For some students, confidence comes naturally. For others, finding their voice takes practice. In Drama at Tenby International School Setia Eco Gardens, Johor Bahru , students are given that practice – but the learning goes much deeper than simply becoming comfortable on stage. Led by Ms Esther, our Key Stage 3 Drama curriculum introduces students to literature, theatrical traditions, scriptwriting, performance, design and directing. Along the way, students learn to interpret texts, articulate ideas, collaborate with others and communicate with greater confidence. These are valuable skills in the theatre. They are equally valuable in the classroom, during a presentation or interview, and eventually in the workplace. Drama That Takes Literature Seriously Drama gives students a different way to encounter and understand a text. Rather than only reading dialogue on a page, students consider why a character speaks or behaves in a particular way. What does the language tell us? How should a line be delivered? How do relationships between characters influence a scene? How can voice, movement and expression change an audience's interpretation? From Year 7, students begin working with monologues, duologues and Shakespeare extracts, developing their understanding of character, relationships and interpretation alongside fundamental performance skills. This matters because successful performance requires comprehension. Students cannot simply memorise words; they need to understand what those words are communicating and make considered choices about how to bring them to life. Year 7: Finding Their Voice The Drama journey begins by establishing strong foundations. Students explore the roles of performer, director and designer while developing techniques such as voice projection, facial expression, body language, movement, characterisation and use of space. They are also introduced to Commedia dell ‘Arte, exploring its Italian origins, traditional stock characters, masks, exaggerated physicality and improvisation. Students design their own Commedia masks before applying what they have learnt through performance. Improvisation adds another challenge. When there is no script to rely on, students must think quickly, listen carefully and respond appropriately to the people around them. For a student developing confidence or public-speaking skills, these experiences provide regular opportunities to become more comfortable expressing ideas in front of others – while still working within the discipline and techniques of Drama. Year 8: Exploring Theatre, Poetry and Ideas By Year 8, students begin examining how theatre has developed and how it can be used to communicate something meaningful. Through ancient Greek Theatre, they learn about its origins and conventions, including the Greek Chorus. Students experiment with movement, rhythm, voice and ensemble performance, including transforming powerful poetry from written text into performance. They also explore puppetry, designing and constructing different forms of puppets before learning how movement and performance can give their creations character. The curriculum then introduces students to Augusto Boal and Forum Theatre, part of the Theatre of the Oppressed tradition. Here, Drama becomes a way to examine real-world social issues. Students consider different perspectives, question situations and explore possible responses through theatre. This is where Drama can exercise some surprisingly academic muscles: interpretation, critical thinking, empathy, discussion and the ability to construct and communicate a point of view. Year 9: From Performer to Theatre-Maker By Year 9, Ms Esther's students are expected to take greater ownership of their work. They move beyond performing material created by someone else and begin creating theatre themselves. Students work collaboratively on creative movement, writing and technical elements including costumes, props, lighting and sound. They design and construct giant human-controlled puppets, learn the principles of safely choreographed stage combat and develop their own original performances. Scriptwriting becomes an important part of this process too. Students learn how an initial idea is developed into dialogue, scenes and ultimately something that can be communicated effectively to an audience. The progression is deliberate. A Year 7 student begins by learning how to perform. By Year 9, students are increasingly being asked to write, interpret, design, direct, problem-solve and create. What Does Drama Develop Beyond the Subject? One of the greatest strengths of Drama is that students cannot develop these skills passively. To communicate effectively, they have to communicate. To collaborate, they have to negotiate ideas with real people. To become confident speakers, they have to stand up and speak. When something does not work during rehearsal, they have to evaluate it, adapt and try again. Through this process, students develop skills including communication, public speaking, collaboration, creative and critical thinking, problem-solving, empathy, resilience and leadership. For parents particularly interested in communication, Drama provides a valuable environment for students to practise controlling their voice, using body language intentionally, speaking to an audience and expressing an idea with clarity. These skills can support students far beyond Drama – whether they are contributing to classroom discussions, delivering presentations, attending future interviews or eventually leading teams. Not Every Drama Student Needs to Become an Actor And that is rather the point. A strong Drama education is not designed only for students considering careers in theatre. The skills developed through Drama can support pathways into film, media, writing, design and the creative industries, but they are just as relevant to future lawyers, educators, entrepreneurs, marketers, business leaders and anyone whose work will require them to present an idea, understand people or communicate effectively. At Tenby International School Setia Eco Gardens, Ms Esther's KS3 Drama curriculum gives students room to be creative, certainly – but never without purpose. Behind every performance is a process of reading, interpreting, questioning, writing, rehearsing and refining. The applause may come at the end. The learning happens long before it.
