AES

The three activities of making, performing and responding are categories that apply at all levels of assessment and to drama in all its many forms:

Responding and developing drama is the ability to create and shape dramatic forms in order to explore and express ideas. 

Performing drama is the ability to engage and communicate with an audience in a dramatic presentation.

Evaluating drama is the ability to express understanding, judgement and appreciation of drama, in all its forms.

The progression and continuity of Drama learning reflects the educational principle of a spiral curriculum in which progress involves returning to a former activity at a higher level.  The foundation for establishing this assessment must therefore be cultivated from Year 7 onwards.

Types of Assessment

Formative Assessment; in which the teacher helps pupils to identify the progress they are making in a collaborative and diagnostic way.  This lies at the heart of the Expressive Arts education.

Formative assessment is both supportive and motivating; encouraging pupils to explore fresh possibilities and take increasing responsibility for their learning.

Summative Assessment; in Drama, takes place as part of the school's overall assessment scheme for the whole curriculum, although in Years 7 - 9 no formal examination is taken.  The Department constantly revises and develops its forms of assessment as part of the Department Development Plan (DDP).

Differentiation

Differentiation is by outcome; pupils will realise these objectives according to age, ability and effort and may not be able to realise all of them all of the time.  When awarding an Attainment Grade to a pupil, the grade will depend on the extent to which the pupil has met the Assessment Objectives overall and it may conceal a weakness in one area which is balanced by an average performance in another.  The Summative report of the year's progress should be sensitive enough to be able to point out particular strengths and weaknesses when reporting home to parents.

Pupil self-assessment - when possible, students will be actively involved in the assessment process.  They should be aware of how they are being assessed and have the opportunity to comment on their own progress.  This may be through written self-evaluation, group or class discussion.

Assessment Level and Assessment Criteria are always available to the pupils so that they are aware of what they are trying to achieve, how they might achieve it and how they can progress to the next level.

Areas of Assessment

• Contributing and shaping ideas

• Developing pieces of work

• Voice

• Movement

• Characterisation

• Performance Skills

• Evaluating performances and using Drama Vocabulary

Key Stage 4: GCSE Drama

Unit 1: Drama Exploration ~ 30%
Teacher assessed practical work supported by documentary evidence.  Externally moderated.

This Unit of the coursework is concerned with the use of drama to explore ideas and issues in response to stimulus material selected from different times and cultures.  Students have the opportunity to use drama forms to deepen their knowledge and understanding of an idea or issue to communicate this understanding through the medium of drama.

The assessment activities for this Unit are set and marked by the teacher within the prescribed guidelines.

Documentary response is under controlled conditions.

Unit 2: Exploring Play Texts ~ 30%
Teacher assessed practical work supported by documentary evidence, plus a Live Theatre Review.  Externally moderated.

This Unit of course work is concerned with the exploration of a play chosen by the centre.  The purpose of this unit is to give students knowledge and understanding of the ways in which playwrights, performers, directors and designers use the medium of drama to communicate their ideas to an audience.

The assessment activities for this Unit are set and marked by the teacher within the prescribed guidelines.

Documentary response and Live Theatre Review are under controlled conditions.

Unit 3: Drama Performance ~ 40%
Externally assessed practical examination of ONE of the following options:

• Performance devised from a stimulus chosen by the centre and related to the assignment brief

• Performance of a complete short published play

• Performance of an extract from a full length published play

• Performance of an adaptation of a selection of scenes from a full length published play

• Performance based on a full length published play using some original text with additional devised work based on the situations and roles in the original text

• Performance based on the assignment brief that can included devised work plus existing plays, poetry, song lyrics and factual material

This Unit is concerned with the skills required in drama to: 

• Work collaboratively with all other group members

• Take advice, guidance and direction from the teacher

• Prepare and rehearse for a sustained period

• Show their vocal and movement practical skills

• Communicate with other performers and the audience

• Demonstrate an understanding of style and form

• Demonstrate an understanding of the content and purpose of the performance

• Perform to a visiting examiner

Sixth Form

A Level Drama & Theatre Studies
 
Unit 1: Internal Assessment ~ 40%

• Exploration of two contrasting play texts in a practical and active way

• Submit Exploration Notes based on individual research and response to practical work. (3000 words limit.)

• Attend a Live Theatre Performance

• Written Evaluation of a Live Theatre Performance

Unit 2: External Assessment ~ 60%

• Submission of a monologue or duologue

• Practical contribution to a performance of a published play by a known writer

• Written concept of the interpretation of chosen role

Unit 3: Internal Assessment ~ 40%

• Final practical performance in front of an identified audience

• Submit written evidence of the research and development of performance piece

• Submit an evaluation on both process and performance of practical work

Unit 4: External Assessment ~ 60%

2 hour and 30 minute written paper in three sections:

• Sections A & B

  • Explore one play from the point of view of a director in both an academic and practical way

• Section  C

  • Comparative discussion of a play from a specific theatrical tradition / period with a contemporary production of the play

International Baccalaureate ~ Theatre Higher & Standard Level

• External Assessment:  Totals 50%

• Research Investigation:  25%

  • Higher Level ~ Of 2,000-2,500 words with supporting visual materials

  • Standard Level ~ Of 1,500-1,750 words with supporting visual materials

• Practical Performance Proposal:  25%

  • Higher Level ~ A 250 word written presentation with visual materials, and a 1,000-1,250 word rational

  • Standard Level ~ A 250 word written presentation with visual materials

• Internal Assessment:  Totals 50%

• Theatre performance and Production Presentation:  25%

  • Higher Level ~ Oral presentation lasting 30 minutes with 7-10 images

  • Standard Level ~ Oral presentation lasting 20 minutes with 5-7 images

• Independent Project Portfolio:  25%

  • Higher Level ~ 3,000 words on Independent Project (Option A or Option B) and connection with core syllabus

  • Standard Level ~ 2,000 words on Independent Project and connection with core syllabus

Drama is, "a unique teaching tool vital for language development and invaluable as a method in the exploration of other subject areas". Liz Johnson and Cecily O'Neil

Extra ~ Curricular

Dramatic skills are employed in many subjects across the curriculum and a variety of joint projects have been established through this.  The Drama Department aims to foster links with other subjects in this capacity.  At present, the Eisteddfod provides a show case for pupils to display these dramatic skills acquired in subjects other than Drama.

Extra curricular Drama Clubs for Key Stage 3 pupils are held during three lunch times per cycle, as well as studio space available for preparation time for performances within the school and outer community.

A drop in Drama Clinic for GCSE students is available during senior lunch times for written coursework and when students are preparing for performance.  A Drama Clinic is also available after school for both GCSE and Sixth From students.
 
The 'A' Level Drama & Theatre Studies and I.B. Theatre students also have the opportunity to attend a drop in Drama Clinic during lunch times and after school for written coursework, performance preparation and examination revision. IB Theatre students have the opportunity to attend a Theatre Arts Performance Symposium in Stratford-upon-Avon or London in Year 13.  This, not only, aids and supports their studies in school but also gives the students the opportunity to meet, share experiences and collaborate with other Theatre students from around the world; thus further supporting our European and International Dimension.  It is hoped that the same opportunities will be made available for the 'A' Level students in the future.

The Drama Department heads the annual School Play, and, although an extra-curricular activity, provides both students and staff with cross-curricular opportunities, notably in the Expressive Arts for Art, Dance, Drama and Music.  Students who are not necessarily in a performing capacity in the School Play are actively encouraged to participate with in the production elements of the project.  The department also has a successful tradition in presenting a variety of major and studio production, thus encouraging further collaboration across year groups, as well as inter-departmental contributions.  Theatre visits are organised on a regular basis.

Sixth Form students are also actively encouraged to participate in the school's annual Eisteddfod; offering a showcase for a variety of performance styles and genres, as well as giving students the opportunity to perform to an audience.

The Department contributes to the Sixth Form CAS programme focusing on Theatre in Education and outreach work in local schools and organising lunch time Drama Club activities.  Students have also participated in the National Shakespeare Schools' Festival.  The department endeavours to offer students a wide variety of external experiences and the opportunity to explore World Theatre and other cultures, all of which supports the International Dimension and ethos of the school.

The long term aim of drama teaching is to help the student to understand himself / herself and the world he / she lives in. Drama Advisory Team

Self Study

Students at all Key Stages are encouraged to work independently to enhance their drama skills, whether as part of an extra-curricular activity within or outside of the school community or as an expectation to organise their work in order to meet deadlines; in performance or written coursework.

The more a drama student is actively involved within performance, that experience will inform their learning and ultimately raise their level achievement.

Students studying Drama and Theatre at Key Stage 4 and Sixth Form are expected to take every opportunity to work independently or as part of a group, depending on their needs at the time.  The nature of Performance Examinations, require collaborative and cooperative approaches to devising, as well as independent study and students are expected to manage their time effectively and accordingly.  This is supported by the department to ensure time and space is available, in addition to teacher guidance if required.  The more able students thrive from the encouragement of both independent and student collaborative work, whilst those who find some Units of work more challenging develop from the support provided to foster independent learning.

The development of independent study and research is encouraged by teacher guidance and further promoted through the Library and Information Centre within the school.  The department hosts a "Mini Library" of texts on theory and drama practitioners, and a specific area within the school Library is also being developed for this purpose.