Professional Focus Paper
Course: Drama
1.
Level: National 5
Who is this paper for and what is it purpose?
This paper is for teachers and other staff who provide learning, teaching and support as learners work towards
Drama National 5.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning 3–18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger with a clear focus on attributes and capabilities, skills (including higher-order thinking skills), and
knowledge and understanding. These are delivered through the experiences and outcomes of the 3–15 Broad
General Education (BGE) and, at the senior phase, through programmes that build directly on the BGE leading to
qualifications. Because of a strengthened focus on the nature and quality of learning experiences, self-motivation is
likely to be increased and learners consequently more engaged and enthused. To ensure continuity and
progression, qualifications at the senior phase have been designed to embrace this unambiguous focus on highquality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over two
years which might involve learners bypassing qualifications at a given level, whereas others may enable learners to
work towards qualifications within one year. In both cases, the advice in this paper is relevant to the learning and
teaching approaches that learners will encounter. This paper, then, is intended to stimulate professional reflection
and dialogue about learning. It highlights important features of learning which are enhanced or different from
previous arrangements at this SCQF level.
How will you plan for progression in learning and teaching, building on the Broad General Education?
2.
What’s new and what are the implications for learning and teaching?
Drama National 5 consists of two Units.
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Drama Skills
Production Skills
To achieve Drama National 5, learners must pass both units, along with a practical assignment and question paper,
which will assess the added value of the course.
DRAMA
What are the key aspects of Drama National 5?
Drama National 5 is made up of two Units which can be taught concurrently or sequentially. The two units (Drama
Skills and Production Skills) will build a range of skills and develop the learner’s knowledge of drama appropriate to
this level.
The performance (part of the added value at National 5 – course assessment) and the question paper are the
culmination of the skills, knowledge and understanding built up through the two Units and allows learners to apply
their knowledge, show breadth of learning and meet challenges. The course assessment is externally assessed.
Staff may wish to take a more holistic approach to teaching and learning as the links between all three parts of the
course are clear.
Stimulus and evaluation as well as the creative process are common elements in all Units and offer opportunities
for holistic approaches across the learning experience.
Wider range of evidence of learning
In Drama National 5 a broad range of evidence will be gathered throughout the course. This evidence should be
naturally occurring and may be gathered using a variety of media and technologies, for example, through video
recording, blogs, written work or interview.
Staff delivering programmes of learning in drama will currently be using observational checklists, recording
evidence, retaining artefacts and plans, and offering learners opportunities for evidence gathering throughout the
drama process. Staff are encouraged to be creative and innovative, taking into account, for example, developments
in online possibilities such as blogs and social networks. These methods of gathering evidence allow learners the
opportunity to discuss their own work and the work of others thus supporting relevant and learning focused
assessment.
What are the key features of learning in Drama National 5?
Active learning
Active learning is integral to effective learning and teaching in drama and should be encouraged and developed by
staff. The practical and experiential nature of Drama allows learners opportunities to work in groups and pairs to
produce a piece of Drama work. The Drama Skills Unit and the Production Skills Unit offer a wide range of
opportunities for learners to work together and take on an active role within the group. In the development of
stimulus work, learners will take the lead, offer ideas, encourage and support others, and solve problems through
the creative process of devising drama. Similarly, in the Production Sills Unit, as learners strive to develop a piece
of drama to performance standard, they will have options offered to them to participate in either an acting role, or in
a production role (costume or lighting design, for example). Learners will develop a range of skills through this type
of working practice (i.e. problem solving, working with others, etc.)
How will you encourage self-motivation and resilience in your group of learners?
DRAMA
Learning independently
Learners will now have the opportunity to experience a wider range of learning and teaching approaches in
different contexts that can more appropriately meet their needs and build on their experience and achievements in
the BGE. Learners will engage in a range of activities that develop drama skills and production skills. Throughout,
there will be a focus on personalisation and choice in the manner in which they apply their knowledge and skills
through the development of stimuli from development to performance and in the application of appropriate
production skills. To develop independent thinking skills and learning, staff will place a greater emphasis on
learners’ experiences whereby choices are made by the learner, based on each individual’s expertise and skill
level. Staff become the facilitators in this process as key decisions are made by the learners. Learners will initiate
and organise tasks as appropriate and demonstrate self-reliance and self-management in preparation for smallscale presentations, for example.
To further promote personalisation and choice, staff may wish to embrace learning and teaching approaches that
encourage learners to investigate the latest developments in drama and theatre practice. Further credence may
also be given to investigating how new ideas can be applied to the learning thus giving learners the opportunity to
apply their learning in a practical context. At National 5 it is important that learners have opportunities to experience
the work of professional theatre companies in a range of contexts, for example, through workshop sessions, visiting
companies and theatre visits, as well as using online research to ensure that new ideas are explored and then
embedded within their own work. Work experience and partnership working with local companies would also help
learners to develop their skills and allow them to extend their knowledge base.
Responsibility for learning
Practical tasks in each of the Units should encourage learners to take responsibility for their own learning. Further,
the tasks initiated should provide opportunities for learners to reflect on and discuss their own progress. To ensure
that learners are able to take full responsibility for their own learning, staff should work with learners in developing
appropriate learning intentions and success criteria that best reflect the needs of their learners. Learning and
teaching approaches should promote the development of learners’ skills in self- and peer-evaluation. This
important element of Drama National 5 should be overtaken on a regular basis as the learners and staff observe
and comment on the work being presented. At National 5, the work should be evaluative as well as reflective so
that the focus is on continual improvement. Reflecting and evaluating should be an exciting and integral part of the
drama process. The development process should be cyclical so that with each stage, learners act on suggestions
for improvement after reflection/evaluation of their own work and the work of others.
Learners should be encouraged to contribute to planning their own learner journey through a variety of
opportunities for personalisation and choice. As the skills and knowledge are developed through the respective
Units learners will develop an increased awareness of themselves and will have opportunities to challenge
themselves by taking on new roles and responsibilities. For example, in the practical element of the course
assessment (the added value element of National 5), learners will have the opportunity to select their own
production role through discussion with staff. Having worked through the Drama Skills and Production Skills Units,
the learner will have developed some expertise in the areas of acting and production (including props, costume set
design, etc.) and will recognise their key strengths. Learners will have a choice to make when selecting their role
for the final performance and may wish to challenge themselves by taking on an unfamiliar or challenging role. In
this way, learners will take responsibility and personal control of their own learning.
DRAMA
Learners should take every opportunity to monitor their own progress in discussions with staff. This will allow
learners to evaluate and reflect upon their own decision making, their contribution to tasks and to respond to the
developing needs they have identified. Opportunities for self-evaluation should be built into Drama National 5 on a
regular basis. Although this may be informal in nature, it should be planned at all stages. For example, as learners
progress through the Drama Skills Unit, opportunities should be offered for discussions about the nature of the role
the learner has selected, the appropriateness of the work they have undertaken in respect of their learning needs
and a needs analysis undertaken as to how the learner may progress.
How will you ensure that learners are making informed decisions about where they are in their learning and what
they need to do to progress?
Collaborative learning
In drama, learners will work in groups of varying sizes in order to explore and experiment. Drama learners work
together, taking the lead and initiating ideas where appropriate. Learners can act as learning resources for each
other, discussing and debating ideas, improvising and experimenting with a range of drama forms and conventions
to find the best solution for communicating ideas to an audience. Learners should construct their own ideas and
dramas from a given stimulus, in collaboration with others in small teams or larger groups. They will develop
problem-solving skills as they develop their ideas through experimentation and exploration, either from a stimulus
to presentation or in the application of appropriate theatre production skills. For example, collaborative working
practices and teamwork will have been developed through Drama in the BGE. If learners have progressed to
National 5 from National 4, these skills will have been consolidated yet further. At National 5, the work will be more
challenging and the need for collaboration and working with others to achieve a final goal will be crucial to learner
success at this level. In the practical element of the course assessment, learners will work collaboratively to
perform textual extracts to an audience. Each member of the ‘production team’ will be key to the success of this
performance element of the course, whether they take on an acting role or a production role (sound, lighting or
costume, etc). Collaborative working is at the core of Drama National 5.
How will you ensure that all learners take on roles and responsibilities, appropriate to their level of skill and abilities,
in group tasks?
Applying learning and skills development
The skills and knowledge acquired by learners in drama will be applicable in a wide range of contexts. The practical
element of the course assessment, for example, allows for exciting and motivating opportunities for all learners.
The openness and flexibility provided by the course assessment allows for personalisation and choice and the
ability to apply a wide range of previously acquired skills. Learners can select the extract to be performed and take
on a production role to suit their learning needs. This will ensure that learner motivation is inspired by learning itself
and that their interest in sustained throughout the course due to the relevance and current nature of the material.
Learners should also be encouraged to apply their learning and skills in a range of additional contexts, for example,
with involvement in workshops and theatre trips, with opportunities to participate in drama within the community, or
with a field trip to a television studio. This will help to open up the possibilities and relevance of Drama in terms of
future employment opportunities for learners.
DRAMA
3.
Qualification information
The SQA website provides you with the following documents:
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Assessment Overview
Course Specification
Unit Specification
Support Notes
Course Assessment Specification
Unit Assessment Support Packages
Full information on arrangements for this qualification is available at the SQA website:
Drama National 5: http://www.sqa.org.uk/sqa/47390.html
4.
What other materials are available on the Education Scotland website which staff
could use?
http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/expressivearts/principlesan
dpractice/index.asp
http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/expressivearts/index.asp
Support materials have been produced over the last year to support Curriculum for Excellence and further support
materials and events planned. This downloadable list is updated quarterly with the most up-to-date details available
from the page below.
Published and planned support for Curriculum for Excellence:
http://www.educationscotland.gov.uk/publishedandplannedsupport
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
© Crown copyright, 2012
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