For an overview of the pathways through the curriculum, please see our information page here.
Welcome to the
In Drama we strive to develop independent, confident learners who develop the skills, strategies and understanding for life-long learning and develop a love of the Performing Arts.
The Drama department at ALNS is a busy place.
Students have a number of opportunities to be involved in extra-curricular drama including drama club, school productions and theatre visits. There is always something going on.
Check the noticeboard and the news feed below for the most up to date information about what’s going on.
In Key Stage 4 students follow the Edexcel BTEC Tech Award Acting course.
In Key Stage 4 students can follow the Edexcel BTEC Acting course. This course is continually assessed through practical work, workshops, performances and a log book that students must keep. There is one externally assessed element of the course which is still performance based.
Quality Teaching and Learning Entitlement
All students are entitled to:
- a positive, safe learning environment that encourages the development of performance skills and the sharing of work within a culture of mutual respect and shared responsibility.
- be actively engaged in their own learning whilst being challenged and motivated to take responsibility for their own development and take risks!
- experience well planned lessons which challenge them, provide clear assessment and regular performance opportunities whilst reflecting upon their own learning and development.
- regular opportunities to perform both within lessons and at public performances such as Performing Arts evenings, Music events, Dance events and the School Productions.
Teaching within PERFORMANCE lessons should have:
- a positive ethos which promotes an atmosphere for learning in which all students feel safe and confident to perform and feedback honestly about others work and their own development.
- clear levels of challenge to enable students to develop their performance and group work skills, practise higher order thinking skills, creativity, problem solving and independence.
- well planned lessons in which learning aims are clear and shared with all students enabling them to understand the purpose of their learning and how to make progress. Methods and purpose of assessments are shared with students at every opportunity.
- a culture of mutual respect in which students effort and achievement is celebrated.
HOW we achieve high quality Teaching and Learning within PERFORMANCE:
ASSESSMENT : Promotes learning within Performance. All students are actively engaged within their own assessment and development at KS3 within their logbooks using the PROGRESS LADDERS, targets are shared and reviewed regularly, usually at the beginning and end of each Scheme of Learning. Students assess their own work and the work of others throughout Performance lessons using regular peer and teacher feedback.
At KS4 students follow the BTEC courses. Their assessment is on-going, rigorous and forms the basis of each lesson. Students work through assignments and always know what their targets are and how to make progress.
TEACHING : Teachers create positive, safe learning environments with clear ground rules and expectations. Learning aims are shared with students at every opportunity and success is celebrated every lesson through the sharing of work and feedback.
The culture of success, praise and reward enables lessons within Performance to be positive, dynamic and engaging. Students want to perform and share their work within a supportive environment and without judgement. This is common practise throughout the faculty.
Each area within Performance (Music, Movement and Drama) has detailed handbooks, Schemes of Work which contain more details about lessons and structure.
Effective lessons within Performance have the following features:
- All objectives and intended outcomes are shared with the pupils.
- Expectations are always high for the quality of work, concentration and behaviour.
- Lessons are well-structured.
- Clear vocabulary is used and is always explained.
- Classes and groups are well organised.
- There is clear explanation of learning.
- A variety of activities are used i.e an effective balance between whole class work, group work and teacher led activities.
- Good pace and timing.
- Effective use of resources.
- Strong and effective assessment that is shared with pupils.