Drama and Dance

Welcome to the Drama and Dance Department. Within the Drama and Dance department we strive to encourage and enthuse students with a range of skills that will help them to succeed as they move both through their school life and beyond. The curriculum is exciting and varied and aims to build, not only on students’ performance skills but also to develop confidence, communication skills, social skills, independent thinking and creativity.

We challenge students to build their skills and to experiment with a range of drama styles as well as exploring performance support roles that help to make the creative industry one of the largest industries in our country.  We encourage students to analyse and evaluate their own and others work to ensure students make progress throughout key stage 3 and into GCSE / Btec. The curriculum allows students to explore how Drama and Dance have contributed to our culture as well as using it as a tool to explore other topics such as citizenship and history.  

Aims of Drama and Dance

AIMS: To stimulate and/or maintain student curiosity, interest and enjoyment in Drama and Dance.  

To enable students to be to be familiar with a range of drama/theatre knowledge, skills and vocabulary, e.g. students should become competent in:

  • Responding to a variety of drama texts. 
  • Using a range of explorative strategies to explore different themes and ideas and dramatic texts.
  • Conveying character and atmosphere in scripted plays and improvisation.
  • Appreciating the structure and organisation of plays.
  • Evaluating and analysing structure, meaning and impact of performances they have read, watched or participated in.  

To enable students to see Drama as:

  • A major cultural feature.
  • Part of a wider body of skills, e.g. to be able to work both independently and co-operatively.

To employ teaching methods and resources that allow students (irrespective of their gender, ethnic origin, academic ability, etc.) to have equal access to Drama and to experience success and enjoyment in their work.  

To develop an awareness of:

  • the implications of Drama (present and past) for the individual and the local, national and international communities.
  • The significance of drama and to value it as important, pleasurable and fundamental realm of human experience.
  • To support the implication of the statement on ‘shared values’ and to enable pupils to develop a range of desirable personal qualities, such as safety awareness, politeness, perseverance, concern for others, initiative and independence.

Study Drama and Dance at Lostock Hall Academy

KS3 Drama and Dance

In key stage 3 students have 1 Drama lesson per week. Throughout the key stage students work on a range of projects that aim to develop their understanding and use of a range of Drama and Dance skills.   The skills developed are revisited as students move through the key stage to ensure students continue to develop and build their skills.  

Year 7  

Introduction to Drama
Builds confidence and team building skills and introduces students to some of the basic Drama skills.

Baseline assessment 
Assesses students’ abilities through the exploration of a fictional event exploring citizenship and identity issues.

Pied Piper
Introduces students to a range of basic Drama skills and develops students’ creative use of improvisation to explore a story.

Script work 
Students will study shorts scripts exploring different ways of interpreting script work and bringing scripts to life through performance skills. Improvisation  Pupils learn skills of developing characters, sustaining a role and developing their improvisation.  This unit also uses drama to explore right and wrong and being a good citizen.

Pupils learn skills of developing characters, sustaining a role and developing their improvisation. This unit also uses drama to explore right and wrong and being a good citizen. 

Exploring and developing use of voice and exploring different types of puppets from different periods in time and different cultures.    

Year 8  

Putting a theatre style in its Victorian historical context and performing it as it was.

Script work 
Focusing on the script work and the explanation of a full play script, students explore the issue of bullying and collective responsibility. Students will explore the story using a range of drama strategies and understand how they can bring written word to life.

Students will learn a set dance and create their own choreography in a nightmare theme. The unit allows students to develop their performance skills as well as introducing them to the basic principles of choreography.

An introduction to stage make-up design and application, to create a dramatic effect. Pupils create and apply their own make-up design for a Shakespeare performance.

Year 9  

Commedia Dell’Arte
Students explore the historic style of Commedia Dell’Arte, using research skills and workshops.  Students demonstrate their understanding of their origins of this performance and its key conventions with a focus on the use of comedy.

Blood Brothers
Students study key extracts of the play Blood Brothers by Willy Russell.  Students explore ways of bringing the characters to life through their performance skills as well as developing an understanding of the context and themes of the play.

Improvisation and devising work
Students develop and consolidate improvisation skills. Students explore ways of developing their own performance using the skills they have learnt throughput Key Stage 3 to produce work in different styles and through different medium.

Students explore key scenes from the play ‘Macbeth’.  Students work on vocal expression in clearly communicating meaning using Shakespearian language.  

School Productions at Lostock Hall Academy

KS4 Drama and Dance

Btec Performing Arts

Component 1: Exploring the Performing Arts

Aim: get a taste of what it’s like to be a professional actor, dancer or musical theatre performer across different styles.

Assessment: internally assessed assignments

During Component 1, students will observe and reproduce existing repertoire, as well as explore:

  • performance styles, creative intentions and purpose
  • performance roles, responsibilities and skills
  • performance techniques, approaches and processes
  • How practitioners create and influence what’s performed

Component 2: Developing skills and techniques

Weighting: 30%

Aim: develop skills and techniques in the chosen discipline(s) of acting, dance and musical theatre.  

Assessment: internally assessed assignments  

During Component 2, students will:

  • Gain physical, interpretative, vocal and rehearsal skills during workshops and classes.
  • Apply their technical, stylistic and interpretative skills in performances.
  • Reflect on their progress and use of skills in performance, as well as how they could improve.  

Component 3: Performing to a brief

Weighting: 40% Aim: consider how practitioners adapt their skills for different contexts, and put this into practice in a performance.  

Assessment: externally assessed task where students work in groups of between 3 and 7 members to create a performance based on a set brief.  

To do this, students will:

  • Use the brief and what they’ve learned to come up with ideas for the performance.
  • Choose the skills and techniques they’ll need.
  • Build on their skills in classes, workshops and rehearsals
  • Review the development process within an ideas and skills log.
  • Perform a piece lasting 10–15 minutes (which is filmed) to their chosen target audience.
  • Reflect on the performance.  

Student Support 

  • Visit theatre performances.
  • Watch students performances and give them feedback on how they can improve.
  • Support your child in learning lines or preparing costumes or props for their performance work.
  • Help your child to learn spellings of key words specific to projects. Key words can be found in the student planner.
  • Help your child complete homework – these are often practical tasks that can be done together such as creating a sock puppet.  Use Synergy to check on the homework set.
  • Enrol your child on local drama or dance activities / courses or organisations.
  • Ensure students have their PE kit for Dance lessons.
  • Encourage your child to attend Drama and Dance Clubs at school or become involved in the school production.

Websites to help  

Dance Club

Open to all years, Dance Club is about trying out different dance styles, learning Dances from the Dance teacher as well as pupils developing their own choreography and having the opportunity to develop leadership skills through teaching and supporting others. Students also work towards performances for the public. All students are welcome.  

Drama Club

Open to all years, Drama Club allows students to develop their drama skills. We do a range of different activities including games, improvisation, scripted pieces and developing performances for an audience. All students are welcome.  

School Production

Each year the Performing Arts departments put on a number of performances.  Our main production takes place in Spring term and this year is Showstoppers’ a variety performance of Drama, Dance, Music and Musical Theatre.  Students are encouraged to participate in all areas of the production from acting, dancing, singing, working backstage, set painting to operating the sound and lighting. 


Mrs Emma Hardacre  Performing Arts teacher