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Fantastic enthusiasm from our cookery enrichment group, which is part of our extended curriculum.


Another exciting start to the week for Harris Orpington and another fantastic performance from the Globe Players. A Christmas Carol was brought to life to years 10 and 11 and yet again, they were brilliant!


Delighted to see so many happy faces here this morning at Harris Orpington with our incredible year 11 students collecting their GCSE results


We are really proud of our Year 13s after such a difficult year and absolutely delighted to see so many happy faces


Retweetd From Formula 1

BREAKING: Sebastian Vettel has been disqualified from the , losing his second place Stewards were unable to take the required amount of fuel for sampling following the race


Girls turn


Students getting ready for the year 10 200m race. HAO sports day


Year 12 and 10 attending the Spirituality Conference today


Year 7 students have created some fantastic Islamic inspired art prints


Some of our Year 8 students completed their watercolour lesson in the sunshine. They produced some fantastic work!


Including an 'in action' video!


Year 8s learned about forces and propulsion in their recent workshop, creating cars powered by balloons! Check out some of these awesome designs!


Year 10 started their virtual work experience this morning with Everyone is working hard


Year 10 engaging with Holocaust Memorial day and exploring the discrimination and atrocities


We're pleased to see another team have escaped!


I 'wonder' which Year 7 will win our reading bingo today?


More 'escape' room antics and team building from 'The Big Picture' Day


A great start to our ‘The Big Picture’ Day! So far we have had interactive timelines with Year 10. Year 9 trying to ‘escape’ the ranch from ‘Of Mice and Men’ and Year 7 completing team building. There’s more fun to come!


It was lovely to welcome the ‘Globe Players’ back to perform Macbeth to our year ten students today. Students are already looking forward to next year’s performances of An Inspector Calls and A Christmas Carol

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

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Harris Academy Orpington’s Drama department is driven by the belief that all students should have access to the arts. All students should be afforded the opportunities to take part in and appreciate the theatre and gain access to an industry often deemed as inaccessible for the marginalised. Regardless of background or personal circumstances, all young people are entitled to arts education and the benefits that it brings.

Students who study Drama will develop a breadth of knowledge in performance, direction, dramatic writing, artistic criticism and theatrical design. By the end of their education they will have an in-depth understanding of the purposes and processes of Drama, the performance industry and the political position of Drama both historically and within our own society.

At Harris Academy Orpington, we value Drama not only as a subject but as a holistic tool. Drama is integral to the personal development and cultural capital of all our students; enabling them to develop their talents and the necessary skills for success in later life.

We believe that the Drama curriculum should provide students with a broad range of opportunities both inside and outside the classroom. Students will be given the opportunities to develop their confidence and resilience, their appreciation of diversity and respect, their understanding and questioning of the world around them and most importantly, help them to flourish into well-rounded active citizens.

What is the intention of the curriculum?

  • To increase knowledge of dramatic techniques, acting skills and design elements when creating and interpreting Drama, in order to spark creativity and cultural exploration
  • To develop the skills of questioning, investigating and challenging their world – considering the beliefs and experiences of themselves and others
  • To interpret and perform a range of dramatic texts – understanding the style of dramatic writing and the choices of playwrights in order to have impact
  • To critique the work of themselves and others in order to write analytically and evaluative what they and others have experienced

How will this be implemented?

Harris Academy Orpington’s Drama department achieves its excellent results by ensuring that a well-balanced and carefully considered curriculum is paired with fantastic, high-quality teaching. The Drama department strives to engage students within the classroom at Key Stage 4 and Key Stage 5 and offers enrichment activities across all key stages to help its younger students flourish and ignite their passion for the arts.

At Key Stage 4 students investigate the construction of Drama and Theatre. From the conceptualisation of ideas from stimuli, to the interpretation of written word, they examine the skills and discipline required to create powerful and engaging Drama for a range of audiences.

Students begin with the study of a playscript, learning a range of dramatic techniques in the practices of performance and design, and implementing them in their own interpretations of this chosen piece.

Following this, students go on to create their own pieces of theatre, driven by a range of artistic, political and personal stimuli. Students will devise and perform this piece, analysing and evaluating the devising process throughout the project. Across the two years of study at Key Stage 4, students learn to critique and deconstruct the contribution theatre makes, through the consumption of streamed and live theatre. This exposure to a wide range of styles and genres further deepens their knowledge of Drama and inspires their own productions.

At Key Stage 5 students build on their understanding from Key Stage 4, using their knowledge of theatrical devices, devising and script work to create highly-charged, emotive and challenging works of a professional standard. The focus at Key Stage 5 is on questioning the work created and examining its purpose and meanings within society. Students will study the context and subtext of seminal theatrical works and delve into both contemporary and Shakespearian plays. Key Stage 5 students will also study a variety of Drama practitioners, selected from a range across theatre history, including styles such as physical theatre, absurdism, immersive theatre, naturalism, realism and expressionism. 

The topics covered in KS4 Drama are as follows:









Hansel and Gretel, the study of performance design and dramatic technique

Devising Drama - creation of a performance inspired by stimuli (COURSEWORK)


Approaching and interpreting two extracts from a playscript (practical exam)

Hansel and Gretel study of performance and design

The topics covered in KS5 Drama are as follows:









Much Ado About Nothing – William Shakespeare

Our Country’s Good – Timberlake Wertenbaker

Devising Drama - creation of a performance inspired by stimuli (COURSEWORK)


Study of a playscript in the style of a chosen practitioner #1


Devising Drama - creation of a performance inspired by stimuli (COURSEWORK)


Study of a playscript in the style of a chosen practitioner #2

Study of a playscript in the style of a chosen practitioner #3 (practical exam_#)

Analysing and Evaluating the dramatic work of others.

Much Ado About Nothing – William Shakespeare

Our Country’s Good – Timberlake Wertenbaker

How will we judge the impact of this curriculum?

In Drama, students sit one assessment each term, with a combination of practical and theory assessments throughout each academic year. The curriculum is designed in such a way that students can gather and develop their knowledge throughout the course of study, building on previously retained information and referencing previous knowledge and ideas as they pursue new content and skills. Assessments in Drama consist of the following:

  • Performance of both scripted and devised work
  • Presentation of designs in performance for both scripted and devised work
  • Knowledge of the theatre industry
  • Explanation of dramatic skills and theatrical intentions
  • Analysis of dramatic skills and theatrical intentions
  • Evaluation of dramatic skills, theatrical intentions and their purposes, successes and failures.

Students are given ample opportunity to perform and display their work to their peers, teachers, parents and carers, exhibiting their hard work and further developing their resilience and confidence. Teachers within the Drama department regularly reflect on the progress of students and the delivery of the curriculum to ensure that it is both suitable and successful. Staff should expect to see students engaging with dramatic materials, growing in confidence whilst performing and appraising the work of others, questioning the processes and purposes of dramatic works, and articulating their opinions and ideas confidently both in writing and verbally.