Presenting Devised Work

Overview

Duration: 60 minutes
Class size: 3 students
Unit: GCSE Drama Foundations (Lesson 6 of 6)
Key Focus: Presentation of devised work, peer and teacher feedback, reflection and refinement
Curriculum Links:

• GCSE Drama AQA Specification (Component 1: Understanding Drama - Devising Drama)
• National Curriculum for England: Drama – Key Stage 4
• Assessment Objectives (AO):
  • AO1: Demonstrate knowledge and understanding of how drama is developed and performed
  • AO3: Demonstrate knowledge and understanding of the process of devising drama

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Learning Objectives

By the end of this lesson, students will:

• Confidently present their devised drama pieces to peers and teacher.
• Provide and receive constructive, focused feedback using drama-specific language.
• Identify key strengths and areas for improvement in their devised work.
• Reflect on their creative process and prepare for future practical assessments.

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Resources Needed

• Performance space (clear area suitable for small performances)
• Notebooks or feedback sheets designed specifically for devising presentations
• Pens/highlighters for annotations
• Timer/clock
• Recording device (optional for students to review performances)

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Lesson Structure

1. Foundation & Set-up (5 minutes)

• Welcome & Recap: Briefly review previous learning: elements of devised theatre, collaborative work, and effective drama techniques (proxemics, voice, characterisation).
• Outline the session: Explain the structure — presentation, group feedback, teacher feedback, and reflection.
• Establish success criteria: Write on board and discuss essential criteria for effective devised drama presentations, such as:
  • Clear intentions and storytelling
  • Effective use of space and voice
  • Strong characterisation and interaction
  • Engagement and audience awareness

2. Presentations (30 minutes total; approx. 10 mins each)

• Each student or duo performs their devised piece to the others. Given only 3 students, time can be flexible but maintain a 10-minute max per presentation including transitions.
• Encourage students to use the performance area fully and apply techniques learned throughout the unit.

3. Peer Feedback (15 minutes total)

• After each performance, the two non-performing students provide feedback in two rounds:
  • Strengths: What worked well? Refer to success criteria.
  • Areas for improvement: What could be further developed? Focus on constructive advice.
• Encourage use of drama-specific vocabulary (e.g., pace, tone, staging, gesture).
• Feedback is recorded on individual feedback sheets to support reflection.

4. Teacher Feedback & Target Setting (5 minutes)

• Provide tailored verbal feedback following each presentation, highlighting:
  • Effective dramatic choices and personal strengths.
  • Clear, actionable targets for further development.
• Include comments on creative risk-taking and engagement with devised process to motivate deeper learning.

5. Reflection & Forward Planning (5 minutes)

• Students complete a brief written or oral reflection answering:
  • What have I learned about presenting devised drama today?
  • Which techniques helped me engage the audience?
  • What will I focus on to improve for my next piece or assessment?
• Encourage students to set one SMART target related to devising or performing.

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Differentiation & Inclusion

• With only three students, provide individualised attention.
• Encourage students to support each other based on strengths and personal goals.
• Allow flexibility in presentation style — monologues, duologues, or ensemble work.
• Adjust feedback prompts to suit varied confidence levels, ensuring a positive, growth-oriented environment.

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Assessment Opportunities

• Formative assessment through observed presentations and feedback exchange.
• Use of success criteria as a mini-marking rubric to approximate GCSE grading descriptors in real time.
• Students develop self-assessment skills critical for post-16 studies and practical exams.

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Extension Ideas (If Time Allows or for Homework)

• Record performances for students to review their physicality, voice, and presence outside class time.
• Students can write a short critique of their peer’s presentations with a focus on technique and intention.
• Facilitate brief devising exercises to refine areas flagged in feedback sessions.

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Teaching Tips

• Maintain a positive, encouraging tone to reduce performance anxiety, especially in small groups.
• Model constructive feedback clearly at the start — emphasising balance between praise and improvement.
• Use time effectively so each presentation and feedback cycle runs fluidly.
• Incorporate quick energisers or breathing exercises if nerves appear before performances.

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This final lesson synthesises the unit’s creative work by embedding peer learning and reflective practice — vital for student confidence and readiness for GCSE Drama assessments. Its small group format allows bespoke mentoring, maximising impact and student ownership of their devised work journey.