Year 7
Overview / Introduction
In Year 7 Drama, students will develop key performance and interpersonal skills including confidence, teamwork, co-operation, and communication. They will begin to use subject-specific terminology to describe and evaluate their own work and that of others. Throughout the year, students will explore a range of theatrical styles and topics, including Melodrama, Physical Theatre, and Shakespeare, as well as studying two texts focused on issue-based drama. These units will help students build creativity, empathy, and an understanding of how theatre can reflect real-world ideas and emotions.
Half Term 1
Summary
In this introductory unit, students will develop key skills in confidence, teamwork, communication, and creativity, while exploring performance techniques such as characterisation, improvisation, and the use of stereotypes through a study of the text, Charlie and the Chocolate Factory.
Key Vocabulary
Facial Expressions – An expression on someone’s face which shows emotions.
Body Language – Non-verbal communication by movement or position through the actor’s body.
Gestures – Any movement of the actor’s head, shoulder, arm, hand, leg or foot to convey meaning.
Posture – How an actor holds their body when sitting or standing.
Volume – How loud or quiet the voice can be.
Pace – The speed of speech within a scene or moment.
Pitch – The level (high or low) of a voice, instrument or tune.
Still Image – A frozen moment.
How to support your child at home
Rehearse Together
Encourage them to be resilient and persevere with their performance skills. Encourage them to perform at home and help them learn their lines.
Watch or Read Together
Watch short videos of Melodrama films together.
Practice Key Terminology
Explore key vocab together to deepen understanding.
Useful Resources
BBC Bitesize: ‘Drama Essentials’Drama – BBC Bitesize
Half Term 2
Summary
In this unit, students will explore the theatrical style of Melodrama, developing skills in exaggerated characterisation, facial expression, gesture, and vocal projection. They will learn to recognise and perform common stock characters and stereotypes, using over-the-top emotion and physicality to tell clear, dramatic stories. Through practical workshops and short performances, students will build confidence, teamwork, and an understanding of how style and technique create engaging theatre.
Key Vocabulary
Stock Characters – A stereotypical character who the audience will instantly recognise.
Exaggeration – Intentionally making your actions (physically and vocally) bigger than normal.
Stereotype – A character who is clearly presented so the audience understand who they are straight away.
Projection – When the voice is amplified so the actor can be heard.
Exaggerated Emotion – When an actor presents an emotion in an ‘over the top’ way.
Physicality – How an actor uses their body (gestures, posture, movement, & facial expressions) to embody a character to show meaning within a story.
How to support your child at home
Rehearse Together
Discuss the key elements of Melodrama. Encourage your child to find similia Ries and differences between Melodrama and modern TV and Film.
Watch or Read Together
Encourage your child to show you part of their work to boost their confidence.
Practice Key Terminology
Use the Key Vocabulary booklet to learn about different key terms used within the subject.
Useful Resources
BBC Bitesize – An Introduction to Melodrama Melodrama and commedia dell’arte – Selecting a genre or performance style – Edexcel – GCSE Drama Revision – Edexcel – BBC Bitesize
Half Term 3
Summary
In this unit, students will explore the story and themes of A Monster Calls, developing performance skills in characterisation, physical theatre, and ensemble work. They will use voice, movement, and staging to bring key moments from the text to life, while considering how drama can express complex emotions such as grief, fear, and courage. Through practical exploration, students will build confidence, empathy, and an understanding of how theatre can be used to tell powerful, emotional stories.
Key Vocabulary
Characterisation – How an actor presents a character vocally and physically.
Status – When a character has power within a scene or over someone else.
Narration – A theatrical technique, when an actor speaks directly to the audience and gives information about the production.
Improvisation – A theatrical technique where an actor will ‘make up’ a scene as they go.
Ensemble – A group of actors, singers, or dancers who work collaboratively to create a production.
Subtext – The unspoken thoughts, feelings or emotions lying underneath a character’s dialogue and actions.
How to support your child at home
Rehearse Together
Encourage discussions around the themes present in the text, such as bullying, loss, and grief.
Watch or Read together
Watch clips of the theatre production on YouTube. Discuss the themes and encourage empathy. Discuss how the actors use their vocal and physical skills within the production.
Practice Key Terminology
Unpick any tricky words from the script to help them understand what is happening.
Useful Resources
The Old Vic Theatre – A Monster Calls Resource Packhttps://assets.oldvictheatre.com/app/uploads/2025/05/A-MONSTER-CALLS-TEACHING-RESOURCE.pdf
Half Term 4
Summary
This unit introduces Year 7 students to scripted performance through scenes from Lewis Carroll’s ‘Alice in Wonderland’. Students explore how to interpret and perform a script, focusing on voice, movement, characterisation, and ensemble work. They will experiment with staging, physicality, and expressive skills while developing confidence and teamwork. The unit may culminate in a short performance of selected scenes.
Key Vocabulary
Script – A written text that is used by the director, actors and designers to create a production.
Blocking – A technical term used when actors are marking where they move within a scene.
Projection – When an actor uses their diaphragm to make their voice louder on stage.
Stage Directions – Written instructions from the playwright to help the actors understand more about a play.
Expression – When an actor lets the audience know their thoughts and feelings through vocal and physical choices. Dialogue – Written speech within a play, book or film.
How to support your child at home
Rehearse Together
Encourage your child to read their script aloud at home, practicing clear voice projection and expression.
Watch or Read Together
Watch together a stage or film version of Alice in Wonderland and discuss how the actors use voice and movement.
Practice Key Terminology
Help them learn lines by reading other parts with them.
Useful Resources
BBC Bitesize: ‘Warming up the Voice’ Voice warm-ups for drama – Performance: Video playlist – BBC Bitesize
Half Term 5
Summary
This unit introduces students to Physical Theatre, focusing on non-naturalistic performance techniques. Students explore how to communicate stories, characters, and emotions through movement, gesture, and ensemble work rather than relying on realistic dialogue. They will study practitioners such as Frantic Assembly and DV8, learning how to devise original short performances using physicality, symbolism, and stylised movement. The unit develops creativity, teamwork, and confidence in performing abstract ideas.
Key Vocabulary
Non-naturalism – A performance that focuses on abstract and symbolic ideas.
Physical Theatre – A style of performance that uses movement as a primary way to communicate a story to an audience.
Tableau – A group representing a scene from a story.
Levels – How actors use height (high and low) within a scene. E.G. Kneeling to show respect.
Transitions – How actors move from one scene to another.
Unison – All actors move at the same time, doing the same movements.
How to support your child at home
Rehearse Together
Ask your child to show you one of their movement sequences and explain what it represents.
Watch or Read Together
Encourage them to watch clips of physical theatre performances (e.g., Frantic Assembly’s The Curious Incident of the Dog in the Night-Time).
Practice Key Terminology
Help them learn lines by reading other parts with them.
Useful Resources
Frantic Assembly: ‘The Frantic Method’ https://www.franticassembly.co.uk/the-frantic-method
Half Term 6
Summary
This unit introduces Year 7 students to William Shakespeare’s “The Tempest” through performance-based exploration. Students learn about storytelling, status, power, magic, and relationships using movement, voice, and improvisation. The focus is on understanding the play through doing — not reading — by bringing scenes to life with creativity, physical theatre, and ensemble work. The scheme encourages confidence, imagination, and appreciation of Shakespeare’s dramatic style.
Key Vocabulary
Non-naturalism – A performance that focuses on abstract and symbolic ideas.
Physical Theatre – A style of performance that uses movement as a primary way to communicate a story to an audience.
Tableau – A group representing a scene from a story.
Levels – How actors use height (high and low) within a scene. E.G. Kneeling to show respect.
Transitions – How actors move from one scene to another.
Unison – All actors move at the same time, doing the same movements.
How to support your child at home
Rehearse Together
Ask your child to summarise the story of The Tempest in their own words. Encourage them to read aloud short lines or scenes — focus on clear voice and expression, not accuracy with old language.
Watch or Read Together
Watch together a stage or film version of The Tempest and discuss how the actors use voice and movement.
Practice Key Terminology
Help them learn lines by reading other parts with them. Break down difficult language together to encourage more understanding.
Useful Resources
The Royal Shakespeare Company: ‘The Tempest’
https://www.rsc.org.uk/shakespeare-learning-zone/the-tempest
Year 8
Overview / Introduction
In Year 8 Drama, students develop creativity, confidence, and collaboration through a range of practical performance units. They begin the year exploring improvisation and devising, learning to think quickly, build characters, and create original performances in response to different themes. They then study Commedia dell’ Arte, experimenting with exaggerated movement, stock characters, mask work, and physical comedy to develop strong physicality and status awareness. Moving into theatre practitioners, students explore the contrasting styles of Stanislavski, Brecht, and Berkoff, discovering how naturalism, epic theatre, and physical theatre communicate meaning and emotion. In script work, they learn how to interpret, rehearse, and perform from a written text, using voice, movement, and staging to bring characters to life. Finally, they apply their growing skills to Shakespeare, exploring language, ensemble storytelling, and creative staging. Across the year, students gain a deeper understanding of theatrical style and technique, becoming more confident performers who can collaborate effectively, interpret text, and use drama to entertain, inform, and inspire.
Half Term 1
Summary
In this unit, students explore classic Brothers Grimm fairy tales such as Hansel and Gretel, Rapunzel & Rumpelstiltskin. The focus is on improvisation, character development, and storytelling techniques. Students will bring stories to life using physicality, voice, and expressive movement, experimenting with exaggeration, gesture, and vocal tone to create memorable characters. The unit encourages creativity, confidence, and ensemble work, while helping students understand narrative structure, moral themes, and dramatic tension in storytelling. Students will also explore storytelling conventions such as narrator, direct address, and role-switching.
Key Vocabulary
Characterisation – How you create and develop a character.
Storytelling – Practically communicating a story to an audience.
Narrator – An actor who informs the audience of what is happening within the story.
Multi-role – An actor capable of playing more than one role.
Physicality – How an actor uses their physical skills (posture, body language, gestures, facial expressions) to communicate.
How to support your child at home
Rehearse Together
Encourage your child to retell or act out a story at home, experimenting with voices and gestures.
Watch or Read Together
Discuss character motivations and choices, helping them think about how actions show personality through a script.
Practice Key Terminology
Ask them to improvise alternative endings or scenes, fostering creativity and confidence.
Useful Resources
National Theatre: ‘Devising’
Half Term 2
Summary
In this unit, students explore Commedia dell’Arte, a form of Italian theatre that uses exaggerated physical comedy, masks, and stock characters. Students will learn how to create distinct characters such as Arlecchino, Pantalone, and Columbina, and perform short improvised scenarios using lazzi (comic routines). The focus is on physicality, timing, and ensemble work, helping students develop confidence in movement, exaggeration, and interaction. Students also explore storytelling, comic tension, and character relationships, creating short performances that bring humour and energy to traditional theatre conventions.
Key Vocabulary
Commedia dell’Arte – A style of theatre that is comedic and based around improvisation.
Stock Characters – A character who is easily recognizable to the audience. A stereotype.
Physical Comedy – A theatrical technique that demonstrates the exaggeration of physical skills to promote comedy within a scene.
How to support your child at home
Rehearse Together
Encourage your child to describe or demonstrate their stock character and physical movements at home.
Watch or Read Together
Watch clips of Commedia dell’Arte performances together and discuss how physicality and masks communicate character.
Practice Key Terminology
Support rehearsal by letting them practice exaggerated gestures, focusing on clarity and comic timing.
Useful Resources
BBC Bitesize: ‘Commedia dell’Arte’
Half Term 3
Summary
In this unit, students are introduced to the process of devising original drama. They explore how to take a stimulus (an image, story, theme, or social issue) and develop it into a performance using improvisation, characterisation, and storytelling techniques. Students learn to work collaboratively, experimenting with ideas, narrative structures, and drama conventions such as still image, thought tracking, and cross-cutting. The focus is on creative decision-making, ensemble work, and presenting meaning to an audience. By the end of the unit, students will have created and performed a short devised piece, reflecting on the process and their own contributions.
Key Vocabulary
Devising – The ability to create practical work from a given stimulus.
Stimulus – A word, phrase, image, or idea that helps actors create their own practical work.
Improvisation – The ability to think quickly in a scene as a character.
Thought Track – When a character has an emotional moment or reveals their thoughts to the audience.
Cross-Cutting – When two scenes happen at the same time in the same stage space.
Rehearsal Process – The process where a play or short scenes are continually worked on and developed.
How to support your child at home
Rehearse Together
Encourage your child to discuss their ideas and creative choices and why they made them.
Watch or Read Together
Support rehearsal at home by allowing them to practice scenes, narration, or improvisation, focusing on expression and timing.
Practice Key Terminology
Support your child by learning and breaking down key vocabulary together.
Useful Resources
Frantic Assembly: Professional Devised Performance
https://www.youtube.com/watch?v=9JzdIPSdAmE&list=PLLvxpjRMdt9_lmknYkIcB8KuDC8WfQGSS
Half Term 4
Summary
This Year 8 unit focuses on issue-based drama using a chosen stimulus text. Students will explore how drama can raise awareness and provoke thoughts about real-world issues. Through practical workshops, they’ll use devising, script work, and character exploration to understand different perspectives and communicate messages effectively to an audience. The unit builds empathy, critical thinking, and performance skills.
Key Vocabulary
Issue-Based Drama – A style of theatre that explores key issues related to specific audience groups.
Role-on-the-wall – A technique used to help students learn about a character.
Hot-seating – When an actor improvises as a character and is asked questions by others.
Monologue – A speech delivered by one person.
Subtext – The unspoken thoughts, feelings or emotions lying underneath a character’s dialogue and actions. Theme – An idea that is represented throughout a play or film.
How to support your child at home
Rehearse Together
Discuss the themes and issues from the chosen text (e.g. equality, bullying, family, social justice).
Watch or Read Together
Research the topic your child is studying to help them find more interesting facts about it.
Practice Key Terminology
Ask your child to explain what message their group is trying to communicate through their performance.
Useful Resources
BBC Bitesize Drama Essentialshttps://www.bbc.co.uk/bitesize/articles/zd4np4j#zq8yf82
Half Term 5
Summary
This Year 8 unit introduces students to three influential theatre practitioners: Konstantin Stanislavski, Bertolt Brecht, and Steven Berkoff. Through practical workshops, students explore how each practitioner shaped modern theatre and how their ideas influence acting styles today. The scheme encourages experimentation with naturalism (Stanislavski), epic theatre (Brecht), and physical theatre (Berkoff). Students will compare techniques, devise short performances, and reflect on how style affects meaning and audience response.
Key Vocabulary
Naturalism – A style of theatre that aims to be realistic and believable.
Objectives – What an actor wants within a scene.
Magic If – A technique that allows actors to ask what they might do ‘if’ they were in a similar situation.
Given Circumstances – The information present within a script.
Direct Address – When an actor speaks directly to the audience.
Placards – A sign that is used within a performance to inform the audience.
How to support your child at home
Rehearse Together
Ask your child to explain the difference between naturalistic and non-naturalistic acting. Support line learning or rehearsal at home by helping with timing and cues.
Watch or Read Together
Read through the script extracts and help your child learn their lines.
Practice Key Terminology
Ask your child to explain what message their group is trying to communicate through their performance.
Useful Resources
Half Term 6
Summary
This unit introduces Year 8 students to William Shakespeare’s “A Midsummer Night’s Dream” through practical drama activities. Students will explore the play’s themes of love, magic, and mistaken identity, focusing on characterisation, physical comedy, and ensemble work. The emphasis is on performing and understanding through doing — using voice, movement, and staging to make Shakespeare’s language fun and accessible. Students will rehearse and perform short extracts or devised scenes inspired by the play.
Key Vocabulary
Iambic Pentameter – A poetic rhythm where each line has ten syllables, arranged in five pairs (iambs) of an unstressed syllable followed by a stressed syllable, creating a “da-DUM da-DUM da-DUM da-DUM da-DUM” beat.
Rehearsal – The process where a play or short scenes are continually worked on and developed to then be performed. Stage Directions – Instructions from the playwright to inform the director, the actors and designers.
How to support your child at home
Rehearse Together
Ask your child to retell the story of A Midsummer Night’s Dream in their own words — who loves whom, and what goes wrong in the forest?
Watch or Read Together
Watch together a short version of the BBC Shakespeare Animated Tales – A Midsummer Night’s Dream or clips from a Royal Shakespeare Company (RSC) performance.
Practice Key Terminology
Discuss the characters’ emotions and intentions — “Why is Bottom funny?” or “How does Puck cause trouble?”
Useful Resources
BBC Bitesize: A Midsummer Night’s Dream break down
https://www.bbc.co.uk/teach/class-clips-video/articles/z6rcgwx
Year 9
Overview / Introduction
In Year 9 Drama, students develop advanced performance, creative, and leadership skills through a diverse programme of study. They begin by learning directing, planning, and guiding performances while making creative staging decisions. They then explore DNA by Dennis Kelly, analyzing characters, themes, and tension while practicing naturalistic acting and ensemble work. In physical theatre, inspired by Frantic Assembly, students focus on movement, timing, and non-verbal storytelling to convey emotion and narrative. Issue-based drama encourages them to devise performances around social and political themes, using techniques such as improvisation and Forum Theatre to engage audiences. The Theatre in Education unit develops interactive performance skills to educate and inform viewers about important issues. Finally, students study a unit on Live Theatre Review. Students will build knowledge and skills in analysing live performance and articulating this through structured reviews. This will prepare those students looking to take Performing Arts in KS4.
Half Term 1
Summary
In this unit, students will explore the role and responsibilities of a director in the theatre. They will learn how to interpret scripts, develop creative concepts, and lead performers in rehearsals. Students will experiment with blocking, proxemics, use of space, and how to give constructive feedback to actors. Through practical workshops, they will direct short scenes and reflect on how their creative choices communicate meaning to an audience. This scheme builds confidence, collaboration, and creative leadership skills in preparation for KS4 Performing Arts.
Key Vocabulary
Director – The creative lead is responsible for interpretation of the script and communicating this to the actors and designers.
Blocking – How the actors remember where they stand on stage.
Proxemics – The space on stage between actors.
Stagecraft – The understanding of how a stage works, from technical and practical aspects.
Feedback – The ability to give constructive feedback on performance.
How to support your child at home
Rehearse Together
Ask them to explain their directorial choices for a scene they are working on – e.g. “Why did you choose that staging?” or “What mood are you trying to create?”
Watch or Read Together
Encourage your child to watch and discuss theatre or filmed performances, focusing on how directors might have interpreted the script or used space and movement.
Practice Key Terminology
Use the Key Vocabulary booklet to learn about different key terms used within the topic.
Useful Resources
National Theatre: What is a Director?
Half Term 2
Summary
In this unit, students explore DNA by Dennis Kelly, a contemporary play that examines friendship, peer pressure, morality, and responsibility. Through practical workshops and script work, students bring key scenes to life, focusing on characterisation, ensemble performance, and interpreting subtext. They will learn how to use voice, physicality, and proxemics to communicate tension and emotion on stage. Students will also analyse themes, discuss the moral choices of the characters, and consider how the play reflects modern society. The unit helps develop empathy, teamwork, and critical thinking, while strengthening acting and analytical skills.
Key Vocabulary
Characterisation – The ability to create a detailed character using vocal and physical skills.
Subtext – The unspoken thoughts, feelings or emotions lying underneath a character’s dialogue and actions.
Ensemble – A group of actors, singers, or dancers who work collaboratively to create a production.
Proxemics – The space on stage between actors.
Line delivery – The way an actor speaks a line using, pace, pitch, tone, volume and emphasis.
Naturalism – A style of theatre that aims to be realistic and believable.Status – When a character has power within a scene or over someone else.
How to support your child at home
Rehearse Together
Encourage your child to read or re-read sections of the play aloud and discuss what the characters might be feeling or hiding.
Watch or Read Together
Ask open questions such as “Why do you think they acted that way?” or “How would you show that emotion on stage?”
Practice Key Terminology
Help your child learn lines and practice projecting their voice and using clear diction.
Useful Resources
BBC Bitesize: Plot Overview – DNA by Dennis Kelly https://www.bbc.co.uk/teach/class-clips-video/articles/zf6kjhv
Half Term 3
Summary
In this unit, students explore Physical Theatre, focusing on the innovative work of Frantic Assembly. They learn how to tell stories and express emotion through movement, gesture, and ensemble work rather than relying solely on spoken dialogue. Students experiment with lifts, contact work, and physical motifs, developing trust, timing, and creativity. The unit encourages students to devise short performances that communicate clear themes and relationships using Frantic Assembly’s collaborative techniques. By the end, students will have improved confidence, teamwork, and the ability to use physical movement as a powerful storytelling tool.
Key Vocabulary
Physical Theatre – A style of performance that uses movement as a primary way to communicate a story to an audience.
Frantic Assembly – A physical Theatre Company who focuses on creating energetic and collaborative movement pieces.
Motif – A reoccurring pattern within a scene or piece of movement.
Contact Work – A physical theatre technique where performers use contact to make interesting movement sequences.
How to support your child at home
Rehearse Together
Encourage your child to discuss and demonstrate some of the movements or sequences they’ve been learning.
Watch or Read Together
Ask about the theme or story their group is exploring and how movement helps express it.
Practice Key Terminology
Help your child learn lines and practice projecting their voice and using clear diction.
Useful Resources
Frantic Assembly: ‘Masterclass: Building Blocks for Devising by Frantic Assembly- National Theatre’ https://www.youtube.com/watch?v=gUqZPfGIX6U
Half Term 4
Summary
In this unit, students explore how drama can be used to raise awareness and provoke discussion around important social issues, focusing on peer pressure and bullying. Through improvisation, devising, and scripted work, they investigate the emotional and social impact of these issues and explore ways to respond positively. Students will use drama conventions such as still image, thought tracking, cross-cutting, and monologue to develop short performances that educate and inspire audiences. The unit encourages empathy, teamwork, and self-expression while helping students understand how theatre can be used for social change and personal reflection.
Key Vocabulary
Peer Pressure – When someone is pressured into changing their mind, values or behaviors by an individual or group.
Bullying – An action that is deliberately meant to harm another.
Improvisation – The ability to think quickly in a scene as a character and
Cross-Cutting – When two scenes happen at the same time in the same stage space.
Hot Seating – A technique where an actor is asked questions whilst in character and improvises the answers.
How to support your child at home
Rehearse Together
Encourage open conversations about friendship, empathy, and making positive choices — link discussions to the themes explored in class.
Watch or Read Together
Ask your child what issue their group is exploring and what message they hope the audience will take away.
Practice Key Terminology
Use the Key Vocabulary booklet to learn about different key terms used within the topic.
Useful Resources
BBC Bitesize: ‘Theatre in Education’
Half Term 5
Summary
In this unit, students explore Theatre in Education (TIE) — a style of performance designed to educate an audience about a specific issue or theme. They will learn how drama can be used to raise awareness, provoke discussion, and encourage positive social change. Working in groups, students research a relevant topic (such as online safety, peer pressure, mental health, or discrimination) and devise their own short TIE piece aimed at a younger audience. The unit focuses on clear messaging, audience engagement, and creative storytelling, developing confidence and responsibility as performers and communicators.
Key Vocabulary
Theatre in Education (TIE) – Theatre in Education is an interactive actor-lead style of theatre which often focuses on issues that affect specific audiences.
Target Audience – A specific group of people that an issue may be affecting.
Narration – A theatrical technique, when an actor speaks directly to the audience and gives information about the production.
Direct Address – When an actor speaks directly to the audience.
Forum Theatre – An interactive style of theatre.
Multirole – An actor who is capable of performing more than one role.
How to support your child at home
Rehearse Together
Support them with rehearsing lines and scenes at home, focusing on energy, clarity, and audience awareness.
Watch or Read Together
Encourage your child to talk about their group’s chosen issue and target audience, helping them think about how to communicate their message clearly.
Practice Key Terminology
Use the Key Vocabulary booklet to learn about different key terms used within the topic.
Useful Resources
BBC Bitesize: ‘Theatre in Education’
Half Term 6
Summary
In this unit, students explore Live Theatre and develop the ability to analyse and review it. Students will describe what they observe, analyse the creative choices in the production and evaluate how effective they were. Reviews help students develop critical thinking and communication skills.
Key Vocabulary
Performance – A live presentation of acting, dance, or music in front of an audience.
Live Theatre Review – A structured evaluation of a live performance, focusing on impact, effectiveness and creative choices.
Creative Intention – What the director/performers aims to communicate through the performance.
Analysis – Breaking down performance elements to understand how they contribute to the whole performance.
Design Elements – Costume, lighting, sound and set – the visual and sensory parts of a show.
How to support your child at home
Rehearse Together
Support them with rehearsing lines and scenes at home, focusing on energy, clarity, and audience awareness.
Watch or Read Together
Ask open questions such as “Why do you think they acted that way?” or “How would you show that emotion on stage?”
Practice Key Terminology
Use the Key Vocabulary booklet to learn about different key terms used within the topic.
Useful Resources
BBC Bitesize: ‘Writing about and Evaluating Theatre’
