This revised course is aimed for all teachers looking to maximise the attainment of their students into the top level grades.
This course focuses on meeting the demands of the higher level marking bands across
all three of the specification components, examining the characteristics of work produced by students working at the highest levels.
Delegates will take away a range of teaching approaches, ideas and activities designed to ensure students achieve 7-9 in AQA GCSE Drama.
BENEFITS OF ATTENDING
Understand the assessment demands of the AQA GCSE Drama specification
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 Grades 7-9
Consider Examiner’s Reports from previous exam sessions
Achieving Grades 7 – 9 n AQA GCSE Drama: what does it involve?
10.00 – 10.45am
Review characteristics of Grades 7 – 9 students
Grades 7, 8, and 9;: what are the differences between these?
Going from a 5 grade to an 9 grade
Playing moneyball; what you will need to attain top grade
A 2 year course overview with the focus on top grades
Lessons learnt from the most recent examination series for able students, including on the written paper
Discussion: coffee break
10.45 – 11.00am
Strategies to achieve grades 7-9 in Component 1
11.00 – 12.15pm
Exploring practical activities for teaching the set text
Examining strong exemplar responses for Sections B – set text
Preparation for Section C – Live Theatre Evaluation
Typical questions for Question 2 & Question 3
How can you make the writing a bit more FUN?
Structuring your essay – What examiners are looking for
Component 2 – Devising dramatic pieces for a top grade
12.15 – 1.00pm
Review example NEA at Grades 7-9: what top level students do
Potential stimuli, successful approaches
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 develop and refine their own work
Examining effective ways to develop the Working Notebook
Understanding the structure and requirements of an effective devising process for students aiming for the highest grades
Lunch and informal discussion
1.00 – 2.00pm
Working with Scripts – how to create an outstanding performance
2.00 – 3.00pm
What is excellent – unpicking the descriptors for a top band performance
Teaching techniques that challenge and push the Most Able
What does a top band Component 3 performance look like?
It’s the little things that count – focusing on the detail
Tried and tested texts
Discussion: afternoon tea
3.00 – 3.15pm
Strategies to really stretch top end students
3.15 – 3.30pm
Discover ways to take a good actor and make them a great actor. (Use of multi-rolling, Actioning, Laban and basic Katie Mitchell techniques).
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.
Matthew Rolands-Roberts was a professional actor for the Peter Hall Company, Shakespeare’s Globe, and Blackeyed Theatre Company prior to becoming a qualified drama teacher in both mainstream and independent schools. He was until very recently Head of Drama at a leading independent school in central London. In the 2021 cohort Matthew attained 100% Level 9’s with his GCSE students and 100% A*-A grade with his A level students.
WHO SHOULD ATTEND
Teachers of AQA GCSE Drama
Heads of Drama Departments
Heads of Performing Arts
Key Stage 4 Coordinators of Drama
THIS COURSE INCLUDES
A specially prepared folder of detailed notes, practical advice and guidance
Notes prepared by the educational experts leading the course