Term / Half-term

Main topics / units

Key knowledge & skills

Autumn 1

Naturalism

During this term, students explore Naturalism, a style of theatre that aims to present characters and situations as truthfully as possible. They learn about Konstantin Stanislavski and his key techniques — Given Circumstances, Magic If, Objectives & Motivations, and Emotion Memory — and use these to create believable characters grounded in realistic behaviour. Through practical workshops and scripted scenes (including extracts from DNA by Dennis Kelly), students develop their ability to analyse a character’s background, emotional state, and intentions, and translate this into convincing vocal and physical performance choices. The term builds emotional intelligence, empathy and nuanced decision‑making, helping students understand not just what a character does, but why. By the end of the unit, students perform a naturalistic scene for assessment, demonstrating their ability to apply Stanislavski’s methods to create honest, relatable and mature performances.

Autumn 2

Non-Naturalism

In this term, students explore a range of non‑naturalistic theatre styles, learning how performance can be exaggerated, stylised or symbolic rather than realistic. They begin with Comedy, developing skills in physical humour, timing, unexpected character choices and repetition to understand how actors create laughter on stage. Students then investigate Documentary and Verbatim Theatre, using real stories, facts and authentic speech patterns to raise awareness of real‑world events while considering the ethical responsibilities of performing true accounts. They also study Horror, experimenting with soundscapes, slow motion, ensemble movement, shadows and silence to build tension and atmosphere. Across the term, students create short scenes in each style and finish by devising their own assessed performance, choosing one genre and applying its unique conventions with creativity and clarity.

Spring 1

Antonin Artaud

This term, students study the bold and imaginative work of Antonin Artaud, exploring how theatre can affect an audience emotionally, physically and psychologically. They learn how Artaud used soundscapes, stylised movement, ritual, repetition, symbolism and immersive staging to create intense, atmospheric performances designed to unsettle rather than entertain. Through practical workshops, pupils experiment with layered vocal sounds, exaggerated or ritualistic movement, breaking the fourth wall, and interacting directly with the audience to build tension and mood. They develop a deeper understanding of how theatre can go beyond storytelling to create powerful sensory experiences. The term culminates in an assessed Artaudian performance, where students use these techniques to create an immersive piece themed around discomfort and tension, demonstrating creativity, control and emotional impact.

Spring 2

Melodrama

This term, students explore the wonderfully exaggerated world of Melodrama, a theatrical style filled with bold characters, dramatic plots and heightened emotions. They learn to recognise and perform traditional stock characters such as the Hero, Villain, Heroine and Aged Parent, using big gestures, expressive facial reactions and stylised voices to bring these roles to life. Pupils also develop skills in stage combat, learning how to safely create exciting fight sequences that match the over‑the‑top style of the genre. Throughout the unit, students rehearse scenes that include exaggerated emotions, asides to the audience, dramatic twists and clearly defined character types. The term concludes with an assessed performance where students combine all key elements of melodrama — stock characters, fight choreography, asides and expressive physicality — to create entertaining and energetic scenes.

Summer 1

Dramatic Tension

This term, students develop their ability to create dramatic tension, learning how actors keep an audience emotionally engaged and invested in a story. Through close study of Hamlet, pupils experiment with a range of tension‑building techniques including eye contact, dramatic pauses, silence, still images, soundscapes and atmospheric music. They explore how tiny performance choices—such as withholding eye contact, slowing down a line, or adding a sudden moment of stillness—can shift the audience’s focus and heighten suspense. Students apply these skills to both modern and original Shakespearean text, analysing where tension naturally occurs and how actors can emphasise key moments. The term concludes with a performance assessment in which students combine all techniques to stage a tense, compelling scene that demonstrates control, precision and emotional impact.

Summer 2

ILYMIPIWD

In this powerful and sensitive final unit, students explore the verbatim play I Love You Mum, I Promise I Won’t Die, which tells the real story of 16‑year‑old Daniel Spargo‑Mabbs, who tragically died after taking MDMA for the first time. Pupils learn how actors communicate real themes such as parent‑child relationships, friendship, peer pressure and the consequences of risky decisions, while handling real‑life material with care and emotional maturity. They study the words of Daniel’s friends and family, developing characterisation through physicality, vocal skills and an understanding of social class, and explore how lighting and sound can reflect mood and support storytelling. Through guided practical tasks, they rehearse scenes that show emotion, movement and sensitivity, avoiding interview‑style staging and instead creating dynamic ensemble work. The term ends with an assessed performance where students must portray real people respectfully while clearly communicating the play’s important message about choices, responsibility and keeping young people safe.

Type of assessment

Approx. frequency / when

What it is used for (e.g. reports, targets)

Classwork / quizzes

Short retrieval questions at the start of every lesson.

To check recall of key facts and address misconceptions quickly

Homework tasks

Not set during KS3

End-of-topic assessments

A practical performance done at the end of term.

To ensure they understand the dramatical technique/s or style they have been studying.

End-of-year assessment

End of year assessment would take the same format as end of term assessments (term 6 assessment)

To ensure they understand the dramatical technique/s or style they have been studying.