Working in a creative department presents very different challenges when compared to other departments across an educational setting. More often the drama department is relatively small in comparison to other curriculum teams within the school and this can often lead to a sense of isolation and an increase in workload.

Offering real solutions for drama leaders and teachers, the course is aimed for all Heads of Drama in their first years in post, looking to advance into the next stage.

The course focuses on the latest changes in the drama landscape, current leadership issues and challenges,  the crucial importance of shaping an effective drama curriculum to maximise the student experience and outcomes and how to prepare for a deep dive as part of the new Ofsted Framework for Inspection. It will also look at how your vision can be shared to promote a culture of high attainment for all students in both the practical and written components of examination specifications.



  • Explore the characteristics and traits of an outstanding leader
  • How to self-evaluate effectively and then use this as a tool for improvement
  • Assess your curriculum: what does your curriculum, currently look like?
  • Find out more about what Ofsted looks for in an Outstanding Drama Department
  • Take away practical strategies for a worthwhile and motivational KS3 curriculum
  • Explore how to model outstanding teaching and learning across the department
  • Take away tried and tested approaches to effectively lead a small Dram team
COURSE DATE London | Monday 13 June 2022

London | Monday 21 November 2022

  • Heads of Drama Departments
  • Heads of Performing Arts
  • Aspiring Heads of Department
IN-SCHOOL You can also book this as an In-School Course
  • A specially prepared folder of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance


10.00 – 10:40am: Exploring the behaviours of an outstanding and inspiring leader of Drama 

  • Key identifiers of outstanding leadership – how to be an outstanding leader of an outstanding department
  • Managing, Inspiring and Leading – you can be all three
  • How to self-evaluate effectively and then use this as a tool for improvement
  • The inclusive department – how to include all students in an aspirational curriculum
  • What essential resources does a Drama Department need?

10.40 – 11.00am: Morning Break

11.00 – 11.45am: The Power & Importance of Drama in a Knowledge Rich Curriculum

  • What does your curriculum, currently look like?
  • The importance of drama in a balanced curriculum
  • When should you introduce writing into curriculum drama?
  • Giving pupils opportunity to practically learn and develop skills that are transferable and develop the student as a culturally rich individual.

11.45 – 12.30pm: What makes a worthwhile Key Stage 3 Drama Curriculum?

  • Where can you go with a KS3 Drama curriculum? What are the limits?
  • Defining the range and balance of knowledge and skills needed at this level and their relationship with GCSE needs
  • Intent, implementation, and impact- innovative approaches in the Drama classroom 

12.30 – 1.00pm: What barriers do our students face in doing Drama? How do we overcome these?

  • Common mistakes students make in rehearsal and performance effective solutions

1.00 – 2.00pm: Lunch

2.00 – 2.50pm: Preparing for Ofsted – Deep Diving Your department

  • What does an Outstanding Drama Department look like for Ofsted?
  • Understanding the ‘Deep Dive’ process and its implications for your department
  • How is your department currently performing? Is it already outstanding? Why? Why not?
  • Ofsted and the Drama curriculum – examples of 3Is Consultation
  • Scaffold for Intent, Implementation
  • Typical Ofsted questions for teachers
  • Typical Ofsted questions for students
  • Ensuring you have the tools necessary to be judged ‘outstanding’

 2.50 – 2.55pm: Afternoon Tea

2.55 – 3.40 pm: Leading Drama & Analysis of Performance

  • How might we use monitoring and evaluation activities?
  • What are you looking for when observing a lesson?
  • Common mistakes teachers make when being observed
  • Strategies to develop mentoring and coaching skills to support ITT students and NQTs
  • Coaching with care
  • Holding difficult conversations
  • Developing Impact – interventions, outcomes, student support, quality of delivery


16.30pm: Depart

Matthew Rowland-Roberts

Matthew was a professional actor for the Peter Hall Company, Shakespeare’s Globe, and Blackeyed Theatre Company prior to becoming a qualified drama teacher in both mainstream and independent schools. He was until very recently Head of Drama at a leading independent school in central London. In the 2021 cohort Matthew attained 100% Level 9’s with his GCSE students and 100% A*-A grade with his A level students.