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All the school's a stage: Improving attainment through drama as pedagogy and reflective marking
Owens, Alexander
Owens, Alexander
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Date
2025
Educational Level
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Kuwait
Abstract
Context: The International British School in Kuwait, characterized by a rapidly growing and diverse student population, aims to enhance academic achievement while fostering a supportive learning environment. This action research addresses challenges related to students' underperformance in English, particularly among those for whom the language is an additional challenge, and explores pedagogical strategies like drama to address these issues.
Aims: The research aims to investigate factors contributing to English underperformance and to enhance students' overall English attainment and academic performance. A focus is placed on creating opportunities for self-reflection and personal accountability in learning, particularly among students facing language barriers.
Methods: Data collection involved analyzing the performance of Key Stage 3 students in English through baseline assessments, conducting surveys of students' perceptions of their academic performance, and interviewing staff to gain insights into underperformance. The methodology included drama-based activities integrated into various subjects, along with a revised marking policy intended to improve feedback on English usage across the curriculum.
Findings: The implementation of drama activities resulted in increased student participation and engagement, with 65% of students noting that they acquired new skills through drama. Half of the respondents displayed self-reflection abilities, indicating greater ownership over their learning. Staff recognized challenges, such as language barriers and limited exposure to English outside school, affecting student performance. The findings also highlighted some constraints, like a decreased student cohort over time and a lower response rate in student surveys.
Implications: This study suggests that employing drama as a pedagogical tool can enhance language skills and engagement among students, particularly those facing linguistic challenges. The updates to the marking policy could facilitate better understanding and support for students' learning needs. Insights gained may benefit other educators seeking to address similar issues while promoting inclusive learning environments aimed at improving academic outcomes for diverse student populations. Further exploration of the relationship between drama activities and written English performance is recommended in upcoming assessments.
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Keywords (free text)
drama pedagogy, English attainment, student participation, reflective practice, action research