Eduqas GCSE Drama and GCE Drama and Theatre from 2016 Specification - - PowerPoint PPT Presentation

Eduqas GCSE Drama and GCE Drama and Theatre from 2016

Specification Highlights

• Two practical performances at GCSE, two at AS and three at A level
• Opportunities to act and/or design as suited to learner interests and

abilities

• Mixture of internal and external assessment of practical work and

clearly structured components

• Exciting and inspiring set texts and an open book exam at GCSE,

AS and A level

• Retains many of the features that make the current specifications

popular

• Excellent progression from GCSE through to A level
• AS and A level designed to be co-taught either as one year AS

course or as two year AS course

Eduqas GCSE Drama specification overview

Component 1: Devising Theatre: 60 marks (40%) Non-exam assessment Internally assessed, externally moderated Groups of 2-5 actors with up to 4 designers (each offering a different design skill) Devised performance (5-14 minutes) Supporting evidence (750-900 words) Evaluation (1 hour 30 minutes) Component 2: Performing from a Text: 60 marks (20%) Non-exam assessment Groups of 2-4 actors with up to 2 designers (each offering a different design skill) Externally assessed by a visiting examiner between February and May Two extracts from the same text made into one performance (5-12 minutes) Component 3: Interpreting Theatre: 60 marks (40%) Written exam 1 hour 30 minutes Section A: Questions on one set text chosen from a list of five Section B: Live theatre review

Component 1: Devising Theatre 60 marks (40% of qualification) Learners participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by WJEC. Learners must produce: a realisation of their piece of devised theatre (each actor interact with other performers and/or the audience for a minimum of five minutes) supporting evidence an evaluation of the final performance or design.

Example stimulus materials

Stimuli will be released annually at the beginning of the two year course. A quotation: ‘All men are created equal’ American Declaration of Independence Lyrics of a song: Handbags and Gladrags, Stereophonics A picture: Parsifal I, Anselm Kiefer A Concept: The closed door Learners create, develop and refine their pieces (AO1)

Supporting Evidence

Learners are required to provide evidence of three key moments in the development process. Examples of key moments:

• Introduction of a device e.g. flashback which changes the mood or

atmosphere of the piece

• Decision to include a PowerPoint to show different locations which helps to

develop the flow and structure of the piece

• A dress rehearsal where learners realise they need to practise with props/

develop costume to highlight character.

This is not a diary of the rehearsal process.

Supporting Evidence Name: Examination number: School: Centre Number: Chosen stimulus: Chosen Practitioner / Genre: Chosen Skill: Explain how your chosen 3 moments have contributed to the development of your piece. You could use :

• photos from rehearsals
• lyrics of songs
• copies of power points
• pieces of poetry
• information of practitioners
• visual images,
• articles form newspapers,
• mind maps
• diagrams / pictures of costumes
• make-up sheets
• sketches of set
• colour charts
• mood boards
• lighting cue sheets

Significant moment 1: Examples could include:

• Introduction of a device e.g.

flashback which changes the mood or atmosphere of the piece

• Decision to include a

PowerPoint to show different locations which helps to develop the flow and structure

• f the piece
• A dress rehearsal where

learners realise they need to practise with props/ develop costume to highlight character

The list is endless … any information which supports the development process. The supporting evidence must be annotated in sufficient detail to highlight the progress of the piece of theatre. Each stage should be between 250-300 words, a maximum of 900 words in total. There is an option to record the commentary on the evidence.

Presentation of Supporting Evidence

Evaluation

• Learners are required to write an evaluation of the

final performance/design only

• Learners have 1 hour and 30 minutes to complete

the evaluation under supervised conditions

• Learners are allowed access to two pages of A4

bullet point notes to assist them in writing their evaluation

Component 2: Performing from a Text 60 marks (20%

• f qualification)
• This component assesses AO2 (application of theatrical skills) only
• Learners study two 10 minute extracts from the same performance text chosen by the

centre

• Learners participate in one performance using sections of text from both extracts
• The performance does not need to be of the full 20 minutes studied and text may be

edited to suit the group

• All learners submit a paragraph outlining their artistic intentions for the piece using the

pro-forma provided by WJEC

Component 3: Interpreting Theatre 60 marks (40% of qualification)

Written exam in two sections: Section A: Set Text A series of structured questions on one set text from a choice of five:

• 1. The Tempest, William Shakespeare
• 2. The Caucasian Chalk Circle, Bertolt Brecht
• 3. Hard to Swallow, Mark Wheeller
• 4. War Horse, Michael Morpurgo, adapted by Nick Stafford
• 5. DNA, Dennis Kelly.

Section B: Live Theatre Review One question from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.

Assessment Objectives

AO1 (20%)

Create and develop ideas to communicate meaning for theatrical performance

AO2 (30%)

Apply theatrical skills to realise artistic intentions in live performance

AO3 (30%)

Demonstrate knowledge and understanding of how drama and theatre is developed and performed

AO4 (20%)

Analyse and evaluate their own work and the work of others

GCSE Drama Assessment Objectives

AO1 AO2 AO3 AO4 Total Component 1: Devising Theatre 20%

(30 marks)

10%

(15 marks)

10%

(15 marks)

40%

(60 marks)

Component 2: Performing from a Text 20%

(60 marks)

20%

(60 marks)

Component 3: Interpreting Theatre 30%

(45 marks)

10%

(15 marks)

40%

(60 marks)

Overall weighting 20% 30% 30% 20% 100%

Overview of Components at A level

A level Drama and Theatre

Component 1: Theatre Workshop: 60 marks (20%) Non-exam assessment Internally assessed, externally moderated by WJEC Groups of 2-5 actors with up to 4 designers (each offering a different design skill) Re-interpreted text performance (5-14 minutes) Creative log (1200-1500 words) Component 2: Text in Action: 120 marks (40%) Non-exam assessment Externally assessed by a visiting examiner between February and May Groups of 2-4 actors with up to 2 designers (each offering a different design skill) Text performance (6-14 minutes) Devised performance (6-14 minutes) Process and evaluation report (1300-1600 words) Component 3: Text in Performance: 120 marks (40%) Written exam 2 hours 30 minutes Questions on two complete texts and one extract

Component 1: Text re-interpretation 60 marks (20% of qualification)

• Learners study a 10-15 minute extract form a text on the list provided

at the back of the specification

• Learners deconstruct the text to create an original piece of theatre
• Learners use the working methods and techniques of their chosen

practitioner or theatre company

• 40%-60% of the final piece must contain dialogue from the chosen

play text

• Learners may:

 change the context of the text  change the intended audience  change the order of dialogue  change the characters who say the dialogue  add in or take away characters  change character motivation

The Creative Log

• This is a working document which addresses AO1.a. create and

develop ideas to communicate meaning as part of the theatre making process and AO1.b. making connections between dramatic theory and practice

• The log must include an explanation of the creative process AO1.a

and it is not a descriptive commentary of the rehearsal process

• All research must be linked to the final piece of theatre produced

AO1.b and it is not a narrative of the practitioner's methods

• The log need not be a continuous piece of prose and may contain

annotated research, diagrams, photographs, sound clips, sketches, charts, visual images etc

Component 2: Text in Action 120 marks (40% of qualification)

• Learners study a 10-15 minute extract from a text
• Learners view at least one piece of live theatre
• Learners research their chosen practitioner and devise a piece of theatre

based on a stimulus set by WJEC

• Learners use the same stimulus to influence their text piece
• The text piece can use different and varied stylistic influences
• There must be contrast between the two pieces
• The report may be started during the process but needs to be completed

by one week after the final performances

• The report may contain a limited amount of sketches, photos etc

Component 3: Text in Performance: The written exam

A level 40% 120 marks

One complete performance text from the pre 1956 list: The Trojan Women, Euripides As You Like It, William Shakespeare Hedda Gabler, Henrik Ibsen Machinal, Sophie Treadwell Cat on a Hot Tin Roof, Tennessee Williams. One complete performance text from the post 1956 list: Saved, Edward Bond Accidental Death of an Anarchist, Dario Fo Racing Demon, David Hare Love and Information, Caryl Churchill Chimerica, Lucy Kirkwood. One extract from: The Curious Incident of the Dog in the Night-Time, Mark Haddon adapted by Simon Stephens

The Component 3 Exam

A level Exam 120 marks

Section A: (40 marks) A series of questions on an extract from one of the complete texts testing knowledge and understanding of drama and theatre (The questions will be on either the pre-1956 text or the post 1956 text.) Section B: (40 marks) An essay question on the other complete text demonstrating how the text can be adapted for a contemporary audience (The question will be on either the pre-1956 text or the post 1956 text.) Section C: (40 marks) A question on the set extract from The Curious Incident of the Dog in the Night-Time assessing knowledge and understanding of how the text can be performed in the theatre

AS/A level Assessment Objectives

AO1 (Process) 20%

Create and develop ideas to communicate meaning as part of the theatre making process, making connections between dramatic theory and practice

AO2 (Performance/Design) 30%

Apply theatrical skills to realise artistic intentions in live performance

AO3 (Exam) 30%

Demonstrate knowledge and understanding of how drama and theatre is developed and performed

AO4 (NEA and exam) 20%

Analyse and evaluate their own work and the work of others

A level Drama and Theatre Assessment Objectives

AO1 AO2 AO3 AO4 Total Component 1: 10%

(30 marks)

10%

(30 marks)

20%

(60 marks)

Component 2: 10%

(30 marks)

20%

(60 marks)

10%

(30 marks)

40%

(120 marks)

Component 3: 30%

(90 marks)

10%

(30 marks)

40%

(120 marks)

Overall weighting 20%

(60 marks)

30%

(90 marks)

30%

(90 marks)

20%

(60 marks)

100% (300 marks)

Overview of Components at AS level

AS Drama and Theatre

Component 1: Performance Workshop (60%) Non-exam assessment Internally assessed, externally moderated by WJEC Groups of (1)2-5 actors with up to 4 designers (each offering a different design skill) Re-interpreted text performance (5-14 minutes) Text performance (monologue permitted) (2-14 minutes) Two Creative logs (1000-1200 words each, one for each performance) Evaluation of process and performance of the re-interpreted text performance only (1200- 1500 words) Component 2: Text in Context (40%) Written Exam 1 hour 30 minutes Questions on one complete text

Component 2: Text in Context The written exam

AS level 40% 80 marks

One complete performance text from the pre 1956 list: The Trojan Women, Euripides As You Like It, William Shakespeare Hedda Gabler, Henrik Ibsen Machinal, Sophie Treadwell Cat on a Hot Tin Roof, Tennessee Williams One of the questions on the set text will also require learners to analyse and evaluate an aspect of live theatre.

AS Assessment Objectives

AO1 AO2 AO3 AO4 Total Component 1: 20%

(40 marks)

30%

(60 marks)

10%

(20 marks)

60%

(120 marks)

Component 2: 30%

(60 marks)

10%

(20 marks)

40%

(80 marks)

Overall weighting 20%

(40 marks)

30%

(60 marks)

30%

(60 marks)

20%

(40 marks)

100% (200 marks)

AS (60%) 120 marks AO1, AO2 and AO4 A level (20%) 60 marks AO1 and AO2

Learners study two 10-15 minute extracts from two different texts Learners study one 10-15 minute extract from a text One theatre practitioner or company One theatre practitioner or company View at least one piece of live theatre 1. Text Performance (monologue permitted) 2. Reinterpreted text performance 1. Reinterpreted text performance 2-14 minutes for each piece depending on the size of the group 5-14 minutes depending on the size of the group 1 (2)-5 actors and up to 4 additional designers each offering a different design skill 2-5 actors and up to 4 additional designers each offering a different design skill Two creative logs 1000-1200 words each One creative log 1200-1500 words Evaluation

Comparison of Component 1 at AS and A level: Performance Workshop/Theatre Workshop

Comparison of Written Exams at AS (Component 2) and A level (Component 3 )

AS Exam 80 marks A level Exam 120 marks

Section A: (80 marks) A series of questions on one extract from the chosen pre-1956 text A question requiring analysis and evaluation of an aspect of live theatre Section A: (40 marks) A series of questions on an extract from

• ne of the complete texts

(The questions will be on either the pre- 1956 text or the post 1956 text.) Section B: (40 marks) An essay question on the second complete text (including an aspect of live theatre) (The question will be on either the pre- 1956 text or the post 1956 text.) Section C: (40 marks) A question on the set extract (including an aspect of live theatre)

Designers: GCSE, AS and A level

• Designers must contribute fully to the devising/interpreting and

preparation processes of the piece of theatre

• The application of design skills will be assessed through the final

performance (AO2)

• Operation of technical equipment is not assessed
• The design should reflect the practitioner / style / genre / stimulus
• Design options:
• lighting design
• sound design
• set design (including props)
• costume design (including hair and

make-up.

• There is a list of minimum requirements

for design candidates in the specification

• All learners are required to see live theatre as part of the course
• At GCSE learners write a review of an aspect of live theatre
• There is no review at AS and A level; learners are required to

consider how live theatre has influenced their own practical work (Component 1 at AS and Component 2 at A level) and consider how live theatre influences their artistic choices in the written exam

Live Theatre

Assessment Grids: GCSE, AS and A level

• These are provided for all non-exam components
• There are separate assessment grids for performers and designers but they

are not separated for each design option

• Each column contains descriptors pertaining to each assessment objective

that is being assessed for that component/task

• The bands have been designed to assist the marking process by identifying

individual levels of achievement and they do not correlate with grade boundaries

• At AS and A level, AO1 is marked through a combination of the creative log

and the piece of theatre.

• All answers are marked against bands of achievement
• Assessors look for a best fit
• Indicative content is included for each text/question
• Responses not included in the mark scheme will be considered
• Marking grids are clearly linked to assessment objectives.

Assessment of the Written Exams

Understanding the mark scheme – GCSE, A and AS Levels

• Learners are required to study drama and theatre at a progressively

difficult standard through a carefully designed programme of study

• At GCSE learners devise work using the characteristics of a

practitioner (or genre) and at AS and A level learners are required to use practitioner methods with a greater understanding of their methods and influence

• Learners have the opportunity to improve their acting/design skills at

all levels

• All exam questions are have structured support at GCSE, some

questions have structured support at AS and questions do not have prompts at A level

Progression from GCSE to A level

• Three different performance opportunities at A level, two at AS and

two at GCSE

• The written exam is established at all levels
• Full post results service
• Direct access to Subject Officer
• Regional representatives
• Regular CPD

Why choose Eduqas?

Resources for Teachers

• We are making resources to support teaching and learning.

These include:  an online resource for AS and A level Component 1 (text reinterpretation)  an online resource for designers to use in all practical components  teacher’s guide with a guide to co-teaching AS and A level  term plans  WJEC Face book page

wjec.co.uk/qualifications/drama/ Free subject specific resources available for all to download from our website resources.eduqas.co.uk Free Eduqas digital resources to support the teaching and learning of a broad range of subjects.

• er.wjec.co.uk

Our free Online Exam Review allows teachers to analyse item level data, critically assess sample question papers and receive examiner feedback

Any Questions?

Contact our specialist Subject Officers and administrative team for your subject with any queries. catherine.webster@eduqas.co.uk (Subject Officer) sara.evans@eduqas.co.uk (Subject Support Officer) catrin.budd@eduqas.co.uk (Subject Support Officer) @eduqas eduqas.co.uk