Thursday 08 July 2021

Code: 8281


This 90 minute webinar will deal directly with the potential changes to A level and GCSE Drama courses which have been recently outlined by Ofqual as a result of their response to the Covid 19 pandemic.

The webinar will initially outline the changes in a clear and concise way before outlining a number of strategies to deal with these changes.  Time will be spent looking at effective ways to develop a robust student portfolio to provide the necessary evidence to address the practical elements of the course.

The Ofqual document has outlined a range of specific responses to the difficulties of preparing live performance.  The webinar will deliver a series of different ways of developing effective Portfolio evidence for live performance.


  • Focus on developing understanding quickly the changes that may be implemented from September, in relation to the Performance elements
  • Gain access to a range of different approaches to developing effective practical portfolio work including use of vlogs and graphic organisers


4.00 – 4.05  pm Welcome and Introduction

4.05 – 4.15pm:  Outline of the Ofqual changes  

  • Explore the suggested changes to Performance aspect of the course including reducing the size of the performance group and placing more emphasis on developing performance scenarios
  • Examine the implications of the changes for the preparation of students for the written exam
  • Consider the implications of the focus on teacher as examiner for assessment practice

4.15 – 4.45pm: Looking closely at the requirements of the performance elements

  • Consider teaching strategies that can be used to support pupils in developing performance skills using remote platforms
  • Explore exemplar material for developing effective monologues and duologues

4.45 – 5.15pm: Looking closely at the demands of the written examination

  • Explore a toolkit approach to the teaching of all aspects of dramatic text using remote learning
  • Consider effective strategies for providing feedback to students on their written work which will maximise engagement and promote progress

5.15 – 5.30pm: Implications of the changes for key stage 3 curriculum planning and delivery                                                  

  • Exploration of examples of skills ladders and various assessment methods
  • Discussion of best practice in developing pupils’ understanding of the features of dramatic text
  • Looking at free website platforms that can be utilised in school/college.
  • Round up and Q&A

Emma Hollis

Emma is a well-respected arts education expert with over two decades of experience in teaching, school leadership, inspection, and advisory work. Emma is a senior examiner and has been an assessor for both the Arts Mark and Arts Award qualifications. She is also an Ofqual Subject Expert and was recently commissioned to scrutinise and credit the full range of reformed A Level specifications. Emma has worked with school-based colleagues on a range of arts, media and design projects as an auditor, consultant and evaluator. Emma is a highly experienced trainer designing and leading programmes on a range of themes and across specifications. She has led training for teachers and leaders in a range of settings all over the world. She is an experienced researcher and has authored several market-leading textbooks for Drama teachers, and published book reviews and articles in peer reviewed journals. Her research specialisms include practitioner identity and the impact of social class on the social and educational experiences of teenagers. She is the chair of governors in an outstanding secondary academy and Charitable Trustee of the Leicester YMCA.

Pearson A level Drama