Chilton Trinity

Chilton Trinity Primary
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Performing Arts

 “Creativity is contagious, pass it on"

- Albert Einstein


It enables our students to experience and apply a range of skills, which are applicable both in and outside of school. Creating happy, life-long learners is key and here in the Creative Arts Department we strive to deliver a vibrant and eclectic curriculum, where knowledge and skills can be developed cross-curricular. Team work, communication and cooperation skills are essential and we work with students to build their confidence, developing skills which they will need throughout their education and beyond. Drama allows our students to experiment with creating performance in a range of forms, including enabling them to consider technical aspects, such as lighting and sound. Students are able to work with their peers towards a common goal and develop their skills across 4 main areas: Creating, Performing, Vocal Response and Written Response. Working both independently as well as within teams is important in Drama and Dance, and we look to stimulate our learner’s sense of enquiry and curiosity about their learning and the world in which they live. During the Foundation Stage, we deliver a tailored programme of learning which builds upon key skills throughout their time; the skills build as each year passes, helping to prepare students for GCSE. We cover 3 main areas- C,P, R- Creating, Performing Responding, (Written and Vocal). Students are marked either using our Steps system or later on in the Foundation Stage, against some aspects of the AQA GCSE marlin criteria. At GCSE level, students develop high level and engaging performance works which feature an array of key aspects, including: explorative strategies, the drama medium and drama elements also referred to as the drama techniques, characterisation and staging and structure. Being inventive and creative are focus areas in Drama and we guide students to explore, devise and create performance works of meaning and importance.




Specific role and responsibility.

Mrs Beth Hampton

Started September 2007. Drama and Dance Specialism. Team Leader of Performing Arts and Professorial Teacher Training Tutor. Teaches both Foundation and Personalised Stage.

Mr Chris Pickering

Started Sept 2014. Drama and P.E Specialism. Teaches both Foundation and Personalised Stage. Head of Jupiter House.


Foundation Stage

Course Outline

At Key Stage 3 (Years 7,8) key components/topics covered are:

Year 7: Drama

Baseline: Creating, Performing, Vocal Response, Written Response. 

Unit 1. What is Drama? Mime, Still image, Narration, script and creating character

Unit 2: Creativity: Physical Theatre, Soundscape, Thought Track, creating atmosphere, script, applying 5 drama techniques and developing vocal and movement skills.  Plus- variation of rhythm, pace and tempo, echo and repetition.

Unit 3: Titanic: Based on the disaster on 1912. Monologue, slow motion, movement, characterisation, status, performance, Writing In Role, ensemble, voicing the motivation, canon, unison, choral speech.  

Unit 4: Creating Atmosphere- : Shakespeare’s’ Macbeth.  Own poems. Semiotics. Staging. Choral Speech, movement- Canon, Unison, Dynamics, Ensemble. Writing in role. Spontaneous Improvisation, Teacher in role.

Year 8:

Unit 1: Evacuees- World War II unit focusing on the feelings associated with the war and more specifically on the evacuation of the children from the major cities. Includes: Writing In Role, Monologue, Split Screen, Cross Cutting.

Unit 2: Arson About by Playwright Mark Wheeler. Studying a playtext. Performing script and incorporating and performing: Two Touch, Voicing The Motivation, Two Touch and Juxtaposition, monologue, thought track, physical theatre, soundscape, choral speech.

Unit 3: Movement and the power of nonverbal forms of communication-  chair duets, silent movies, dynamics, unison, canon, facial expression, proxemics, action and reaction, symbolism climax and anti climax,

Unit 4- Semiotics- signs of the stage. Lighting, sound, tension scripts, Our Day Out by Willy Russell. .

KS3 Assessment Details

Assessments in KS3 Drama are as follows:

Year 7 Baseline- Using a prop to create a performance. Marked on: Creating, Performing, and Written Response strands using Steps to Success.

Year 7 Unit 1- Scripted Performance assessment. Learning and performing a short script. Using still image and mime. End of Unit assessment - Marked on Creating, Performing and Vocal Response. No written. Script called ‘Girl in da Hood’ is used- Steps to Success.

Year 7 Unit 2- Using Charles Dickens A Christmas Carol as a basis, incorporating physical theatre, still image, soundscape, thought track and mime.  End of Unit assessment - Marked on: Creating, Performing, Vocal and Written Response strands- Steps to Success.

Year 7 Unit 3- Learning about the history of the Titanic disaster. Creating a whole class ensemble performance- performing in two contrasting characters- 1st band 3rd class. Use of slow motion, music, monologues, writing in role, plus all other explorative strategies learnt. Marked on: Writing in role 4 weeks into Unit- postcard. End of Unit = Creating, Performing, Vocal and Written Response strands. Marked against GCSE devising mark out 20.

Year 7 Unit 4- Marked on Creating and performing throughout this unit. Ongoing assessment process.

Year 8 Unit 1- Arson About- End of Unit assessment- Marked against AQA GCSE component 3 criteria- script. No written.

Year 8 Unit 2: Writing in Role written assessment 5 weeks into the unit- Writing in Role as either Mother, Father or Child- Word War II Evacuation. Students will either write a prayer, monologue or letter. Marked against English Step to Success criteria. End of Unit assessment- Marked on: Creating, Performing, Vocal and Written Response strands.

Year 8 Unit 3- Chair duets and movement work- Steps to Success- Creating and Performing and Written.  

How Will Students Learn:

Students are marked across 3 areas (strands) and these marks then form an average grade: Creating, Performing, Responding (Vocal and Written Response). Students complete a range of activities which develop their skills in order to make progress, across all four of these areas.

Students explore practical- including play texts, scripts, devised work, film, media, historical events and technical aspects of performance.

We focus on the use of Kagan Cooperative Learning Strategies.  Learn to Learn is also incorporated and we look heavily at transferable skills: including: Team Work, Cooperation, Active listening, Cooperation, Planning, Communication, Time management,  Emotional Literacy, Empathy.

Students learn how to use the lighting and sound equipment and explore semiotics- signs of the stage. Students view company and past students work as well to inspire them.

Key terms for Foundation and Personalised Stage 

Drama techniques

Drama techniques are ways of using drama to explore topics, themes, issues, play texts

Still image

Thought Tracking


Hot Seating

Role Play

Cross cutting

Forum Theatre

Marking the moment


Physical theatre

Split screen

Choral speaking



Characterisation and staging

Refers to the different ways in which dramatic meaning is communicated to an audience


Masks and make up

Sound and music

Space and levels

Set and props


Movement, mime and gesture


Spoken language (Two Touch, voicing the motivation, role play)




Motivation and interaction



These relate to the story being told, the themes being

developed and the way the characters are presented.

Action, plot and content

Forms (eg physical theatre)

Climax and anti-climax

Rhythm, pace and tempo


Conventions (flash back)

Mood, tone and atmosphere

Genre and style

Time period

Other skills they will develop:

Ability to understand themselves and others.


Lighting and Sound

Film and TV devices including: setting, locations, camera angels, special effects and devices

Make up- how to use stage make up including wax

Literacy skills- writing, ability to Point, Evidence, Explain- to use emotive vocabulary to express feeling. To use a range of subject specific vocabulary to discuss the impact on the audience.

History and Citizenship

KS3 Equipment Needed

Students will be provided with a folder which will track their progress throughout-it will stay in school. Students will take any resources needed for homework with them. Students will need basic equipment and planners every lesson. They may want to bring in additional props of costumes for their assessment pieces.

KS3 Homework

Most homework will be based on learning sections of script and research and revision linked to key topics and performance areas.

Extra Opportunities

  • Whole School Production - Annually
  • Drama Club
  • Opportunities to see live theatre including amateur and professional e.g Mischief Theatre, Blood Brothers and Woman in Black
  • Dance Club
  • Community Project including carnival

KS3 Useful Publications/Websites

KS3 How can you support your son/daughter’s progress?

Check planner regularly for homework and support if needed. Encourage them to join in extracurricular clubs to boost confidence and skills

Remind students to refer to support sheets an examples that are provide. in order to support them.  Encourage them to join in extracurricular activities to further their skills, including the productions or the Technical Club.

Possible Option Routes

Performing Arts in Year 9 leading to GCSE Drama or possibly BTEC Dance.

In Drama, we want students to feel that they can express themselves across a range of areas, therefore we feel it is important that they learn a number of skills, as well as performance elements that are such an integral part of the subject.

Written and vocal responses are heavily featured and we focus on building skills so that students can work with all their peers and can feel confident to do this. We encourage students to create meaningful and expressive performance pieces and learn the basic skills of performance, including the use of voice tone, expression, movement and gesture.


Personalisation Stage

GCSE Drama

KS4 Examination Board and Syllabus No: AQA

KS4 Course Outline

GCSE – 9-1

KS4 Assessment Details

The qualification is worth 1 GCSE at 9-1  

Method of assessment: e.g. 1 external exam, 1 written exam paper and 1 internally assessed unit featuring practical work and a written log book.  

There is a real focus developing students ability to:

Interpret texts

Create and communicate meaning

Realise artistic intention in text-based drama


Component 1- Understanding Drama. Year 11 

What is assessed?

  • - Knowledge and understanding of drama and theatre
  • - Study of one set play from a choice of six
  • - Analysis and evaluation of the work of live theatre makers

How it is assessed?

Written Exam- 1 hour and 45 minutes

  • - Open book
  • - 80 marks

What is it worth?

40% of the GCSE

Section A - Multiple choice- 4 marks

Section B- Four questions on a given extract from a set play- 46 marks

Section C- One two part questions on the work of theatre makers in a single live production- 30 marks

Component 2- Devising Drama. Year 10 .

What is assessed?

  • - Process of creating devised drama
  • - Performances of devised drama
  • - Analysis of evaluation of own and others work

How it is assessed?

  • - Devising log- 60 marks
  • - Devised performance- 20 marks
  • - 80 marks total

What is it worth?

40% of GCSE                

Marked by teachers and moderated by the exam board

Component 3 – Text in Practice. Year 11 

What is assessed?

  • - Performance of two extracts from one play
  • - Free choice of play but must be in contrast with play chosen for the exam (theatre makers , section C)

How it is assessed?

Performance of extract 1 = 25 marks, performance of extract 2 = 25 marks.

50 marks total for this unit.

What is it worth?

20% of GCSE 

This is marked by AQA- a visiting examiner.


Year 9 will focus on really developing students ability to use vocal and movement skills in performance, and the ability to be highly analytical about their own, others and professional theatre works.

Essential requirements of the course:

 To attend theatre trips and organised study events

 Be prepared to rehearse and perform to peers, external examiner and invited audiences

 To complete written coursework as expected

 To challenge yourself to extend your potential and develop your creativity

 To sit final examination at the end of Year 11

Key Skills

Vocal skills and techniques:

Clarity of diction



Intonation and phrasing


Pause and timing



Emotional Range

Song and/or choral speaking


Physical Skill and techniques


Body language








Facial expression

Eye contact


Expression of mood

Spatial awareness

Interaction with other performers

Dance and choral movement

How Will Students Learn

Students learn through a variety of methods- including the use of technologies to support and develop learning and understanding. Students use peer assessment heavily to make enhancements to their work. Practical work features heavily, alongside written and vocal elements of response. 

Students use the technical equipment available to them every lesson, combining this is a way which develops their performance work. Devising is a key concept, with students having time to experiment… there is no ‘one size fits all’ approach.  Students will learn to work with all their peers closely and develop relationships which enable them to feel safe and confident to be highly experimental with their practical work.  The medium of music, sound and movement is used regularly.

Other Skills They Will Develop

Understanding the world around them- looking at significant events in history and the impact they had. Working as a team- collaborating, cooperating.  Empathy and understanding of themselves and the world around them. Elements closely linked with the subjects: History, Citizenship, R.S, Pshee and Media Studies.

KS4 Homework

Homework will be set regularly. Projects include larger research projects and written elements of work, as well as learning performance lines/script.

In Year 11, there is an expectation that student will take part in Period 6 to prepare for the Component 3 exam.

Extra Opportunities

  • Whole School Production - Annually
  • Drama Club
  • Trips to see live theatre - Blood Brothers and Woman in Black
  • Dance Club
  • Community Project including carnival
  • Opportunities to perform in local events
  • Lead and support younger students

KS4 Useful publications/websites

Career Opportunities:

It can help to support and prepare students for a range of post 16 qualifications and job opportunities including- A Level Performing Arts; Btec/Diploma Level 2 or 3 Qualification. Links to specialist college including programme run for example at Tachii Morris.

Lots of employers value Drama often because even if the job isn’t Drama specific, the skills in which you need to use and apply in Drama can be transferable to any job and job market.

May support in terms of higher education- University Level for those student that want to pursue Performing Arts after college or a college equivalent programme

KS4 How can you support your son/daughter’s progress?

Use the website to check for key exams dates. Letters will also be sent from the department. Attend parents evening to discuss your child’s progress. Contact the department via telephone or email if you have any queries or concerns.

The course aims to explore the subject through both improvisation and scripted work by building on skills already developed and learning new techniques.

Performance is an essential part of this course where students will be expected to perform in front of others almost every lesson. Students will use explorative strategies, the medium of drama, the elements of drama and scripted works. It is essential that students have excellent attendance as some lessons throughout the two years are assessed for coursework.

Non-attendance equates to no marks for that lesson. The subject is perfect for students that love performance, exploring new ways of creating work and is for those that are prepared to throw themselves wholeheartedly into working as a Performance Team. Lessons are varied, challenging and fun! 

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