It is the intent of the Drama department to ensure that its students acquire the essential educational capital, cultural capital and social capital to which they are entitled. We aim to develop our student’s transferrable skills as well as provide them with the qualifications necessary for their chosen career paths. We aim to expose students to a variety of different performance styles through theatre trips and digital theatre experiences which will enrich their learning experience.

It is our intent that the skills learned are nurtured and developed throughout the course and students also apply these skills to the theoretical learning covered in lessons. It is also our intent that this knowledge is grounded in the key concepts, big ideas and experimentation of key practitioners in the Drama world and that students can challenge this thinking and apply new ideas of their own.

We believe that demanding and challenging work is an entitlement to all students, rather than something that is an ‘addition’ or an ‘enrichment’. Challenge must not be rationed for a small group of ‘more able’ students. It is our intent to push and challenge all students academically as a matter of course. Access to difficult material will be secured within lessons through talk, scaffolding, modelling, feedback and independent practice. It is our intent that teaching and learning will be routed in the science of learning and evidence informed.

Our key aims from the curriculum follow the federation’s ASPIRE strapline.

AMBITION – We want our pupils to be ambitious to improve their own practical performance skills, and to explore different dramatic styles and practitioners.
SUCCESS – Understanding the role of drama in both our own society and in other societies across the world.
PROGRESS – Knowledge and understanding of key dramatic skills and concepts allows pupils to grow into confident and expressive performers.
INSPIRATION – Inspired by both historical and contemporary playwrights and performers, our students strive to improve their knowledge, understanding, and practical abilities.
RESPECT – In the Creative Arts, an environment of respect is created. This is respectful of all people in the classroom, as well as respect for the cultures that we are studying.
EQUALITY – Every pupil is given the same opportunities regardless of background. Through our curriculum, pupils appreciate their equality but recognise the inequality that exists locally and globally.

What do we expect students to get from Drama?

Students will gain an understanding of different dramatic genres and contexts; they will learn about different practitioners and develop a comprehensive knowledge and understanding of Drama pedagogy.

How does learning develop over the five years?

Year 7:

In Year 7, students will be introduced to the Drama department and to the extra-curricular programme offered within the Creative Faculty at IWEF. The topics and units of work covered in Year 7 are designed to familiarise students with the basic elements of rehearsal and performance, as well as teach them all of the fundamental skills they will require in order to navigate the curriculum. These skills include basic physical performance techniques, vocal performance techniques, and costume design, but perhaps more importantly how to work as a team, compromise, and work independently.

Year 8:

In Year 8, students will be encouraged to build upon the skills they have acquired in Year 7 and use them to explore different styles of rehearsal and performance. In Year 8 students have the opportunity to explore lots of different theatrical styles including Brecht, Theatre in Education, and Melodrama. Year 8 students will learn how to adapt performance techniques, and how to adapt and create work for both specific audiences and for specific reasons.

Year 9:

Year 9 is another exciting year with the curriculum building on the previous Drama projects whilst introducing devising elements. Students go on to also look at several contemporary issues that help to bring drama to life; thematic projects relating to mental health, social media, gangs, the London riots, again build on prior learning and offer a real world context to the learning established in Year 7 and 8. In addition, Year 9 students are offered the opportunity to take part in a live theatre events and digital theatre events.

Year 10/11:

What principles have guided our decision making in developing this curriculum? What is distinctive about our curriculum?

The Drama curriculum is distinctive as students will explore their imagination and the Dramatic world from their classroom, exploring:

• Devising and the role of key practitioners and physical theatre.
• Investigating live theatre and key texts to analyse and evaluate the modern theatre practices and their impact on audiences.
• Topics of study include: devised/scripted/written exam/portfolio creation and performance skills.
• Students are also encouraged to understand their role in society by considering different viewpoints, values and attitudes.

How is the timetabled curriculum supplemented or enriched by other approaches to learning?

Workshops allow students to apply their knowledge and understanding to interpret, analyse and evaluate information and issues relating to Drama pedagogy. Additionally, students use a variety of skills and techniques to investigate questions and issues, and communicate findings in relation to live theatre productions and set texts.

The department uses current affairs to support the learning of drama issues create devised work and schemes that are created. Extracurricular groups are designed to support students’ learning beyond the classroom. Regular public performances give real world performance experience which then strengthens both skills and confidence in our learners.

In what ways does our curriculum help to develop students?

• Cultural diversity and identity: various cultures and communities are studied within the various projects, ranging from diversity and inclusion, to the London Riots, and then to the cultural questions raised by Marlorie Blackman’s ‘Noughts and Crosses’.
• Physically and Mentally healthy lifestyles: Physical workshops ensure that students understand the necessity of healthy bodies and minds to create dynamic pieces of work.
• Community Participation: we continue to nurture our strong links with both the Island VI Form and professional venues across the Isle of Wight.

What forms do assessments take? What is the purpose of assessment?

Our assessment covers a range of approaches such as class based self and peer assessments based on workshops and an ‘end of unit’ reflection. The purpose of our assessments is to ascertain student progress, make informed and effective judgements on grades, and allow us to adjust and adapt the curriculum to support areas of weakness.

How do we know if we have a successful curriculum?

Students are able to recall skills taught within previous lessons. They are able to articulate themselves clearly about their learning journey and can identify how skills and projects link not only on a week to week basis but also termly and yearly. We recognise all abilities and adapt teaching accordingly to ensure that all students are able to engage and produce meaningful work that they are proud of.

How do we support ‘High Attaining’ pupils?

We ensure that our assessment and feedback is focused and targeted to give students the opportunity to maximise their own progress. We carefully design and select tasks that can be adapted to extend the learning of high attaining students. Our extra curricular activities offer students the opportunity to further develop skills that are taught within lessons, allowing them to explore these within different contexts.