Using Cultural Capital in the Curriculum. The subject of Drama is rich with opportunities for accessing the development of cultural capital. However, how can it be used to improve students proficiency and competency. Continue reading Signposting Cultural Capital
Use metacognition and self monitoring to help drive progress in Drama. Continue reading Encouraging self monitored learning in Drama
For a long time, drama games and warm ups have been a staple of Drama. But can they justify their existence in the face of evidence supporting knowledge rich curriculum. I think metacognition can help us find a place for them in modern Drama Curriculum. Continue reading Drama Games and Metacognition
Feedback should not just be about the grade. We need to find a way of stopping students obsessing about the grade and help them to focus on their feedback instead. But how? Continue reading To grade or not to grade?
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
All students in your classroom need to have their thinking stretched. For many students, that level of stretch and challenge comes from your normal lesson content and quality first teaching. But, there is a group of students in every school and classroom who need extra to achieve their potential. The stretch and challenge of the main lesson content may well not be enough for them. … Continue reading 5 ways to Stretch and Challenge more able students in Drama