DATE:  Thursday 05 November 2020 – 4pm

Code: 8283

ABOUT THIS WEBINAR

This 120-minute webinar is designed to support teachers of the Pearson A Level drama specification in approaching the demands of all 3 components with particular reference to the specific requirements for students to be assessed as a designer. The webinar is structured in order to provide support for teachers tackling the demands of both non-examined assessment in Components 1 and 2 and the written exam Component 3.

The webinar will deal directly with the potential changes to A level drama courses which have been recently outlined by Ofqual as a result of their response to the Covid-19 pandemic.

BENEFITS OF ATTENDING

  • Focus on developing understanding of the changes that may be implemented from September in relation to the performance elements of the course
  • Consider the challenges facing teachers in supporting students’ practical work using remote teaching methods alongside classroom-based delivery
  • Consider the specific assessment requirements for students opting to work as designers in the practical elements of the course
  • Understand the characteristics of high scoring responses to design questions in the written paper

PROGRAMME

4.00 – 4.05  pm Welcome and Introduction

4.05 – 25pm:  Outline of the Ofqual changes and possible adjustments to the progression map for the course

  • Explore the suggested changes to performance aspects of the course including reducing the size of the performance group and placing more emphasis on developing solo performance scenarios
  • Consider the implications of the focus on teacher as examiner for assessment practice
  • Examine the implications of the changes for delivery models for the course
  • Discuss the challenges facing students who choose to follow a design pathway

4.25 – 4.55pm: Looking closely at the requirements of Component 1: Devising

  • Consider a range of teaching strategies that can be used to support pupils in developing a design- based devised response to a specific extract from a set text
  • Examine exemplar portfolio material which tracks the process of development of a performance from a design perspective
  • Gain an understanding of how to articulate a performance scenario where there are barriers to live realisation

4.55 – 5.30pm: Looking closely at the demands of Component 2: Text Performance

  • Explore a toolkit approach to the teaching of all aspects of dramatic text using both remote learning and classroom methods
  • Consider effective strategies for supporting students to develop the design for a performance of a monologue or duologue to maximise engagement and promote progress
  • Examine exemplar material for students working at different ability levels as a designer

5.30 – 6pm: Looking closely at the demands of design questions in Component 3: written paper

  • Explore possible strategies for developing student’s understanding of the design elements of a set text using both remote and classroom-based teaching
  • Examine the features of high scoring responses to design questions including the structure and the use of specific examples from the text
  • Examination of the range of possible digital resources for the teaching of design
  • Round up and Q&A

Emma Hollis

Emma is a well-respected arts education expert with over two decades of experience in teaching, school leadership, inspection, and advisory work. Emma is a senior examiner and has been an assessor for both the Arts Mark and Arts Award qualifications. She is also an Ofqual Subject Expert and was recently commissioned to scrutinise and credit the full range of reformed A Level specifications. Emma has worked with school-based colleagues on a range of arts, media and design projects as an auditor, consultant and evaluator. Emma is a highly experienced trainer designing and leading programmes on a range of themes and across specifications. She has led training for teachers and leaders in a range of settings all over the world. She is an experienced researcher and has authored several market-leading textbooks for Drama teachers, and published book reviews and articles in peer reviewed journals. Her research specialisms include practitioner identity and the impact of social class on the social and educational experiences of teenagers. She is the chair of governors in an outstanding secondary academy and Charitable Trustee of the Leicester YMCA.