This is the third and final blog post which looks at the new framework for inspection from Ofsted. The focus of this new framework has shifted since 2015, when the last framework was published. 

One of the key areas of the new framework is on the quality of education provided by a school. By doing this Ofsted hopes to “de-intensify the inspection focus from performance data”. They hope to “place more emphasis on the substance of education and what matters most to learners”. The way that this has been translated into the new framework is through three areas of focus. The intent of the curriculum, the implementation of the curriculum and the impact the curriculum. Intent, implementation and impact.

So far we have explored the intent and implementation of your curriculum in Drama. This final blog post will explore the impact of the curriculum.

Detailed knowledge and skills.

Ofsted want to see that students studying Drama in your classes develop a detailed knowledge and skill base. A significant base of knowledhe which will enable them to achieve well at whatever Key Stage they are in. Success is not just measured in results and data but in whether the students know more about drama. Knowledge about Drama that will help them develop and succeed in life.

That knowledge comes in the form of knowing definitions of key terminology. Knowing how to apply that key term in performance. Knowing the effect that key term has on what is communicated to the audience.

What Key Terminology you want them to know and apply is up to you and what you think is important to your students.

Key Stage 4 is a good place to start because the driver is the qualification that you deliver in your school or college. Within that qualification, what does a Level 9, 6 or 4 student look like? What do they need to achieve? What do they need to know to achieve it? Students need to learn the knowledge first in order for them to have time to practice applying it. They need to be able to go through a prolonged period of deliberate practice before they can be successful at the end of their course.

The answers to these questions then provide the starting point for your Key Stage 5 qualifications. These qualifications will have their own definitions on what successful and knowledgable students look like.

Likewise, the starting point of Key Stage 4 becomes the goal of Key Stage 3. Consider with Key Stage 3 where your students are coming from and what prior knowledge they bring with them. How do you take them from end of Key Stage 2 to the start of Key Stage 4?

Ofsted will want to see that you know where your students are heading towards at each Key Stage. They will want to see that you have identified how you are going to get there. First, through the knowledge you will give them. Second, through the amount of time you give your students independent from you to practice the application of knowledge. Applying it by creating either a performance or an exam response. During which time, you will be able to guide them. You will be checking their understanding and providing feedback and re-teaching where necessary.

Students creating good work

Ofsted will want to see that students can show their level of knowledge through the work that they create and are creating. For Drama they should be looking for that evidence in books and in practical performance. Remember that a majority of the ‘work’ drama students produce is practical and will not be evidenced in a book. What is evidenced in a book are knowledge and examination work. At Key Stage 3, this might be in the form of quick knowledge quizzes. The rest of the work is in the practical performances that the students create. It is in the performance that you can see whether a student has mastered an understanding of proxemics, tone of voice or Still Images.

Ofsted want to see SMSC

Ofsted will want to see that you have made your students ready for their next level of education, employment or training. Whether that includes Drama or not.

It is very easy to see with Key Stage 4 and 5 that the end point of a qualification is of benefit to young peoples futures. The awarded qualification is evidence of that.

Beyond the obvious qualification and certificates. Ofsted will want to see that your students aware of how this knowledge you are giving them is helping them to succeed in the future. Are they aware of how this knowledge will help them socially, culturally, personally or economically?

This is where the importance of group work, developing confidence or social awareness comes in. These are all important elements of learning drama. However, it is also important to remember that we teach these things through teaching Drama, we do not teach Drama through soft skills.

Parts One and Two

Click here to read Part One: Intent

Click here to read Part Two: Implementation