How to grow your drama department

Successful heads of drama share how they raised the profile of drama in schools

What if your drama department had a larger team, its own performance space, and more curriculum time? For many drama teachers, the reality is quite different, with limited resources, shared classrooms, and competing priorities within the arts curriculum presenting daily challenges.

We spoke to heads of drama and drama teachers from around the world about how they have overcome these challenges to get more recognition for drama and grow thriving, successful departments in their school.

ACTIVITIES TO RUN

Raising your drama department's profile

Make drama visible from day one

A strong first impression can shape how students (and parents) feel about drama long before they enter the classroom. Featuring drama prominently on tours and open days helps signal that it is an important and active part of school life.

“When students come for a taster day, they do some drama on our theatre stage, we run a workshop with them before they’ve even joined the school.”

Sasha Oakley, Trinity Drama Teacher, Walthamshow Hall School, United Kingdom

Keeping drama visible throughout the school day encourages students to see it as something creative, accessible and welcoming. Leaving doors open during rehearsals, using shared spaces for warm-ups, or displaying student work in key areas all contribute to a sense that drama is happening across the school community.

Sasha Oakley continues: “We have displays everywhere, in the library, the corridors and outside the theatre, so the students see drama wherever they go.”

Short, informal performances during assemblies, tutor time or other relevant subjects (such as Personal, Social, Health and Economic education) give students a glimpse of what their peers are working on and help embed drama into daily school life. These small but regular moments build visibility, interest and pride in the subject from the start.

Connect drama to cross-curricular learning

There are endless opportunities to build meaningful links between drama and other subjects, helping teachers reinforce key themes, broaden context and strengthen learning across the curriculum.

“We have been putting photographs of particular classic plays that we've done, like Charles Dickens pieces, en route to the library, and have been talking with the librarian about making connections between the plays and the books.”

Sasha Oakley, Trinity Drama Teacher, Walthamshow Hall School, United Kingdom

Selecting performance material that aligns with the English curriculum can deepen understanding and give students multiple ways to explore a story. This joined-up approach can strengthen recall and help students approach texts with greater confidence.

Sasha continues “I choose texts like The Turn of the Screw deliberately, as its Gothic themes link closely with the English curriculum. When planning several pieces, I look at what students are studying in English so the drama work strengthens their understanding across both subjects.”

Using scripts that feel familiar, whether locally written, culturally relevant or created by the students themselves, can also support engagement and build literacy skills, giving drama a natural role within wider academic development.

“Alongside the classics, we also try to use scripts that are locally written so that it’s not foreign to the children. We like to include students in script writing, which the parents really like, because it helps them with their schoolwork.”

Chua Alecia Kim, Head of Drama, School of Young Talents, Singapore

Cross-curricular connections extend beyond literature. Drama’s overlap with PE offers opportunities to explore movement, physicality and confidence.

Sasha explains: “In Year 9, we always invite a combat fighting specialist into school because it is enjoyable to learn, and it's a  different type of skill.”

Making these connections also helps articulate drama’s wider purpose within the curriculum:

“We can’t have doctors without communication skills, and we can’t have architects or designers without creativity. Drama gives students those foundations.”

Renée Nieass, Speech & Drama Coordinator, Abbotsleigh, Australia

This idea is echoed by Sasha, who frequently invites industry professionals to show students how drama skills support real-world roles whether on stage, or in the workplace.

Sasha explains: “[RSC actor, Edward Bennett] came in and talked to the students about the fact he often goes and trains barristers and people in law courts with regards to how they present themselves.”

Student leadership and wellbeing

“Drama skills are life skills.”

Chua Alecia Kim, Head of Drama, School of Young Talents, Singapore

Drama offers students opportunities to develop skills such as communication, teamwork, empathy and confidence; qualities that support success in every area of education and life. These abilities grow naturally through rehearsals, groupwork and the shared responsibility of creating performances together.

“I would always say to any parent, that if employers see that drama is on a CV, they know they're getting someone who is hardworking, resilient, flexible, versatile, a team player.”

Sasha Oakley, Trinity Drama Teacher, Walthamshow Hall School, United Kingdom

Drama also plays an important role in wellbeing. The creative process gives students a safe and supportive space to explore emotions, reflect on experiences and express thoughts they may not feel able to articulate elsewhere.

Alecia explains: “Drama serves as a vehicle. It boosts wellbeing, and our students use it as an outlet to express things they cannot easily say in other spaces. Drama is a safe space for them.”

A strong drama community welcomes every student. Backstage roles, costume teams, prop-making, scriptwriting and technical responsibilities all provide meaningful ways to contribute. Sasha adds: “We are passionate about recruiting - students who might not have found their place yet at school. Drama gives them somewhere to go and something to be a part of.”

A relaxed and supportive drama environment can help quieter or more anxious students develop confidence at a steady and genuine pace.

Sasha continues: “Drama provides the opportunity to just feel safe, to be shy, to talk. I probably get to see a totally different side of students than other teachers would. And I do think this way of working really helps with self-confidence.”

Theatre Trips

A well-planned programme of theatre visits can broaden students’ understanding of performance and introduce them to styles and stories they might not otherwise encounter. The impact of these experiences can be deepened through follow-up activities. Written reviews, podcasts, video reflections or short assemblies give students space to process what they’ve seen and to articulate their responses. These tasks help strengthen critical thinking and encourage students to consider how professional work connects to their own practice.

Some schools extend this further by giving students access to rehearsals and behind-the-scenes processes. Opportunities to observe professional performers at work, sit in on run-throughs or visit rehearsal rooms can make theatre feel more accessible and spark genuine excitement about the craft.

“We let the kids walk into rehearsals, sit in rehearsals and watch productions at a university. It’s magical.”

Chua Alecia Kim, Head of Drama, School of Young Talents, Singapore

GRADED EXAMS

Reinforcing the value of drama through assessment

Establish graded drama exams as credible, measurable evidence of progress

Graded exams offer a clear way to demonstrate progress in drama because they are built around robust, externally-set standards. This structure helps communicate the credibility of the subject and provides a framework that shows exactly how students develop their skills over time. Grades, certificates and examiner feedback all contribute to a clear picture of achievement, positioning drama alongside other assessed subjects with well-established progression routes.

Sharing simple explanations of how the assessment process works, what each grade involves, how students are supported and how the exam fits into the wider curriculum helps students and parents feel informed and confident about the journey.

“We have a little booklet which explains everything that we do so parents get a good understanding of what they're signing up for, that it's a year-long process with an exam at the end. We put in how versatile the Trinity exams are and explain the grades. I think that helps parents understand what we do.”

Renée Nieass, Abbschool Speech & Drama Coordinator, Abbotsleigh, Australia

For teachers, the graded structure provides a helpful outline to build upon. It gives students clear goals to work towards, and the sense of progression from one level to the next can be highly motivating. Many notice that students grow significantly in confidence as they move through the grades and see their own development reflected in examiner comments and certificates.

“It's very useful because the graded exams actually give us an outline. And then it's up to us to fill in the blanks. We have seen students who really take it up a notch when they progress through each level.”

Chua Alecia Kim, Head of Drama, School of Young Talents, Singapore

Strong exam outcomes also contribute to wider school priorities, helping senior leaders recognise the role drama plays in achievement, enrichment and externally validated success. Exam boards differ in what they prioritise, so reflecting on what matters most to your school can help you select a provider whose approach aligns with your ethos. For example, Trinity College London’s drama grades combine academic rigour with industry relevance and strong student engagement through exam personalisation and syllabus choice, supported by a broad assessment portfolio that allows schools to tailor the exam experience to their learners.

Developing discipline and confidence through graded exam preparation

Preparing for a graded exam introduces students to the discipline and structure of working towards a formal assessment. The rehearsal process encourages perseverance, reflection and independence, giving students a clear sense of responsibility for their own progress. It also teaches resilience and focus, as students learn to perform with confidence under the pressure of an assessed exam.

“We push the fact that it’s an unknown examiner, it gets them used to performing in front of someone they don’t know.”

Renée Nieass, Abbschool Speech & Drama Coordinator, Abbotsleigh, Australia

Sharing exam pieces publicly can also help the rest of the school community understand the standard of work students are achieving. Informal showcases, pre-exam shows or dedicated drama evenings give students the chance to present their work in a supportive environment, while showing the depth and quality of the preparation involved. These events raise the visibility of drama and help position the subject alongside well-established performance traditions such as music recitals and sports celebrations.

“For lower school we have a Trinity Tea event where we invite parents to watch the exam pieces the week before their Trinity drama exam. In Senior school we have a couple of Trinity drama evenings where we invite parents and we have drinks and nibbles.”

Sasha Oakley, Trinity Drama Teacher, Walthamshow Hall School, United Kingdom

Opening up rehearsals or preparation sessions offers insight into the detail, discipline and learning behind each performance.

“We invite parents to come into class, sit down and watch how the students prepare for a performance.”

Chua Alecia Kim, Head of Drama, School of Young Talents, Singapore

The global nature of the syllabus can further enrich the experience. Teachers often highlight that the exams are internationally recognised, which adds a sense of significance and ambition to the process, helping students appreciate the broader reach of their work.

Renée adds: “We do talk about the Trinity syllabus, and that it's internationally recognised. That's a really key thing for the girls and their parents. Being global attracts a lot of extra interest, and even the fact that the examiner usually comes from the UK is exciting for the students! So that's actually a really fun experience for them.”

Celebrating exam success and strengthening progression in drama

Recognising exam achievements publicly helps show the value of drama. Sharing results in assemblies, newsletters or on social media increases visibility, while presenting certificates as part of whole-school celebrations places drama alongside other highly valued subjects.

Some departments offering Trinity College London exams also use displays that showcase the full exam journey, from early grades through to advanced levels, to highlight long-term commitment and the breadth of development recognised through Trinity qualifications, including backstage roles, screen acting and communication skills.

Consistent exam success can have a considerable impact on how the subject is viewed across the school. Strong outcomes support conversations about investment in drama spaces, resources and staffing, and help create a narrative of achievement that senior leaders can champion.

SCHOOL PRODUCTIONS

Putting drama centre stage

Using productions as the most visible expression of drama

School productions offer one of the clearest ways to show the richness of drama. They act as a public showcase for the department, highlighting the quality, creativity and ambition that students bring to their work. Performances allow colleagues, parents and visitors to see the standard being achieved, helping to build understanding of the depth of learning that sits behind each show.

“The junior school production our department really lifted our profile as curriculum teachers could finally see the quality we bring to the school.”

Renée Nieass, Abbschool Speech & Drama Coordinator, Abbotsleigh, Australia

Productions also play an important role in shaping school culture. They give students the opportunity to perform at a high level, collaborate across year groups and take pride in presenting work to an audience. Extending this work beyond the school gates can strengthen community connections and broaden students’ experiences.

“We invite feeder and local schools to our productions, and sometimes to a preview or the dress rehearsal. We took our GCSE pieces into the local primary schools, and we’ve also performed in a local care home.”

Sasha Oakley, Trinity Drama Teacher, Walthamshow Hall School, United Kingdom

Offering a structured annual programme to build engagement and community participation

A well-planned annual programme helps ensure that drama has a strong, visible presence throughout the year. By balancing junior and senior productions, exam-performance evenings, devised pieces, scriptwriting showcases and seasonal events, schools can create a timetable of activity that engages students at every stage of their development. This structure also demonstrates the department’s ambition and the wide range of opportunities available, both on stage and behind the scenes.

“Every year we schedule the Trinity Tea and Trinity Drama Evenings, along with the school productions for lower and upper years. We invite staff and students to every GCSE and A-level production. And we put on a lower school play that’s an outdoor production in the summer, which is very popular..”

Sasha Oakley, Trinity Drama Teacher, Walthamshow Hall School, United Kingdom

At the heart of this approach is the belief that engaging experiences lead to stronger outcomes. When school productions feel exciting and accessible, students invest more fully in their work and the quality of performance rises as a result.

“If we make drama really fun and relevant, that’s when we create the best work.”

Chua Alecia Kim, Head of Drama, School of Young Talents, Singapore

Developing student leadership and elevating off-stage roles

Productions offer many opportunities for students to take on meaningful responsibilities beyond performing. By opening up varied technical and creative roles, from lighting and sound to set design, costume and stage management, educators can give students who prefer working behind the scenes a place to develop confidence, skill and ownership within the department. These pathways, recognised by Trinity In Production exams (see below) often become an important source of belonging, especially for students who thrive through practical, hands-on contribution.

“The students run the shows when we put on our main school production. They learn how to do the lighting desk, the sound, and call the show.”

Sasha Oakley, Trinity Drama Teacher, Walthamshow Hall School, United Kingdom

When older students are given the chance to guide rehearsals, support younger cast members or take responsibility for parts of the production process, leadership develops naturally. This peer support strengthens the culture of the department and reinforces drama’s collaborative nature, showing students that progress is built through shared commitment and trust.

"We have a close relationship with the drama prefects (student advocates). They promote and advocate for drama as much as we do."

Renée Nieass, Abbschool Speech & Drama Coordinator, Abbotsleigh, Australia

By valuing and celebrating all roles, schools can demonstrate that school shows are a collective effort and that every contribution, both on stage or off, is essential to the success of the performance.

Celebrating productions publicly

Sharing the outcomes of school musicals and shows helps the whole school understand the depth of creativity and learning taking place in drama. Using photography, reviews, behind-the-scenes content and student reflections helps showcase the full journey, from early rehearsals to the final performance, and highlights the skills students develop both on stage and behind the scenes. High-quality school productions also serve as powerful evidence of the department’s contribution to school culture, demonstrating ambition, teamwork and artistic achievement.

Trinity’s In Production exams offer an additional way to celebrate the efforts of the entire cast and crew. Because these assessments recognise performers and backstage teams equally, they reinforce the message that every role is essential, and that technical and creative contributions carry the same value as acting. This whole-production approach helps raise the status of off-stage work and strengthens the sense of shared ownership across the company.

Productions can also help build a department’s profile beyond the school itself, showing the standard of work students are capable of and attracting interest from the wider community.  For example, by opening up school productions to local audiences, using community venues for performances, or submitting shows to local festivals or national competitions.

“This year we are entering our November production of Jane Eyre into a national drama competition.”

Sasha Oakley, Trinity Drama Teacher, Walthamshow Hall School, United Kingdom

Trinity’s In Production exams support this outward-facing approach by providing formal recognition for the ambition and quality of a full theatre production, whatever the scale.

 

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