Faculty of Arts and Humanities s1

Faculty of Arts and Humanities Institute of Education

PGCE Secondary Drama Pathway

Induction to Professional Teaching and Learning EPGS615 – Drama Specific Content

2017 - 18

Introduction to the module Page 3

Suggested Reading Page 4

Weekly Overview of Semester Page 5

Assignment Brief Page 13

Submission requirements & Assignment checklist Page 14

Assessment Criteria Page 15

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: Jo Lock Smith, [email protected] 07710 404460

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. Bowell, P. and Heap, S. H. (2012) ‘Planning Process Drama’ 2nd Edition. London: David Fulton. Bunyan, P. et al. (2007) ‘Cracking Progression in Drama in English 5-16’. NATE. 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. (2017) Starting Drama Teaching. 4th edition. London: David Fulton Publishers Ltd. Hornbrook, D. (1998) Education and Dramatic Art. 2nd Edition. London: Routledge. Hornbrook, D. (1991) Education in Drama. London: The Falmer Press. Johnson, L. and O’Neill, C. (1984) ‘Dorothy Heathcote: Collected Writings on Drama Education’. London: Hutchinson. 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. (2015) Structurng Drama Work. 3rd edition. Cambridge: Cambridge University Press. 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

Tuesdays – Drama cohort Wednesdays - combined with English cohort

9.00 – 10.20 9.00 – 10.30 Session 1 Session 1 10.45 – 12.00 10.45 – 12.00 Session 2 Session 2 1.00 – 3.00 1.00 – 3.00 Session 3 Session 3

EPGS615: Induction in Professional Teaching & Learning - Drama

Session Content Suggested Reading W7 Sessions 1 and 2 Reading for 20th Sept 12th Sept Practical workshop – Why teach Drama in Schools (2003) available on Moodle. Rolle 313 Drama? ‘All our Futures: Creativity, Culture and Education’ (1999) NACCCE available on Moodle. Session 3 Familiarise yourself with the first 18 pages of Practical subject knowledge map the document. 13th Sept Introduction Boal, A. (2002) ‘Games for Actors and Non- 9.30-3pm Who am I and who are you? Actors’, London: Taylor Francis. Rolle 313 Practical games and exercises. Swale, J. (2009) ‘Drama Games for Classroom and Workshops’. London: Nick Hern Books.

© Plymouth University 5 Secondary Drama IPTL 2017-18 W8 Session 1 Session 1 19th Sept Drama – to be or not to be? The Chapter 2 ‘Subject Knowledge and 9-12pm Structure of the NC & Learning Understanding’ in Kempe, A. & Nicholson, H. across the Curriculum. (2007) Learning to Teach Drama 11-18. 2nd Rolle 313 Session 2 Edition. London: Continuum. A potted history of Drama National Curriculum for English available on Education – Towards a Moodle Philosophy of Drama Education. Session 2 Session 3 Chapter 3 ‘A History of Drama Education’ in Anderson, M. (2012) Masterclass in Drama: 1-3pm Led by Lydia Pollard, Head of English at MAP. Promoting Transforming Teaching and Learning. London: MAP literacy in Drama. English and Continuum International Publishing Group. Drama - friend or foe? English Unpublished ‘So where are we now: A topics at KS3. consideration of past, present and future Drama Education’ by Lock Smith (2015) available in this session. Chapter 1 – ‘Teaching Drama in the Twenty-first Century’ in Anderson, M. (2012) Masterclass in Drama: Transforming Teaching and Learning. London: Continuum International Publishing Group. Session 3 Kempe, A. (2001) ‘Drama as a framework for the development of literacy’, available on Moodle. Lancashire Literacy Team (2005) ‘Improving boys’ writing through visual literacy’, available on Moodle. ‘Pedagogy in Practice: Teaching and Learning in secondary Schools’ DCSF Unit 13 and 14 on Moodle. 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 Moodle.

© Plymouth University 6 Secondary Drama IPTL 2017-18 20th Sept Session 1 Session 2 9-12pm Introduction to Teaching & Bunyan, P., Catron, J., Harrison, L. McEvoy, S., Rolle 313 Learning, Assignment, Moore, R., Welburn, B and Williams, J. (2007) Programme proformas and ‘Cracking Drama: Progression in Drama within Subject Knowledge Profile, English (5-16)’. NATE: Sheffield. Workshop Wednesday and Chapter 4 ‘Drama and Aesthetic Education’ and Presentations. Chapter 5 ‘Collaborative Understanding: Session 2 Ensemble Approaches in Drama Education’ in How students learn in Drama – Anderson, M. (2012) Masterclass in Drama: Short/Medium/Long term Transforming Teaching and Learning. London: 1-3pm planning and curriculum Continuum International Publishing. Rolle 313 mapping in Drama. Building the Kempe, A. & Nicholson, H. (2007) ‘Learning to learning in a spiral. Teach Drama 11-18.’ London: Continuum. P59- Session 3 68. Tutorials - Preparing for your first school placement. Reading to do by 22nd September Friday 22nd September Mentor Check latest OFSTED report and website for Conference – meet your mentor Placement school. 2pm tbc. W9 Session 1 Session 1 26th Sept Drama across KS2 and KS3 – ‘Drama in Schools’ pdf available on Moodle. 9-3pm expectations and realities. English National Curriculum at KS1, 2, 3 and 4 DHSB Lesson Planning: learning available at English NC Orders. objectives and outcomes. Bowell, P. and Heap, B. (2013) ‘Planning Process Lesson Planning: Introducing a Drama: Enriching teaching and learning’. 2nd lesson; Starters & Plenaries, Edition. Routledge: London. Puzzles etc. Session 2 Session 2 11.40pm Lesson Observation forms to be shared and Lesson Observation – uploaded to Moodle. introduction, starter and plenary Sessions 1 and 3 with a Year 8 class. Chapter 6 ‘Planning Drama Learning’ in Session 3 Anderson, M. (2012) Masterclass in Drama: Critical evaluation of the lesson Transforming Teaching and Learning. London: observation. Planning for micro- Continuum International Publishing Group. teaching lesson. Chapter 3 ‘Planning’ in Kempe, A. & Nicholson, H. (2007) Learning to Teach Drama 11-18. London: Continuum. ‘Pedagogy in Practice: Teaching and Learning in Secondary Schools’ DCSF Unit 1 and 20 on Moodle. ‘Pedagogy in Practice: Teaching and Learning in Secondary Schools’ DCSF Unit 5 and 17 on Moodle.

© Plymouth University 7 Secondary Drama IPTL 2017-18 th 27 Sept Session 1 Sessions 1 and 2 9-12pm Lesson planning: paired team ‘Pedagogy in Practice: Teaching and Learning in DHSB 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 10.15am to Moodle. Deliver to Year 8 class. Session 3 Evaluation of paired team ppt and handout to be uploaded to Moodle. teaching. 1-3pm Session 3 Rolle 313 Workshop Wednesday 1 Workshop Wednesday 2 W10 Session 1 Session 1 3rd Oct Assessment – why and what to Chapter 5 ‘Monitoring, Assessment, Recording, 9-3pm assess in Drama? Issues to Reporting and Accountability’ in Kempe, A. & consider and approaches to Nicholson, H. (2007) Learning to Teach Drama Rolle 313 monitoring and recording 11-18. London: Continuum. progress. Chapter 8 ‘Assessing Drama Learning’ in Session 2 Anderson, M. (2012) Masterclass in Drama: Creating templates for Transforming Teaching and Learning. London: progression in Drama. Continuum International Publishing Group. Session 3 Kempe, A & Ashwell, M. (2000) ‘Progression in Secondary Drama’. Heinemann pp 45-64 Stage Combat Workshop Unpublished (2015) ‘Uncomfortable bedfellows: drama and evidence based practice’ by Jo Lock Smith. Available in session. Session 2 Resources and templates to be shared and uploaded to Moodle. Session 3 Drama - Join TES Connect to access extra resources use this hyperlink TES connect stage combat resources.

© Plymouth University 8 Secondary Drama IPTL 2017-18 4th Oct Session 1 Sessions 1 and 2 9.00 Observation and evaluation of Online resources for behaviour management -10.30pm behaviour management strategies Behaviour2learn. MAP strategies in a Drama Year 9 Canter, L. and Canter, M. (2001) ‘Assertive class with Kayleigh Jones at Discipline’ Chapter 3, available on Moodle. MAP. Lee, C. (2007) Resolving Behaviour Problems in 11-12pm Session 2 Rolle 313 Your School. London: Paul Chapman (Sage). Classroom management: ‘Acting Chapter 4 ‘Managing the Drama Classroom’ in like a teacher’ – discussion of Kempe, A. & Nicholson, H. (2007) Learning to professional behaviour. Teach Drama 11-18. London: Continuum. Session 3 ‘Pedagogy in Practice: Teaching and Learning in 1-3pm Workshop Wednesday 3 secondary Schools’ DCSF Unit 10 on Moodle. Rolle 313 Workshop Wednesday 4 Practical tips available on Drama Teachers Network.

School Experience Tasks Session 3 1. How does the department Ppt and resources to be uploaded to Moodle create and develop schemes of work?

2. How does the school develop behaviour for learning?

3. What facilities and resources does the department have?

W11 Session 1 Sessions 1, 2 and 3 - Kempe, A. (2013) ‘Drama, 10th Oct Differentiation and personalised Disability and Education’. Abingdon: Routledge. 9-3pm learning in lesson planning ‘Pedagogy in Practice: Teaching and Learning in Coombesh Lesson observation of strategies secondary Schools’ DCSF Unit 3, 4 and 15 on ead, used in a Year 9 class 10.10- Moodle. Newton 11.10am. Evaluation of lesson Abbot NASUWT (2008), ‘Special Educational Needs observation. and Inclusion’, available on Moodle. Session 2 Pair Team Teaching Task – planning time and delivery to Year 8 class during Session 3. Session 3 Micro teach the main task of a Year 8 class.

© Plymouth University 9 Secondary Drama IPTL 2017-18 11th Oct Sessions 1 and 2 Sessions 1 and 2 9-12pm Reflection on School Experience Resources and lesson plans to be shared and Rolle 313 Tasks from W10. uploaded to Moodle. Reflection on micro teaching and Ppt and handout to be uploaded to Moodle. differentiation. Feed forwards Session 3 into developing topic and lesson plans for school placement. Ppt and handout to be uploaded to Moodle. 1-3pm Session 3 TR2 The role of theatre in education. School Experience Tasks Partnerships with theatre. 1. How does the department set learning Session let by Ben Lyon-Ross at intentions for lessons? TR2, Plymouth Theatre Royal 2. How does the department make use of homework? 3. How does the school identify and support pupils with SEND?

W12 Session 1 Sessions 1 and 2 17th Oct Assessment without levels – Unpublished (2017) ‘Moving Beyond Levels: 9-12pm formative and summative Rethinking Assessment in Drama’ by Jo Lock approaches in practice Smith, available in session. Rolle 313 Session 2 and 3 Kempe. A. (2006) ‘Bandwagons, Balderdash and Topic/lesson plan workshop – a Blather’. Drama Magazine: National Drama. 1-3pm KS3 approach to assessment 13:2, 5-13. Rolle 313 Swaffield, S. (2011) ‘Getting to the heart of authentic assessment for learning.’ Assessment in Education: Principles, Policy & Practice, 18:4, 433-449. Session 2 and 3 Neelands. J. (2004) ‘Beginning Drama 11-14’ 2nd edition. London: David Fulton Publishers. Fleming, M. (2017) ‘Starting Drama Teaching’. 4th edition. London: David Fulton Publishers Ltd.

© Plymouth University 10 Secondary Drama IPTL 2017-18 18th Oct 9- Sessions 1 and 2 Sessions 1 and 2 12pm Reflection on School Experience Fisher, D., Lapp, D. and Frey, N. (2011) Rolle 313 Tasks from W11. What does ‘Homework in Secondary Classrooms: Making It homework in drama look like? Relevant and Respectful.’ Journal of Adolescent 1:1 Tutorials. and Adult Literacy. 55:1, 71-74. Assignment support session Education Endowment Foundation: https://educationendowmentfoundation.org.u 1-3pm Session 3 k/toolkit-a-z/homework-secondary/ Rolle 210 Workshop Wednesday 5. Session 3 Ppt and handout to be uploaded to Moodle. School Experience Tasks 1. How does the school track pupil progress? How does the department track pupil progress?

2. How does the school communicate with and involve parents in the education of the pupils?

3. How does the school monitor and manage attendance?

W13 Sessions 1, 2 and 3 Submission deadline: 9pm Monday 6th 24th Oct Assignment Support: 1:1 November 2017 on the EPGS615 Moodle site. 9-3pm Tutorials with English Rolle 313 Submission deadline: 9pm Monday 6th November 2017 on the EPGS615 Moodle site.

25th Oct Session 1 Session 1 9-10am Reflection on School Experience Chapter 6 ‘Working in Context: Professional Rolle 313 Tasks from Week 12 Responsibilities’ and Chapter 7 ‘Working in Preparing for Practical Teaching Partnership: Mentors and Trainees’ in Kempe, 1: Professional responsibilities. A. & Nicholson, H. (2007) Learning to Teach Review of subject teaching skills; Drama 11-18. London: Continuum. PDP & SKP; Targets for Practical Teaching 1 and teaching file. Submission deadline: 9pm Monday 6th Sessions 2 and 3 November 2017 on the EPGS615 Moodle site. Assignment support. Submission deadline: 9pm Monday 6th November 2017 on the EPGS615 Moodle site.

© Plymouth University 11 Secondary Drama IPTL 2017-18 W20 Sessions 1 and 2 Sessions 1, 2 and 3 12th Dec How to get a job; the interview ‘NQT getting your first job’ pdf, available on 9-3pm day; formal interview role play. Moodle. Getting the interview! Rolle 313 Article from TES 2013 ‘NQT job tips: how to get Professional Portfolio; start to your first teaching post’, available here TES create your unique selling point article. and how to evidence it. ‘Getting a teaching job – 2012/13’ pdf available Session 3 on Moodle. How to apply and what to write in the personal statement. 13th Dec Sessions 1 and 2 Sessions 1 and 2 9-12pm Drama Pedagogy Presentations PPTs and handouts to be shared and uploaded Rolle 313 to Moodle.

Session 3 1-3pm 1:1 Tutorials Rolle 313

ASSIGNMENTS

The assignment for this module is a 1500 word report. The assessment is based on the observation of an experienced teacher in your own subject area (ideally key stage 3, could be key stage 4, but not A level). You will be asked to carry out lesson observations on a range of different foci in the first few weeks. You need to choose an observation on the topic of AfL or questioning (you will be directed by your pathway tutor) for this assignment. 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. You will need to speak to the teacher about the context of this lesson (see point 1). You will be expected to use your reading to develop your own lesson plan to cover the same learning objectives as the chosen lesson. You need to include this as an appendix and refer to it in your writing. *Try to collect as much detail as possible during the lesson, including specific questions/assessments and pupil responses. Please note the following:

1. In your report you need to explain why the topic of the lesson is a part of the scheme of learning and wider curriculum. You will need to contextualise the learning, explaining how it fits in to the topic.

2. You need to analyse the parts of this lesson 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. You should include the focused observation form in your report as an appendix and make reference to it when analysing the lesson.

3. You will need to create your own lesson plan to cover the objectives of the observed lesson. You can use what you have observed but you must consider literature. The plan should be on the standard programme lesson plan proforma. You should include the lesson plan in your report as appendix and make reference to it when explaining how you would teach the learning objectives.

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. References are included in the word count.

Submission deadline: 9pm Monday 6th November 2017. 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 grid (following page).

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 14 Secondary Drama IPTL 2017-18 PGCE Secondary Programme EPGS615/SD/ST Induction Professional Issues element Assessment Sheet Level 6 Date: First Marker: Level 6 Module Outcome: [Provisional until confirmed at Assessment PASS  FAIL  Board]

High Level 6 Low Level 6 Fail Application of Knowledge and Relates some knowledge Knowledge and sufficiently robust understanding of key and understanding of key understanding of key specialist subject concepts within the topic is concepts within the topic subject and pedagogical knowledge to their demonstrated. area. concepts display major own observations, gaps, inaccuracies and/or planning and This knowledge and There is some relating of serious misconceptions. presented work in understanding is used to this knowledge and faculty sessions and analyse the lesson’s place understanding, to the There is little or no serial school practice within the scheme of lesson’s place within the awareness demonstrated of learning/topic and wider scheme of learning/topic why this lesson is placed curriculum. and wider curriculum. where it is.

Application of Literature used is mostly Literature used has some Literature base seriously sufficient educational relevant and sufficiently limitations regarding range, limited; insufficiently current conceptual knowledge varied. The study identifies currency and/or and/or inappropriate. to the analysis of some different views from the appropriateness. observed classroom literature and the resulting There is very little, if any, practice, learners and analysis. Some aspects of the linking of observation to teachers observed lesson are related subject specific literature. There are a number of points back to subject specific Sufficiently wide use made that are then related to literature. There is very little, if any, of educational well chosen aspects of the consideration demonstrated knowledge of teaching and learning they Some consideration is for how subject specific recognised good have observed and also demonstrated for how literature is used in the own practice and ethics to related to what they would subject specific literature planning. demonstrate do. has been used in the own independent thinking, planning. initiative and adaptation to ‘live’ classroom situations Independently The work is structured and Work follows a structure, Work weakly ordered structuring and presented to communicate but may at times become and/or presented. communicating ideas. Written expression is unclear or confused. Some Grammatical errors educational ideas, generally clear and coherent grammatical errors may significantly impair flexibly handling throughout with some impair communication at communication. References subject knowledge grammatical errors. times. References are are mostly inaccurate within individual and References used are attempted, but may contain and/or inconsistent. collaborative tasks generally accurate and errors and/or are used consistent. inconsistently.

Overall Comment An EXCELLENT to GOOD A GOOD to SOUND piece An INADEQUATE piece of piece of work. Some of work. Some engaging work. Significant aspects engaging features with some features. Specific aspects requiring attention. strong aspects. Some small require attention. issues may need addressing.

Does meet the L6 Does meet the L6 Does NOT meet the L6 Assessed Learning Assessed Learning Assessed Learning Outcomes Outcomes Outcomes

Second Marker’s Comments

Please read the Assessment Grid, Summary Comments, Feedforward Actions and the in-text comments for further feedback on this assignment.