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
Introductions with a focus on assessment demands for Grades 7-9, including feedback
10.00 – 11.00am
Key messages from the 2022 examination series – what students need to do to ensure that they achieve the highest grades in 2023
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
11.00 – 11.15am
Achieving top grades in Component 1
11.15 – 12.00pm
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
12.00 – 1.00pm
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 2022
Texts that get results
Lunch and informal discussion
1.00 – 2.00pm
Achieving Grades 7-9 on the Component 3 Written Paper
2.00 – 3.00pm
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
Afternoon Tea & informal discussion
3.00 – 3.05pm
Strategies to really stretch top end students
3.05 – 3.40pm
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.
Beverley Roblin is an experienced Head of Faculty having established and developed a number of highly successful, sector leading Performing Arts departments in a variety of different types of schools.
She has been the principal examiner for both EDUQAS/WJEC GCSE drama for a number of years and has been involved in delivering CPD training and preparing resources for teachers on all aspects of course. In addition Beverley is part of the team responsible for training examiners and moderators ensuring they meet the required standards. She is also an experienced A- level examiner for EDUQAS/WJEC.
Beverley has written a number of educational drama texts for schools including work for BBC Bitesize drama. She has worked extensively with teachers and organisations in a range of consultancy roles and is currently undertaking a research project based on the strategies theatre companies use to engage audiences with USW.
WHO SHOULD ATTEND
Eduqas GCSE Drama Teachers
Teachers of GCSE Drama looking to swop exam boards
Heads of Drama
Senior Leaders with responsibility for the Arts.
THIS COURSE INCLUDES
A specially prepared folder of detailed notes, practical advice and guidance
Notes prepared by the educational experts leading the course