The Knights Templar School

The Knights Templar School

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Click here for an informative video telling you what the KTS Drama Department can offer. 


Our Vision:

The Drama Department aims to build the confidence of our students to present and communicate their creative ideas to an audience. 

Students will develop their verbal and non-verbal communication skills through a variety of practical group activities. 

We believe that involvement in drama and theatre enables students to express themselves with more clarity and assurance.   Students are encouraged to be independent through their research and exploration of dramatic texts and stimuli, to be reflective in their analysis and evaluation of the creative process and to be effective in their participation and co-operation in rehearsals and performances. 

Student wellbeing and the Social Emotional Aspects of Learning form the focus of much of our work, as well as covering aspects of PSHE and Citizenship.

Our long term aim is to foster the atmosphere of a theatre company with all students reaching their full potential as a creative artist (performer, director, deviser or designer) or a technician (lighting and sound operation, costume, prop and set building).

Staff List

Mrs Spurling, Head of Drama
Mrs Spurling joined Knights Templar this year and already feels at home, whether that’s teaching A Level Theatre Studies to Sixth Form students or inspiring her new Y10 class or running the two Drama Clubs for KS3. Mrs Spurling’s background is in contemporary theatre and we look forward to seeing how her devising ideas work in the performances throughout the year.

Miss Bramley
Miss Bramley has a background in theatre and shares this passion through teaching Drama at Knights Templar. She currently teaches KS3 Drama, GCSE Drama and A Level Theatre Studies. She runs a movement project every summer term to raise money for charity; this year Project 101 raised the issue of social media and the impact on society. She is also choreographing movement pieces for the Gym and Dance display this December. Contemporary Theatre and young people are the future.

Mr Breadmore
Mr Breadmore was a student at Knights Templar, a theatre technician for three years and has now returned back to Knights Templar as one of the most popular Drama Teachers. Now into his third year as a teacher at Knights Templar, Mr Breadmore runs the crazy Open Mic Club and in complete contrast the Calm Fishing Club.

Mr Sills, Assistant Head Teaching & Learning, Arts and Humanities
Mr Sills is in his ninth year at Knights Templar.  He currently teaches Y11 GCSE Drama, Y13 A Level Theatre Studies and Y13 BTEC Performing Arts. He has a wider role in the school that encompasses the Creative and Performing Arts Faculty, the Humanities Faculty and whole school Teaching & Learning.  Most recently, Mr Sills has directed the school production of Fiddler on the Roof and is looking forward to directing The Wind in the Willows this year. He enjoys all aspects of theatre, in fact, Mr Sills ‘is theatre’ according to ‘a student’.


Mrs Shaw, Drama and PE Administration
Mrs Shaw is now in her 9th year at Knights Templar School. She provides administrative support to the Drama department and particularly enjoys arranging and accompanying the staff and students on the many theatre trips on offer. In addition, as a keen performer herself, she enjoys helping with the school productions, lately as costume coordinator or in any other way that she can. Mrs Shaw also organises LAMDA tuition with the visiting tutors Mrs Baker and Mrs Wylie.

Miss A Bullock, Performing Arts Technician
After finishing her degree in 2014 and proceeding to have a career as a Stage Manager/Theatre Technician, Miss Bullock joined us at the start of last year. She oversees the maintenance of the technical equipment and the performance spaces. Directly, she is attached to the Drama and Music Departments, and is involved in supporting our 6th Form BTEC Production Arts and Music Tech students, offering them professional insight and knowledge. She runs the Tech Theatre and Music Tech Clubs that are open to all students, and also leads the Production Arts Club, a new club dedicated to developing a team of student designers, operators and technicians for the events going on throughout the year. 

Mrs Baker
, LAMDA Teacher
Mrs Baker has been preparing students for LAMDA examinations for eight years at Knights Templar. The first term of LAMDA tuition focuses on skill based workshops and researching. The second term focuses on rehearsal and preparation for the final exam, which is usually in March. LAMDA tuition is very popular with our students, with about 60 students from Y8-13 participating.

Mrs Wylie, Teacher of Drama
Mrs Wylie joined Knights Templar in September 2010 as a Drama Teacher. Although she left the school to focus all being a mum, she continues to teach LAMDA for us on Tuesdays after-school. She is passionate about all aspects of theatre, but especially enjoys Shakespeare and the modern American writers, such as Tennessee Williams. She directed the successful and much loved school production of ‘The Sound of Music’ in 2014.


Courses we offer


From Year 7 to Year 9, students follow a curriculum that introduces them to the fundamentals of drama and theatre.  The students explore a variety of dramatic techniques, such as still image, thought-aloud, hot-seating and mime as well as vocal and movement skills, facial expressions, gestures and body language.  The teaching of these techniques and skills is through Production Projects that include, Silent Movies, Shakespeare, ‘Too Much Punch For Judy’ and Devising.   Co-operation and team working skills are also developed through the practical activities.  In terms of assessment, students participate in a range of performances as well as written activities. Through both the performance and written assessment, teachers are able to give personalised and targeted feedback to students to help them grow more confident in their knowledge of theatre, understanding of dramatic intentions and performance skills.  Students in Year 9 are challenged through the use of GCSE level work. In the final half-term of the year, all years are challenged to respond creatively to the work completed in their end of year Drama exam.


Autumn Term

Spring Term

Summer Term

Year 7

‘Open Your Imagination’: learning the skills and conventions for effective story-telling

‘Silent Movies Production Project’: Learn about non-verbal communication and create an original silent movie performance

‘It Was Terrifying’: Explore the theme of isolation and learn how to use drama to explore sensitive issues

Year 8

‘Shakespeare in Performance’; explore Romeo and Juliet through status exercises and Physical Theatre

‘Evacuation Production Project’: Research and plan a realistic drama, which you will rehearse and perform

‘Hopes and Dreams’: Explore your future aspirations for life and careers using drama to structure and present your ideas

Year 9

‘Beyond the Fourth Wall’: discover a range of non-naturalistic styles

‘Too Much Punch For Judy Production Project’: Explore a script in detail, discover the playwright’s intentions and rehearse an extract for performance

‘Commedia Dell’Arte’: explore the origins of comedy in this fun-packed series of lessons


We follow the OCR exam board specification for GCSE Drama.  We believe that both the old and new (from Sept 2016) specifications from OCR encourage creativity and independent learning. The students will learn about and demonstrate their skills as Performers, Directors, Designers and Devisers. 

GCSE Specification for current Y11
The six main areas of study are ‘Character, Context and Plot’, ‘Structure’, ‘Audience and Performing Space’, ‘Improvisation’, ‘Genre, Style and Convention’ and ‘Semiotics’.  Students will complete three assessment units.  The first is called ‘From Page to Stage’ (30%) and asks the students to study a full play, perform an extract and reflect on the creative process.  This unit is assessed by their Drama teacher.  The second unit is ‘Drama in the Making’ (30%) where the students explore different stimuli, devise a piece of drama and reflect on the process.  This unit is also assessed by their Drama teacher.  The third unit, ‘From Concept to Creation’ (40%), is assessed by an external examiner and students are assessed on a performance and working record of the creative process.  There are alternative assessment routes for students who are interested in the design and technical aspects of theatre, although some parts of the course will involve practical performance work. 

GCSE Specification for current Y10
This is an exciting new course from OCR that builds on the successes of the old specification! The course will provide students with the opportunities to examine drama and the work of others, to explore a range of drama as a practical art form, and to work independently to create their own drama performances making informed artistic choices. The qualification allows students to study drama in an academic setting, interrogating this art form and applying their knowledge and understanding to the process of creating and developing drama and to their own performance work.


There are three components to the assessment for this qualification, as set out below:

Component Title

Component overview

1: Devising Drama


30% of GCSE

Students create their own devised performance based on a chosen stimulus from the exam board stimulus paper. In addition to the performance, students will be marked on an accompanying portfolio with evidence of the process and decisions made whilst creating and developing their performance.

2: Presenting and Performing Texts


30% of GCSE

Students will take part in a showcase, demonstrating their chosen skills in a live performance. Students will perform in or design for two performances from one text. Students will be required to produce an accompanying document which outlines their intentions for and approach to the performance showcase.

3: Drama: Performance and Response


40% of GCSE

This component requires students to study text and performance. For Section A, students study one performance text in detail – Blood Brothers by Willy Russell. This section of the paper will contain questions which require short and medium length answers. It assesses students’ knowledge and understanding of how drama is developed and performed. In Section B, students will be required to analyse and evaluate a live theatre performance they have seen using accurate subject-specific terminology

More information can be found online:


A Level Theatre Studies
We follow the AQA exam board Specification.  A Level Theatre Studies is an exciting and challenging opportunity for students to develop their practical performance skills alongside a rigorous study of the history and theory of theatre.  Students will explore all aspects of theatrical production, with specific reference to the role of Actor, Director and Deviser.  The role of the Designer can also be explored as an alternative to the role of the Actor.  The course challenges students to analyse their own work and the work of others, both in the class and on the professional stage. 

Our current Y13 students are completing the A2 year of the legacy specification and will study a further two plays (Our Country’s Good and The Seagull) in Unit 3 (30%) and will work in a group to devise an original piece of theatre in Unit 4 (20%)

Our current Y12 student have started the new A Level specification and will complete three components.

There are three units to the assessment for this qualification, as set out below:




What’s assessed

How’s it assessed


Drama and Theatre



• Knowledge and understanding of drama and theatre

• Study of two set plays

• Analysis and evaluation of live theatre

3hr minutes

Written exam (3 extended response questions)

Externally assessed


Creating Original Drama (practical)



• Process of creating devised drama

• Performance of devised drama (students may contribute as performer, designer or director)

• Study of one practitioner

• Working notebook (40 marks)

• Devised performance (20 marks)

Internally assessed, externally



Making Theatre (Practical)


• Practical exploration and interpretation of three extracts

• Study of a further practitioner

• Students may contribute as performer, designer or director

• Performance of Extract 3 (40 marks)

• Reflective report (20 marks)

Externally assessed 

BTEC Performing Arts (Acting)

We also offer BTEC Performing Arts at KTS. For students wishing to follow the Acting pathway, they will work with the KTS Drama teachers towards an Extended Ceritficate (equivalent of 1 A Level). However, KTS is proud to be able to offer the Extended Diploma (equivalent of 3 A Levels) in Musical Theatre through our partnership with Emil Dale Academy in Hitchin. Please visit their website for more information:

The Acting pathway is an exciting opportunity to develop your acting skills and technique alongside research exploration into theatre.

There are four units to the assessment for this two-year qualification, as set out below:




What’s assessed

How’s it assessed



Investigating Practitioners’ Work


·     Knowledge and understanding of two performing arts practitioners

·     Application of performing arts

·     Practitioners’ influence to real life scenario

·     Critical analysis of practitioners’ theory and practice.

2000 word (max) piece of extended writing over 3 hours, following 5 weeks preparation and 4 sides A4 notes.

Set and marked externally



Developing Skills and Techniques for Live Performance


·     Understand and develop skills of a performer

·     Apply and review performance skills and techniques used in selected styles

Presentation, participation in rehearsal, performance and logbook.

Set and marked internally



Group Performance Workshop


·  Understand how to interpret stimuli for a devised performance

·  Develop and realise creative ideas

·  Apply personal management and collaborative skills

·  Apply performance skills to communicate creative intentions

·  Review and reflect on

·  Effectiveness a workshop

·  Performance

Devised group performance based on a stimulus and digital process log.

Set and marked externally



Acting Styles


·  Understand acting styles and techniques for performance

·  Develop acting styles, skills and techniques for performance

·  Apply acting styles, skills and techniques in rehearsal and performance

·  Review personal development and own performance.

Presentation, participation in rehearsal, performance and logbook.

Set and marked internally




Students do not receive homework on a regular basis in Drama at KS3.  However, on occasions students will be asked to complete tasks such as line learning, research and reflecting on their practical work.



Students are given regular homework for GCSE Drama.  This may involve research, line learning and other activities in preparation for performance work.  Usually the homework will involve reflecting on practical work that has been completed in lessons.  Homework is an essential tool to extend and revise key knowledge and understanding, but also crucial preparation for the completion of the working records that form the reflection on practical work that each student must produce for each assessed unit.  Students can access important guidance documents on SMHW. 


Students are given regular homework for both A Level Theatre Studies and BTEC Performing Arts (Acting).  A Level Theatre Studies homework will involve further reading tasks, research, presentation preparation and the completing of practice exam papers.  BTEC Performing Arts students will be asked to complete a range of tasks that involve preparation for lessons, such as research and presentations, and performances, such as line learning and rehearsal.  For both courses, homework is an essential tool in developing the students’ knowledge and understanding and ability to complete assessments effectively.  Homework is crucial to achieving success at the end of the course. Students can access important guidance documents on MOODLE. 


Theatres and Theatre Companies: