Curriculum Allocation
Performing Arts is taught for one 100-minute lesson per fortnight.
Curriculum Period 1: Technical theatre and the study of a play
Curriculum Overview
This curriculum period provides students with an introduction to key historical, practical, and technical aspects of theatre, building both their theoretical understanding and creative skills.
The unit begins with an exploration of the roots of modern theatre, focusing on the traditions and innovations of Ancient Greek Theatre. Students will delve into the role of the chorus, examining how collective voice, movement, and rhythm were used to tell stories, convey emotions, and support the action on stage. Through practical workshops and creative exercises, students will experiment with performing as a chorus, developing ensemble awareness, timing, and physical storytelling.
Throughout this period, there will be an ongoing focus on careers in the performing arts, particularly highlighting off-stage and production roles. Students will explore the diverse range of opportunities in theatre beyond acting, such as design, direction, stage management, and technical production, gaining insight into the wider industry and how theatre is brought to life behind the scenes.
Building on this foundation, students will then engage in a practical exploration of puppetry in performance, inspired by the National Theatre’s renowned work with puppets, such as in War Horse. They will create their own brown paper man puppets, developing technical and creative skills as they learn to manipulate their creations in short, devised scenes. This hands-on element encourages problem-solving, creativity, and teamwork.
In the final phase of the unit, students will begin a practical and analytical study of Our Day Out by Willy Russell. Building on script work covered in Year 7, students will take a more advanced approach, integrating both performance and technical design perspectives. They will explore character, setting, themes, and how production elements can enhance storytelling.
This diverse and exciting unit encourages students to appreciate the history, craft, and collaborative nature of theatre while developing essential performance, design, and analytical skills.
Assessment
Students will complete an online written assessment at the end of the unit. This will test their knowledge and understanding of the key topics covered in lessons and homework, including Greek theatre, puppetry, production roles, and their initial study of Our Day Out.
Curriculum Period 2: Script Work - 'Our Day Out’
Curriculum Overview
In this curriculum period, students will conclude their study of Willy Russell’s Our Day Out, deepening their understanding of the play’s themes, characters, and context while applying their performance skills in a practical setting.
Building on prior exploration, students will select key scenes or sections from the play that best showcase their interpretation and understanding. Through rehearsal and performance-based activities, they will refine their use of voice, movement, staging, and characterisation, working collaboratively to bring scenes to life.
This phase of study allows students to make independent artistic choices, considering how to effectively communicate meaning to an audience. They will also continue to explore technical and design elements where appropriate, linking their performance decisions to the wider theatrical context of the play.
This unit supports the development of critical thinking, creativity, teamwork, and confidence in live performance, and provides a strong foundation for future drama work at higher levels.
Assessment
Students will complete a practical assessment, presenting a workshop performance of a selected scene or section from Our Day Out. This assessment will focus on their ability to interpret the text, embody character, and work effectively within an ensemble. It offers an opportunity for students to demonstrate both their understanding of the play and their growth as performers through a fully realised dramatic presentation.
Curriculum Period 3: Devising TIE
Curriculum Overview
This unit introduces students to the influential theatre practitioner Bertolt Brecht, whose groundbreaking techniques continue to shape contemporary performance. Students will explore Brecht’s signature methods—including alienation (Verfremdungseffekt), direct address, placards, and multi-role performance—to understand how theatre can provoke thought, challenge audiences, and drive social change.
Following this introductory exploration, students will apply Brechtian principles in a devised Theatre-in-Education (TIE) project. Working collaboratively, they will research and respond to current issues affecting young people, such as mental health, peer pressure, social media, or identity. Through structured improvisation and rehearsal, they will develop their own original TIE pieces with the aim of educating and engaging a target audience—mirroring the real-world function of TIE in schools and community settings.
This unit not only strengthens students' performance skills and creative thinking but also encourages empathy, social awareness, and responsibility. It fosters independence and teamwork while challenging students to use drama as a tool for communication, education, and change.
Assessment
Students will be assessed through a two-part assessment:
Practical Performance – Students will perform their devised Theatre-in-Education piece, demonstrating their understanding of Brechtian techniques, their ability to devise with purpose, and their effectiveness in communicating a clear message to an audience.
Written Reflection – Students will complete a written element that explores the development of their ideas, including the creative process, use of Brechtian methods, their chosen issue, and how their piece was shaped to engage and educate their intended audience.
Subject advice and guidance
If you need any further guidance, then please contact Mrs Black via email:
leanne.black@endon.set.org