Drama Curriculum Area

Curriculum Lead:                Mrs N Smith-Hughes

Whole School Vision

'I have come that you may have life in all its fullness' (John 10:10)

Bishop Rawstorne’s vision is students at the heart of everything we do. We will offer exceptional educational and cultural experiences for every learner in order to raise standards, transform lives and build a better future for everyone.

Curriculum Intent

To nurture all students to be passionate and proactive in their learning and to support them in becoming resilient, confident and successful citizens of the future by equipping them with transferable skills such as teamwork, communication and presenting for a live audience. To encourage a ‘can do’ approach to all aspects of their written and practical studies in drama to promote an embedded growth mindset.

Programmes of Study: Drama

Curriculum Implementation

· To identify individual areas for development to ensure personalized intervention and progress tracking

· To develop and improve POS/Schemes of Work to ensure progress and identify and address issues caused by Covid and lockdown.

· To use classroom-based methods to develop performance skills to allow students to produce bespoke GCSE written examination questions based on how they would act the roles in their set texts.

· To narrow the gap between PP and non-PP students using all available resources including the pupil premium champion, increased literacy focus across the curriculum and contacting parents following each round of tracking to intervene earlier in any issues raised by tracking.

· To embed literacy/stand and speak methodology into all Drama lessons focusing on STEM answers, structured modelling of slow writing to structure focused GCSE written answers. To use flash marking and peer assessment to develop independent thinkers and learners in Drama.

· To maintain positive working classroom environment with supportive use of coaching in the classroom to engage more reluctant learners.

· Revised POS based on missed learning and student need two lunchtime ‘drop ins’ to catch up underachieving students Targeted after school in preparation for practical assessment timetabled in 1-1 meetings post tracking to set development targets – in class

· Student voice – termly, with line manager, to monitor the way homework has been set, flash marked and feedback (AR – Action/Response method).

· Robust methods of assessment – once a term, set a written task and mark for literacy, subject specific terminology and embedding/revisiting work set as homework tasks to measure understanding and target intervention needed.

· Recorded and self-assessed homework – formulate flash marking sheet. Use of green pen policy to ensure technical accuracy.

· All written and practical assessments will be moderated and discussed through cross-school moderation to plan for intervention (three times a year via teams or in person/face to face).

· Lesson Observation – in paired observation, focus on: · growth mindset phrases with nudge and push technique · slow writing (Half termly alternating LO triangulated with student voice/learning walk with book scrutiny.

· Use exam banding to support progression alongside flash marking to engage the students with the framework for progression throughout the bands.

· Weekly improvisation starter to develop confidence, and nurture creativity for characterisation and performance. Stand and Speak developed to improve confidence and structure of speech

· To follow whole school systems for behaviour and undertake an after-school detention for repeat offenders who fail to complete homework or written/practical work.

· Contact home earlier to allow support intervention to be put into place to encourage and nurture the student to focus on the work being set in class and at home.

· Contact home after every tracking to inform parents and carers about their child and to offer support via lunchtime or after school intervention, moving underachiever to the front of the class.

· Re-teaching, challenge meetings to identify why the PP students are under-achieving. Arrange support via catch up, support via 1-1 support, coaching and mentoring within the subject by pairing students with a ‘buddy’ to support their written and practical skills.

· Data analysis with LM half termly to highlight under-performing students and to identify students for 1-1 support with NSH.

· ESU – Shakespeare performance – Yr 9 drama

Curriculum Impact

· More engaged students. Developed written, oral and practical responses following detailed tailored feedback from Mrs Smith-Hughes.

· Positive and aspirational students who attend after school and lunchtime intervention to help scaffold the ‘gaps’ in their learning as a result of Covid 19 pandemic.

· Growth mindset among students who are able to use a range of exemplar materials from performance to structure more ambitious and exciting pieces of controlled assessment therefore raising the grades achieved and hitting the targets set by tracking.

· Narrowing the gap between non-PP and PP students.

· Students leave school with transferable literacy skills for life.

· Students leave school with a broad knowledge and experience of drama to help them to progress onto Further education courses in A Level Theatre Studies, Performing Arts and Film Studies, BTEC Performing Arts, Musical Theatre and post-16.

· Students feel fully supported to achieve their target grades in a supportive, growth mindset environment.

Careers & Progression

With the increasing focus on communication in the workplace, employers are often impressed by qualifications in Drama because Drama students leave education equipped with a whole host of transferable employability skills such as: teamwork, resolution of issues, research skills, emotional literacy, empathy and communication. A drama student can improvise, adapt to a brief, think ‘outside the box’ to find solutions and write accurate academic essays using their literacy skills.

Fundamentally, following Drama and Performing Arts qualifications at KS4, students often take A levels in Drama and Theatre, Film Studies, Performing Arts, Journalism and broadcasting, or a BTEC in Performing Arts. There may also be the opportunity to study at a specialist Drama or Musical Theatre school in the disciplines of technical drama and performing arts. Studying Drama at degree level is also a favoured choice with a plethora of students becoming extremely successful in the Creative Industries.

Inherently, careers with a drama education span a spectrum of employment opportunities such as, performing, acting, directing, drama therapy, counselling, rehabilitation and teaching to name but a few. However, Drama students are highly regarded by a bespoke range of employers simply because of the vast and diverse range of skills the students have to offer. Therefore, you may be offered employment in a wide variety of job sectors far beyond the stage.