01773 825281 8.15am to 3.45pm (3.15pm Friday) @BelperSchool 01773 825281 8.15am to 3.45pm (3.15pm Friday) @BelperSchool


About the Faculty

Belper School and Sixth Form Centre has a strong and thriving Drama Faculty.  Facilities are excellent with a variety of well equipped teaching, rehearsal and performance spaces available within school.

Drama Assessment And Marking Procedures
Drama Faculty Assessment Plan

Years 7 to 9 – Key Stage 3

All Key Stage 3 students have 2 Drama lessons a fortnight. Students are taught in their mixed ability tutor groups. These lessons are active and practical and take place in one of our dedicated Drama spaces. Each half term students will be required to undertake a homework activity, which could include rehearsals. Our aims are outlined below.

1. promote participation and enjoyment in Drama
2. pursue excellence as an achievable goal in performance and production
3. provide direct, practical experience of creative processes
4. develop skills in a range of creative and expressive activities
5. foster curiosity, ingenuity and imagination in the shaping of ideas, experience and feelings through personal involvement
6. promote the development of critical skills through evaluation of students’ work and that of others
7. give opportunities to experience the work of practitioners and performers through theatre visits, workshops, etc.
8. encourage awareness of artistic pursuits in students’ cultural, historical and social contexts
9. develop special interests and enthusiasms and offer opportunities to gain a sense of personal achievement
10. encourage contribution to arts activities in the community

The curriculum has been carefully designed to ensure that student have a range of Drama experiences. Schemes of work are half a term long and have specific assessment foci.

AO1 RESPONDING to ideas and issues in different contexts, demonstrating an appropriate use of drama to communicate meaning to others.

AO2 DEVELOPING and exploring ideas using appropriate forms to structure them into meaningful pieces of drama work.

AO3 EVALUATING the effectiveness of students’ own drama work and the work of others and recognising the significance of historical, cultural and /or social influences.

AO4 PERFORMING ideas to others using the appropriate performing and/or production skills to communicate their intentions.

Enrichment Opportunities

Acting, singing, dancing, technical theatre, backstage, costumes, make-up, assistant director…there are lots of ways to get involved.

* Year 7 Drama Club, a production takes place in December
* Year 8 & 9 Drama Club, whole school production takes place in June

Years 10 to 11 – Key Stage 4

Drama – BTEC Level 1/Level 2 Tech Award in Performing Arts

This qualification will help you acquire knowledge, understanding and technical skills through work-related contexts as part of your Key Stage 4 learning.

The qualification complements GCSEs to help develop work-related skills. It will help broaden your experience and understanding of where your studies can take you in the future.

How will I be assessed?

You will be assessed through tasks set by your teacher that could take the form of presentations, practical assessments and reflective journals, and one exam with a set-task.

Examination Board: Pearson

Years 12 to 13 – Sixth Form

Drama and Theatre Studies

  • Be creative
  • See professional performances
  • Understand drama theory
  • Experiment with dramatic form
  • Work in a team
  • Perform, Direct, Design

Drama 2

The Drama course is an exciting combination of creative activities. Students will devise drama, realise playtexts and analyse theatre.

Component 1A performance from a text and a workshopped reinterpretation of a text, supported with a creative logbook

Students select a play and through an exciting range of workshops choose a style/genre they would like to work in. The play is then reinterpreted and performed to an invited audience. This component allows students to follow their theatrical interests and select styles of theatre that inspire and excite them.

Component 2A devised piece and a linked performance from a text, supported with a written evaluation

The exam board offer a range of interesting and challenging stimulus materials. This can take the form of poetry, songs, artwork, quotes, and films. The students’ collaborative explore the concepts and ideas, choosing an area which inspires them to make their own piece of theatre. The piece is explored in connection to a practitioner/style and performed to an external examiner. This performance also includes a thematically linked performance from a script of the students’ choice.

Component 3Analysis of 3 texts, considering each as a director, actor and designer

Component 1 & 2 support students into making their own decisions as theatre makers/performers/directors. In component 3 they create their own performance concepts in relation to 3 innovative set texts. ‘Machinal’ by Sophie Treadwell, ‘Love and Information’ by Caryl Churchill’ and ‘Curious Incident of the Dog in the Night-time’ by Mark Haddon. The concepts are
explored in a written exam.

Are you interested in:

  • Being creative
  • Seeing professional performances
  • Understanding drama theory
  • Experimenting with dramatic form
  • Working in a team
  • performing, directing, designing

Leading to a career in:

  • Performing Arts
  • Media
  • Drama Therapy
  • Teaching
  • Theatre Management
  • Creative partnerships

Exam Board: WJEC