“Theatre is the art of looking at ourselves” Augusto Baol
What takes place before teaching in the classroom?
At St. Anthony’s the intention is to engage and inspire children to develop an appreciation and understanding of Drama which they can carry with them throughout their lives. We aim to support all children to increase their self-confidence, creativity and sense of achievement by enabling each child to explore at their own level and pace.
Our broad, enriching curriculum aims to encourage children in all key stages to develop team work skills, concentration, creativity, perseverance, playfulness and experimentaion as well as the ability to observe, interpret and be part of the the visual and social world. We develop responsiveness by encouraging active involvement in playing, pretending, creating, discussing, observing, performing, reflecting and evaluating.across a range of theatrical genres and tools.
We are committed to ensuring children understand the value and importance of role play and Drama in their present and future lives and are able to use their skills, knowledge, and experiences to involve themselves in Drama, social interactions and problem solving in a variety of different contexts. We aim to explore and celebrate Drama from different countries and times in history, developing a rich understanding of the world around us in an expressive and exciting way.
We aim to develop pupils’ competence in team work, creativity and performance across all Key Stages always starting with the pupil’s ability to interact playfully with others and journeying towards an awareness of self, others and the succesful communication of an idea, narrative or emotion.
The Senior Leadership Team will:
- Lead the school staff to develop a clear overarching curriculum intent which drives the ongoing development and improvement of all curriculum subjects
- Ensure that the curriculum leaders have appropriate time to develop their specific curriculum intent through careful research and professional development.
- Provide sufficient funding to ensure that implementation is high quality.
The Arts Curriculum Leader will work closely with the subject teachers to:
- Understand and articulate the expectations of the Arts Department to the Headteacher and Governing Body.
- Support teaching and support staff.
- Ensure an appropriate progression of knowledge is in place which supports pupils in knowing more and remembering more as actors.
- Ensure an appropriate progression of drama skills and knowledge is in place over time so that pupils are supported to be the best they can be, and challenge teachers to support struggling students and extend more competent ones.
- Ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning.
What does this look like in the classroom?
- Secondary Drama provision is overseen by a qualified Drama Teacher and experienced TA’s. KS3 pupils have one lesson a week.
- Transition from KS3-KS4: Pupils experience a range of co-ordinated, progressive Drama activities based on the St Anthony’s Steps in KS3, followed by the WJEC Performing Arts Entry Pathways exam criteria in KS4.
- KS4: The Key Stage 4 curriculum has been developed to support St Anthony’s pupils with their individual development, learning and appropriate level of accreditation. Performing Arts is one of the options available which incorporates Music and Drama.
- The Drama Department has detailed planning which links with our curriculum progression document and assessment opportunities.
- The Curriculum Progression document is a skills based overview showing how we plan for progression in Drama and develop competence in a range of skills including Voice, Movement, team work and performance
- Pupils explore the inter-related dimensions of Drama (voice, movement, proxemics, pace, narrative and symbolism) and apply these to their devising, performance and reflection.
- Lessons are engaging and pupils are challenged by the curriculum they are provided with.
- Lessons take account of Rosenshine’s Principles – 17 Principles of Effective Instruction. (see separate document)
- Pupils work is recorded and watched back to allow pupils to discuss and improve their pieces creating an environment of development and gradual improvement through thought and effort.
- Pupils work in a whole class, small groups or with 1:1 support completing activites to develop their skills.
- Differentiation and personalisation are planned for within activities and allowance is made for ability and experience.
- We provide appropriate quality equipment.
- Celebratory displays and a large space to work in.
- Support staff are encouraging, experienced and deployed effectively to enhance learning.
- Additional opportunities are provided for those who have a particular interest in Drama, with a range of lunchtime clubs.
- We celebrate Performing Arts in our termly assemblies, Festive Soirees and school productions.
- Each term we run a Rising Stars enrichment programme for pupils who have shown an interest in Drama
- We have a wide range of links with professional theatres, youth theatres and the local College and University all of which ensure a wide and varied range of workshops, trips and opportunites to develop a pupil’s interst further.
How is success in Drama Measured?
Drama contributes to broader curriculum aims by educating the emotional, intellectual and physical development of children. The teaching of Drama enables personal expression, reflection and emotional development. It also increases self-discipline, confidence, sensitivity and fulfilment as well as helping children to forge links between home, school and the wider world.
Our pupils are:
- Engaged because they are challenged by the curriculum which they are provided with.
- Resilient learners who are learning to overcome barriers and understand their own strengths and areas for development.
- Safe and happy to be active participants in drama lessons (having been given opportunities to explore their own creative development in a supportive and nurturing environment).
- Showing progression of knowledge and understanding, with appropriate vocabulary and technical skills which support and extend learning.
- Becoming confident in discussing Drama, their own work and identifying their own strengths and areas for development
- Pupils are provided with individual targets that they sign off.
- Data is recorded termly onto Classroom Monitor (our online recording system used for data collection). This enables staff to identify pupils who need additional support and develop those meeting or exceeding expectations.
- Pupils are encouraged and nurtured to overcome any barriers to their learning or self-confidence because feedback is positive and focuses on Drama skills and knowledge.
- Assessment shows that pupils develop Drama skills and confidence over time because of careful planning, focused delivery and time to practice and hone skills.
- Observation, listening, questioning, discussing, digital recordings and involvement in the activities are used to make assessments.
- Assessment in Drama takes account of the practical nature of the subject in which information is collected and stored while pupils are involved in acquiring and applying Drama and team work skills.
- We monitor the impact of our Drama provision through termly assessments, lesson observations, learning walks, performances and work scrutiny.
- We measure the success of the Drama through attendance and uptake of the subject and the clubs.
- We measure the success of the Drama provision through the exam results.
- In addition to academic achievement, social emotional progress including self-confidence, interaction with and awareness of others and self-reflection may be discussed during Annual Reviews, in EOY reports, parent consultation evenings, open evenings and in postcards home to parents.
For more curriculum information about what pupils study in this subject please visit our curriculum and exams provision page .