Term / Half-term

Main topics / units

Key knowledge & skills

Autumn 1

Theatre Companies: Frantic Assembly and Highrise Theatre

In Term 1, students explore the work of two contemporary theatre companies — Frantic Assembly and Highrise Theatre — gaining practical insight into how modern theatre artists tell powerful stories through movement, rhythm and stylised performance. Through Frantic Assembly techniques such as chair duets, Round‑By‑Through, Hymns Hands, and Laban’s movement efforts, students learn how physicality can communicate emotion and narrative without relying heavily on dialogue. They then contrast this with Highrise Theatre’s vibrant, urban style, using rap, rhyme and grime‑influenced narration to explore real issues affecting young people, such as inner‑city pressures or digital addiction. Throughout the term, students devise short performances that respond to a social stimulus, practising creativity, teamwork and the ability to communicate a clear message through theatrical style. The module ends with an assessment where they select a company style and create an original piece that uses its conventions effectively.

Autumn 2

Bertolt Brecht

In this term, students study the influential practitioner Bertolt Brecht, exploring how he used theatre to encourage audiences to think critically about society and politics rather than becoming emotionally absorbed in a story. They learn key Brechtian techniques such as breaking the fourth wall, direct address, third‑person narration, unnatural staging, episodic structure, alienation (Verfremdungseffekt) and Gestus, a symbolic gesture that communicates social attitudes. Pupils apply these techniques to create scenes inspired by real news headlines, allowing them to comment on contemporary issues such as inequality, government decisions, youth culture and media influence. Through practical workshops, students build confidence in presenting bold ideas, analysing social themes and using performance as a tool for communication and debate. The unit concludes with an assessment where students create a series of short Brecht‑style episodes designed to present multiple viewpoints and provoke thoughtful audience reflection.

Spring 1

Skills For Life

In this term, students learn how Drama develops essential life skills that extend far beyond performance. Through practical tasks, riddles, team challenges, mock job interviews and group presentations, they actively build confidence in teamwork, problem‑solving, communication, self‑belief and self‑management. Pupils explore how body language, vocal clarity and professionalism impact first impressions, particularly in interview scenarios, and then apply these skills to a group presentation on a topic they are passionate about. They reflect on their strengths, practise giving and receiving feedback, and learn how to work effectively with others — skills that support their future education and employment. The term finishes with a live theatre viewing and reflection, encouraging students to think critically about creativity, design and storytelling.

Spring 2

Curious Incident of A Dog In The Nighttime

This term, students explore The Curious Incident of the Dog in the Night‑Time, using the play to build understanding of neurodivergence, empathy and inclusive storytelling. They examine how Christopher’s perspective shapes the world of the play, learning how theatre can represent sensory overload, routine, pattern‑based thinking and emotional processing in creative and respectful ways. Students will develop a range of acting skills including non‑verbal storytelling, physical theatre, ensemble movement, proxemics, vocal control, multi‑role performance, and stagecraft that reflects internal experiences. Through practical workshops, script work and group performance tasks, pupils learn how to stage Christopher’s internal world using soundscapes, lighting, stylised movement, symbolic props and fractured set pieces.

Summer 1

Find Me by Olwen Wymark

Across the final two terms, students study Find Me, a verbatim‑inspired, episodic play exploring the true story of Verity Taylor and the failings of 1970s mental‑health care. The module deepens students’ understanding of mental‑health representation, family dynamics, and institutional care, helping them reflect on how society treated neurodivergent and mentally ill young people then — and how these issues remain relevant today. Throughout the unit, students develop their acting and storytelling skills by working on key scenes including Verity’s Village, the Restaurant Scene, the Firework Scene, the Hospital Scene, the Swimming Gala, and the Christmas Scene. They learn to communicate character relationships, emotional states and social context using clear vocal and physical characterisation. They also explore the 1977 original production, which used minimal set, multi‑roling, and performance in the round, and they apply these ideas practically. A major focus of the unit is non‑naturalistic performance, incorporating techniques such as direct address, narration, breaking the fourth wall, placards, episodic structure, Gestus, unnatural staging, and multi‑rolling to help students present Verity’s story with both creativity and sensitivity. These choices encourage students to step back from emotional immersion and instead consider the wider social message of the play — mirroring Brechtian influence within the script

Summer 2

Find Me by Olwen Wymark

Same as term 5

Type of assessment

Approx. frequency / when

What it is used for (e.g. reports, targets)

Classwork / quizzes

Short retrieval questions at the start of every lesson.

To check recall of key facts and address misconceptions quickly

Homework tasks

Not set during KS3

End-of-topic assessments

A practical performance done at the end of term.

To ensure they understand the dramatical technique/s or style they have been studying.

End-of-year assessment

End of year assessment would take the same format as end of term assessments (term 6 assessment)

To ensure they understand the dramatical technique/s or style they have been studying.