Intent
At Lostock Hall Academy, our Drama and Performing Arts curriculum is designed to be ambitious, inclusive and accessible to all learners. We aim to foster a lifelong appreciation of the performing arts through both the taught curriculum and a rich programme of enrichment opportunities. We believe that every student, regardless of background, ability or starting point, should have the opportunity to experience, create, perform and respond to a diverse range of dramatic, theatrical and dance works.
Through the study of Drama and Performing Arts, students develop an understanding of how performance reflects and influences society, culture and history. They explore a wide range of performance styles, practitioners and viewpoints, enabling them to engage critically with moral, social, cultural and political issues while developing empathy, respect and an appreciation of different perspectives and lived experiences.
Drama and Performing Arts play a central role in supporting the Oracy Framework. We recognise the importance of teaching students to communicate effectively, articulate ideas with confidence and listen actively to others. Through structured discussion, collaborative rehearsal, performance and reflection, students learn to express themselves clearly, adapt their communication to different audiences and develop the confidence to speak in both formal and informal settings.
We encourage students to view Drama and Performing Arts as powerful forms of self-expression, creativity and communication. Through practical exploration, performance and reflection, students develop confidence, resilience, self-awareness and emotional literacy. Students are supported to take creative risks, collaborate effectively and communicate ideas with clarity, purpose and impact.
Our curriculum is carefully sequenced to build knowledge, skills and understanding over time. Students progressively develop performance, rehearsal, devising, evaluation and production skills, alongside subject-specific vocabulary and an understanding of the creative industries. We provide appropriate support and challenge so that all students can achieve success and make strong progress.
Through our wider enrichment offer, students are provided with opportunities to participate in performances, workshops, productions, competitions and visits, as well as gaining experience in technical and production roles such as lighting, sound, costume and stage management. These experiences broaden cultural capital, raise aspirations and provide meaningful opportunities for leadership, communication and personal development.
We aim to equip all students with transferable skills that support success across the curriculum and beyond, including communication, teamwork, problem-solving, resilience, self-motivation, creativity and critical thinking. Our curriculum provides a strong foundation for further study in Performing Arts and related disciplines, preparing students for future employment, apprenticeships, training or higher education within the creative industries and beyond.
Implementation
Our curriculum is structured to ensure clear progression in knowledge, skills and understanding from Key Stage 3 through to Key Stage 4. Learning is carefully sequenced to build upon prior knowledge, enabling students to develop increasing confidence, independence and expertise as performers, creators and communicators.
At Key Stage 3, students explore a broad range of dramatic genres, themes, practitioners and performance styles. Lessons combine practical exploration, discussion, performance and reflection, allowing students to develop both their creative and analytical skills. Students are explicitly taught subject-specific vocabulary and are given regular opportunities to rehearse, discuss, justify and evaluate ideas using increasingly sophisticated language.
The Oracy Framework is embedded throughout the curriculum. Students develop their speaking and listening skills through structured group discussions, collaborative devising, role play, improvisation, hot seating, presentations, rehearsals and performance. They learn how to communicate effectively with different audiences, listen actively and respectfully, build on the contributions of others and use appropriate vocabulary to articulate their ideas with confidence.
At Key Stage 4, students build upon these foundations through the study of Performing Arts, including Drama, Musical Theatre and Dance elements. Students engage with industry-standard practices and develop practical, theoretical and evaluative skills that prepare them for external assessment and future pathways. They are expected to communicate artistic intentions clearly, evaluate performance work critically and present informed responses using subject-specific terminology.
Teaching is adaptive and inclusive, ensuring that all students can access and engage with the curriculum. Appropriate scaffolding, modelling, challenge and support are provided to meet the needs of all learners. Opportunities for collaboration, independent learning, leadership and purposeful talk are embedded throughout the curriculum, enabling all students to develop confidence in their voice and their ability to communicate effectively.
Assessment is used regularly to monitor progress, identify misconceptions and inform future learning. Students receive ongoing feedback that supports improvement in both performance and communication skills, encouraging reflection on their development as performers, creators, audience members and articulate communicators.
Enrichment opportunities, including productions, performances, workshops, visiting practitioners and theatre experiences, enhance classroom learning and provide authentic contexts for students to apply and develop their performance, leadership and oracy skills in real-world settings.
Impact
Students leave Key Stage 3 with a secure foundation in Drama and Performing Arts, having developed the knowledge, skills and confidence required to successfully progress into Key Stage 4 study. They demonstrate increasing creativity, independence and resilience, alongside strong communication, listening and collaborative working skills.
Through participation in Drama and Performing Arts, students develop cultural awareness, empathy and respect for diverse perspectives. They become reflective learners who can analyse, evaluate and improve their own work and the work of others using subject-specific terminology and increasingly sophisticated spoken language.
Students develop as confident and articulate communicators who can express ideas clearly, justify opinions, adapt their communication for different audiences and engage positively in discussion and debate. The consistent application of the Oracy Framework ensures students are equipped with the skills to communicate effectively across all areas of learning and beyond.
By the end of Key Stage 4, students have gained a nationally recognised qualification alongside valuable practical, academic and personal skills. They are confident communicators who can work effectively both independently and as part of a team, demonstrating professionalism, commitment and responsibility.
Students are well prepared for the next stage of their education, employment or training. They understand the breadth of opportunities available within the creative and cultural industries and possess the transferable skills, knowledge and experiences needed to succeed in further study, the workplace and modern society.
Through their experiences within the department, students become informed, confident, articulate and culturally aware individuals who appreciate the value of the performing arts and their contribution to both personal wellbeing and society as a whole.