Drama

Here at Golborne High School, in Drama we aim to provide memorable experiences and expect our pupils to work with creativity and passion. Pupils are encouraged to view the world through a wide variety of perspectives. We want to develop articulate and confident young people who are able to approach differing situations with determination and self-belief.  As dramatists we want our pupils to communicate narratives that have been thoroughly explored and differing perspectives considered. In Drama our strong moral compass guides every decision we make as well as each decision we expect our pupils to make; we will consider others, communicate confidently and explore both our immediate community alongside wider global issues.

Pupils will explore fundamental building blocks of Drama, which will allow for complex and highly creative stories to be told. Essential elements such as Performance Skills, Devising Skills and Characterisation will be applied to a wide variety of contexts. The curriculum is planned in such a way that any gaps in Drama experience can be plugged within the first term allowing for access to Drama for all.

Within KS3 pupils will explore a wide range of projects, varying from historical events such as the American Civil Rights Movement and WW2 alongside analysing some wonderful Shakespearian characters. Pupils will cover current issues and listen to the narratives of displaced people as well as devising work around the power of social media.

Essential building blocks of Drama will be revisited through KS3; each time building in complexity and creativity in their application to performance. At the end of KS3 pupils will be equipped with a wide range of skills; each of which can then be applied to KS4 with confidence, flair and creativity. Pupils will be exposed to a wide variety of genres of theatre including Naturalism, Physical Theatre and Verbatim Theatre. This understanding of genre is reinforced through the exploration of theatre practitioners, ranging from Stanislavski through to modern day influential practitioners such as Frantic Assembly. 

Pupils are encouraged to explore each scheme in greater depth through the wider and deeper strategy. This strategy supports depth of understanding and includes elements such as additional reading, exploration of current theatre and careers within the Performing Arts industry.

The BTEC Tech Award in Performing Arts allows for a highly practical exploration of theatre and performing. Pupils will explore a variety of different theatre practitioners and performance styles. Within Component 1 pupils will explore genres of theatre including Physical Theatre, Verbatim Theatre, Epic Theatre and Naturalism. Pupils build a written portfolio that explores the chosen performance and style of theatre. Within Component 2 pupils perform a scripted performance and create a written portfolio that reflects upon their skills development. Finally, within Component 3 pupils apply all knowledge gained to a unique and original devised piece of theatre in response to a given brief.

During Component 1 pupils are exposed to a wider variety of theatre practitioners, exploring varying styles of theatre. Pupils explore theatrical practitioners and apply their knowledge to both practical and portfolio work.

Component 2 is focused upon the exploration of a script. Pupils are given the opportunity to perform a scripted piece and will complete an extended piece of assessed practical drama. Pupils will track their skills development through the completion of portfolio work.

Finally, within Component 3 pupils have an opportunity to showcase all of the skills they have learned through an original, devised performance. This course allows for opportunities for post 16 vocational or academic study.

Alongside our weekly Drama lessons we have regular performance opportunities. These include the Creative Arts Evening and KS4 showcase events. The Whole School Musical Production is also another fantastic opportunity to explore any love of performing and is a sell-out success each and every year.