Ralph Thoresby School

Ambition and Achievement for All

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Drama is a powerful, unique form of communication that can change the way students feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development. The purpose of the Drama curriculum at Ralph Thoresby is to ensure students understand a variety of skills and gain knowledge within cultural art forms. This will enable them to become effective communicators and develop an appreciation of art forms.

Drama allows students to experience a range of performance and gain knowledge of genre and style whilst developing skills within creativity and communication. Subject knowledge is developed through practice and engagement. We encourage students to develop their creativity in a practical and engaging environment whilst developing performance knowledge and skills as well as transferable skills to prepare them to become resilient, ambitious, thoughtful and responsible young people. The curriculum has been designed to encourage debate and opinion along with historical, cultural and contemporary context, which is explored through performance and the process of creating.

For all our students, the curriculum enriches experiences, broadens cultural experience and beliefs. It encourages collaboration with a range of peers, giving young people the chance to explore and learn from each other and learn about themselves. As subject teachers we are practicing artists within our specialism, and passionate about the Arts. We stay up to date with recent developments and although a small department, we have a strong community network, liaising with other schools both locally and nationally, drama and community hubs and social media groups.


Assessment Summary

Drama Assessment Summary

Assessment of Drama at Ralph Thoresby is based on practical work, and reflects the uniqueness of the subject, recognising and embracing its complexity.
During Key Stage 3, formative assessment is continuous, reflecting on students improving creative, collaborative, and performance skills. Students complete one summative practical assessment per half term and verbal feedback, either self, peer or teacher regularly occurs in each the lesson. One homework project is set per half term, and marked on Arbor
During both Key Stage Four and Five, at the end of each mock or real unit, a summative assessment occurs with detailed, graded feedback given, with clear links to assessment criteria. Throughout performance units, opportunities for verbal feedback, self and peer assessment are made available, with clear targets indicating how to move the work forward

Y9 Bridging Year

All students will study Drama through our Wider Modern World curriculum which gives students an experience of undertaking a role within a performance. Students may choose the role of performer but they also have the opportunity to develop technical or design skills. The curriculum focuses on the need for teamwork and to work collaboratively on a performance piece supporting others through the rehearsal process. The development of communication skills, as students interact and give peer feedback, is an integral part of the rehearsal process. Through carrying out rehearsal activities students can be supported in identifying the individual performance or technical support skills relevant to their chosen role. These skills are then be developed through practical activities and further rehearsals. The rehearsal process allows students to develop self-confidence and a sense of working as a part of a team.

Drama Specialism

Our vision in Drama is to shape all students into successful learners, who enjoy the many aspects of Drama and through their enjoyment make excellent progress and achieve their best. We aim to create confident individuals, who thrive through shared responsibility and self-motivation to create engaging pieces of drama. Our curriculum in Year 9 allows our inquisitive students to explore and question the roles and relationships between theatre, culture, politics and the world they live in. Through this questioning of self, application and building of performance skills, we provide a safe environment for students to explore and develop their character. This year allows students the opportunity to experience a wide range of skills and job roles within the drama and theatre industry, as well as developing a wide range of transferrable skills.

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