This updated course aims to support teachers in maximising their results for students of high ability. By looking at the 2019 Examiner’s Report and exploring tried and tested teaching techniques, delegates will develop confidence in their ability to support high ability learners and boost the grades of students on the 6-7 borderline and those looking to achieve the very highest grades of 8 and 9 in AQA GCSE Drama.


  • Take away tried and tested resources to apply in the drama studio or classroom that encourage high level thinking, writing and performing skills
  • Gain insight into what AQA examiners are looking for at the highest grades
  • Develop confidence in using the assessment objectives and mark schemes to provide feedback and increase progress for students aiming to achieve Grades 7 to 9
  • Find out how to support students in balancing practical ability with written skills and thus encourage excellent final results
COURSE DATE London | Monday 15 June 2020
* Please note, this course will be held online on the designated date if it’s not possible to run in venues.
  • All teachers of AQA GCSE 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
Feedback on 2019 results for top level students

  • Feedback: the 2019 Examiners’ Reports and what they means for students aiming for Grades 7 to 9
  • Creating consistency: How to provide feedback that supports and demonstrates progress in both practical AND written tasks with high attaining students
  • Interventions: identifying and rectifying underachievement at the top end

11.00 – 11.15am
Coffee break and informal discussion

11.15 – 12.15 pm
Component 1: The Written Paper, Section B

  • What Grades 7-9 look like in Section B and what examiners are looking for
  • Teaching your set text to support insightful, appropriate and justified suggestions
  • Applying research and embedding social, cultural and historical context for maximum achievement
  • Fulfilling the demands of each question: developing answers for the longer questions to achieve maximum marks

12.15 – 1.00pm
Component 1: The Written Paper, Section C

  • Analysing a top band answer: applying the mark scheme with confidence and using it with your students
  • Teaching extended written skills to improve structure, clarity and use of technical terms
  • Maintaining progress in written work throughout the course for maximum confidence and achievement
  • Timing: how to ensure high ability students perform well on exams

1.00 – 2.00 pm
Lunch and informal discussion

Component 2: The Devising NEA

  • How to provide appropriate stimuli to support high achieving students
  • Ways in to written work: how to ensure that knowledge and evaluative skill is applied clearly and appropriately in the Devising Log for high marks
  • Maximising marks in the Devising Log – making every word count
  • Supporting your students in using dramatic devices and techniques to raise achievement and demonstrate excellent practical skills

2.45 – 3.30pm
Component 3: Texts in Practice NEA

  • Applying feedback from visiting examiners: choosing appropriate texts and extracts for your higher ability candidate
  • Teaching practical skills: ensuring that high ability students improve performance and design/practical skills during the rehearsal process
  • Involving your design candidate: ensuring maximum engagement during the rehearsal and design process

3.30-3.45 pm
Final questions and depart

Georgina Ring

Georgina is Head of Drama and Theatre Studies at LVS Ascot. She has been teaching AQA GCSE and A-Level for the past six years and her subject results for both courses last year were in the top 1% for value added in the country. Alongside her teaching, Georgina is a tutor on The Ufton Drama Summer School, a gifted and talented drama programme for GCSE and A-level students. Georgina has recently written an adaptation of the classical Greek tragedy, Antigone, which is currently being edited for publication. Georgina works closely with the University of Reading to assist with the training of new drama teachers and mentors in the delivery of dynamic and contemporary approaches to teaching the subject.