Drama

The Google Drive and Clickview are only available for students and teachers of Aylesbury High School. The Google Drive contains all Google-based resources used in lessons. 

The other quick links are to websites we subscribe to with extra resources. Students have their own login details given to them by the school. 

Key Stage 3 

Key Stage 3 lessons are designed to build on what learners might have covered at Key Stage 2, empower students and enable them to become confident individuals, effective contributors and successful learners. The foundations for study at Key Stage 4 are laid, and transferable skills developed at every stage.

• Year 7 ‘An Introduction to Drama and Devising’ will equip students with the basic Drama skills and techniques they will develop throughout their Drama journey. Through these techniques, learners explore the transition process to secondary school and develop their confidence and teamwork skills as well as the importance of mutual respect and active listening. The techniques covered will be explored and assessed in mini-devised performances.

• Lessons in Year 8 and 9 encourage students to use their Drama skills and techniques independently as they explore devising projects and scripts as well as a particular period in theatrical history. 

Co-curricular opportunities include KS3 Drama Club, ESU Performing Shakespeare Competition, Joint School Musical with AGS, trips to London musicals and local theatre venues, and House Drama, aimed at fostering a love for theatre and performance.

Key Stage 4

The skills covered in Key Stage 3 form the basis of learning at GCSE level and are developed further as the focus shifts to include the specific study of theatre practitioners, devising from a stimuli, performing from a script and reviewing live theatre.

• Lessons in Year 10 aim to establish a positive working environment and introduce students to key practitioners and new styles of work. The devising skills introduced in Key Stage 3 are central to the exploration of mock-exam stimuli and students are also prepared for GCSE assessment with a mock scripted performance. Our exploration of the set text, Shakespeare’s ‘Macbeth’, allows students total creative freedom as they practically examine the text and create their own concept of the play.

• In Year 11 formal assessment forms the core of the lessons where students are given the opportunity to create and perform a devised piece in the style of the practitioner or company and an extract of a published script. By the end of the key stage, students will have the skills and knowledge needed to further their studies at Key Stage 5, should they choose to.

Co-curricular and enrichment opportunities include working with an established theatre company in the study of the practitioner Brecht, Digital Theatre recommendation, trips to see productions, both in London and in local venues which form part of the written exam.

Key Stage 5

The early part of the course serves as an introduction to the demands of the specification, highlighting and closing gaps from non-Key Stage 4 learners or external candidates. Content and outcomes are differentiated accordingly.

• Students are able to explore, extend and consolidate their knowledge and understanding of a range of practitioners as well as establish a close and confident working relationship between the class. The curriculum is designed to prepare learners for further study at university or Drama School but also develops key transferable skills for the whole cohort.

• In Component 1 students enjoy the freedom of devising their own work, using the techniques of a chosen practitioner, as well as a published script taking ownership of the ideas and final outcome.

• Drawing on skills developed at GCSE, students practically explore 2 set texts for Component 3 and an extract from ‘The Curious Incident of the Dog in the nighttime’ (Summer 2026) and ‘The Book of Dust’ (Summer 2027 onwards) and prepare to answer the written paper as a director, designer or performer.

• The culmination of A Level study in Year 13 is a final opportunity to showcase the skills developed across the Drama curriculum. Component 2 requires students to perform two pieces of their own creation, one devised and again, one from a script. Once again, the aim of this work is to provide students with total creative freedom and a sense of ownership and celebration on exam day.

Co-curricular opportunities are numerous and include roles as House Captain or Drama Ambassador. Students are also invited on several trips to the theatre to see inspiring and challenging performances, aimed at supporting their written work and performance ideas.

Course content

In Key Stage 5 we currently offer both Grammar and High School students the Eduqas Drama and Theatre syllabus. The final stages of the AHS Drama Curriculum consolidate and celebrate the student’s journey, progress and achievements. Components require students to devise from a stimuli perform extracts from a script, and work with both ‘threads’ in a reinterpretation.

Course content

Key Stage 3

• Year 7 SOW (Scheme of work) consolidated a smooth transition to AHS and developed key transferable skills such as confidence, teamwork and active listening as well as friendship, positive body language and non-verbal communication. Learner strengths and gaps were identified, and group work was adjusted accordingly.

• Each Year group map included issue-based SOW, often real-life stories, which included links to L4L and highlighted British Values.

• SOW across the Key Stage introduced learners to basic devising skills and techniques that will form the backbone of their AHS Drama journey as one of the key ‘threads’ and form part of the GCSE specification. Skills include freeze-frame and flashback, poetry, movement and choral speaking.

• All Key Stage 3 learners worked with scripts, developing character, plot, context and design, the second ‘thread’ in the Drama curriculum.

• In Year 9 the focus was on reviewing and analysing a performance, rather than performing it, developing skills for GCSE C3

• Each Year group explored a key period and style in the development of theatre, Greek Drama, Commedia and Verbatim.

• Every SOW in Key Stage 3 includes either a Career video ‘What’s the point?’ linking the particular skill with a career outside of Drama or a short interview with a professional in the PA industry.

Key Stage 4

• The start of Key Stage 4 focussed on successful and smooth transition, with group devising tasks and small projects to refocus on effective teamwork, listening and confidence. Design skills, including lighting, sound, costume hair and make-up, set and props were briefly introduced to prepare for C3: Interpreting Theatre.

• Students were introduced to key practitioners, Stanislavski, Brecht and Frantic Assembly and explored the relevant historical, cultural and social context. The corresponding styles of Naturalism, Epic Theatre and Physical Theatre were explored practically and students took part in a practitioner-led workshop.

• Script work introduced in Key Stage 3 was developed with the study of a whole play, ‘DNA’ and a mini mock performance was performed in preparation for the C2 exam: Performing from a text. This revised the key terms of voice, movement and interaction, introduced in Key Stage 3. ‘DNA’ encouraged students to discuss British Values and the role of identity and belonging.

• A second full script was explored practically in preparation for C3: Interpreting Theatre. Students were introduced to the roles of designer, director and performer, building on early work in Year 10. In addition to preparing design ideas for an imagined performance, learners also planned as a director and performer, focussing on voice, movement and interaction, skills covered in the ’DNA’ SOW.

• All SOW have Career videos from the PA industry where speakers outline their individual journey from education into the business, the peaks and the pitfalls.

Key Stage 5

• Final stages of the AHS Drama journey continuously celebrate and develop skills covered in Key Stage 4 and introduced in Key Stage 3. This is evident in the increasing quality of work over the two years, with students finishing Year 13 with advanced skills in devising, script work and theatrical analysis.

• They are equipped to further pursue the subject at degree level should they choose it.

• All students have benefited from developing the transferable skills that Drama offers.

• We are particularly proud of the range of practitioners and theatre companies students have been encouraged to work with, including contemporary British women and female-led companies

• All SOW have Career videos from the PA industry where speakers outline their individual journey, the peaks and the pitfalls. Learners are regularly sent information about auditions and preparing for Drama school and students have commented on the high quality of the Drama Careers provision.

This chart explains the types of feedback that students can expect to receive for work done in geography lessons/at home.