Teaching AQA A-level Drama and Theatre For The First Time
ABOUT THIS COURSE
This course offers an introduction and overview to effectively teach AQA A-level Drama and Theatre. Suitable for anyone just starting to teach, in the first year, or lacking confidence in their teaching of AQA A-level Drama and Theatre. While assessment will be drawn from the AQA course, many of the ideas will be applicable to other specifications.
BENEFITS OF ATTENDING
Provide new teachers of A-level Drama with the structure, planning and confidence to teach effectively to all ability ranges
Find out more about the key challenges and how to teach them
Take away teaching approaches and strategies to teach all the Components
Gain insight into the content, the exam structures, how the exams are marked and what the examiners are looking for
The AQA A-level Drama course including challenges and what to expect from pupils
10.00 – 10.30am
Exploring ways that ensure that both students and teachers hit the ground running in September
Ways to structure the course across the two years, looking at pressure points and areas that the students will find challenging and how we can support them in overcoming this.
How transition work from year 11 into 12 can help students to get a ‘head start’ on the course.
How to effectively teach the set text for Section A of the written exam
10.30 – 11.20am
Creative teaching approaches and strategies to teach the set text effectively
Structuring the learning, ways of using exam questions and model answers to highlight success
Approaching essay writing in response to the set text
How to apply the mark schemes and give impactful feedback
Explore in depth the demands of the questions for Section A and explore in depth how to structure lessons in order to meet the specific demands
11.20 – 11.40am
Teaching Section B, the written exam
11.40 – 1.00pm
Explore ways to support students to maximise the marks they receive in this section.
Ideas for practical workshop ideas when initially exploring the set text and resources
The 10 Mark Questions – Exploring the structure and time constraints of each
Discuss the differences between responses as a director, performer and designer.
1.00 – 2.00pm
Section C: How to effectively teach live theatre review
2.00 – 2.45pm
Practical strategies and approaches for structuring the lessons after students have seen a piece of live theatre.
Explore the best resources to support students
Look at ways to help students in drawing on appropriate moments from the production in their responses.
Analyse top band examples
Explore how to structure responses to ensure students are balancing their explanation of what they say with purposeful analysis and evaluation of the production’s overall total dramatic effectiveness.
Component 2: How to get the most out of students for the Devised Component
2.45 – 3.15pm
Teaching approaches to implement the working methods of specific theatre practitioners
How to apply students theoretical knowledge of this within the written coursework.
The Working Notebook – exploring ways to maximise the marks achieved with the devised component.
How to best approach the statement of dramatic intentions when completing the final performance.
Component 3: Effectively managing the scripted component
3.15 – 3.45pm
Insight into winning play combinations for extracts 1, 2 and 3 and how and when to apply the work of a practitioner.
Exemplar Reflective Reports with a focus on structuring this document to maximise the students marks here.
How to approach the statement of dramatic intentions to guide the examiner’s attention to specific moments of performance in the final realisation of extract 3.
Matthew Rowland-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
NQT’s in Drama
Teachers just entering their second year of teaching A-level Drama and Theatre
Teachers lacking in confidence in the qualification may also benefit
THIS COURSE INCLUDES
A specially prepared folder of detailed notes, practical advice and guidance
Notes prepared by the educational experts leading the course