Drama at Sir Thomas Rich's

Drama encourages young people to believe in themselves and find a new voice. It encourages empathy, enables creativity and explores varied methods of communication empowering its students.

Drama promotes language development and its collaborative nature provides opportunities for pupils to develop key skills of communication, negotiation, compromise and self-assertion. Pupils develop confidence when speaking and their vocabulary is extended when they adopt roles and characters. Pupils also acquire a critical and subject-specific vocabulary through reflecting on and appraising their own work in Drama and the work of others.

The skills and qualities developed by students in Drama, such as teamwork, creativity, leadership and risk-taking are assets in all subjects and all areas of life. Drama stimulates the imagination and allows students to explore issues and experiences in a safe and supportive environment. Drama makes an important contribution to the development of thinking skills and students are ecouraged to reflect on their own thinking. Thinking skills include:

  • Information-processing skills, eg sequencing and comparing.
  • Reasoning skills, eg drawing inferences and making deductions.
  • Enquiry skills, eg asking relevant questions and testing conclusions.
  • Creative thinking skills, eg generating and extending ideas, applying imagination and looking for alternative endings.
  • Evaluation skills, eg judging the value of their own and others’ work.


Key Stage 3 - Years 7, 8 & 9

Teaching Arrangements: Year 7: Each class taught bi-weekly.
Year 8: Each class taught bi-weekly.
Year 9: Each class taught bi-weekly.
Homework Guidance: Homework is set throughout Key Stage 3 and may include written and practical tasks, building on classroom learning.
Topics Covered:
Year 7
  • What is Drama? Intro to skills and techniques.
  • Oh No They Didn't: Students study and take part in workshops, learning techniques which enable them to produce their own pantomim.e
  • The Word of Roald Dahl: using Dahl's stories to explore dramatic techniques and bring the page to the stage.
  • Real World Issues: Delivered in collaboration with the PSHE Dept, students use Drama to explore themes such as bullying, diversity and identity.
  • Stranger Than Fiction: Students use their own experiences to explore the importance of storytelling and narrative.
  • The Rules: Students consolidate learning in the final scheme through the story of a hare-brained scheme with a reluctance to follow 'the rules'.
Year 8
  • Power
  • 'Face' by Benjamin Zephaniah
Year 9
  • Creating theatre
  • Designing theatre
Assessment Arrangements: At Key Stage 3 students are assessed at the end of every scheme, in accordance with the submission of order grades. Students have access to their individual marksheets via Satchel One or hard copy. Students also learn the value of peer assessment and critical thinking. Given the way the assessments are structured and the way they are recorded and reported, students will consistently be aware of their current level and target, and the reasons behind their achievement. Through explicit ‘strength’ and ‘improvement’ teacher comments, students gain a full understanding of why they are at their level and exactly what they need to do to improve.

We work hard to enable our Key Stage 3 students to work effectively together and find confidence in themselves. Students develop various ways to communicate their ideas and express themselves. Studying Drama provides an opportunity for our students to be creative, empathetic, critical thinkers.

Teaching Arrangements: Year 10: 5 periods over two weeks.
Year 11: 5 periods over two weeks.
Homework Guidance: Homework is set weekly to consolidate knowledge or prepare for lessons.
Topics Covered:
Year 10
  • Stanislavski
  • Brecht
  • Musical theatre
  • Physical theatre
  • T.I.E
  • ‘DNA’ by Dennis Kelly
Year 11
  • Component 1: Devising theatre
  • Component 2: Performance from a text
  • Component 3: Interpreting theatre
Assessment Arrangements: Component 1: Devising theatre 40%
Learners participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by WJEC.
Learners must produce:
  • A realisation of their piece of devised theatre.
  • A portfolio of supporting evidence.
  • An evaluation of the final performance or design.

    Component 2: Performance from a Text
    Learners will be assessed on acting, and study two extracts from the same performance text chosen by the centre.
    Learners participate in one performance using sections of text from both extracts.

    Component 3: Interpreting theatre
    A series of questions on one set text:
    DNA, Dennis Kelly.
    Section B: Live theatre review
    One question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.
  • The WJEC Eduqas GCSE in Drama offers a broad and coherent course of study which enables learners to:

  • Apply knowledge and understanding when making, performing and responding to drama.
  • Explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created.
  • Develop a range of theatrical skills and apply them to create performances.
  • Work collaboratively to generate, develop and communicate ideas.
  • Develop as creative, effective, independent and reflective learners able to make informed choices in process and performance.
  • Contribute as an individual to a theatrical performance.
  • Reflect on and evaluate their own work and that of others.
  • Develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice.

  • The WJEC Eduqas GCSE in Drama is an exciting, inspiring and practical course. The specification promotes involvement in and enjoyment of drama as performers. Additionally it provides opportunities to attend live theatre performances and to develop skills as informed and thoughtful audience members.

    Entry Requirements: A GCSE Level 6 in Drama or a GCSE Level 6 in English Literature is required to study this course.
    Teaching Arrangements: Year 12: 9 periods over two weeks.
    Year 13: 10 periods over two weeks.
    Homework Guidance: Homework is set weekly to consolidate understanding in lessons.
    Topics Covered:
    Year 12
    • Study of Theatre Practitioners: Stanislavski, Brecht, Berkoff, Artaud and others.
    • Learners participate in the creation, development and performance of a piece of theatre based on a reinterpretation of an extract from a text chosen from a list supplied by WJEC.
    • The piece must be developed using the techniques and working methods of either an influential theatre practitioner or a recognised theatre company.
    • Learners must produce a realisation of the performance or design and a creative log.
    • Study of ‘Love and Information’ by Caryl Churchill.
    Year 13
    • Learners participate in the creation, development and performance of two pieces of theatre based on a stimulus supplied by WJEC:
    • A devised piece using the techniques and working methods of either an influential theatre practitioner or a recognised theatre company (a different practitioner or company to that chosen for Component 1).
    • An extract from a text in a different style chosen by the learner.
    • Study of ‘Cat on a Hot Tin Roof’ by Tennessee Williams.
    • Study of ‘Curious Incident of the Dog in the Night Time’ by Mark Haddon, adapted by Simon Stephens.
    Assessment Arrangements: Component 1: Drama
    Component 1: Theatre Workshop
    Non-Exam Assessment: Internally assessed, externally moderated, 20% of qualification.

    Component 2: Text in Action
    Non-Exam Assessment: Externally assessed by a visiting examiner, 40% of qualification.

    Component 3: Text in Performance
    Written examination: 2 hours 30 minutes, 40% of qualification.

    The WJEC Eduqas A Level in Drama and Theatre offers a practical and challenging course of study which encourages learners to:

  • Develop and apply an informed, analytical framework for making, performing, interpreting and understanding drama and theatre.
  • Understand the place of relevant theoretical research in informing the processes and practices involved in creating theatre and the place of practical exploration in informing theoretical knowledge of drama and theatre.
  • Develop an understanding and appreciation of how the social, cultural and historical contexts of performance texts have influenced the development of drama and theatre.
  • Understand the practices used in twenty-first century theatre making.
  • Experience a range of opportunities to create theatre, both published text based and devised work.
  • Participate as a theatre maker and as an audience member in live theatre.
  • Understand and experience the collaborative relationship between various roles within theatre.
  • Develop and demonstrate a range of theatre making skills.
  • Develop the creativity and independence to become effective theatre makers.
  • Adopt safe working practices as a theatre maker.
  • Analyse and evaluate their own work and the work of others.

  • The WJEC Eduqas A Level in Drama and Theatre is an exciting and inspiring course which prepares learners for further study in Higher Education. This highly practical specification provides learners with the opportunity to work as either performers and/or designers on three different performances.

    University courses this subject may be required for or lead onto:
    • Drama and Theatre
    • Performing Arts
    • English Literature and Theatre
    • Drama and Dance
    • Drama and Music
    • Musical Theatre
    • Art and Film and Theatre
    • Creative Writing and Drama
    Careers that Drama may lead onto:
    • Actor
    • Stage manager
    • Arts administrator
    • Drama teacher
    • Dramatherapist
    • Television production assistant
    • Radio presenter
    • Director of PR/marketing
    • News reporter
    • Administrator - theatre
    • Box office manager
    • Editor
    • Lecturer
    • Director
    “Your confidence in your ability to present ideas improves and ultimately you become a lot more creative.”
    Year 12 student
    “Drama gave us the opportunity to understand and break rules and, most importantly, take risks.”
    Year 13 student
    “The wide range of module choices paired with the wide variety of drama societies means we can easily be prepared for any area of drama and theatre practice. The academic and practical elements are brilliant, allowing us to either focus on one or the other and/or ground ourselves in the theory in order to better our practical exploration. The staff are always friendly and enthusiastic and always encourage us to do more and explore further.”
    Year 13 student
    Associated Clubs / Societies / Trips:
    • Whole school productions.
    • Key Stage plays.
    • Theatre trips.
    • Opportunities to watch performances by outside theatre companies.
    • Workshop opportunities throughout the year.
    • LAMDA exams and qualifications provided by external Drama teacher.
    • Links with local performing arts group, Theatre Stars.