DATE:  Thursday 15 October 2020 – 4pm / Tuesday 26 January 2021 – 4pm

Code: 8351

ABOUT THIS WEBINAR

This 120-minute webinar is designed to support teachers who are to approach the challenges of the practical elements of the course with confidence and skills. The webinar is structured in order to provide support in tackling the specific demands of Components 1 and 2 in the context both of the revisions to content for 2021 and the published specification for 2022 and beyond.

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 specific practical approaches to supporting students when tackling the demands of Components 1 and 2

PROGRAMME

4.00 – 4.05pm Welcome and Introduction

4.05 – 35pm:  Outline of the Ofqual changes and possible progression map for the course

  • Explore the suggested changes to performance aspect of the course including reducing the size of the performance group and placing more emphasis on developing performance scenarios
  • Explore the demands of the common assessment objectives for student achievement in Components 1 and 2
  • Consider the implications of the focus on teacher as examiner for assessment practice
  • Explore possible text choices for maximising achievement for students undertaking final assessments in 2021

4.35 – 5.15pm: Looking closely at the requirements of Component 1: Devising

  • Consider teaching strategies that can be used to support students in developing effective performance skills using both remote platforms and classroom methods
  • Explore exemplar material for supporting students to plan the development of a devised piece in response to their study of a practitioner adhering to social distancing guidelines
  • Consider the characteristics of the most effective text extracts for devising
  • Review the characteristics of high performing portfolios for 2022 entry
  • Consider strategies for supporting students to develop ‘alternative evidence to illustrate the intended final piece, the student’s contribution to the creation and development of ideas, and their analysis and evaluation of their own work’.
  • Explore the nature of ‘alternative evidence’ including ‘audio-visual recordings of complete performances, physical demonstrations of key aspects with explanation of how they inform final piece, original and non-original photographs, images, drawings or sketches with annotations to illustrate intentions for performance or design, scripts, written accounts, video diary.’

5.15 – 5.45pm: Looking closely at the demands of Component 2: Student Performance

  • Explore a toolkit approach to the teaching of all aspects of dramatic text using both remote learning and classroom methods
  • Examine exemplar dramatic text material for students working on monologues and duologues at different levels of ability
  • Consider exemplar video material for high performing students working towards assessment in 2022

5.45 – 6pm: Plenary – consideration of the implications of revised practice for the teaching of Key Stages 3 and 4                                              

  • Exploration of examples of skills ladders designed to promote strong transition between the key stages
  • Consideration of the shape of an effective enrichment programme to support the teaching of the practical components
  • Examination of the range of possible digital resources for the teaching of drama
  • 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.

Pearson A level Drama