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It also outlines effective questioning, differentiated tasks, literacy modelling, and assessment for learning via spotlighting, aligned with Ofsted expectations and clear teacher and student criteria.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/what-makes-an-outstanding-drama-lesson-practical-ideas-and-examples-to-ensure-students-make-good-progress/271967/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/what-makes-an-outstanding-drama-lesson-practical-ideas-and-examples-to-ensure-students-make-good-progress/271967.png","ImageObject",300,407,{"name":42,"@type":43},"Paura","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-09-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How can you use a stimulus image to explore discrimination in a Drama lesson?","Question",{"text":63,"@type":64},"Use the image as a stimulus to create a still depiction, selecting naturalistic or abstract approaches. Students should include proxemics (space and levels), thought-tapping/thought-tracking, and an extra strategy or medium to make discrimination clear.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What should students and teachers focus on during the spotlighting stage?",{"text":68,"@type":64},"In spotlighting, students evaluate what was effective and explain why, using prompts such as how effective proxemics was and what learning emerged from thought-tapping.",{"name":70,"@type":61,"acceptedAnswer":71},"What does an outstanding Drama lesson look like according to the guide’s criteria?",{"text":72,"@type":64},"The teacher inspires learners through strong subject knowledge, precise targeting of support, and systematic checks of understanding. Students show high concentration, resilience on challenging tasks, commit to improvement, and make progress with well-designed homework support.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},271967,1789462536,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":80,"read_time":144},13056712833777,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Q. What is happening in your image?  \nQ. What do you think your image is about?  \nQ. How does it link to the theme of  \n‘discrimination’?  \nYour task  \nUsing your image as the stimulus, create a depiction (still image) .  \nChoose if it is going to be naturalistic or abstract. You should include:  \n• Proxemics-space and levels  \n• Thought-tapping/Thought-tracking  \nChallenge: choose an additional strategy, medium or element to make the discrimination clear. (You can use the available props if you wish)  \n‘Spotlight’ the depictions Q. What was effective? Why?  \ne.g. I liked_____ because______.  \nQ. How effective was the use of proxemics to explore this?  \nQ. What have you learnt from about this discrimination from the thought-tapping?  \nWhat makes an outstanding Drama lesson?  \nPractical ideas and examples to ensure students make good progress.  \nHelen Okoth, Senior TeacherStaff Development and Training, Fernhill School and Language College.(Former SSAT Arts Lead Practitioner)  \nWhat did you notice about the  \nstarter activity?  \n• Engaging starter activity  \n• Differentiated questions and task  \n• Literacy-modelling and use of subject specific vocabulary  \n• Use of AfL in the spotlighting.  \nWhat Ofsted say…  \n“Inspectors should simply judge teaching on whether children are engaged, focused, learning, and making progress ... and in the best lessons are being inspired”.  \nSir Michael Wilshaw (May 2013)  \n“In the most effective teaching, teachers skilfully plan a range of challenging activities that combine well to maximise students’ learning. In these lessons very little time is wasted. In a successful drama lesson, students were fully engaged in supporting each other to improve their performance skills because routines were firmly embedded and there were very clear criteria by which they could evaluate their own and their peers’ progress.”  \nFernhill School, Ofsted report (March 2014)  \nOutstanding criteria-The teacher…  \n• Inspires students in ensuring they learn extremely well.  \n• Has excellent subject knowledge is applied to challenge students.  \n• Is aware of their prior learning and understanding, planning effectively to build on these.  \n• Precisely targets support: acutely aware of their student’s capabilities.  \n• Systematically and effectively checks students’understanding, anticipating where they may need to intervene and does so with striking impact on the quality of learning.  \n• Teaches RWCM highly effectively and develops this appropriately in the context of the lesson.  \nOutstanding criteria-The student…  \n• Acquires knowledge develops understanding and learns and practises skills exceptionally well.  \n• Demonstrates excellent concentration and are rarely off task, even in extended periods without direction from an adult.  \n• Has developed resilience when tackling challenging activities.  \n• Is keen and committed to succeed, showing exceptional abilities to grasp opportunities that extend and improve their learning.  \n• Makes progress which is at least good.  \n• Is set homework that contributes very well to their learning.  \nThe outstanding criteria in short  \n• Effective questioning that pushes for deeper understanding.  \n• Complete engagement from students.  \n• The teacher has planned for clear progression (throughout the lesson and scheme.)  \n• There is clear progression throughout the lesson itself.  \n• The teacher has planned for clear differentiation.  \n• The lesson consists of assessment for learning.  \n• Independent Learning.  \nBut what does this look like  \npractically?  \nAs we continue the ‘lesson’ think about how the criteria is being addressed….","cbCaim8CjFCc3rE3","https://ap.wps.com/l/cbCaim8CjFCc3rE3","pdf",1600375,33,"English","# What makes an outstanding drama lesson?\n## Using images to explore discrimination\n## Spotlighting: what was effective and why\n## Ofsted expectations and outstanding criteria\n### The teacher criteria\n### The student criteria\n## How it should look practically","[{\"question\":\"How can you use a stimulus image to explore discrimination in a Drama lesson?\",\"answer\":\"Use the image as a stimulus to create a still depiction, selecting naturalistic or abstract approaches. Students should include proxemics (space and levels), thought-tapping/thought-tracking, and an extra strategy or medium to make discrimination clear.\"},{\"question\":\"What should students and teachers focus on during the spotlighting stage?\",\"answer\":\"In spotlighting, students evaluate what was effective and explain why, using prompts such as how effective proxemics was and what learning emerged from thought-tapping.\"},{\"question\":\"What does an outstanding Drama lesson look like according to the guide’s criteria?\",\"answer\":\"The teacher inspires learners through strong subject knowledge, precise targeting of support, and systematic checks of understanding. Students show high concentration, resilience on challenging tasks, commit to improvement, and make progress with well-designed homework support.\"}]","What Makes an Outstanding Drama Lesson - Practical Ideas and Examples to Ensure Students Make Good Progress | PDF",83]