At Winterton Community Academy, our Performing Arts curriculum is rooted in the belief that creativity has the power to raise aspirations, build confidence, and transform lives. Through Drama, Music, and Film, we nurture expressive, articulate, and resilient young people who are equipped with the communication and social skills essential for success in both academic and real-world settings.
Curriculum Intent
We are committed to delivering an ambitious, inclusive, and engaging curriculum that empowers all learners, regardless of background or starting point, to express themselves, collaborate effectively, and grow both artistically and personally. Our curriculum challenges students intellectually, emotionally, and creatively, while fostering empathy, critical thinking, and self-belief.
Through structured, practical lessons and theoretical exploration, students gain a deep understanding of theatre and the cultural, historical, and social contexts in which it exists. We teach the language of the arts explicitly, enabling students to think, speak, and write like practitioners, critics, and creators.
Led by a subject specialist with deep expertise and a passion for theatre, our curriculum is designed to inspire and engage. Acknowledging that reading can be a barrier for some students, we integrate opportunities to strengthen literacy through drama texts and literacy focused tasks. At Key Stage 4, this focus intensifies with in-depth research into influential theatre practitioners and their theoretical approaches.
We believe that vocabulary empowers. By teaching students to communicate with clarity and precision, we equip them with the confidence and language needed to succeed across all areas of learning.
Key Stage 3 (KS3) Curriculum
The KS3 curriculum focuses primarily on Drama, with additional modules in Music (learning the ukulele) and Film Studies. Students are introduced to technical language, foundational performance skills, and a variety of genres and styles, including:
- Theatre in Education (T.I.E.)
- Naturalistic Drama
- Tragedy
- Victorian Melodrama
- Silent Film
- Science Fiction Thriller/Horror
Scripted work includes extracts from ‘The Turbulent Term of Tyke Tiler’, Shakespeare’s ‘Macbeth’, and Dennis Kelly’s ‘DNA’, supporting cross-curricular links with English and enhancing literacy.
Our ‘no opt out’ policy ensures full participation, helping students build resilience, improve communication, and address social anxiety. The curriculum is carefully sequenced to build on prior learning, with increasing complexity and challenge across each unit.
Key Stage 4 (KS4) Curriculum
At KS4, students deepen their understanding of the skills developed at KS3. The curriculum includes:
- Study of Theatre Practitioners and performance theory
- Exploration of production roles (e.g. lighting, direction, stage management)
- Devised and scripted performance work
- Live performance opportunities
- Written portfolio evidence for assessment
Students are encouraged to take creative risks, reflect critically, and respond thoughtfully to feedback – skills that extend far beyond the studio or stage.
End of Year 9 Outcomes
By the end of Year 9, students will:
- Demonstrate foundational skills in voice, movement, and script work
- Devise original performances and stage scripted extracts
- Understand basic production elements in theatre and film
- Learn ukulele basics and chord diagrams
- Explore film production techniques (camera shots, angles and storyboarding)
- Develop analytical and evaluative skills
- Gain insight into careers in the performing arts industry
- Perform in front of peers during assessments
- Use key vocabulary accurately in preparation for GCSE
- Evaluate and reflect on their own and others’ practical work
Broader Impact and Well-being
We recognise the importance of emotional well-being and enjoyment in education. Performing Arts offers a creative outlet and a break from more academic subjects, helping to reduce stress and enhance mood. Activities such as playing an instruments or participating in drama workshops contribute to a positive, balanced school experience.
Conclusion
Our Performing Arts curriculum is more than a pathway to performance, it is a journey of self-discovery, collaboration, and empowerment. We aim to develop not only skilled performers but also confident, empathetic individuals who are prepared for a wide range of futures.