gcse drama for first teaching in · pdf fileassessment in summer 2018 . ... blood brothers:...

GCSE Drama For first teaching in 2016 Su Fielder

Copyright © AQA and its licensors. All rights reserved. Slide 1 Follow us on Twitter @AQACPD.

Structure of the session

Overview of the new specification • Underlying principles and key features • Specification at a glance • Summary of content and assessment Component 1: Understanding Drama • Content • The question paper and question types Component 2: Devising Drama • Content Component 3: Texts In Practice • Content Support and resources

Slide 2 Copyright © AQA and its licensors. All rights reserved. Follow us on Twitter @AQACPD.

Objectives

• To introduce the key elements of the new specification: o its structure o its subject content o its assessment methods and components

• To review the resources and support available from AQA

• To answer your questions about the specification

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Drama Under The Spotlight – why change?

Universities and industry

Changes at GCE

Pressures from Government

Feedback from teachers

DfE subject content

All specifications are rewritten every 5 to 8 years

Slide 4

Context

• Developed by an experienced team of teachers and examiners

• Designed to engage young people in this subject and provide effective assessments across the ability range

• Fulfils all new Ofqual requirements

• Complements the A-level in Drama and Theatre • Submitted to Ofqual for accreditation and awaiting feedback

• The new specification is for teaching from September 2016 with first assessment in summer 2018

Slide 5 Copyright © AQA and its licensors. All rights reserved.

Underlying Principles

• The course has a very straightforward structure

• As much emphasis as possible on practical work • Students can work as performer or designer, or both

• Designers: lighting, sound, set, costume, puppets

• Students analyse and evaluate their work and the work of others

• Set texts are introduced for practical study


Changes to the Assessment of GCSE Drama

• The new written paper contains three compulsory sections; there is no longer a choice between writing about a scripted play and writing about a live production; both must be studied

• New regulations concerning the submission of teacher marks for moderation • Introduction of two compulsory practical components • The requirement that at least 20% of the NEA assessment is be examined

externally

• The requirement that all marks awarded for NEA are capable of being re-marked or re-moderated in the event of an enquiry upon results


Changes to the Content of GCSE Drama

• The introduction of set texts. All new specifications in GCSE Drama require

that students study one substantial full-length play

• Additionally, students must study two key extracts from a second text, chosen by the students with the guidance of their teacher

• We have extended our definition of ‘live’ productions to include both ‘streamed’ and ‘Digital Theatre’

• Students must perform in or design for two compulsory drama components:

Devising drama and Texts in practice. This still allows them to opt for ‘physical theatre’ or ‘theatre-in-education’ (from the legacy spec); either in the devised or scripted component

• Props, masks and make-up are no longer available as ‘stand-alone’ design skills; props are subsumed under ‘set design’ , while make-up and masks become part of ‘costume design’


Overview of specification content

Component 1: Understanding Drama

Knowledge and understanding of drama and theatre Study of one set play from a choice of six Analysis and evaluation of the work of live theatre makers

Component 2: Devising Drama

Process of creating devised drama Performance of one piece of devised drama (students may contribute as performer or designer) Analysis and evaluation of own work

Component 3: Texts In Practice

Performance of two extracts from one play Students may contribute as performer or designer Free choice of play but it must contrast with the set play chosen for Component 1


Specification at a glance


Component 1: Understanding Drama Written Paper

40% 1 hour 45 minute written exam • Section A: multiple choice • Section B: set text • Section C: live theatre production Open book

Component 2: Devising Drama Practical/Written

40% • Devising log (60 marks) • Devised performance (20 marks)

Component 3: Texts In Practice Practical Exam

20% • Performance of Extract 1 (25 marks) • Performance of Extract 2 (25 marks)

Assessment Objective 1


AO1 – 20%

Create and develop ideas to communicate meaning for theatrical performance.



AO2 – 30%

Apply theatrical skills to realise artistic intentions in live performance.



AO3 – 30%

Demonstrate knowledge and understanding of how drama and theatre is developed and performed.



AO4 – 20%

Analyse and evaluate their own work and the work of others.

Why choose this course?

• The specification maximises opportunities for practical work

• The course gives you flexibility to choose work which will excite, motivate and inspire your pupils

• AQA has a proven track record in setting written exam papers

• Provides sound progression to the new AS & A-level Drama and Theatre


Key Features And Benefits

• Provides sound progression from KS3

• Allows students to explore theory through practice

• You are able to tailor your course to suit your cohort

• Digital theatre is a suitable addition to the specification

• Students can work as a designer, performer or both

• Support at every stage


Copyright © AQA and its licensors. All rights reserved.

General questions

Component 1: Understanding Drama


Component 1: Understanding Drama Set Texts


Section A: Theatre Roles & Terminology Section B: Study of a Set Text The Crucible: Arthur Miller Blood Brothers: Willy Russell The 39 Steps: Patrick Barlow Hansel and Gretel: Carl Grose (Kneehigh Theatre) Noughts And Crosses: Malorie Blackman & Dominic Cooke A Midsummer Night’s Dream: William Shakespeare

Section C: Live Theatre Production

Assessment Objectives For Component 1


AO3 / AO4

AO3: Demonstrate knowledge and understanding of how drama and theatre is developed and performed. AO4: Analyse and evaluate their own work and the work of others.

Structure of Written Exam

• 1 hour 45 minutes

• Constitutes 40% of the total GCSE • The paper is worth 80 marks in total

• Is split into three logically ‘stepped’ sections

• One ‘route’ through the paper


The Written Examination Paper

Specimen Question: Section A


01 Who is responsible for organising the rehearsal schedule for a production? A The lead actor B The stage manager C The theatre manager

Slide 22 Slide 23

Specimen Question: Section B


A Midsummer Night’s Dream 10. 1 Identify a suitable costume for Titania in this extract and explain how this costume communicates her status as Queen of the Fairies in the play. [5 marks] 10.2 You are playing Bottom. You are about to say the following line from the extract: BOTTOM: Not so neither; but if I had wit enough to get out of this wood, I have enough to serve my own turn. State the tone of voice you would use when speaking Bottom’s line and explain why this tone is appropriate. [5 marks] 10.3 You are playing Titania. Explain how you would vocally and physically perform Titania to achieve her motivation in this extract. [15 marks] Slide 24

Specimen Question: Section B


A Midsummer Night’s Dream (cont) 10.4 As an actor, describe the mood you would like to create in this extract and explain how you would perform the role of Bottom in order to achieve this mood. (In your answer you could refer to stage positioning, interaction and/or acting skills.) [21 marks] 10.5 As a designer, describe the mood you would like to create in this extract and explain how you would use your design skills to achieve this mood. (In your answer you could refer to costume, lighting, sound and/or set design.) [21 marks]

Slide 25

Specimen Question: Section C


Live Theatre Production Question 12 12.1 Analyse how one or more actor(s) in a particular scene or section used their vocal and physical acting skills to communicate their character(s). [20 marks] 12.2 Evaluate how effective this was. [20 marks]

Slide 26


Questions on Component 1: Understanding Drama


The Practical Components: 2 & 3

Component 2: Devising Drama

• Work from a stimulus

• Create an original piece of devised drama, in groups • Work as a performer or designer Assessment is based on: • Individual student’s performance or design • Individual student’s Devising Log


Assessment Objectives for Component 2


AO1 / AO2 / AO4 AO1: Create and develop ideas to communicate meaning for theatrical performance. AO2: Apply theatrical skills to realise artistic intentions in live performance. AO4: Analyse and evaluate their own work and the work of others.

Structure of Component 2 (Devising Drama)

• Students work in groups of no more than six performers, plus designers, if desired

• Component 2 constitutes 40% of the total GCSE

• Each student’s contribution to the devised piece is marked out of 20

• The Devising log is marked out of 60

• Students nominate a genre or performance style to work in

• Devising Log can be completed in writing or on video

• Work is marked by teachers and moderated by AQA (postal)


Specialisms and group sizes

Group size – between two and six Acting candidates plus up to one of each of the following: • Lighting designer • Sound designer • Set designer • Puppet designer • Costume designer


Timings

Performance Timings: Duologue Two performers – between 3 and 10 minutes Three- six performers – between 4 and 20 minutes (adjust to size of group) [Teachers must ensure that the minimum timings are met, as students who fail to reach the minimum will be awarded zero]


Requirements of Specialisms

• Performer – must develop or perform one character*

• Lighting designer – must design and realise one lighting design

• Sound designer– must design and realise one sound design

• Set designer– must design and realise one setting

• Costume designer – must design and realise one costume

• Puppet designer– must design and realise one puppet * Or more than one if appropriate to the subject matter and performance style of the piece


The Devising Log

Each student completes a ‘Devising log’, documenting the creation and development of their ideas to create meaning through the devised piece. The Devising log must comprise 3 Sections: Section 1: Inspiration and intentions Section 2: Development and collaboration Section 3: Analysis and evaluation


The Devising Log: Section 1

Section 1: Inspiration and intentions In this section students are expected to consider their initial ideas, influences and intentions for the devised piece. The student must include evidence of: • their response to the inspirational sources presented by the teacher • the ideas, themes and settings they have considered for the devised piece • research into these ideas, themes and settings • their own dramatic aims and intentions • the dramatic aims and intentions of the piece as a whole.



Section 2: Development and collaboration In this section students are expected to consider the process they undertook to refine their initial ideas and intentions into a final devised piece. The student must include an account of: • how they developed and refined their own ideas and those of the pair/group • how they developed and refined their own theatrical skills during the devising process • how they collaborated with others to achieve this development and refinement

of ideas and skills • how they as individuals used their refined theatrical skills and ideas in the final piece • the devising and rehearsal process the pair/group went through from creating initial ideas to realising final performance, in summary.



This section offers students the opportunity to demonstrate their analytical and evaluative skills with respect to their own devised work. Students are expected to identify the ways in which they individually contributed to the devising process as a whole, exploring their strengths and weaknesses. They should evaluate their own contribution to devising by considering both the positives and learning opportunities they have taken from the experience. Students should consider: • the benefits they brought to the pair/group • the way in which they positively shaped the outcome • the overall impact they had as individuals. Students should also appraise those areas for further development in their future devising work (i.e. the aspects that did not go as well as they'd hoped).

We will be updating the marking guidance following feedback.


Marking Criteria



Questions on Component 2: Devising Drama

Component 3: Texts in Practice


Component 3: Texts in Practice

• Study and present two key extracts

• Both extracts must be from the same play

• Monologue, duologue or group performance

• Present both extracts: work is marked by a visiting examiner

• Work as a performer or designer


Assessment Objective for Component 3


AO2

Apply theatrical skills to realise artistic intentions in live performance

Structure of Component 3: Texts in Practice

• Students work in groups of no more than six performers, plus designers

• Component 3 constitutes 20% of the total GCSE

• Students are not required to perform the full key extracts • Selected text must not be the text that is studied for Component 1 or be in

the same style as that text

• The key extracts chosen for study must be significant to the play as a whole i.e. pivotal to plot, character(s) or theme(s) • The key extracts chosen must be continuous and individually last at least 10 minutes in duration if the full extract were to be performed.


Programme notes for Practical Components

Teachers must provide programme notes for the moderator/examiner stating the names of the piece/extract and the name of the practitioner selected. The programme notes must include photographs of each student in order that each student is clearly identifiable to the examiner. The programme notes must also state each student’s chosen specialism, chosen plays and, in Component 2, if they are performing, the character(s) they play. In addition, each student must offer a statement of their individual dramatic intentions to justify their theatrical choices (the statement is not assessed but is used to support assessment) Designers must also append, as appropriate to their skill, lighting plot, sound cue sheet, sketch of set design, costume, puppet


Recorded Evidence for Components 2 & 3

• Assessed performances must be recorded with a single camera from an audience perspective from start to finish and be unedited

• Each student being assessed must identify themselves by name and candidate number at the start of the recording.

• Students must also state their chosen skill and chosen plays and, if they are performing, the role(s) they are playing.

• Close-ups of set, costume and puppet design students’ work must be included at the beginning of the recording.


Marking criteria



Questions on Component 3: Texts in Practice

Suggestions For Managing And Planning

• This is a two year linear course. Map it at the start of Year 10.

• Get to know your students before considering texts and extracts.

• Tailor your course to the interests and strengths of your cohort

• Integrate written work for the Devising Log into the practical process.

• Read all the six set texts to decide which is best for your students

• Look ahead to ‘what’s on?’ in local and National theatres, cinema screenings and Digital Theatre


Ongoing support and resources


Resources and support from AQA

360° SUPPORT

Choosing the right qualification • Draft specification • Draft question papers and mark schemes • Specification at a glance • Summary of changes

Results: reviewing and planning for improvement • Enhanced Results Analysis • Teacher support feedback

meetings • Examiner reports • Candidate exemplars with

examiner commentary

Planning your course • Teacher support launch

events • Teacher support preparing

to teach events • Schemes of work

Teaching your students

• Resources linked to topics in the specification and throughout the teaching year (plan, teach, assess, results)

• Publisher textbooks and digital resources • Direct access to subject teams

Assess: preparing for exams • Specimen question papers and

mark schemes • Additional sample questions • Candidate exemplars with

examiner commentary


AQA ongoing support and resources


• AQA website

• e-AQA

• Secure Key Materials

• ERA (Enhanced Results Analysis)

• Training courses

• Preparing to teach events

• AQA family of businesses (Teach it)

E-AQA


Teach it – English resources


Timeline for change


GCSE Drama

Free-of-charge launch meetings being held September–October 2015 nationwide

Teacher and learner resources published from Autumn 2015

Free preparing to teach meetings in early 2016

First teaching from September 2016

First GCSE exam Summer 2018

Contact points for more information and guidance

• Customer Support Managers [email protected] 01483 556 301

• Teacher Support and CPD Managers [email protected] 0161 957 3646

• AQA Website



Final questions

Summary

• As much practical work as possible

• A proven track record in setting and marking written exam papers

• A flexibility of approach; structure the course to suit your students

• Six exciting set texts

• Lots of support and resources to help you in your teaching


Copyright © AQA and its licensors. All rights reserved. Slide 62

Thank you

Follow us on Twitter @AQACPD.

We are an independent education charity and the largest provider of academic qualifications for all abilities taught in schools and colleges. Our aim is to enable students to realise their potential and provide teachers with the support and resources they need so that they can focus on inspiring learning. http://www.aqa.org.uk/

http://www.aqa.org.uk/

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