Giving learners the opportunity to be able to reflect on their progress and their needs can be an immensely powerful tool in learning. Learn how to improve how you and your students use feedback to improve their work over three steps. Continue reading Make student self assessment work in Drama.
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 … Continue reading How Ofsted’s New Framework effects your Drama Curriculum – Part Three: Impact
You know your students best. You know your context best. Ofsted will want to see that you have taken the appropriate decisions and direction to deliver the curriculum in a way that serves the best of the cohort you teach. Continue reading How Ofsted’s New Framework effects your Drama Curriculum – Part Two: Implementation
In many respects, the freedom of not being on the National Curriculum allows Heads of Drama to create a bespoke Key Stage 3 curriculum that caters for both the cohort and the expectations of the curriculum with regards to what syllabus the students do for Key Stage 4 and their likely outcomes. Continue reading The secret to a great Key Stage 3 Drama Curriculum
Start by looking through the assessment criteria and looking at the type of language that it is using to describe the differences between the different bands. Continue reading Improving Written Work
Yesterday I wrote a post about how I intend to change Key Stage 3 Assessment to using a Graded system of 1 – 9. I have decided to go back to the Drama in Schools document published in 2003 by the Arts Council and build this new assessment system around the model of Make, Perform and Respond (MPR). I’ve broken MPR down in 6 different … Continue reading Changing Levels: Making KS3 Assessment Work