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.”

At STRS, we are aware that Drama promotes language development. 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.

We believe that Drama has an important role to play in the personal development of our students.
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.
These are:

  • Information-processing skills, e.g. sequencing and comparing.
  • Reasoning skills, e.g. drawing inferences and making deductions.
  • Enquiry skills, e.g. asking relevant questions and testing conclusions.
  • Creative thinking skills, e.g. generating and extending ideas, applying imagination and
    looking for alternative endings.
  • Evaluation skills, e.g. judging the value of their own and others’ work.
  • In addition, in many drama lessons pupils are encouraged to reflect on their own thinking.


Head of Department:

Key Stage 3 - Years 7, 8 & 9

Teaching Arrangements: Year 7: Taught on a carousel. Two blocks of 10 weeks.
Year 8: Taught on a carousel. Two blocks of 10 weeks.
Year 9: Taught on a carousel. Two blocks of 4 weeks.
Homework Guidance: Homework is set throughout KS3.
Topics Covered:
Year 7
  • Fairytales
  • Commedia Dell'Arte
Year 8
  • Power
  • 'Face' by Benjamin Zephaniah
Year 9
  • Creating Theatre
  • Designing Theatre
Assessment Arrangements: Assessment in Drama takes place across each lesson. We aim to look at the developing skills of students across each unit of work. Assessment in Drama incorporates a focus on group work, creating, performing and evaluating.

At KS3 we are working hard to enable our students to work effectively together and find confidence in themselves. Students are developing 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: 4 periods per week
Year 11: 4 periods per week
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.
Learners 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 Grade 6 in Drama or a GCSE Grade 6 in English Literature is required to study this course
Teaching Arrangements: Year 12: 6 periods a week
Homework Guidance: Homework 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
    a creative log.
  • Study ‘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 ‘Cat on a Hot Tin Roof’ by Tennessee Williams
  • Study ‘Curious Incident of the Dog in the Night Time.’ 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 qualificatio

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 BA (HONS)
  • Performing Arts BA (HONS)
  • English Literature and Theatre BA (HONS)
  • Drama and Dance BA (HONS)
  • Drama and Music BA (HONS)
  • Musical Theatre BA (HONS)
  • Art and Film and Theatre BA (HONS)
  • Creative Writing and Drama BA (HONS)
Careers that Drama may lead onto:
  • Actor/Actress
  • 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.”
“Drama gave us the opportunity to understand and break rules and, most importantly, take risks."
“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.
Jemma RowlstonAcademic and practical elements of Drama allow us to ground ourselves in the theory to better our practical exploration.”
Associated Clubs / Societies / Trips:
  • Whole school productions
  • KS3 Plays
  • Theatre trips
  • Opportunities to watch performances by outside theatre companies.
  • Workshop opportunities throughout the year.
  • LAMDA provided by outside Drama teacher.
  • Links with local performing arts group THEATRE STARS