The units in this category are concerned with helping to develop the theory and practice of drama teaching.
You will find some that are focussed on specific, topical issues such as the teaching of the Creative and Media Diploma and other award-bearing courses. Others will provide the opportunity to consider more generic issues such as assessment, differentiation and personalised learning. Still others provide you with frameworks that enable curriculum review, design and development within the context of your school.
Some of the units are age phase specific but others are more broad-based in their scope.
This category will provide units to develop your individual practice. Some will guide you towards other, more practical ways to develop the skills needed to work with drama, perhaps for the first time.
Units here will help if you are uncertain about working with text, or structuring devised work. Others will help you to understand the work of practitioners and the context in which their work challenged existing style and genre. Some will help you to strengthen the historical and technical underpinning of your teaching.
This category recognises that drama within educational settings provides learners with the opportunity to develop their confidence, competence and understanding of drama as an artform in its own right. It also recognises that drama is a pedagogy that teachers can use to enable learning across the curriculum - at all ages and phases.
Some of the units are designed to extend and strengthen your portfolio of drama strategies and approaches, for example teacher in role. Others offer you a case study approach to cross curricular projects that invites you to consider and reflect on process
There will be four main types of unit in this category covering all aspects of the role of a subject leader.
There will be a focus on the work within the department, the role and profile of the department within the school, the public face of drama and theatre - both in school and in the community - and the public assessment through formal and informal examinations.
Here will be found progression - both for you and your students; the place of drama in the shifting maps of curriculum provision; the search for you school play and giving your students the experience of seeing others play.