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Unit 32 Creative Research Assignment Brief 2026

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Drama School- Involves training in acting in acting, singing or musical theatre followed by working in the industry through performance opportunists, showcases and networking with agents.

Barriers to a drama school progression route include financial challenges like tuition fees, audition costs and living expenses.

Positives include boosting self confidence, enhancing emotional intelligence, building teamwork and collaboration skills, improving communication abilities.

Negatives include the audition process, intense training, high expectations, financial burden.

What opportunities are created by going to drama school acting, broadcasting, choreographer and also a lot of different backstage roles like director and producer.

What barriers might stop you from gaining employment: lack of skills, mental health challenges, transportation, family responsibility and disability.

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Volunteering

Workshops

Watching videos online

Training (Coach)

Agents

Networking

Trends

Performing

Reading and Research

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There’s no exact recipe for how to plan a lesson - everyone is different. However, below is a simple checklist of things you might want to include and the different phases of a lesson plan.

1. Lesson Objectives

2. Related Requirements

3. Lesson Materials

4. Lesson Procedure

5. Assessment Method

6. Lesson Reflection

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1. Prior Learning: What do you need to know before you begin your lesson planning for a class?

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1. Prior Learning: What do you need to know before you begin your lesson planning for a class?

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As part of the new Ofsted Framework, teachers are asked to have a sound understanding of learning from previous year groups. This should feed into the lesson aim. Teachers also need to prepare children for future learning.

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Lesson objectives list what students will be able to do after completing the lesson.

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Lesson objectives list what students will be able to do after completing the lesson.

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These objectives let you easily tell if your lesson has effectively taught your students new concepts and skills.

It can feel overwhelming to pin down specific takeaways for a lesson, but you can break the process into steps to do it in a breeze!

First, it’s best to view your lesson objectives as goals for your class and students.

One of the most popular goal-setting strategies is the “SMART” criteria, which ensures goals are focused.

In the context of lesson planning, you can use the SMART criteria to determine your lesson objectives:

Is the objective specific?

Is the objective measurable?

Is the objective attainable by all students?

Is the objective relevant to your class and students?

Is the objective time-based to align with your syllabus?

For each objective, it’s important to start with an action that relates to what students should be able to do after the lesson.

Depending on what topic you’re teaching and the level of knowledge your students have, these actions will vary.

For example, when teaching brand new concepts, you may define actions like define, identify, explain, and determine.

However, if your lesson involves more advanced tasks, the objectives may include actions like create, use, perform, or measure.

To see these phrases in context, let’s look at examples that a computer teacher might choose when teaching Microsoft Word.

For an introductory lesson about Microsoft Word, objectives could be:

Identify parts of the ribbon menu

Determine methods of selecting text in a document

Define fonts and font styles

In a more advanced class, objectives might include:

Insert a document header

Use document themes

Add a page border

When creating your lesson objectives, keep in mind that it’s easier to measure student success when you have specific goals.

Once you’ve put your lesson objectives together, it’s time to tie them in with the next part of your lesson plan -- the related requirements!

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You may need to teach to the national Curriculum.
Every lesson you teach should help you hit those requirements. Listing them in your lesson plans helps you satisfy those requirements while focusing on the end goal of your class!

On top of that, some administrators require teachers to distinctly show how they will teach course standards in each lesson.

If you put them on your lesson plans, you’ve got a quick reference to prove you’re on the ball!

When listing course standards or certification items on your lesson plan, it’s smart to use the exact organizational system found on your standards to make sure your class aligns.

If you don’t have the specific outline for your course standards, ask another teacher or your administrator where you can find them.

To get detailed certification requirements, check the certification provider’s website for an exam outline or test plan.

Laying out each lesson plan according to your requirements can be tedious work, but it will ultimately help you stay organized and aligned with what you’re supposed to teach!

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The third section on your lesson plan is the list of materials that you need to teach the lesson and measure student outcomes.
This section prepares you to deliver your lessons every day.

Without this list, you may accidentally forget to print an important document or sign out the shared laptop cart!

Common types of lesson materials include:

Student handouts

Textbooks

Visual aids

Grading rubrics

Activity packets

Computers / Tablets

The list of materials for each lesson depends on what you plan to teach, how you’ll teach it, and how you’ll measure lesson objectives.

Because of this, many teachers compile their list of lesson materials in tandem with their lesson procedure!

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The lesson procedure is essentially step-by-step instructions that walk you through everything from the time students enter the classroom until the bell rings at the end of the period.

It’s smart to be very detailed in this portion of your lesson plan. After all, there will be cases when another teacher or substitute needs to fill in for you!

When writing your lesson procedure, you need to choose the type of activities that will help students meet the lesson objectives.

To do that, you can answer a list of questions, including:

How will you introduce the topic?

What’s the best way to teach this information to your students?

How can you incorporate problem solving and critical thinking?

What real-life scenarios relate to this topic?

Does this topic lend itself to group work?

It’s also a great idea to find out how other teachers address the topics in the classroom. You can do this by talking to coworkers, joining an online community, or searching for lesson ideas on educational blogs.

After writing out a rough draft of your lesson procedure, many teachers outline it according to a specific teaching strategy.

At AES, we recommend teachers use the four phases:

1. Explore: Students discover a concept

2. Learn & Practice: Students apply their discoveries

3. Reflect: Students review what they’ve learned

4. Reinforce: Students apply their knowledge to problem-solving scenarios

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In the Explore phase of your lesson, you’ll introduce the objectives of the lesson and discuss key concepts students should know.

This portion of your lesson procedure may entail an icebreaker activity to get students thinking about a new concept.

In other cases, you might introduce the information by using a presentation to lecture while your students take notes.

Ultimately, the strategy you use in the Explore phase will depend on the topics you’ll be teaching and your students’ prior knowledge.

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In the Learn & Practice phase, your students will work independently to get into the details of your lesson.

If you use a textbook as your main curriculum resource, your students can read through an assigned passage to take notes or complete a worksheet.

If you use a digital curriculum system, it’s the perfect time for students to work through the digital lessons and guided notes.

You may also incorporate a class activity, group work, or skills practice to further engage your students in what they’re learning.

Overall, this phase will make up the bulk of your lesson time, so be sure to detail everything out in your lesson procedure!

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In the Reflect phase, students will look back (and reflect on) what they’ve learned in the lesson.

Most often, teachers lead a class discussion with critical thinking questions for students to answer aloud or in their class journal.

It’s important to list the questions you plan to ask within the lesson procedure, to make sure you don’t forget anything!

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In the Reinforce phase, students will apply what they’ve learned through critical thinking activities.

Depending on the lesson, you may want students to complete these tasks individually or as part of a group.

This portion of the lesson procedure helps you gauge if your students will achieve the lesson objectives and often tie in with the assessment method!

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The assessment method measures whether your students learned a lesson’s information and met your lesson objectives.

The methods listed on your lesson plan will most often be formative assessments and vary from lesson to lesson.

To start, there are dozens of ways to measure student learning through formative assessments. Some of the most common assessment options include:

Quizzes

Hands-on activities

Writing assignments

Group presentations

Exit slips

Class journal entries

In addition, your assessment method may be an in-class assignment or homework for students to complete prior to the next class.

When choosing your assessment method, it’s important to incorporate your lesson objectives.

If an objective was related to understanding a concept, consider an assessment that requires students to explain that concept.

If an objective was for students to demonstrate a skill, design an assessment to confirm they can do that skill.

Also, while many assessments receive grades in a class, formative assessments don’t always need to be graded!

Ultimately, the purpose of this assessment is to measure how well your students learned a lesson’s material based on the way you presented information.

This measurement will help you wrap up each lesson plan with the lesson reflection.

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The lesson reflection portion of a lesson plan encourages teachers to take notes on how to improve a lesson after it has been completed.

By this point, your lesson has clear objectives, a plan for teaching, and a way to assess student learning.

But if you don’t  critically consider whether you succeeded, you’re doing a disservice to your future students!

When completing your lesson reflection, ask yourself questions like:

Did a part of the lesson take longer than expected?

Was there a portion that students asked for a lot of help with?

Did students breeze through the information with no problem?

Were students engaged and interested in the lesson?

Were the objectives met by most (or all) of the students?

Essentially, you want to note any part of your lesson that didn’t go as expected.

In addition, it’s smart to record ideas for improvement or adjustments in this section as well.

That way, when you go to teach your lessons in the future, you have all of the information for improvement in one place!

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1. When you have began your teaching placement, reflect upon what you have taught and evaluate any changes you may make/did make between sessions in response to learners' ability/engagement/understanding etc. Add these thoughts to your padlet page.

If you are struggling to structure a reflection, consider:

'What went well...'
'Even better if...'
'Next steps'

2. Request feedback from the learners you have taught. This can be informal or a formal questionnaire linked to the information you would like to use in your evaluation. Use this to inform your evaluation after you have completed your teaching resources.