instructional strategies
The techniques that instructors use to deliver lessons. The aim of these strategies is to make students become more involved in the learning process.
Drama teachers at secondary schools provide education to students, commonly children and young adults, in a secondary school setting. They are usually subject teachers, specialised and instructing in their own field of study, drama. They prepare lesson plans and materials, monitor the students' progress, assist individually when necessary, and evaluate the students' knowledge and performance on the subject of drama through assignments, tests and examinations.
Competences and skills
63 ESCO relationsEssential knowledge 6 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
2 competencespost-secondary school procedures
The inner workings of a post-secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
Cross-sector
4 competencesacting techniques
The different acting techniques for developing lifelike performances, such as method acting, classical acting, and Meisner technique.
curriculum objectives
The goals identified in curricula and defined learning outcomes.
secondary school procedures
The inner workings of a secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
vocal techniques
The various techniques for using your voice correctly without exhausting or damaging it when changing voice in tone and volume.
Essential skills and competences 27 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
7 competencesanalyse a script
Break down a script by analysing the dramaturgy, form, themes and structure of a script. Conduct relevant research if necessary.
assign homework
Provide additional exercises and assignments that the students will prepare at home, explain them in a clear way, and determine the deadline and evaluation method.
conduct background research for plays
Research historical backgrounds and artistic concepts of plays.
define artistic performance concepts
Elucidate performance concepts, such as texts and scores for performers.
define creative components
Identify sources of inspiration and strong points. Identify the subject of the art production. Identify the content. Identify creative factors such as performers and music.
maintain safe working conditions in performing arts
Verify the technical aspects of your workspace, costumes, props, etc. Eliminate potential hazards in your work space or performance. Intervene actively in cases of accidents or illness.
organise rehearsals
Manage, schedule and run rehearsals for the performance.
Cross-sector
20 competencesadapt teaching to student's capabilities
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
apply intercultural teaching strategies
Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
apply teaching strategies
Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.
- Scope note
- This includes the use of teaching devices such as diagrams and other visual aids.
assess students
Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
- Scope note
- The skill applies to all educational levels such as primary, secondary, post-secondary and tertiary education.
assist students in their learning
Support and coach students in their work, give learners practical support and encouragement.
compile course material
Write, select or recommend a syllabus of learning material for the students enrolled in the course.
demonstrate when teaching
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
develop a coaching style
Develop a style for coaching individuals or groups that ensures all participants are at ease, and are able to acquire the necessary skills and competences provided in the coaching in a positive and productive manner.
develop course outline
Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.
give constructive feedback
Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
guarantee students' safety
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
liaise with educational staff
Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students' well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters.
liaise with educational support staff
Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.
maintain students' discipline
Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.
manage student relationships
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
monitor developments in field of expertise
Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
monitor student's behaviour
Supervise the student's social behaviour to discover anything unusual. Help solve any issues if necessary.
perform classroom management
Maintain discipline and engage students during instruction.
prepare lesson content
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
stimulate creativity in the team
Use techniques like brainstorming to stimulate creativity in the team.
Optional knowledge 6 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
0 competencesNo competences in this bucket.
Cross-sector
6 competencesadolescent socialisation behaviour
The social dynamics through which young adults live amongst each other, expressing their likes and dislikes and the rules of communication between generations.
breathing techniques
The various techniques to control the voice, body, and nerves by breathing.
disability types
The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people.
learning difficulties
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
movement techniques
The various types of movement and physical postures undertaken for relaxation, body-mind integration, stress reduction, flexibility, core support and rehabilitation purposes, and that are required for or underpin occupational performance.
pronunciation techniques
The pronunciation techniques to properly and understandably pronounce words.
Optional skills and competences 24 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
9 competencesadapt a script
Adapt a script and, if the play is newly written, work with the writer or collaborate with playwrights.
analyse theatre texts
Understand and analyse theatre texts; take an active part in the interpretation of the artistic project; conduct thorough personal research in textual material and dramaturgy.
create script for artistic production
Develop a script describing the scenes, actions, equipment, content and realisation means for a play, film or broadcast.
develop drama production process
Have and develop a thorough understanding of the dramatic production process.
ensure visual quality of the set
Inspect and amend the scenery and set-dressing to make sure the visual quality is optimal with in constraints of time, budget and manpower.
facilitate teamwork between students
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
identify cross-curricular links with other subject areas
Recognise correlations and overlaps between your subject of expertise and other subjects. Decide on a levelled approach to the material with the teacher of the associated subject and adjust lesson plans accordingly.
manage resources for educational purposes
Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
understand the conceptual dimension of a live performance
Identify the main ideas of a live performance work by analysing choreographic sequences and the emphasis placed on different components of the work. Detect references of a literary, visual, philosophical, or scientific nature.
Cross-sector
15 competencesarrange parent teacher meeting
Set up joined and individual meetings with students' parents to discuss their child's academic progress and general well-being.
assist in the organisation of school events
Provide assistance in the planning and organisation of school events, such as the school's open house day, a sports game or a talent show.
assist students with equipment
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
consult student's support system
Communicate with multiple parties, including teachers and the family of the student, to discuss the student's behaviour or academic performance.
escort students on a field trip
Accompany students on an educational trip outside the school environment and ensure their safety and cooperation.
identify learning disorders
Observe and detect symptoms of Specific Learning Difficulties such as attention deficit hyperactivity disorder (ADHD), dyscalculia, and dysgraphia in children or adult learners. Refer the student to the correct specialised educational expert if necessary.
keep records of attendance
Keep track of the pupils who are absent by recording their names on a list of absentees.
lead cast and crew
Lead a film or theatre cast and crew. Brief them about the creative vision, what they need to do and where they need to be. Manage day-to-day production activities to ensure things run smoothly.
monitor educational developments
Monitor the changes in educational policies, methodologies and research by reviewing relevant literature and liaising with education officials and institutions.
oversee extra-curricular activities
Supervise and potentially organise educational or recreational activities for the students outside of mandatory classes.
perform playground surveillance
Observe students' recreational activities to ensure student safety and well-being and intervene when necessary.
prepare youths for adulthood
Work with children and young people to identify the skills and abilities they will need for their transition to become independent and self-sufficient adults.
provide lesson materials
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
recognise indicators of gifted student
Observe students during instruction and identify signs of exceptionally high intelligence in a student, such as showing remarkable intellectual curiosity or showing restlessness due to boredom and or feelings of not being challenged.
work with virtual learning environments
Incorporate the use of online learning environments and platforms into the process of instruction.
digital