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The Curriculum

Drama

“Learning in and about the arts is essential to intellectual development.”
― Ken Robinson, Creative Schools: The Grassroots Revolution That's Transforming Education

The Curriculum Intention

The Lawnswood School Drama Department has designed a curriculum which attempts to not only prepare for the needs of the AQA Drama course but more importantly:

  • the real-world application of drama skills within chosen professions
  • as a sound base for developing the wider / softer skills which underpin the successes of young people throughout their lives
  • to develop students social and emotional understanding by exploring the world around us through storytelling

The National Curriculum has a basic outline of what is expected from the Drama Curriculum in terms of its links to English and we are lucky to broaden the theatrical experiences for students here at Lawnswood by offering a dynamic curriculum.

We have divided the learning experience into three strands:

  • the performance of drama
  • the analysis and understanding of theatrical conventions
  • the evaluation of drama

Theatrical knowledge, application and skill is then hooked on to the three strands through engaging, thought provoking, historical or topical units.

Emotional wellbeing, empathy and storytelling at the centre of the taught units and students can build their stage skill and theatricality as a result of exploring themes through techniques. There are ongoing opportunities through practical theatre-making, watching each other make and perform work and responding using theatrical vocabulary which allow learners to develop their own understanding and to be able to form assessment judgements which are appropriate to the work they have done, and can be used to inform the next stage of their theatrical journey. At KS3 assessment might look like a short performance based around a key theme and skill and students are given verbal feedback at all stages in the practical classroom and given PINs feedback as part of the learning swirl. Such assessments are understated and are an opportunity for students to showcase their progression of skill and development of confidence. The limitations of technology and space to save work hinder us building a bank of assessment evidence.

The learning journey is used for each Scheme of Learning and is designed to inform students of the steps throughout the scheme, highlights points of assessment and also includes areas for AfL.  Students are considered to be Developing, Meeting or Exceeding in Knowledge, Skills and Application of Drama.  Teaching staff highlight theatrical progress on a grid which has given statements to aid the teaching staff in choosing an appropriate success point.  This also aid staff in monitoring and standardising at KS3.  KS4 is designed around AQA GCSE Drama and we work using the given notional grade boundaries each academic year.