research and focused practical application, preparing students for advanced study or professional pathways in the performing arts industry.
Under review…
Under review…