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“You have to understand your best. Your best isn’t anyone else’s best, but your own. Every person has his own norm. And in that norm, every person is a star. A famous actor could stand on his head and still not be as good as you! Because only you can be you! What a privilege! Nobody can achieve what you can if you do it… So do it! We need your best, your voice, your body. We don’t need for you to imitate anybody else, because that wouldn’t be your best. And if it isn’t your best then it may as well be your worst.” Stella Adler ‘The Art of Acting’


Students are introduced to the world of drama and how they can communicate ideas and stories using their bodies and voices. They consider the difference between real and imagined scenarios and how these can be presented to create meaning. Students begin to understand that each child has been given gifts and talents from God, and how He wants us to use these gifts to honour Him. Drama at this level focuses on dramatic play, process drama, improvisation, learning how to move safely within the performance space and building confidence in movement and expression.


  • To understand that God is the Creator and has formed us in His image, therefore, we are created to create too. The ability to speak, move and express ourselves is a gift given by God, and one that can impact others. Drama is a tool we can use to honour God.
  • To equip students with foundational skills, knowledge and an understanding of how to control and apply the dramatic elements, forms, skills, techniques and processes of drama to respond to the world around them and create meaning.
  • To explore, imagine and improvise the development of characters and situations though dramatic play and process drama.
  • To begin to develop self-confidence and an ability to explore and demonstrate performance skills, including voice, use of space, movements and gestures.
  • To engage in imaginative play within the performance space and to develop scenes and characters, using a range of sources as stimuli, such as personal experiences, stories, objects and pictures.

Topics Include

  • Group/partner games and purposeful play - Freeze frames, Tableaux tasks
  • Stage craft - playmaking, kinaesthetic learning, improvisation, Productions
  • Performance - formal and informal, mime, movement, dance
  • Creation and exploration - role, situation, character

Time Allocation

  • 2 periods per cycle


  • Nil


  • Performance
  • Reflection
  • Process-focused assessments and checklists


“Having gifts that differ according to the grace given to us, let us use them” Romans 12:6a