Description

ABOUT THIS COURSE

This course will demonstrate how to achieve Grades A & A* with your highest ability students, who are following the Pearson/ Edexcel A Level Drama specification. The course will demonstrate teaching and learning ideas for all Components across the two year course, focusing on the use of teaching strategies to facilitate and challenge higher ability students to achieve their potential at A Level. Using feedback from the most recent examination, the course will outline what is expected of higher ability students, exploring ways to build your teaching practice around this.

This is a course with a difference; while the man focus is on aiming for A/A* and proven methods and approaches, best teaching practice, exemplar discussion and exam board feedback for Components 1, 2 & 3, we will also briefly explore how to design your A Level Curriculum, with a focus on teaching the qualification holistically to achieve success.

Teachers will leave with plenty of proven strategies that work, for you and your colleagues to implement into your current teaching practice.

BENEFITS OF ATTENDING

• Increased awareness of what teachers should aim to achieve with the most able Drama students
• Gain the latest evidence-based practice that challenges A/A* students
• Take away strategies and methods to rise to the demands of Grades A & A* for students
• A detailed look at Component 1 of the course, including analysis of A/ A* practical and written exemplar, to identify key characteristics of outstanding work
• A thorough analysis of the types of questions across the various sections of the written paper (Component 3), including strategies for how to teach these effectively to support higher level learners
• Practical strategies for facilitating outstanding practical work and tips on coaching students practically

PROGRAMME

Achieving A and A* in Pearson/Edexcel A Level Drama

10.00 – 10.30am

• Characteristics of the A/ A* A Level student
• Exploring the context of your school/ cohort: which of your students can achieve this?
• Implementing an effective 2 year course design; bridging the steep gap between GCSE and A Level
• High expectations, high reward: teaching at a high level to achieve top grades from Day 1

Component 1: Teaching for Maximum Impact

10.30 – 11.30am

• Unpicking the A/A*standard: who are the students achieving A*/A nationally in C1? Learn how to identify the key characteristics they share in their written and practical work
• How to take students into the top band: raise attainment and teach to the top through strategy, planning, delivery, guidance and support
• Develop practice through key takeaways from the Examiner’s Report and Assessment Criteria/ Mark Schemes
• Top tips for achieving A/A* for The Portfolio
• Practical ways to achieve high marks in performance

Morning Break

11.30 – 11.45am

Achieving A and A* in Component 3: Section A

11.45 – 12.30pm

• Top tips on how to prepare your students for the demands of the paper/writing at a high level
• Strategies to prepare higher level students prior to the live production
• How to guide top end students during post production discussion/analysis
• 20 marker exemplar analysis: what does a grade A/A* candidate need to do?
• Breaking the question down: training students in approaching questions, writing confident introductions & structuring their top band essay response

Lunch

12.30 – 1.30pm

Achieving A and A* in Component 3: Sections B & C

1.30 – 2.50pm

• How to structure your Section B Set Text Scheme of Work to make effective provision for top end students and prepare them for the paper
• Top tips on how to prepare your students for the demands of Section B Performer Questions
• Analysis of Section B A/ A* exemplar
• Exploring the demands of Section C: training students to respond as a director with confidence

Afternoon Break

2.50 – 3.00pm

Component 2: Facilitating Outstanding Practical Work

3.00 – 3.45pm

• Unpicking the A/A* standard: who are the students achieving A*/A nationally in C2? Assessment Criteria discussion
• Maximising your role as a teacher: making successful text choices and casting; supporting higher level students to achieve their potential in the group performance & monologue/ duologue
• Exploring the common pitfalls when rehearsing and performing practical work
• Practical strategies to support very able design students
• Practical strategies to push and support higher level performers: what makes an outstanding performer at A Level and what are examiners looking for?