Drama matters because it is fun at the same time as being rigorously academic; it is a training ground for intellectuals which relies on instinct and taking risks; it is genuinely collaborative but allows its learners to discover what is distinctive and unique about themselves; it allows us to make sense of ourselves and who we are and our place in the world whilst also learning from ritual, history and tradition. This is why drama matters. It can change lives, inspire devotion and – without exaggeration – change the course of civilisation. Without this being a competition, I cannot think of another curriculum subject which offers all this and at the same time.  [Matthew Nichols]

The Drama curriculum will enable all students, regardless of age, gender, ability, ethnicity, religion, sexual orientation or economic circumstances to: 

• develop factual, conceptual and procedural knowledge and skills that enable them to create, produce and perform effective, and informed dramatic responses to text or stimuli. 
• develop knowledge of stagecraft, theatrical history, traditions and conventions
• develop skills in group work:  communication, leadership, flexibility, negotiation, resilience
• develop a sense of curiosity and a thirst for knowledge informed by the ability to question, hypothesise and drive enquiry, as well as analyse and evaluate effectively to inform improvement and progress.
• develop empathy in order to consider situations from a variety of perspectives, reflecting on and appreciating their own and others’ ideas.

Expert subject and pedagogical knowledge that delivers:

• An exploration of core and gateway concepts, using methods of delivery that are rooted in the science behind the acquisition of knowledge, including first class guided, deliberate and independent practice.
• Skillful checking for understanding through effective questioning, including ‘pitstops’, that is designed to anticipate errors and tackle misconceptions head on.
• Reinforcement of knowledge that deepens understanding and promotes the transition from novice to expert learners, with fluent comprehension and application of specialist vocabulary. The transition is supported by research based strategies of rehearsal, including retrieval practice and elaboration.
• Aspiration for all, with frequent opportunities to reflect on students’ own and others’ work and to make connections between ‘the specific and the universal’, to recognise inference and meaning and to draw out the implicit learning, which goes beyond the classroom.

The subject intent is delivered in Drama through high quality planning that has clear end points focussed on the core knowledge required at each stage of the learning journey and is skilfully sequenced to address gaps and secure strong progress.

Students will,

• become confident researchers, creators, producers and performers of drama, underpinned by a strong understanding of stagecraft, theatrical history, conventions and tradition. 
• become increasingly adept at putting themselves ‘into other people’s shoes’ and at applying this approach in ‘real life’.
• be able to apply skills learned and practised in drama in other curricular areas and bring knowledge from other areas into their drama responses.
• Be prepared for the world of work, well informed about relevant career opportunities in the Performing Arts industries.