Drama & Theatre Studies

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Curriculum Intent

We are immensely proud of the rich and varied schemes of work that the Drama department provide for our learner’s. We have a thriving, inclusive and innovative department. As experienced practitioners we pride ourselves on creating theatre makers of the future, enabling young people to gain experience in production, performance and design. 

We believe that Drama is a valuable and necessary part of any learner’s journey at secondary school. This subject builds confidence, communication skills, resilience, self-discipline and stamina as well as supporting learner’s versatility, curiosity and global awareness.

We strive to provide opportunities that harness these skills in all of our Drama lessons. Every learner in our care should have the equality to access and achieve within our subject and through our varied extra-curricular programme.

Schemes of work have been carefully crafted to support learner’s understanding of theatre practitioners, devising techniques and script work. We are keen to ensure that each scheme builds on prior learning and supports learners to develop a growing social and cultural awareness of the world around them, ownership and pride in their work and embed social skills that can be utilised across the whole curriculum.


Key Stage 5 Curriculum

Course Code: A Level Drama and Theatre Studies Edexcel 9DR01
Exam Board Specificationhttps://qualifications.pearson.com/en/qualifications/edexcel-a-levels/drama-and-theatre-2016.html


A level Drama and Theatre Studies develops transferable skills for progression. Students will develop a multitude of skills, including collaboration, communication and an understanding of how to amend and refine work in order to make a smooth transition to their next level of study or employment.

The course has a clear and coherent structure comprised of three components:

Component 1

Devising Theatre - Non-examination assessment

  • 40% of the qualification
  • 80 marks

Content overview:

  • Learners will devise an original performance piece.
  • Learners will use one key extract from a performance text and a theatre practitioner as stimuli.
  • Learners will choose to follow a Performer or designer route.


Component 2

Text in Performance

  • 20% of the qualification
  • 60 marks

There are two areas of focus:

  1. A monologue or a duologue performance/design realisation from one key extract from one performance text.
  2. A group performance/design realisation of one key extract from a different performance text.


Component 3

Theatre Makers in Practice

  • 40% of qualification
  • 80 Marks

There are three areas to be covered:

  1. A live theatre evaluation.
  • Consists of a choice of two extended response questions that students must answer on the live theatre performance (20 Marks)
  1. Page to stage: realisation of a complete performance text.
  • Consists of two extended response questions that students must answer based on an unseen extract from their chosen performance text ‘Machinal’ (36 marks)
  1. Interpreting one complete performance text, in light of one practitioner for a contemporary audience.
  • Consists of a choice of two extended response based on unseen named section of the chosen performance text ‘Woyzeck’. Students are required to demonstrate how their reimagined production concept (of Woyzeck) will communicate ideas to a contemporary audience (24 marks)


Through the Performing Arts Key Stage 5 curriculum students should:

  • Take ownership of the subject and personally progress the knowledge they have gained at Key Stage Four
  • Apply the wider knowledge and understanding of the world around them to their own work and look for their work to explore solutions or deeper understanding
  • Develop a thirst for knowledge and broadening horizons
  • Be able to make mature and well considered judgements about the quality of work in progress
  • To discuss and promote coping strategies to ensure happiness and well-being
  • To celebrate their own identity as  young people, to embrace difference and explore this within their work
  • Be independent learners – leading and owning what they produce with pride in their achievements
  • To promote and celebrate cultural and social difference for themselves and as role models for younger years
  • To confidently utilise and show leadership in group skills to discuss and debate
  • To research and  draw on a wide range of  social and historical contexts when developing work
  • Develop competence in the knowledge of all technical aspects in theatre
  • Be prepared for the specific demands of life beyond sixth form
  • Act as Ambassadors for A Level Drama across the school


Key Stage 5 Drama & Theatre Studies Curriculum Map