Opinion with Josie Clark

In the infancy of my teaching career as a drama teacher, I distinctly remember believing that the visiting examiners who graded my students were elusive figures, shrouded in theatrical mystic, largely detached from the daily realities of drama teaching. This naive perception could not be further from the truth as I was to discover when becoming a GCSE Drama examiner, with a particular focus on the practical elements of the qualification. I was originally attracted towards the role of an examiner when I was searching for new ventures that allowed me to stay firmly rooted within my head of drama responsibilities but continue evolving as a practitioner. Becoming a drama examiner has provided me with unbridled insight into a breadth of texts, genres and styles of theatre. It is one of the most impactful ways a drama teacher can increase their knowledge of a canon of plays and learn about the endless possibilities when interpreting dramatic material.

At a time when school budgets are seriously compromised and external professional development opportunities are becoming increasingly culled, undertaking the role of a drama examiner is multi-faceted. Not only does it expose you to unfamiliar work – a rarity if working within a small department – but it also offers you the chance to reinvest that knowledge back into your own students’ work. Over the years, my work has unquestionably benefitted from the inspiration I have gained from observing the practices of others within a range of educational settings and demographics different to my own. It may be considered a risk for headteachers to take that leap of faith in releasing you from your teaching duties to fulfil this role, but it will pay dividends. The work is seasonal, exam boards offer a teacher release fee for staff absence and there is so much to gain from watching young people being empowered through the medium of drama.

Drama examining offers a new lens through which you can observe your subject and deepen your understanding of the artistic and personal expression of young people. It provides unparalleled engagement with the assessment requirements of the qualification and encourages you to reflect on your own pedagogy, whilst witnessing the expertise of others.