Faculty of Arts
Institute of Education
PGCE Secondary Drama Pathway
Induction to Professional Teaching and Learning
EPGS615 – Drama Specific Content
2015 - 16
© Plymouth University
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Secondary Drama IPTL 2015-16
150902
Contents
Introduction to the module
Page 3
Suggested Reading
Page 5
Weekly Overview
Page 6
Assignment Brief
Page 13
Submission requirements & Assignment checklist
Page 14
Assessment Criteria
Page 15
© Plymouth University
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Induction in Professional Teaching and Learning – Drama Specific Content
So you have decided to become a Drama teacher! Welcome to the Drama Pathway, your first
step in fulfilling your career aspirations.
The aims of this part of the module are
• to reorient trainees from their varied subject backgrounds to the reality of teaching their
subject in schools and to the academic requirements of the programme
• to start to develop in trainees the levels of knowledge, personal qualities and standards of
professional competence necessary to stimulate the imagination of pupils.
The focus of the module is experiential and practical with faculty and school sessions
integrated to help you to acquire a range of practical teaching ideas and a graduated range of
experiences of teaching in preparation for Practical Teaching 1. Practical workshops aim to
broaden the Drama awareness, practice and facility of students at their own level as well as
introduce approaches for work in the classroom and drama studio. Teaching seminars aim to
help you to begin to understand how to plan, manage and assess school-based work, to
develop theoretical understanding of drama teaching practice and to develop subject
knowledge; time will also be available for assignment support, professional development
appraisal and tutorials.
The school experience provides practical experience working with pupils as well as Training
Sessions with Subject Mentors and other Partnership School staff. While the work in this
module is developed at all levels there is normally an emphasis on KS3. You will be
introduced to the range of resources available in your subject, including ICT.
The module introduces you to short term lesson planning within NC requirements and to
formative and diagnostic assessment and assessment within the NC and GCSE. You will be
helped to start to audit your Subject Knowledge.
A number of aspects, e.g. lesson observation, lesson planning, Monitoring & Assessment, ICT,
which are introduced in Professional Studies 1, are developed in a subject context.
While Expected Reading is indicated for particular sections of the module, wider reading from
the Reading List will be expected in the written assignment.
Drama Pathway Leader:
School Based Tutor:
© Plymouth University
Jo Lock Smith,
jo.locksmith@plymouth.ac.uk
07710 404460
Matt Taylor
taylorm@marineacademy.org.uk
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Module timetable
Tuesdays and Wednesdays
Weeks 8 to 13 inclusive and Week 15 Marine Academy Theatre/MAP 1
Week 14 (half term) - Plymouth
University
9.00 – 11.00
Session 1 and 2
11 – 11.20
Break
11.20 – 1.20
Session 3 and 4
1.20 – 1.50
Lunch
1.50 – 3.00
Session 5
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Secondary Drama IPTL 2015-16
Suggested Reading
Anderson, M. (2012) Masterclass in Drama: Transforming Teaching and Learning.
London: Continuum International Publishing Group.
Arts Council England (2013) Arts Subjects at Key Stage 4: A review of current GCSE
provision and the development of proposed programmes. Available at:
http://www.artscouncil.org.uk/media/uploads/pdf/Arts_Subjects_at_Key_Stage_4.pdf.
Arts Council England (2003) Drama in Schools, 2nd edition. Available at:
http://www.artscouncil.org.uk/publication_archive/drama-in-schools-second-edition/.
Bolton, G. (1998) Acting in the Classroom: A critical analysis. Stoke-on-Trent:
Trentham Books.
Bolton, G. (1984) Drama as Education. London: Longman.
Caldwell Cook, H. (1917) The Play Way: An Essay in Educational Method. London:
Heinemann.
Cultural Learning Alliance (2014) Consultation Report on CFE Research: Arts subjects
at key stage 4. Available at:
http://www.artscouncil.org.uk/media/uploads/pdf/CLA_report_GCSE_consultation_Feb
_2014.pdf.
Davis, D. (2013) ‘Imagining the Real’. London: Institute of Education Press.
DfE (2013) ‘English Programmes of Study: Key Stage 3’. Available at:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/244215/
SECONDARY_national_curriculum_-_English2.pdf.
DfE (2013a) ‘English Programmes of Study: Key Stage 1 & 2’. Available at:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335186/
PRIMARY_national_curriculum_-_English_220714.pdf.
DfES (2003) Key Stage 3 National Strategy Drama Objectives Bank English and
Drama.
Fleming, M. (1994) Starting Drama Teaching. London: David Foulton Publishers Ltd.
Heathcote, D. (1984) ‘Material for significance’. In Johnson, L., and O’Neill, C. (Eds)
Dorothy Heathcote: Collected writings on education and drama. London: Hutchinson.
Hornbrook, D. (1998) Education and Dramatic Art. 2nd Edition. London: Routledge.
Hornbrook, D. (1991) Education in Drama. London: The Falmer Press.
Kempe, A., and Nicholson, H. (2007) Learning to Teach Drama 11-18. York:
Continuum.
Kempe, A., and Ashwell, M. (2000) Progression in Secondary Drama. Oxford:
Heinemann Educational Publishers.
Neelands, J. (2004) Beginning Drama 11-14, 2nd edition, London: David Fulton
Publishers.
Nicholson, H. (2011) Theatre, Education and Performance. Basingstoke: Palgrave
Macmillan.
O’Connor, P. (2010) Creating Democratic Citizenship Through Drama Education: The
Writings of Jonothan Neelands. London: Institute of Education.
O’Toole, J. (2002) Drama: The Productive Pedagogy, Melbourne Studies in Education,
43:2, 39-52.
Slade, P. (1958) An Introduction to Child Drama. London: Hodder and Stoughton.
Way, B. (1967) Development Through Drama. London: Longmans, Green and Co Ltd.
Winner, E., Goldstein, T. and Vincent-Lancrin, S. (2013) Art for Art’s Sake? The
Impacts of Arts Education. Educational Research and Innovation. OECD Publishing
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Overview of the Term
EPGS615: Induction in Professional Teaching & Learning - Drama
W8
15th Sept
9-12pm
Session Content
Introduction
Who am I and who are you?
Practical games and exercises.
Suggested Reading
Boal, A. (1992) ‘Games for Actors and NonActors’, London: Routledge.
Rolle 211
16th Sept
9-9.30
Rolle 211
9.30-3pm
MAP
Session 1, 2 and 3
MAP/Marine Academy Plymouth
Orientation morning – meet in
Rolle 211 at 9am, travel to MAP,
tour by sixth form students, staff
cards, computer access.
Reading for 16th Sept
Drama in Schools (2003) available on Moodle.
‘All our Futures: Creativity, Culture and
Education’ (1999) NACCCE available on
Moodle. Familiarise yourself with the first 18
pages of the document.
Session 4 and 5
Practical subject knowledge map
W9
Session 1 and 2
Session 1 and 2
22nd Sept
Introduction to Teaching &
Learning, Assignment,
Programme proformas and
Subject Knowledge Profile,
Workshop Wednesday and
Presentations.
Chapter 2 ‘Subject Knowledge and
Understanding’ in Kempe, A. & Nicholson, H.
(2007) Learning to Teach Drama 11-18.
London: Continuum.
MAP
Session 5
National Curriculum for English available on
Moodle
Session 3 and 4
Topic/lesson plan workshop – a
KS3 approach.
Session 5
Drama – to be or not to be? The
Structure of the NC & Learning
across the Curriculum.
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Secondary Drama IPTL 2015-16
23rd Sept
Session 1 and 2
Session 1 and 2
MAP
How students learn in Drama –
Short/Medium/Long term
planning and curriculum
mapping in Drama.
Chapter 4 ‘Drama and Aesthetic Education’ and
Chapter 5 ‘Collaborative Understanding:
Ensemble Approaches in Drama Education’ in
Anderson, M. (2012) Masterclass in Drama:
Transforming Teaching and Learning. London:
Continuum International Publishing.
Session 3 and 4
A potted history of Drama
Education – Towards a
Philosophy of Drama Education.
Session 5
Kempe, A. & Nicholson, H. (2007) ‘Learning to
Teach Drama 11-18.’ London: Continuum. P5968.
Session 3 and 4
Tutorials.
Chapter 3 ‘A History of Drama Education’ in
Anderson, M. (2012) Masterclass in Drama:
Transforming Teaching and Learning. London:
Continuum International Publishing Group.
Preparing for your first school
placement.
Friday 25th September Mentor
Conference – meet your mentor Unpublished ‘So where are we now: A
2pm tbc.
consideration of past, present and future
Drama Education’ by Lock Smith (2015)
Reading to do by 25th
available in this session.
September
Check latest OFSTED report and Chapter 1 – ‘Teaching Drama in the Twentyfirst Century’ in Anderson, M. (2012)
website for Placement school.
Masterclass in Drama: Transforming Teaching
and Learning. London: Continuum International
Publishing Group.
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W10
Session 1
Session 1
29th Sept Drama across KS2 and KS3 –
expectations and realities.
MAP
‘Drama in Schools’ pdf available on Moodle.
English National Curriculum at KS1, 2, 3 and 4
available at English NC Orders.
Session 2
Lesson Planning: learning
objectives and outcomes.
Session 2 and 3
Chapter 6 ‘Planning Drama Learning’ in
Anderson, M. (2012) Masterclass in Drama:
Transforming Teaching and Learning. London:
Continuum International Publishing Group.
Session 3 and 4
Lesson Planning: Introducing a
lesson; Starters & Plenaries,
Puzzles etc.
Chapter 3 ‘Planning’ in Kempe, A. & Nicholson,
H. (2007) Learning to Teach Drama 11-18.
London: Continuum.
Session 5
Lesson Observation –
introduction, starter and plenary ‘Pedagogy in Practice: Teaching and Learning in
Secondary Schools’ DCSF Unit 1 and 20 on
with a Year 7 class.
Module.
Session 3 and 4
‘Pedagogy in Practice: Teaching and Learning in
Secondary Schools’ DCSF Unit 5 and 17 on
Moodle.
Session 5
Lesson Observation forms to be shared and
uploaded to Moodle.
30th Sept
MAP
Session 1
Session 1 and 3
Lesson planning: paired team
‘Pedagogy in Practice: Teaching and Learning in
teach the introduction, starter
Secondary Schools’ DCSF Unit 1 and 2 on
task and plenary for Yr8s Session Moodle.
2.
Share and upload lesson plans and evaluations
Session 2
to Moodle.
Deliver to Year 8 class.
Session 4 and 5
Session 3
ppt and handout to be uploaded to Moodle.
Evaluation of paired team
teaching.
Session 4 and 5
Workshop Wednesday 1.
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W11
Session 1 and 2
Session 1 and 2
6th Oct
MAP
Classroom management: ‘Acting Online resources for behaviour management
like a teacher’ – discussion of
strategies Behaviour2learn.
professional behaviour.
Canter, L. and Canter, M. (2001) ‘Assertive
Session 3 and 4
Discipline’ Chapter 3, available on Moodle.
Observation and evaluation of
behaviour management
strategies in a Drama Year 8
class and a PE class.
Lee, C. (2007) Resolving Behaviour Problems in
Your School. London: Paul Chapman (Sage).
Session 5
Chapter 4 ‘Managing the Drama Classroom’ in
Kempe, A. & Nicholson, H. (2007) Learning to
Teach Drama 11-18. London: Continuum.
Stage Combat Workshop aimed
at KS3 students.
‘Pedagogy in Practice: Teaching and Learning in
secondary Schools’ DCSF Unit 10 on Moodle.
Practical tips available on Drama Teachers
Network.
Session 3 and 4
Lesson observation forms and evaluations to be
shared and uploaded to Moodle.
Session 5
Join TES Connect to access extra resources use
this hyperlink TES connect stage combat
resources.
7th Oct
MAP
Sessions 1 and 2
Sessions 1 and 2
Assessment – why and what to
assess in Drama? Issues to
consider and approaches to
monitoring and recording
progress.
Chapter 5 ‘Monitoring, Assessment, Recording,
Reporting and Accountability’ in Kempe, A. &
Nicholson, H. (2007) Learning to Teach Drama
11-18. London: Continuum.
Chapter 8 ‘Assessing Drama Learning’ in
Anderson, M. (2012) Masterclass in Drama:
Transforming Teaching and Learning. London:
Continuum International Publishing Group.
Session 3 and 4
Workshop Wednesday 2.
Session 5
Kempe, A & Ashwell, M. (2000) ‘Progression in
Secondary Drama’. Heinemann pp 45-64
Creating templates for
progression in Drama.
‘Pedagogy in Practice: Teaching and Learning in
Secondary Schools’ DCSF Unit 12 on Module
Site.
Session 3 and 4
Ppt and handout to be uploaded to Moodle
Session 5
Resources and templates to be shared and
uploaded to Moodle.
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Secondary Drama IPTL 2015-16
W12
Session 1 and 2
13th Oct
MAP
Differentiation and personalised
learning in lesson planning
Session 3 and 4
Session 1 and 2 - Kempe, A. (2013) ‘Drama,
Disability and Education’. Abingdon: Routledge.
‘Pedagogy in Practice: Teaching and Learning in
secondary Schools’ DCSF Unit 3, 4 and 15 on
Moodle.
Lesson observation of strategies
used in a Year 7 class. Evaluation NASUWT (2008), ‘Special Educational Needs
and Inclusion’, available on Moodle.
of lesson observation.
Session 5
Preparation for paired Team
Teaching Task for tomorrow.
14th Oct
MAP
Session 1 and 2
Session 1 and 2
Pair Team Teaching Task –
planning time and delivery to
Year 8 class during Session 2.
Resources and lesson plans to be shared and
uploaded to Moodle.
Session 3
Ppt and handout to be uploaded to Moodle.
Session 4 and 5
Evaluation of paired teaching
and Assignment Tutorials.
Session 4 and 5 – Workshop
Wednesday 3.
W13
Session 1 and 2
Session 1 and 2
20th Oct
Promoting literacy in Drama.
English and Drama - friend or
foe? English topics at KS3.
Kempe, A. (2001) ‘Drama as a framework for
the development of literacy’, available on
Moodle.
Session 3
Lancashire Literacy Team (2005) ‘Improving
boys’ writing through visual literacy’, available
on Moodle.
MAP
1:1 Tutorials.
Session 4 and 5
‘Pedagogy in Practice: Teaching and Learning in
secondary Schools’ DCSF Unit 13 and 14 on
Module site.
Workshop tbc.
Maggie Pitfield (2011) ‘Re-constructing the
relationship between drama and English:
Student-teachers’ perspectives at the end of an
initial teacher education year’, available on
Module site.
Topic for Year 10 on TES Connect The Crucible.
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21st Oct
MAP
Session 1 and 2
Sessions 1, 2 and 3
How to get a job; the interview
day; formal interview role play.
Getting the interview! How to
apply and what to write in the
personal statement.
‘NQT getting your first job’ pdf, available on
Moodle.
Session 3
‘Getting a teaching job – 2012/13’ pdf available
on Moodle.
Professional Portfolio; start to
create your unique selling point
and how to evidence it.
Session 4 and 5
Article from TES 2013 ‘NQT job tips: how to get
your first teaching post’, available here TES
article.
Session 4 and 5
Ppt and handout to be uploaded to Moodle.
Workshop Wednesday 4.
W14
Session 1, 2 and 3
Session 1, 2 and 3
27th Oct
GCSE Reform and The Arts.
Drama choices for GCSE;
assessment and marking of
pupils' work.
Kempe, A. (2003) ‘The GCSE Drama
Coursebook.’ Nelson Thornes. Ch.1 pp. 171198.
Rolle tbc
Session 4 and 5
Exam Board Information and resources AQA
Website.
BTEC modules; modes of
assessment and exemplars.
Nelson Thornes resources for AQA Drama GCSE
Nelson Thornes website.
Exam Board Information and resources Edexcel
Website.
28th Oct
Session 1
Session 1
Rolle tbc
Workshop Wednesday 5
Ppt and handout to be uploaded to Moodle.
11-4 – Teacher Recruitment Fair
on main campus
Organisations invited to attend the Teacher
Recruitment Fair: Unions / Associations /
Professional Bodies; Local Government (such as
LEAs, PCTs); Private Sector & Other (this
includes recruitment agencies, central
government departments, executive agencies,
other HEIs and non-departmental public
bodies) ; Voluntary (registered charities and
not-for-profit private sector)
W15
Session 1 and 2
Session 1 and 2
3rd Nov
MAP
Drama Pedagogy Presentations
PPTs and handouts to be shared and uploaded
to Moodle.
Session 3, 4 and 5
1:1 Tutorials; Assignment
Support session.
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Secondary Drama IPTL 2015-16
4th Nov
MAP
Session 1 and 2
Session 1 and 2
Preparing for Practical Teaching
1: Professional responsibilities.
Review of subject teaching skills;
PDP & SKP; Targets for Practical
Teaching 1 and teaching file.
Chapter 6 ‘Working in Context: Professional
Responsibilities’ and Chapter 7 ‘Working in
Partnership: Mentors and Trainees’ in Kempe,
A. & Nicholson, H. (2007) Learning to Teach
Drama 11-18. London: Continuum.
Session 3
Session 4 and 5
Assignment support.
Ppt and handout to be uploaded to Moodle.
Session 4 and 5 – Workshop
Wednesday 6.
Submission deadline: 3pm
Tuesday 15th December 2015 on
the EPGS615 Moodle site.
© Plymouth University
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Submission deadline: 3pm Tuesday 15th
December 2015 on the EPGS615 Moodle site.
Secondary Drama IPTL 2015-16
Assignment Brief - 100% Coursework
Teaching and Learning - Assessment Brief
For this module the assessment is based on the observation of an experienced teacher in your
own subject area. You will be asked to carry out some observed lessons on an experienced
teacher(s) in the first few weeks of your Practical Teaching 1 module. You will make notes on
the Focused Lesson Observation Form and have the opportunity to discuss the lessons with
the teachers, your Subject Mentor and your Subject Pathway Leader.
The assignment for this module is a 1500 word report and lesson plan. You need to analyse
one of the lessons that you observe. You do not need to analyse all the components of this
lesson. You will be asked to focus on/given a choice of foci, by your pathway leader. Please
note the following:
1. You need to analyse the component parts and explain the educational concepts that
underpin what you observe. In doing this you need to link your explanation to your
reading and understanding of the teaching and learning concepts (wider and subject
specific) from the module.
2. In your report you also need to explain why the topic of the lesson is a part of the
curriculum. You will need to contextualise the topic as part of a series of lessons,
explaining what other topics would come before and after and why the topic is
important for progression in your subject.
3. You will need to design your own lesson plan to cover the objectives of the observed
lesson. This should be on the standard programme lesson plan proforma. You should
include the lesson plan and focused observation form in your report as appendices
and make reference to them when explaining how you would teach the learning
objectives.
4. Your report should be structured in a logical way with clear sections and appropriate
headings. Your report should also have a contents page at the start and a list of
references at the end. Your referencing should follow the Harvard system.
© Plymouth University
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Secondary Drama IPTL 2015-16
Submission requirements & Assignment checklist
Submission deadline: 3pm Tuesday 15th December 2015 on the EPGS615 Moodle site. We
recommend that you submit your work before or at the start of the day and do not leave last
minute adjustments etc., until the day of the deadline.
Please complete this checklist before submitting.
I have:
Carefully read the Assessment sheet
(following 2 pages).
Proof read my 1500 word report.
Included a contents page.
Suitably structured the report into clear
sections with headings.
Used Harvard referencing
Included my lesson plan.
Included my completed observation form, as
an appendix.
© Plymouth University
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PGCE Secondary Programme
Teaching and Learning - Assessment Sheet
Trainee Name:
Trainee Reference Number:
Subject Pathway:
First Marker:
Date:
First Marker ‘s Signature:
Level 6 Module Outcome: [Provisional until confirmed at Assessment
PASS  FAIL 
Board]
Application of sufficient educational conceptual knowledge to the analysis of observed
classroom practice, learners and teachers
Trainee has analysed an observed lesson in their own subject area and is able to relate
aspects of the lesson to theories of teaching and learning (including Subject Specific).
First Marker’s Comments:
Application of sufficiently robust specialist subject knowledge to their own observations,
planning and presented work in faculty sessions and serial school practice
Trainee has explained why the topic of the observed lesson is part of the curriculum and how
the lesson will form part of a series of lessons.
First Marker’s Comments:
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Secondary Drama IPTL 2015-16
Sufficiently wide use of educational knowledge of recognised good practice and ethics to
demonstrate independent thinking, initiative and adaptation to ‘live’ classroom situations
Trainee has explained how they have applied their knowledge of good practice to construct a
lesson plan for the topic of the observed lesson with all the necessary components.
First Marker’s Comments:
Independently structuring and communicating educational ideas, flexibly handling subject
knowledge within individual and collaborative tasks
The overall presentation of assignment is logical and the ideas in the assignment are
communicated effectively. The standard of written English is acceptable and the referencing
follows to Harvard system.
First Marker’s Comments:
Second Marker’s Comments (if applicable)
Name:
© Plymouth University
Date:
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