Drama Curriculum Overview
Aim
Here at Southmoor Academy, we aim to securely equip all of our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success. We want our students to enjoy the challenges that learning offers.
Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their very best.
Intent
The curriculum includes formal teaching through subject areas, assemblies and extracurricular activities. We regularly review content to ensure we continue to meet our curriculum aims. At Southmoor drama is taught as a discrete subject and pupils receive one 60 minute lesson per week at KS3. We also offer the option of AQA GCSE drama and A level drama and theatre. The Drama curriculum is covered through schemes of work, lesson planning, homework, extended independent work, and extra-curricular activities. We regularly review content to ensure we continue to meet our curriculum aims.
Our curriculum is planned to enable all students to develop a knowledge, understanding and enjoyment of drama and theatre as participants and observers. We also develop valuable transferable life skills that employers say are essential in the work place: confidence, communication skills, creativity, resilience, empathy, team work and leadership skills. We encourage British values of mutual respect and love of learning about other cultures and traditions through the texts we explore. As well as teaching subject specific skills, we also support PHSCE though the topics we explore using drama.
Throughout our programmes of study, every attempt is made to make explicit links to careers and the world of work.
The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates.
Sequence and structure
Our curriculum is split in to Key Stage 3 (years 7, 8 and 9) and Key Stage 4 (years 10 and 11). Our practical curriculum at KS3 prepares students for further study at GCSE. GCSE drama prepares students for study at KS5
Year 7 KS3 Curriculum
Click here to view the Year 7 Drama curriculum intent for 2022-2023.
We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. We provide regular opportunities for students to read for pleasure and to receive small group interventions if their reading skills are lower than we would expect.
Year 8 KS3 Curriculum
Click here to view the Year 8 Drama curriculum intent for 2022-2023.
We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. We provide regular opportunities for students to read for pleasure and to receive small group interventions if their reading skills are lower than we would expect.
Year 9 KS3 Curriculum
Click here to view the Year 9 Drama curriculum intent for 2022-2023.
We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. We provide regular opportunities for students to read for pleasure and to receive small group interventions if their reading skills are lower than we would expect.
Year 10 KS4 Curriculum
Our Year 10 Key Stage 4 Curriculum:
Click here to view the Year 10 Drama curriculum intent for 2022-2023.
At KS4 students receive three x 50 minute lessons per week.
We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. We provide regular opportunities for students to read for pleasure and to receive small group interventions if their reading skills are lower than we would expect.
Year 11 KS4 Curriculum
Our Year 11 Key Stage 4 Curriculum:
Click here to view the Year 11 Drama curriculum intent for 2022-2023.
At KS4 students receive three x 50 minute lessons per week.
We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. We provide regular opportunities for students to read for pleasure and to receive small group interventions if their reading skills are lower than we would expect.
KS5 Curriculum
Our Key Stage 5 Curriculum:
Click here to view the KS5 Drama curriculum intent for 2022-2023.
We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. We provide regular opportunities for students to read for pleasure and to receive small group interventions if their reading skills are lower than we would expect.
How does our Curriculum cater for students with SEND?
Southmoor is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)
Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress. Extra-curricular activities are fully inclusive
In drama, SEND support is provided by class teachers through differentiated teaching methods.
How does our curriculum cater for disadvantaged students and those from minority groups?
At Southmoor we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy.
In drama, each member of staff holds a teaching handbook that identifies disadvantaged pupils. In line with school data drops, work is scrutinised, and disadvantaged pupils are identified and interventions put in place. These include: 1:1, lunchtime revision, bespoke independent work, free revision books and subsidised visits.
How do we make sure that our curriculum is implemented effectively?
The Subject Leader of Drama is responsible for designing the drama curriculum and monitoring implementation.
The subject leader’s monitoring is validated by senior leaders.
Staff have regular access to professional development/training to ensure that curriculum requirements are met.
Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum.
Curriculum resources are selected carefully and reviewed regularly.
Assessments are designed thoughtfully to assess student progress and also to shape future learning.
Assessments are checked for reliability within departments and across the Trust.
Every fortnight, the drama department meets to discuss, evaluate and adapt the KS3, 4 and 5 curriculum based upon data, pupil voice, and across trust discussions. Our curriculum is fluid and responsive.
How do we make sure our curriculum is having the desired impact?
- Examination results analysis and evaluation, reported to the senior leaders and the local governing body to ensure challenge
- Termly assessments-analysis and evaluation meetings
- Lesson observations
- Learning walks
- Book scrutiny
- Regular feedback from Teaching Staff during department meetings
- Regular feedback from Middle Leaders during curriculum meetings
- Pupil surveys
- Parental feedback
- External reviews and evaluations
