Year 12 and 13


GCE A Level Drama and Theatre Studies

Exam Board/Syllabus

Edexcel – 9DR01

Grade Equivalences


Course Entry Requirements

In Addition To The School Sixth Form Entry Requirements

GCSE Grade 4 in Drama and Grade 4 in English
Assessment Route

Component 1 (Coursework) 80 marks 40% of final grade

Component 2 (Coursework) 60 marks 20% of final grade

Component 3 (150 minute exam) 80 marks 40% of final grade


The course provides a balance across a range of learning activities. The course combines the activities of exploring plays, the performing of plays, creating plays, the analysis of theatre and the critical evaluation of all these elements. Students completing the course successfully will have a thorough understanding of drama and theatre, highly developed analytical and creative skills and an ability to communicate effectively with others.

Component 1: Devising

This Component offers student’s the chance to collaborate, create and perform their own original piece of theatre. They record the evidence of the process within a portfolio.

Students devise an original performance piece in a group using one key extract from a performance text and a theatre practitioner as stimuli, they then perform this to an identified audience.

There are options of Performer or Designer routes available.

Component 2: Text in Performance

This component offers students the chance to demonstrate skills in performance both within a group extract and a monologue or duologue.

A group performance/design realisation of one key extract from a performance text.

A monologue or duologue performance/design realisation from one key extract from a different performance text.

Component 3: Theatre Makers in Practice

This externally examined written Component requires the detailed study of two set play texts, one in conjunction with a relevant practitioner and also an evaluation on a live performance seen.

Live theatre evaluation

Practical exploration and study of a complete performance text – focusing on how this can be realised for performance.

Practical exploration and interpretation of another complete performance text, in light of a chosen theatre practitioner – focusing on how this text could be reimagined for a contemporary audience.

Learning strategies:

  • Creating collaboratively from dramatic stimulus
  • Engaging in creating original work
  • Theatre trips
  • Historical visits such as the Globe theatre
  • Dramatic performances (individual, pair and group)
  • Textual analysis
  • Peer Direction
  • Research

Super Curricular Activities


Ethos & Aims

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