The Regis School > Curriculum > Curriculum by Subject

Drama Curriculum

Principles and Purpose of our Drama Curriculum

The Drama curriculum at The Regis School provides students with the skills of collaboration, as well as independent working. Pupils will actively engage in an experiential and practical mode of learning that blends intellectual and emotional experience. The skills developed in Drama are transferable to many other professions and provide pupils with valuable life skills which are transferable to industry, further study, and the world of work.

The purpose of the Drama curriculum is to enable all pupils to master skills in critical thinking, problem solving, autonomy and their ability to empathise. Pupils will develop their full potential through engaging experiences, recognising that Drama is an important part of their cultural development. We also recognise that Drama benefits both communication skills and character development. Performing is a crucial part of this. We encourage and prepare students to cultivate an appreciation of written language in a form that is highly accessibly and practical.

The following principles have informed the planning of our Drama curriculum

Entitlement: Our Drama curriculum works in tandem with our Education with Character program as well as the National Curriculum in English.
Coherence: Our curriculum is carefully sequenced so that powerful knowledge and skills build term by term and year by year. We make meaningful connections between subjects. It is more important for pupils to fully understand the key concepts presented than to cover lots of curriculum content. Progress and development are more assured as the curriculum content is sequenced.
Mastery: Reviewing prior knowledge is threaded throughout all units, with concepts and skills revisited, built upon, and developed in new contexts. The curriculum is based on a mastery model, in which the ambition is that all pupils are taught and achieve the essential knowledge and skills in each year. By doing this, both knowledge and skills can be re-used effectively in future learning to achieve a higher level of performance skill and creativity.
Adaptability: The core content – ‘the what’ – of the curriculum is stable, and teachers will adapt lessons – ‘the how’ – to meet the needs of their own classes.
Representation: A diverse range of genres, play texts, historical events and themes are used throughout the curriculum so that students from all backgrounds recognise the relevance of the subject. All pupils see themselves in our curriculum, and our curriculum takes all pupils beyond their immediate experience.
Education with character: Our curriculum – which includes the taught subject timetable as well as spiritual, moral, social and cultural development, our co-curricular provision, and the ethos and ‘hidden curriculum’ of the school – is intended to spark the curiosity and to nourish both head and the heart.