s1 dRAMA overview

  • This introductory unit is designed to help pupils settle into secondary school, build confidence, and get to know their classmates through drama. Through a variety of fun, low-pressure activities such as ice-breakers, team games and movement exercises, pupils begin to develop the key skills needed for working well in drama – communication, cooperation and creativity.

    The focus is on building trust and positive relationships within the class. Pupils take part in a wide range of games that encourage listening, turn-taking, focus and ensemble work, while also helping to reduce anxiety and support a smooth transition from primary to secondary. Activities are practical and inclusive, with an emphasis on having fun, feeling safe, and giving things a go.

    By the end of the unit, pupils will have gained confidence in working with others, begun to understand the expectations of drama at secondary level, and developed a strong foundation for future creative work.

  • In this unit, pupils are introduced to the dramatic style of mime. They explore how to tell stories using only facial expression, gesture and movement, without speech or props. Pupils learn to apply the key performance principles of SPECS – Slow, Precise, Exaggerated, Clear and Simple – as a way of making their mimed performances expressive and effective.

    The unit includes rehearsing and performing short mime scenes, such as “A Day at the Beach” and “Crazy Decorators”, with an emphasis on creative storytelling and working well with a partner. Pupils also learn about the history of mime, tracing its roots from Ancient Greece through to modern practitioners like Marcel Marceau. By the end of the unit, learners will have developed performance skills, confidence in movement-based drama, and an understanding of non-verbal storytelling.

  • In this unit, pupils learn how to create and develop their own drama using key storytelling techniques and drama conventions. The unit begins with a focus on character and setting, using the 5Ws – Who, What, Where, When and Why – to help pupils understand and build the context of their scenes.

    Pupils explore a range of drama conventions including Tableau, Flashback and Flashforward, learning how each can be used to add structure and meaning to a performance. They are encouraged to rehearse, collaborate and stay in character while using voice, movement and expression to portray their ideas clearly.

    By the end of the unit, pupils will have devised and performed their own group dramas, gaining confidence in creative decision-making and ensemble work, while developing key skills in performance and characterisation.

  • In this imaginative and energetic unit, pupils create their own original superhero characters and bring them to life through drama. They begin by designing character profiles, including powers, weaknesses and costume ideas, and develop signature poses through movement activities.

    Using hot seating, pupils explore backstory and personality by answering questions in role. They learn to tell stories visually through tableaux, creating dramatic freeze frames that capture key moments of a superhero’s journey. The unit builds towards planning short narratives using a plot structure, and pupils apply their ideas in a creative performance task: filming or acting out a superhero advert.

    Throughout the unit, pupils use voice, movement and facial expression to build convincing characters. They also take part in peer feedback and class discussion, learning how to reflect on performance using drama vocabulary. This unit is designed to encourage creativity, confidence and collaboration, while strengthening key skills in characterisation and storytelling.

  • n this spooky and immersive unit, pupils step into the eerie world of Darkwood Manor, using drama to explore fear, suspense and storytelling. Through teacher-in-role and creative tasks such as role-on-the-wall and improvised scenes, pupils develop detailed characters suited to a haunted house setting.

    They explore physical reactions to fear and use movement, voice, and stillness to build tension. Key concepts like proxemics, physical theatre and vocal control are introduced to help pupils craft suspenseful and believable performances. Pupils learn the structure of a ghost story and practise narration skills before devising their own chilling scenes using techniques like cross-cutting and emotional realism.

    The unit builds to a final performance where pupils present their horror scenes to the class. They then take part in peer feedback and class reflection, evaluating how atmosphere, characterisation and structure contributed to the overall impact. This unit helps develop creativity, control and confidence, while encouraging pupils to explore darker moods and storytelling styles in drama.

S1 Music Overview

  • This unit introduces pupils to the basics of music and the opportunities available in secondary music lessons. Pupils learn about rhythm and notation through fun, practical activities and begin to understand how music is written and read. They explore dynamics and take part in listening and performing tasks to develop their musical literacy and confidence.

  • Pupils begin to learn how to play the keyboard using both hands, developing coordination and timing alongside musical literacy. They also explore the instruments of the orchestra, learning to identify instrument families by sight and sound. Through listening and practical tasks, pupils gain a better understanding of how instruments work together in different styles of music.

  • This unit introduces pupils to the world of musicals, including their structure, vocal types and performance styles. Pupils learn key musical terms through listening activities and apply their knowledge through keyboard performance. The unit builds appreciation for musical theatre and helps pupils recognise vocal techniques such as harmony, unison and solo performance.

  • Pupils explore Scotland’s musical heritage, learning about traditional instruments, rhythms and dances. They develop listening skills by identifying key Scottish styles such as jigs, reels and waltzes, and apply this knowledge through performing Scottish music on their instrument. The unit links musical literacy with cultural awareness and expression.

  • This unit explores the history and influence of Blues and Jazz music. Pupils learn about the cultural roots of these styles and how they evolved over time. Through listening, discussion and practical tasks, they explore musical features such as walking bass lines, improvisation and syncopation. The unit encourages pupils to reflect on music’s role in social and cultural history.

  • Pupils are introduced to music technology through GarageBand, learning how to create and arrange their own compositions in various styles including rock, pop and jazz. They explore structure, instrumentation and sound editing while developing their creativity and digital literacy. This unit allows pupils to experiment and express themselves through music in a modern, accessible way.

s2 dRAMA OVERVIEW

  • Teamwork and Focus

    This short introductory unit focuses on helping pupils re-establish drama expectations and develop the essential skills of collaboration and concentration. Through ice-breakers, team-building games and non-verbal communication tasks, pupils strengthen trust, awareness and ensemble skills. This sets a strong foundation for the more complex drama work to come throughout S2.

  • Devising from Stimulus – What Happened to Lola?

    In this creative unit, pupils explore devising skills through a fictional missing person case. Using evidence and stimulus materials, they build characters, develop a storyline and learn how to use techniques such as tableau and improvisation. Pupils are encouraged to contribute ideas, collaborate effectively, and perform to an audience with confidence. The unit develops imagination, voice and movement skills, and introduces basic structure in devised work.

  • Stage Fighting – Divided City

    This unit introduces stylised movement through stage combat techniques such as slaps, hair pulls and punches. Using a script inspired by Divided City, pupils explore conflict and social division through physical theatre and structured scenes. The unit encourages safe stage practice, storytelling through movement, and reflection on the message and purpose of drama. Pupils learn how to use structure, flashback and tension to shape performance.

  • Production Skills – The Heist

    In this technical theatre unit, pupils take on real production roles – lighting, sound, props, costume or directing – and work as part of a team to plan a final scene. Each week focuses on a different design element, with pupils learning to create cue sheets, source or build props, and think creatively about how to enhance a scene through production. The unit builds teamwork, communication and understanding of how backstage roles support performance.

  • Characterisation – Red Hoodie

    This unit focuses on deepening pupils' acting skills through character work. Using a comedic script, pupils explore exaggerated performance styles and use techniques such as hot seating, writing in role and improvisation to understand their character’s thoughts, feelings and development. Pupils record and share their performance work and reflect on their learning throughout. The unit develops voice, movement and sustained characterisation for performance.

s2 music overview

  • In this unit, pupils explore how music is used to enhance meaning in film, television, adverts and games. They learn about key concepts such as leitmotif, mood, and sound effects, and listen to a wide range of examples to analyse how music influences an audience’s emotions. Pupils also have the chance to experiment with creating their own short pieces of music for media using keyboard or digital tools. This unit encourages creative thinking and builds skills in composition, listening and interpretation.

  • This unit introduces pupils to the origins and influence of Rock ‘n’ Roll music. They learn about the cultural background of the 1950s, key artists like Elvis Presley and Chuck Berry, and the musical features that define the style. Pupils develop their performing skills by playing simplified Rock ‘n’ Roll basslines and melodies on instruments such as keyboard, guitar or drum kit. The unit promotes ensemble playing, musical literacy and a deeper understanding of genre and style.

  • In this unit, pupils explore the structure and features of modern pop songs, including verse–chorus form, hooks, and harmony. They listen to and analyse different pop tracks and then apply their understanding through performance and basic composition tasks. Pupils may work in groups to recreate a pop song or write their own using chords and lyrics. This unit develops confidence, creativity and an appreciation of popular music trends and production.

  • This unit takes pupils on a musical journey across cultures, learning about traditional music from regions such as Africa, South America, India and the Middle East. Pupils explore a variety of instruments, rhythms, scales and cultural contexts. Through hands-on activities, they perform rhythms, patterns and short pieces inspired by global styles. The unit builds respect for diversity, expands musical vocabulary and strengthens rhythmic and ensemble skills.

s3 dRAMA oVERVIEW

  • In this unit, pupils explore the process of devising drama using a script extract from DNA by Dennis Kelly as their starting point. The play focuses on a group of teenagers involved in a serious accident and the moral choices they make in covering it up. Through this stimulus, pupils examine themes such as peer pressure, guilt, and responsibility.

    Early lessons focus on exploring the text, creating tableaux to retell key moments, and using improvisation to bring scenes to life. Pupils work collaboratively to develop and rehearse their own scenes using both spontaneous and rehearsed improvisation. They also begin to explore structure, using linear and non-linear storytelling devices such as flashback and flashforward.

    Characterisation is a key focus, with pupils using voice and movement to build and sustain believable characters. By the end of the unit, pupils will have created and performed a devised scene inspired by the stimulus, demonstrating their ability to interpret text, collaborate effectively, and use drama conventions with purpose.

  • In this atmospheric and creative unit, pupils explore how to build tension and create a dramatic mood using both performance and production skills. Centred around real-life Scottish horror stories – such as the Sauchie Poltergeist, Burke and Hare, and the Gorbals Vampire – pupils research and develop a short horror scene that aims to engage and entertain an audience.

    As they devise their script and characters, pupils learn how to enhance their work through theatre arts such as lighting, sound and makeup. They experiment with production elements to create specific feelings, learning how tools like coloured gels, spotlights, sound effects and staging choices can all contribute to mood and atmosphere. Pupils are encouraged to collaborate, take creative risks, and reflect on how genre and purpose shape a performance.

    By the end of the unit, groups present their final horror scenes to the class, demonstrating their ability to combine dramatic content with technical elements to produce an engaging, eerie and well-structured piece of theatre.

  • This unit focuses on how to deliberately build tension in a drama to create suspense, engage the audience and drive a scene forward. Pupils explore different types of tension – including nervous tension, uncomfortable tension and happy tension – and how elements such as silence, conflict, dramatic irony and movement can all contribute to creating mood and anticipation on stage.

    Through a mixture of analysis, improvisation and devised performance tasks, pupils learn how to structure scenes that build toward a climax or sometimes an anti-climax. They work collaboratively to explore the emotional and physical reactions to tension, considering how voice, timing and body language impact the audience’s experience.

    Pupils are also introduced to the idea of tailoring their drama to suit different audiences and purposes, such as educating or entertaining, and are challenged to adapt their performance style depending on the age or needs of their audience.

    By the end of the unit, pupils will have created and performed a range of short scenes demonstrating their understanding of how to generate dramatic tension with control and creativity.

  • This unit focuses on helping pupils deepen their understanding of character and develop their acting skills through voice and movement. Pupils are introduced to key concepts such as given circumstances, objectives, and intentions, and use these to build layered, believable characters for performance.

    Through practical tasks such as still image, silent scenes, voice workshops, hot seating and thought-tracking, pupils explore how physicality, vocal choices, and inner motivation shape a character. They learn how to annotate scripts with tone and emphasis, rehearse with focus, and block scenes effectively using stage areas and proxemics.

    As the unit progresses, pupils work in groups to rehearse and refine a short scripted or devised performance that showcases their character work. They are encouraged to reflect on their process and evaluate their own and others’ performances using drama vocabulary.

    By the end of the unit, pupils will be able to demonstrate clear characterisation through voice and movement, showing a strong understanding of how to bring a role to life on stage.

  • This unit supports pupils in preparing for their S3 Drama exam, which includes both a written element and a practical performance. Pupils revisit key acting and rehearsal concepts, such as voice, movement, characterisation, hot seating and writing in role. They also review performance terminology and production skills including lighting, sound and staging.

    The unit begins with performance planning, focusing on spatial awareness through blocking and the use of stage areas. Pupils work from a stimulus to devise a short piece of drama, using mind mapping and script planning to structure their ideas. They select staging styles and define a target audience for their performance, making creative decisions with clear intention.

    Alongside rehearsal and performance, pupils learn how to analyse and evaluate drama effectively using correct terminology. They practise giving peer feedback, describing rehearsal techniques and writing about their own and others' performances. By the end of the unit, pupils will be confident in applying their practical skills while preparing for both sections of the written paper – reflecting on a performance and responding creatively to a stimulus.