This course is designed to support teachers of the A-level Edexcel Drama and Theatre specification to meet the demands of Section C in the Component 3 written paper. The programme will take delegates through the specific aspects of assessment in this section of the written paper. The course aims to develop strategies for successful planning and preparation of a concept which will ensure strong outcomes for students. The course will use examples drawn from a range of Section C texts.


  • Understand the specific requirements of Component 3: Section C
  • Explore a range of practical strategies for developing a concept for the Section C text
  • Understand the link between practitioner methodologies and the process of staging the text
  • Examine exemplar materials of candidate success
  • Understand what examiners are looking for in top grade responses
COURSE DATES London Monday 13 May 2019
London Tuesday 9 July 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: Section C

  • Examine deliver models for Component 3: Section C
  • Explore features of the assessment scheme including relevant assessment objectives
  • Explore features of an exemplar scheme of work

11.00 – 11.15am
Discussion: coffee break

11.15 – 12.30pm
Text and Practitioner

  • Explore the application of practitioner methodologies to the development of a concept for staging the text
  • Consider practical strategies for helping students to explore the social, historical and cultural context of text and practitioner
  • Examine practical strategies for developing an understanding of the links between a contemporary theatrical concept and its original performance conditions
  • Examine exemplar student responses

12.30 – 1.15pm
Lunch and informal discussion

1.15 – 2.45pm
Designing the text: Develop a creative concept for design

  • Explore a potential design concept for the text including developed ideas for set, lighting, costume, sound
  • Link practitioner methodologies to designs for the text

2.45 – 3.00pm
Discussion: afternoon tea

3.00 – 3.45pm
Writing to achieve top level responses

  • Explore the structure of effective responses
  • Develop an understanding of how to link ideas for the concept with the ‘named’ section of text
  • Examine exemplar candidate material and identify what examiners are looking for in top answers

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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