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11/07/25

DofE expedition - over and out. Our students are a credit to themselves, their families and the academy. We are so proud of each and every one of you! Now time for some well deserved rest 😴

11/07/25

Next group! ✅ pic.twitter.com/9JRSj6xgN3

11/07/25

Next group! ✅ pic.twitter.com/txDLV0SqFF

11/07/25

Next ground! ✅ pic.twitter.com/WrPyhkz3w8

11/07/25

Next group! ✅ pic.twitter.com/yDszutQ35b

11/07/25

Next ground.. completed it ✅ pic.twitter.com/pMUVqQaIg3

11/07/25

DofE expedition ✅ first group have made it through all checkpoints. Well done boys! pic.twitter.com/iNM0ocXpPi

11/07/25

More check point action. Mrs Torrance and Mr Stokes working harder than the students. Beautiful afternoon in Edenbridge ☀️ pic.twitter.com/2bCX8rGUOx

11/07/25

Our students are a credit to our academy. The field was left spotless! pic.twitter.com/pluSoR5NML

11/07/25

This group had a tough day yesterday and ended up walking for 10 hours! The resilience to get up this morning, thinking positive and ready to go again is excellent to see! pic.twitter.com/Hxr6imAZBE

11/07/25

Mrs Torrance making hot chocolates for the boys this morning… pic.twitter.com/tizJddSAOs

11/07/25

Mr Stokes enjoying camp life! He cannot wait to do it all over again next week with year 7s and his tutor group! pic.twitter.com/j6x1OMsA8A

11/07/25

Good morning from camp! pic.twitter.com/A4C4HKAPTB

10/07/25

Well done, guys! Keep posting. We are following your progress. You've got this! Mr Shone has been challenged with 3 posts every 2 hours!

10/07/25

More pics of dinner and chill! pic.twitter.com/mNUFLWkuI8

10/07/25

Dinner time! pic.twitter.com/4pbp3GKmcW

10/07/25

pic.twitter.com/7UOzDsJWZC

10/07/25

More checkpoint action! pic.twitter.com/LuDkiqXqtk

10/07/25

Students are meeting staff at the various checkpoints - well done to group 2 who have made it to checkpoint 3! pic.twitter.com/oSk3Qc1sXZ

10/07/25

DofE year 9 bronze expedition underway! Tents are up and students are on their way to the various checkpoints. What a wonderful day for it ☀️ pic.twitter.com/7sscCl6d8O

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

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Westminster

Drama

Curriculum intent

Drama is a universal language that embodies one of the highest forms of creativity. Our high-quality drama education will engage and inspire students to develop a love of Drama and their talent as practitioners. As students progress, they will develop a critical engagement with drama, allowing them to devise, perform, appreciate performance and bring dramatic texts to life.

For further details of the Drama curriculum please see the documents at the bottom of the page or contact  Mr. C. Argyrakis.

The key concepts in drama are skill-driven and aim to build personal skills which can be relied upon to succeed, not only in drama lessons but beyond school life and in future employment.

At the heart of drama is the development of these skills in all students; engagement, communication and oracy, creative imagination, clarity of expression, autonomy, leadership confidence and cooperation.

There is more to drama than being able to perform on stage. Opportunities are embedded for students to be able to hone and develop performance talent but equally important is the ability to understand the purpose of the theatre we create. Drama mediums, elements, explorative strategies and methodologies of theatrical practitioners are introduced throughout the key stages to enable students not only to ‘re-enact’ but to shape their own unique ideas with a greater understanding of the need for style, intention, theatrical creation and to learn to celebrate individual and unique perspectives.

The curriculum is structured based on the expectations for GCSE Drama whereby key concepts and skills required by the end of Year 11 are fed down into schemes of work from Year 7 upwards.

Within all key stages, students will be exposed to three components within the Edexcel GCSE Drama specification: Component 1 devising, Component 2 performance from text and Component 3 bringing texts to life, designed to raise expectations and standards from the start of Key Stage 3 and ensure that drama knowledge is being understood both practically and theoretically. With this in mind, students will explore the roles and responsibilities of the performer, director and designer.

Within our curriculum, we include a range of texts to explore diversity and a range of social, historical or cultural contexts to encourage tolerance and understanding. We aim for students to attend regular theatre opportunities to inspire them creatively and to develop their cultural capital. This will support them to not only form their own opinions of theatre, but to appreciate the choices of others. Along with the performance element of drama, students will develop their analytical minds whilst communicating effectively through written and oral means.

Post GCSE Drama, students can continue further study within the subject by taking the A-Level Drama and Theatre course. There are many career paths individuals can take relating to drama and theatre such as becoming an actor, stage manager, arts administrator, drama teacher, drama therapist, television production assistant, radio presenter, theatre director etc.


Year 7 Drama

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Mime

Clowning

Narrative Theatre

Origins of Greek Theatre &  Mythology

Theatre Around the World

Shakespeare Macbeth


Year 8 Performing Arts

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Stage Combat

Film Music Performance and Composition

Reality TV

Blues performance arranging  and Improvisation

Technical Stage Design

Classical and Romantic Orchestra


Year 9 Performing Arts

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Proxemix and Status

Hip Hop Performance and Composition

Devising using different practicitioners

Bhangra and Musical Fusion. Performing and Arranging

Directing and Designging