Key Stage 3

• Pupils receive verbal feedback every lesson during their preparation work and their showcase work. This provides immediate and focused feedback on the specific focused skill of the lesson and links to the lesson’s success criteria.
• This constant feedback allows for real-time demonstration by the teacher and the development of technique for the following lesson.
• Pupils develop their peer learning through observation of feedback given to others which underpins their own performance feedback during assessments lessons; twice per cycle.
• The use of verbal feedback maintains Drama’s continuous assessment and progress monitoring of the KS3 classes. It is immediate and the impact is seen within the lesson.
• This feedback approach also supports the development of performance skills through regular pupils’ reflection.
• Twice per 12-week rotation, pupils use the mini whiteboards to peer and self-assess with verbal teacher support. This provides structured checkpoints for measuring whole-class progress on the range of core skills. This allows quick identification of common misconceptions and encourages the pupils to embed their use of the success criteria.

Key Stage 4

• Pupils receive direct, verbal feedback after each showcase performance. This occurs in the majority of lessons. This can alternate between group and individual feedback. The feedback will be related to the success criteria given on the specific performance skill, technique or practitioner style.
• When appropriate, pupils will receive peer feedback during showcase lessons via the use of mini whiteboards. This follows the provided success criteria of structure, encouraging pupils to praise and provide targets.
• For Component 1 and Component 2 BTEC written coursework, pupils will receive written feedback via post it notes in their research and planning scrapbooks. This will link to the BTEC content criteria. This feedback allows for DIRT time before the pupils being their 12-hour coursework exam time, during which they cannot receive direct feedback.
• For Component 3, pupils perform mock performances of their exam work and receive written teacher feedback and targets linked to the BTEC specification criteria. This scaffolds and directs the pupil’s performance development.

Key Stage 5

• Pupils receive verbal feedback on their practical work every lesson. This feedback ranges from highlighting success and providing development areas, all linked to the ‘why’ of the lesson and success criteria when relevant.
• Pupils are set weekly independent study tasks on Google Classroom. The pupils receive acknowledgement of completion and are provided with written feedback when appropriate. This will be comment only marking providing the pupils with clear areas for development. Sufficient DIRT is given to the pupils to redraft and resubmit their work when appropriate.
• A tracker of written tasks is shared with pupils every 3-4 weeks, communicating their level of completion and working at grade.
• Unit 1 Investigating Practitioner mock essay work. Pupils will receive written feedback which clearly links to the BTEC marking criteria. The pupils use their DIRT to reflect on their improvement areas.