Drama

SPECIFIC AIMS OF THE DEPARTMENT

 

DRAMA in Aquinas at KEY STAGE 3:

AIMS: we follow the Key Stage 3 NI Curriculum: The Arts: DRAMA, and we aim to develop Pupils’ knowledge, understanding and skills and to provide young people with opportunities to use dramatic skills appropriate to audience, context, purpose, and task. They have opportunities to: 

• engage with a range of stimuli to develop critical and creative thinking skills; 

• adopt a role; 

• take part in improvisation; 

• devise scripts and use drama forms and strategies effectively to explore and present ideas; 

• employ sign, symbol, metaphor, and image; 

• engage in movement and/or dance; 

• experience live and recorded Drama, and respond to a variety of texts; 

• begin to develop an appreciation of theatre styles, genres, and vocabulary; 

• explore characterisation through use of masks, costume, props, puppets, and electronic media; 

• evaluate their own and others’ work.

(Objective 1) Developing Pupils As Individuals:

Pupils have opportunities to: 

• express themselves emotionally and imaginatively through Drama and improvisation (Key Element: Personal Understanding);

• explore and respond to the views and feelings of others (Key Element: Mutual Understanding); 

• explore issues related to Personal Health Explore health-related issues (Key Element: Personal Health);

• explore issues related to Moral Character (Key Element: Moral Character);

• explore ways in which uplifting/spiritual experiences can be conveyed through gesture, expression, movement, dance, etc, for example, expressing hope, celebrating success etc. (Key Element: Spiritual Awareness).

(Objective 2) Developing Pupils As Contributors to Society: 

Pupils have opportunities to: 

• explore how Drama is used to educate about and resolve issues of social concern (Key Element: Citizenship);

• explore how Drama reflects and gives insight into a range of cultures (Key Element: Cultural Understanding); 

• explore the effects of Media and ICT (Key Element: Media Awareness);

• explore issues related to Ethical Awareness (Key Element: Ethical Awareness).

(Objective 3) Developing Pupils As Contributors To The Economy and Environment:

Pupils have opportunities to: 

• investigate how skills developed through Drama such as empathy, confidence, and communication skills are vital to life and work situations and a range of careers (Key Element: Employability);

• explore issues related to Economic Awareness (Key Element: Economic Awareness);

• explore issues related to Education for Sustainable Development (Key Elements: Education for Sustainable Development) 

Learning Outcomes: The learning outcomes require the demonstration of skills and application of knowledge and understanding of Drama. 

Pupils shall be able to: 

• research and manage information effectively to investigate issues, using Mathematics and ICT where appropriate; 

• show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate; 

• demonstrate creativity and initiative when developing ideas and following them through; 

• work effectively with others; 

• demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance; 

• communicate effectively in oral, visual, written and ICT formats, showing clear awareness of audience and purpose. 

GCSE (DRAMA with CCEA)

AIMS: we aim to encourage students to: 

• develop a personal interest in Drama and be motivated and inspired by a broad and coherent course of study; 

• engage actively in studying Drama so they develop as effective and independent learners and as critical and reflective thinkers with enquiring minds; 

• work imaginatively and creatively in collaborative contexts, generating, developing, and communicating ideas; 

• analyse and evaluate their own work and the work of others; 

• develop and demonstrate competence in a range of practical, creative and performance skills; 

• develop skills which provide a basis for progression to employment or further study; 

and 

• consider and explore the impact of social, historical, and cultural influences on Drama texts and activities.

GCE AS and A LEVEL (DRAMA and THEATRE with WJEC)  

AIMS: we offer 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. 

EXAM BOARD 

GCSE: CCEA: Drama;  

AS and A2: WJEC: Drama and Theatre

OVERVIEW OF KEY STAGE 3 CURRICULUM

Overview of Key Stage 3 NI Drama Curriculum: 

https://ccea.org.uk/key-stage-3/curriculum/arts/drama

At Key Stage 3, Drama in Aquinas Diocesan Grammar School is taught weekly, as a separate and discreet subject, in pupils’ Form Class groups. We are lucky enough to have a dedicated and fully-equipped Drama Lecture Theatre space for all lessons. 

We develop pupils’ Knowledge, Understanding and Skills: 

Objective 1: Developing pupils as Individuals;

Objective 2: Developing pupils as Contributors to Society;

Objective 3: Developing pupils as Contributors to the Economy and the Environment.

OVERVIEW OF KEY STAGE 4 CURRICULUM

Overview of Key Stage 4 Drama Curriculum:

https://ccea.org.uk/key-stage-4/gcse/subjects/gcse-drama-2017

 

GCSE Component 1: Devised Performance 

Controlled assessment 

In response to a stimulus, students either: 

• devise and present a group performance; 

or 

• devise and give a design presentation. 

All students submit a student log. 

Teachers submit a recording of every student’s performance or presentation. Teachers mark the tasks, and we moderate the results. 

Total: 25% 15% 10%

GCSE Component 2: Scripted Performance 

Controlled assessment 

Using a published play script, students either: 

• present a group performance; 

or • 

give a design presentation. 

Teachers mark the tasks, and we moderate the results. 

Total: 35%

Component 3: Knowledge and Understanding of Drama 

External written examination:1 hour 30 mins. Students answer three questions using one set text. Open book. 

Total: 40%

OVERVIEW OF KEY STAGE 5 CURRICULUM

https://www.wjec.co.uk/qualifications/drama-and-theatre-as-a-level/#tab_keydocuments

Overview of Key Stage 5 Drama and Theatre Curriculum:

https://www.wjec.co.uk/qualifications/drama-and-theatre-as-a-level/

GCE AS and A LEVEL DRAMA and THEATRE (Wales) 

SUMMARY OF ASSESSMENT This specification is divided into a total of 4 units, 2 AS units and 2 A2 units. Weightings noted below are expressed in terms of the full A level qualification (AS is 2 units).

AS

AS Unit 1: Theatre Workshop:

Non-exam assessment: internally assessed, externally moderated; 24% of qualification; 90 marks. 

Learners will be assessed on either acting or design. 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; 

• an evaluation. 

AS Unit 2: Text in Theatre;

Written examination: 1 hour 30 minutes; 16% of qualification; 60 marks. 

Open book: Clean copies (no annotation) of the complete text chosen must be taken into the examination. There is a series of questions based on one performance text from the following list: 

Set text list for assessment up to and including 2024:

Medea, Euripides; 

The Comedy of Errors, William Shakespeare;

An Enemy of the People, Henrik Ibsen; 

Ubu Roi, Alfred Jarry;

A View from the Bridge, Arthur Miller;

The Woman made of Flowers, Saunders Lewis. 

Set text list for assessment from 2025 onwards: 

A Doll’s House, Tanika Gupta;

The Caucasian Chalk Circle, Bertolt Brecht;

Wyneb yn Wyneb, Meic Povey;

The Weir, Conor McPherson;

Lovesong, Abi Morgan Once, Enda Walsh;

Leave Taking, Winsome Pinnock.

All texts will be available in English and Welsh. 

A Level (the above plus a further 2 units) 

A2 Unit 3: Text in Action Non-examination assessment: externally assessed by a visiting examiner;36% of qualification; 120 marks. 

Learners will be assessed on either acting or design. 

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 Unit 1) 

• an extract from a text in a different style chosen by the learner. 

Learners must realise their performance live for the visiting examiner. 

Learners choosing design must also give a non-assessed 5 to 10 minute presentation of their design to the examiner. 

Learners must produce a process and evaluation report within one week of completion of the practical work. 

A2 Unit 4: Text in Performance Written examination: 2 hours 30 minutes; 24% of qualification; 95 marks 

Open book: Clean copies (no annotation) of the two complete texts chosen must be taken into the examination. 

Two questions, based on two different texts from the following list: 

Set text list for assessment up to and including 2025:

A Day in the Death of Joe Egg, Peter Nichols;

Sweeney Todd, Stephen Sondheim; 

The Absence of War, David Hare;

Mametz, Owen Sheers; 

The Radicalisation of Bradley Manning, Tim Price;

One Moonlit Night, Caradog Prichard, adapted by Bara Caws. 

Set text list for assessment from 2026 onwards:

One Man Two Governors, Carlo Goldoni (adapted Richard Bean) 

The Trial, Stephen Berkoff 

Blues for an Alabama Sky, Pearle Cleage 

The Curious Incident of the Dog in the Night-Time, Mark Haddon (adapted Simon Stephens) 

Dear Evan Hansen, Benj Pasek and Justin Paul;

The Watsons, Laura Wade;

Nyrsys, Bethan Marlow.

*These texts contain language and content of an adult nature. All texts will be available in English and Welsh. 

ADDITIONAL INFORMATION 

In Drama at Key Stage 3, Aquinas pupils have opportunities to develop their social and performance skills, and Whole Curriculum Skills and Capabilities. It allows pupils to explore, develop and express ideas and concepts, helping them to develop life skills and make sense of reality. Drama activities encourage pupils to engage with their emotions and intellect, expressing their thoughts and feelings through voice and movement in an imagined context. Key Stage 3, pupils use tableau, freeze frame, hot seating, thought tracking and conscience alley as well as other strategies; these develop their creativity and extend their learning through a practical and active experience in the classroom. The key elements which underpin the curriculum objectives are key issues for modern society. 

(Please Note: the statutory requirements for this subject strand make these key elements explicit. For further details, see the Statutory Requirements for Drama at Key Stage 3 and the Key Stage 3 Non-Statutory Guidance for Drama).

Aquinas’s GCSE Drama qualification builds on the knowledge, understanding and skills developed through the ‘Area of Learning, The Arts; Drama’ at Key Stage 3.

The (CCEA) GCSE Drama specification motivates and inspires students to build and showcase their competence in a range of creative, practical and performance skills. This comprehensive and innovative course encourages students to develop a personal interest in Drama. Students choose one of two pathways: performance (acting), or design (costume, lighting, multimedia, set or sound). They work creatively with others, generating, developing, and communicating their ideas for a devised performance and for a scripted performance. They also explore social, historical, and cultural influences on Drama texts and activities.

Both the theoretical and practical elements of the course help students to become critical thinkers with enquiring minds, confident communicators, and independent learners. 

Pupils also have the opportunity to attend live theatre productions and learn about the processes and practices involved in interpreting and performing Theatre.

This specification is a linear qualification and students take all the assessments at the end of the course.

The (WJEC) AS and A2 levels in Drama and Theatre are exciting and inspiring courses which prepare learners for further study in Higher Education. The highly practical specification provides learners with the opportunity to work as either performers and/or designers on three different performances. There is an exciting and diverse list of texts to choose from and pupils also have the opportunity to attend live theatre productions and learn about the processes and practices involved in interpreting and performing Theatre.