Description

ABOUT THIS COURSE

This course is focused on meeting the demands of the higher-level marking bands across all three of the specification components. It will focus on exploring the characteristics of work produced by students working at the highest levels and examine a range of teaching materials designed to secure the best possible outcomes. The course will cover what is expected of high ability students and outline ways in order to successfully build on your own teaching practice and embed new methods of working.

The course is aimed for All teachers of EDUQAS/ WJEC GCSE Drama Teachers with high achieving, capable and/or gifted and talented GCSE students of Drama Heads of Drama Department in their groups, and Senior leaders with responsibility for the Arts.

BENEFITS OF ATTENDING

• Understand the specific assessment demands of the Eduqas/WJEC GCSE Drama specification for higher level students
• Develop practical strategies for meeting the requirements of the higher bands across all components
• Explore exemplar materials to identify characteristics of outstanding work
• Increase confidence in preparing candidates to achieve the highest outcomes
• Discover a range of practical activities to try in your own Drama space

PROGRAMME

Introductions with a focus on assessment demands for Grades 7-9, including feedback

10.00am

• Key messages from the 2023 examination series – what students need to do to ensure that they achieve the highest grades in 2024
• Examine the assessment demands of all components including the use of assessment objectives as a framework for assessment
• Consider the most effective models for delivery of the course to ensure effective assessment practice across 2 years and in all 3 components
• Review characteristics of Grade 7-9 GCSE students in the Eduqas GCSE

Break

11.00am

Achieving Top Grades in Component 1

11.15am

• Review example Component 1 NEA at Grades 7-9: what top level students do
• Characteristics of the most successful candidates in the devised component
• Building Devising skills – introducing students to the course, arming them with skills and the confidence to work on their own.
• Enabling students to spot what is working and what needs to be binned. · Examining effective ways into devising to maximise the portfolio
• Understanding the structure and requirements of an effective devising process for students aiming for the highest grades
• How to approach the evaluation

Outstanding Performance in Component 2

12.00pm

• What is excellent ‘performance from text’?
• Teaching techniques that challenge and push the most able
• What the best Component 2 work looked like in 2019 and making your students stand out in 2024
• Texts that get results

Lunch

1.00pm

Achieving Grades 7-9 on the Component 3 Written Paper

2.00pm

• Developing the strongest understanding of the page to stage process
• Making links to Component 3 in your rehearsal room
• Identifying and understanding question types in Section A
• Examining strong exemplar responses to the focussed extract questions for Section A – prepare students to respond as a performer, director, and designer
• Play context and where to include it in Section A
• Outstanding answers to Section B – identifying traits
• What examiners are looking for in effective evaluation of the Section B: live theatre performance question
• What moves a student from Grade 7 to Grades 8 and 9 on the exam

Break

3.00m

Strategies to Really Stretch Top End Students

3.05pm

• Discover ways to take a good actor and make them a great actor.
• How to structure a devised performance which allows for student autonomy.
• Creating opportunities to learn from peers, and using the resources available within your school.
• Use whole class research to reduce revision of a set text. Use student led presentations to enhance learning.
• Act out your written answers to ensure complete clarity in the exam hall.

Discussion and Final Exam Tips

3.40pm

Depart

3.50pm