This course is designed to introduce subject leaders of Drama and Performing Arts to the demands of Component 3 of the new Edexcel GCSE specification designed for first teaching in 2016. The programme will take delegates through the specific aspects of assessment. The course aims to develop strategies for successful planning and preparation of the text to ensure strong outcomes for students. The course will make reference to a number of the set texts. Delegates should be prepared to work practically using page to stage methods.


  • Understand the shape and structure of the new linear GCSE specification
  • Understand the specific requirements of Component 3: Theatre Makers in Practice
  • Discuss a range of strategies for planning to meet the requirements of C3
  • Examine exemplar schemes of work for successful teaching of the new set texts
  • Explore strategies for developing outstanding evaluation of live theatre
COURSE DATES London Tuesday 7 May 2019
London Thursday 27 June 2019
  • All teachers of Drama including NQTs, heads of department and faculty, teachers of performing arts and teachers of English with responsibility for Drama
IN-SCHOOL You can also book this as an In-School Course
  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues


10.00 – 11.00am
Introduction to the key features of Component 3

  • Consider the implications of the C3 assessment scheme including assessment objectives
  • Examine delivery models for the component
  • Examine exemplar schemes of work for teaching text
  • Discuss barriers to effective performance in the written paper

11.00 – 11.15am
Discussion: coffee break

11.15 – 12.30pm
Bringing Texts to Life (Section A) I: Performing and Directing the Text

  • Develop strategies for developing students’ understanding of acting style and purpose, including vocal and physical skills
  • Explore example extracts to consider how to support students’ discussion of the use of stage space and spatial relationships, including levels and entrance points
  • Develop understanding of how to focus students on a discussion of intended theatrical impact and construction of meaning for the audience
  • Explore strategies for supporting understanding of the social, historical and cultural context of the text
  • Examine practical ideas for supporting students to make effective links between contemporary staging methods and the original performance conditions

12.30 – 1.15pm
Lunch and informal discussion

1.15 – 2.45pm
Bringing Texts to Life (Section A) II: Designing the Text

  • Explore strategies for developing potential design ideas for the text with reference to:
    • set and props, including stage furniture and personal props
    • lighting and sound, including colour and music
    • costume, makeup and masks as appropriate l Examine the link between the work of designers, directors and performers and how this can be confidently explored in written responses
  • Explore features of successful written responses to exam questions

2.45 – 3.00pm
Discussion: afternoon tea

3.00 – 3.45pm
Achieving Success in the Evaluation of Live Theatre (Section B)

  • Analyse the ways in which different performance and production elements are brought together to create theatre
  • Discuss the features of successful notes for the exam
  • Examine features of successful responses to questions

3.45 – 4.00pm
Plenary and Depart

  • Review action plan for success
  • Identify appropriate resources for working with students

Emma Hollis-Brown

Emma has wide ranging experience of teaching and learning, working in a range of secondary schools and post 16 institutions specialising in delivering curriculum solutions in English and the Performing Arts and leading high performing faculties to success. Since 2004, Emma has developed a career in initial teacher training, leadership and challenge, and inspection and advisory work supporting curriculum modeling and collaborative quality assurance. In Arts Education settings Emma worked as a Creative Agent, Researcher and Evaluator. Emma is a highly experienced trainer designing and delivering programmes on a range of areas of school improvement. Emma is also a senior examiner for the market leading A Level Theatre Studies specification, a trained assessor both for Arts Mark and Arts Award schemes and an Ofqual Subject Expert. In 2011 Emma established her own training and consultancy company delivering a range of contracts across public and private sectors. Emma is a badged Ofsted Inspector working on both schools and initial teacher training remits as well as a secondary school Governor and Charitable Trustee.

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