How About This to Get Your Kids Writing in Their Journal…?

I’ve blogged before about my gripe with the logbook. That it can be a bit tokenistic sometimes. An add on at the end of class with little focus on using reflective and literacy skills. I say this only because that’s how I’ve felt when I’m in my classroom and using the logbook. I’m slowly refining the scaffolding of writing tasks but I feel like I still have a way to go.

With my seniors I’ve posted before about the checklist of work that I get them to do to show their process. As an add on to that I’ve started something called a Drama Panel. It’s an idea I got from my Head Teacher who set it up in a similar way for Art.

I set up the classroom as if it is a boardroom in a big office. One big long table with chairs around it. Each student must attend and their parents are also invited.  I ask my colleagues to act as panelists. The panel is scheduled at the same time over three terms and culminates with the final performance evening prior to their final exam.


At the first panel meeting I survey the parents to gauge how much they actually know about the Individual Project. I will then survey them again at the end of the process. I plan to particularly focus on how they were best able to support their child when at home as a result of knowing what was going on in the classroom.

The students are asked to present their logbook and a statement of intention. I will write about this in a future post. In the second panel meeting which will occur this term they must present their draft director’s concept/rationale and their logbook once again. The third and final panel meeting before the showcase will involve the students showing their projects in workshop mode. Meaning, Performance projects may perform the opening of their piece, scriptwriters will workshop a scene from their script etc.


After each panel, the logbook, statement of intention, rationale and/or project are collected and a progress mark is given. Overall I have made the internal assessment of the IP worth 20% but you could weight it whatever you like. I divide the weighting up in a 5-5-10 percent ratio. At the final panel meeting the students can take their logbook and project back to make any last minute changes before it is submitted prior to the showcase. This occurs early in Term 3.

The project should be 99.9% finished at this point leaving some room after the showcase to make any changes as is necessary. I put the pressure on to have it done by this time because the students go off on their Trials early in Term 3 and their focus is not back on their project until after this time and there isn’t much time left after that!

The students must write a series of questions to ask the panelists who provide verbal and written feedback on each project which the student then sticks in their logbook.

So far my first panel was really successful. I think it is a good strategy for a couple of reasons:

  • It makes the student accountable for their logbook and their process;
  • It involves parents in their child’s work which they may not have done previously because they weren’t familiar or confident with what the project requires or involves;
  • It encourages collaboration with other teachers. It is great PD for them and it is good for you as the teacher because 3-4 brains is much better than one. The ideas I have been getting are fantastic.

So, if you’re trying to up the quality of the logbook or motivate lazy students, particularly for your seniors, maybe give this a whirl.

Photo Credit: oropeza via Compfight cc



  1. Hi Kate,
    This assessment is split over three terms. The first two are only worth 5% and a total of 10 marks whilst the final is the completed project marked out of 30 and worth 10%. In total the IP is then worth 20%. As it is only worth 10 marks I have two simple criteria for each of the 5% assessments. The first assessment criterion for a 9/10 or 10/10 (A Range) is as follows:

    1. Composes an exemplary statement of intention that explores and explains their personal goals, inspiration, approximate timeline of task completion and initial vision for the project in a coherent, comprehensive and convincing manner.
    2. Provides an exemplary logbook that is well organised, contains regular logbook entries of all IP consultations and independent work and has completed all items off the checklist.

    Essentially the aim of the first term of the IP is to consolidate a vision for the chosen project so that’s what the student needs to demonstrate for us by the end of the term. It also provides a great foundation for their rationale which they write at the conclusion of the project.

    Hope that helps. Thanks for taking the time to read and comment on the blog.

  2. Hi Davo,
    I use the BOSTES marking criteria for the performance and project. I feel it’s the most accurate to gauge where the student is at. Hope that helps. Thanks for taking the time to read and comment on the blog.

  3. Hi Karla,

    I just wanted to let you know that because of your blog post, I was lucky enough to get a discounted place on the National Theatre Conference – it was fantastic, thank you so much!


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