SMSC Statement – Drama

 

SMSC Statement – Drama

The Drama department contribute to pupils SMSC development by:-

Spiritual development

Students are encouraged to explore their own feelings and to find meaning to a wide variety of subject matter and stimulus materials. At Key Stage 3 students cover issues such as peer pressure, self-control, civic duty, philanthropy and focus on seeing the issues from a range of perspectives to develop their compassion and empathy for others. At Key Stage 4 students interrogate and create from wide-ranging, current scripts such as ‘The Curious Dog in the Night time’ dealing with autism, ‘Girls like That’ dealing with body image and bullying and a wide variety of scripts dealing with differing relationships. Pupils also create their own drama pieces from a variety of changing stimuli which force students to interrogate their own beliefs and understand other perspectives. For example; students with strong anti-war beliefs could be asked as part of a hot-seating activity to represent a politician campaigning for war. Students complete evaluative reflection logs of their work which demonstrates their willingness to reflect. Student feedback and lesson observations show students enjoyment of the use of imagination and creativity in their learning.

Moral development

As part of the curriculum students at both key stages are regularly given the opportunity and the motivation to investigate and offer reasons about moral and ethical issues. At Key Stage 3, for example, students study Jim Cartwright’s ‘Mobile Phone Show’  engaging pupils to consider the positive and negative effects of technology in the modern world. Characterisation is developed at Key Stage 4 where students’ individual investigative study of characters from given circumstances and scripts require them to extend their understanding of the circumstances, rights and choices of others.

Social development

Students are encouraged to develop empathy through themed collaborative work which requires them to look at a variety of different lifestyles and circumstances from a range of viewpoints. Students are given the opportunity to reflect on the perspective of others both through the work that they encounter and in the strong teamwork ethos of the department. Student groups are alternated regularly to ensure all students work with all pupils within the classes regardless of race, religion, background, gender or sexuality. 

Across both key stages students work collaboratively building their teamwork and cooperative skills and ability to problem solve with others. Students work in a variety of groupings and all students are respectful of others’ opinions as part of their success criteria. There is a strong mutual respect between students across the department based on a shared desire for success within drama and beyond. 

The department also focuses on how Drama can be used as a practical tool to challenge discrimination and injustice in the the form of Docu-Drama and Theatre in Education. In this unit, pupils are encouraged to explore how their personal opinions and experiences can be used to create a positive contribution to British society through reflection and creation of their own pieces of Drama.

 

Cultural development

Across both key stages students interact with a number of poetic and artistic texts to act as stimuli for their work. Literary heritage is shared through the wide range of stimulus material in both key stages. Artistic heritage is shared through numerous theatre trips offered across the year. Strong participation in annual school productions from pupils across all year groups. Committed attendance by students to a weekly drama club and Glee club. Drama ambassadors run an annual Drama house competition and contribute fully to the life of the department.