Revision of GCSE Specifications Draft Proposals Drama Draft proposals for consultation 2016 1
Content Page Introduction... 3 A. Specification at a Glance... 4 B. Subject Content for each Component... 5 C. Summary of Changes... 9 New Content... 9 Content Remaining... 10 D. Assessment... 11 External Assessment... 11 Internal Assessment... 13 E. Progression from Key Stage 3... 15 F. Progression to GCE... 19 G. Support... 20 Draft proposals for consultation 2016 2
Introduction Awarding Bodies are revising their GCSE and GCE specifications to ensure that both content and assessment continue to reflect the needs of learners and the society, economy and environment in which they live and work. The revision programme is now underway to review our GCSE and produce revised specifications for first teaching from September 2017. The new specification should provide opportunities for students to build upon the knowledge, understanding and skills developed at Key Stage 3, and the relevant requirements of the Northern Ireland Curriculum at Key Stage 4. This document has been designed to provide you with an outline of our draft proposals for the revised GCSE specification. For further information on the revision of GCSE Specifications go to: http://www.ccea.org.uk/the-revision/ Draft proposals for consultation 2016 3
A. Specification at a Glance The table below summarises the structure of this GCSE course: Content Assessment Weighting Availability Component 1: Devised Performance Group performance of Devised Drama with accompanying candidate log. Candidates will choose a performance or design pathway for this component. Controlled Assessment with Pre-Release Stimulus Material. Internally assessed, externally moderated through submission of DVD and candidate log. AO1-15% AO4-10% Total 25% Moderation of the practical components will take place at a specific window of time set by the awarding body. Component 2: Scripted Performance Group performance of Scripted Drama. Candidates will choose a performance or design pathway for this component. Component 3: Written Examination Question paper with 3 questions on a set text which will refer to the background, design, rehearsal and staging of the text. Controlled Assessment. Internally assessed, externally moderated through visiting moderation. External Assessment 1hr 30 minutes. AO1-5% AO2-30% Total 35% AO3-30% AO4-10% Total 40% Every summer 40% of the assessment (based on component weightings) will be taken at the end of the course as terminal assessment. Draft proposals for consultation 2016 4
B. Subject Content for each Component The course is divided into three components. A brief description of each component is provided below. Component 1: Devised Performance Content Description Component 1; Devised Performance Candidates will choose a performance or design pathway for this component. The performance pathway will be in the discipline of: Acting The design pathway can be chosen from one of the following design disciplines: Costume Lighting Set Sound Multimedia Component 1: Devised Performance Pre-release stimulus material will be issued in the year in which the assessment takes place. Candidates will select a brief for development and performance with a group from a list of stimuli which will include theme, target audience and artistic influences. Candidates will work in a group of between 2-6 with a minimum of 10 minutes performance time for a group of 2 and a maximum of 30 minutes for a group of 6. Performance; students will: through group negotiation decide on the brief from the pre-release stimulus material to explore and perform; research and explore a range of appropriate material in the development of the devised performance; research and explore a range of genres and performance styles in the development of the devised performance; devise the work through group negotiation; edit and shape selected material to develop an original performance of the chosen brief; audition and cast for roles; explore ways of making the performance continuous using appropriate links (for example quotations, poetry, lighting, music, digital technologies); perform to an audience; and record the processes of devising and evaluating their own work and the work of others in their candidate log. Design; students will: through group negotiation decide on the brief to explore and design from the pre-release stimulus material; research and explore a range of appropriate material in the development of their design ideas for the devised performance; research and explore a range of styles in the development of the design ideas for the devised performance; create initial design ideas which meet the Draft proposals for consultation 2016 5
requirements of the devised performance; shape ideas into final design choices; realise the final product/s for the group s devised performance; record, in a candidate portfolio, the process of designing and include information on final choices; present the final designs for assessment; and evaluate their own work and the work of others in their candidate log. Draft proposals for consultation 2016 6
Content Description Component 2: Scripted Performance Candidates will choose a performance or design pathway for this component. The performance pathway will be in the discipline of: Acting The design pathway can be chosen from one of the following design disciplines: Costume Lighting Set Sound Multimedia Performance; students will: research and explore a range of published play scripts and select a script suited to the make-up of the group taking account of their skills and preferences; research the background and context of the script; audition and cast the chosen script; edit and shape the script appropriately; choose appropriate rehearsal ideas to develop character; develop the performance skills of voice, movement, gesture and facial expression through rehearsing the script; and perform the script for an audience. Design students will: research and explore a range of play scripts and select a script suited to the make-up of the group taking account of their skills and preferences; research and explore a range of appropriate material in the development of the design ideas for the scripted performance; create initial design ideas which meet the requirements of the scripted performance; shape ideas into final design choices; record, in a candidate portfolio, the process of designing and include information on final choices; realise the final product/s for the group s scripted performance; and present the final designs for assessment. Draft proposals for consultation 2016 7
Content Description Component 3: Knowledge and Understanding of Drama A 1 hour 30-minute written paper on a set text chosen from the prescribed list below: Play 1. Shakespeare: A Midsummer Night s Dream Play 2. O Casey: Juno and the Paycock Play 3. Miller: The Crucible Play 4. Friel: Philadelphia, Here I Come! Play 5. Reid: Tea in a China Cup Play 6. Russell: Blood Brothers Play 7. Lingard/Neville: Across the Barricades Play 8. Riley: Sparkleshark Through their study of the chosen set text students will: research the social, cultural, historical context of the set text including theatrical conventions of the period in which the text was created with particular reference to either genre, structure, character, form and style, language and stage directions; review and evaluate live or recorded theatre events and apply design ideas from the events to their set text; work collaboratively to perform extracts from the text taking on the role of a performer, director or designer; develop staging ideas for the set text; develop rehearsal ideas for the exploration of character and performance style; and explore costume ideas for all characters in the text with ideas on colour, shape and materials based on their research. Questions asked on the text are as follows: Q1a. - Background of set text Q1b. - Design elements of live or recorded theatre Q2 Staging of a given moment Q3a - Rehearsal work for character Q3b - Costume design for character Total - 40% Draft proposals for consultation 2016 8
C. Summary of Changes New Content What s new at a Glance There are four new assessment objectives: - AO1 - Create and develop ideas to communicate meaning for theatrical performance. - AO2 - Apply theatrical skills to realise artistic intentions in live performance. - AO3 - Demonstrate knowledge and understanding of how drama and theatre is developed and performed. - AO4 - Analyse and evaluate their own work and the work of others. - 20% - 30% - 30% - 20% There are a total of three compulsory components. - Component 1-Devised Performance-internal assessment - Component 2-Scripted Performance-internal assessment - Component 3-Knowledge and Understanding of Drama-external assessment The evaluation of their own and others work will be assessed through Component 1 and Component 3. There will no longer be post performance appraisal. For internal assessment, candidates can choose to follow an acting or design pathway. They can follow the same pathway or choose a different pathway for each component. Component 1 will be moderated through DVD and candidate log. Component 1 Devised Performance: - Candidates will choose a performance or design pathway for this component. - Pre-release stimulus material will be issued by CCEA. - Candidates will select a brief from the stimulus material for development and performance with their group. - Candidates will work in a group of 2-6. - Performance time will be a minimum of 10 minutes for a group of 2 and a maximum of 30 minutes for a group of 6. - The candidate log for this component will be assessed. Component 2 Scripted Performance: - Candidates will choose a performance or design pathway for this component. - Candidates will work in a group of 2-6. - Performance time will be a minimum of 10 minutes for a group of 2 and a Draft proposals for consultation 2016 9
maximum of 30 minutes for a group of 6. - There will be no accompanying candidate log (formerly student notebook). For Component 3, Knowledge and Understanding of Drama, three new prescribed texts have been included on the examination list: - Play 1. Shakespeare: A Midsummer Night s Dream - Play 4. Friel: Philadelphia: Here I Come! - Play 8. Riley: Sparkleshark Two new questions have been added to the examination: - Q1a. - Background of set text - Q1b. - Design elements of live or recorded theatre - Q2 - Staging of a given moment All questions on the examination paper will relate to the set text. Content Remaining What is remaining from the current Specification Devised Performance and Scripted Performance (now Component 1 and Component 2). Both components will continue to be assessed by controlled assessment tasks. Both controlled assessment tasks will be internally assessed and externally moderated. Candidates will complete a candidate log for Devised Component 1. Candidates will use the log to analyse and evaluate their own and other s work. Design - candidates will compile their design ideas for a Devised Performance. Candidates will present practical work through the disciplines of acting or design and can choose from the following design options: Costume, Lighting Set, Sound or Multimedia. Scripted Performance will continue to be assessed through visiting moderation. Component 3, Knowledge and Understanding of Drama This component will continue to be assessed by a written examination lasting 1 hour and 30 minutes. Candidates will be allowed to use a clean copy of the text during the examination. No additional sheets, pages or annotations can be brought to the examination. Candidates will study one chosen text from a list of texts. One question will continue to focus on costume design and another will continue to focus on rehearsal ideas for character development. The component will be worth 40% and will be externally assessed. Draft proposals for consultation 2016 10
D. Assessment External Assessment Number of papers One paper based on a set text from the choice below: Play 1. Shakespeare: A Midsummer Night s Dream Play 2. O Casey: Juno and the Paycock Play 3. Miller: The Crucible Play 4. Friel: Philadelphia, Here I Come! Play 5. Reid: Tea in a China Cup Play 6. Russell: Blood Brothers Play 7. Lingard/Neville: Across the Barricades Play 8. Riley: Sparkleshark Types of Questions The questions set will address areas of cognitive complexity. There will be 3 questions, all of which will be based on a set text from the list above. These will include factual, analytical, evaluative and creative questions about the text. Candidates will be asked to demonstrate their knowledge and understanding through short answers, design/annotation and extended writing. Q1a. - Background of set text (remembering and understanding) Q1b. - Design elements of live/recorded theatre (analysing, evaluating and applying) Q2 - Staging of a given moment (understanding and applying) Q3a - Rehearsal work for character (analysing and creating) Q3b - Costume design for character (understanding and creating) Length / Time Time Per Paper: 1 ½ hours Weighting -Total-40% Q1a -AO3 4% Q1b -AO3 2%-AO4 5% Q 2 -AO3 12% Q3a -AO3 5%-AO4 5% Q3b -AO3 7% Additional Information / Description Candidates will: Q1 (a) Make reference to an aspect or aspects of the social, cultural, historical context in which the performance text was created with particular reference to period, style or impact for an audience. Q1 (b) Review, analyse and evaluate design ideas from live or recorded theatre events and apply to the set text. Two aspects of design will be offered each year in an either/or format. There will be a choice from lighting, sound and multimedia. Draft proposals for consultation 2016 11
Q2 Direct a given moment for character(s) with reference to vocal and physical skills. Comment on context and mood and include a ground plan with appropriate exits/entrances, set, characters and audience marked. Q3 (a) Develop one rehearsal idea for a main character and analyse the effectiveness of the idea. Q3 (b) Design a costume for this main character using sketch and annotation. Provide justification for the design. Draft proposals for consultation 2016 12
Internal Assessment Tasks Candidates are required to present practical work through the discipline of performer or designer for two controlled assessment tasks:. Task 1:-Devised Performance This component is internally assessed and externally moderated. AO1 15%-AO4-10%.-25% total Task 2 :-Scripted Performance This component is internally assessed and externally moderated. AO1 5% AO2-30%-35% total Skills assessed Assessment Objectives: 1. Create and develop ideas to communicate meaning for theatrical performance. 2. Apply theatrical skills to realise artistic intentions in live performance. 3. Demonstrate knowledge and understanding of how drama and theatre is developed and performed. 4. Analyse and evaluate their own work and the work of others. The assessment objectives will be assessed through the following skills as appropriate to the component and pathway: Researching the pre-release stimulus material or chosen text Developing ideas from research undertaken Interpreting texts Devising Rehearsing Vocal and physical interpretation of character Using performance space Creating spatial relationships on stage Creating relationships between performers and audience Designing costume, lighting, set, sound or multimedia for performance Refining and amending work in progress Using drama and theatre terminology appropriately Individual contribution to the final performance Recording, in written format, an analysis and evaluation of their own and others devised work Level of control There will be a medium level of control for task setting in Component 1 The awarding body will set the devised task for Component 1 by offering a choice of stimulus in the format of pre-release stimulus materials. Draft proposals for consultation 2016 13
There will be a lower level of control for task setting in Component 2 The awarding body will stipulate that the choice of script for performance will be different from the set text chosen for Component 3. The level of control for task taking will be high in Component 1 and Component 2 Candidates must complete the task for each component under the teacher s direct supervision and under conditions specified by the awarding body. For each assessment candidates must work in groups of 2-6 to devise a performance for an audience lasting the specified time. Candidates and teachers must complete and sign the relevant authentication sheets supplied by the awarding body. The candidates performances must be recorded by the teacher and the recording should be unedited and made from the perspective of the audience. For Component 1 candidates will also present an analysis and evaluation of the process and outcomes of the task in a candidate log which will be available from the subject microsite. The level of control for task marking will be medium Feedback to candidates will be within the awarding body s guidelines. Teachers mark the work using the mark schemes and guidelines issued by the awarding body. The awarding body will externally moderate the teacher marking. On the basis of this, scaled adjustments may be made to the candidates work. Weighting The weighting per task is 25% for Component 1 and 35% for Component 2. Total weighting for Internal Assessment is 60%. Draft proposals for consultation 2016 14
E. Progression from Key Stage 3 Cross Curricular Skills at Key Stage 4 Communication - Communicate meaning, feelings and viewpoints in a logical and coherent manner; for example, by presenting their work to an audience through the Devised and Scripted Performances and in their responses to questions in the written examination. - Make oral and written summaries, reports and presentations which take account of audience and purpose; for example, through a written summary, in a candidate log, of analytical and evaluative information for Devised Performance. - Participate in discussions, debates and interviews; for example, group discussion about the choice of materials for Devised and Scripted Performance. - Interpret, analyse and present information in oral, written and ICT formats; for example, through ideas expressed in the presentation of Devised and Scripted Performance, in responses to questions on the written paper and as summative information contained in the candidate log. - Explore and respond imaginatively and creatively to a variety of texts; for example, ideas for design, performance and direction of the set text and in the exploration of material selected for Devised and Scripted Performance. Using Mathematics - Understand stage positions, angles of lighting, shape, build and ergonomics of set and use of proxemics. - Understand levels in intensities of lighting and sound. - Time the length of performance extracts. - Develop designs to scale including set and costume. Using ICT Make effective use of ICT in a wide variety of contexts to access, manage, select and present information, for example: - Use of technology in the research of the set text and selected materials for the Devised and Scripted Performance. - Experience live and recorded drama and understand the use of digital technology in the design and delivery of drama. - Explore the effects of multimedia and ICT on drama. - Record performance work using digital technologies. - Design for performance using digital technologies. - Compile written documents through use of word processing. Draft proposals for consultation 2016 15
Thinking Skills and Personal Capabilities at Key Stage 4 Self-Management - Plan work; for example, the research of chosen texts and the completion of the candidate log. - Set personal learning goals and targets to meet deadlines; for example, the compilation of a rehearsal schedule for Devised and Scripted Performance. - Monitor, review and evaluate their progress and improve their learning; for example, through the creation of a study plan for the written paper and in the selfevaluative section of the candidate log. - Effectively manage their time; for example, working individually to learn lines and directions or complete design ideas for performance deadlines. Working with Others - Learn with and from others through co-operation; for example, through devising, planning and rehearsing in groups of 2-6. - Participate in effective teams and accept responsibility for achieving collective goals; for example, through the group rehearsal and performance of Devised and Scripted Performances. - Listen actively to others and influence group thinking and decision making, taking account of others opinions; for example, through group negotiation of the choice of stimulus for the Devised Performance. Problem Solving - Identify and analyse relationships and patterns; for example, understand the relationship between characters in the set and chosen texts. - Propose justified explanations; for example, use findings from research to justify decisions around the choice of materials for Devised Performance. - Reason, form opinions and justify their views; for example, justification of performance and design ideas for their set text in the written examination. - Analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas; for example, the analysis and evaluation of live or recorded drama applied in a new context for question 1b of the written paper on the set text. - Analyse and evaluate multiple perspectives; for example, the analysis of others Devised Performances for the candidate log. - Explore unfamiliar views without prejudice; for example, in the creation of the devised material selected from the Pre-Release Stimulus Material presented for the Devised Performance; - Weigh up options and justify decisions; for example, making decisions around the choice of character costumes for the set text. - Reflect on how drama is used to educate individuals about resolving issues of social concern; for example, the use of the candidate log to record the impact on the audience of the Devised Performance. - Apply and evaluate a range of approaches to solve problems in familiar and novel contexts; for example, the completion of the self-evaluation section of the candidate log for Devised Performance. Draft proposals for consultation 2016 16
Managing Information - Understand spiritual, moral, ethical, social, legislative, economic and cultural issues; for example, through the process of compiling material for the Devised Performance. - Select appropriate research material relating to genre, structure, character, form and style, language and stage directions in chosen texts; for example, through research related to the set text. - Investigate health and safety considerations; for example, through a consideration of H&S factors related to performance for an audience. Being Creative - Explore ideas for characterisation, design, and direction in devised and performance work; for example, costume design ideas for characters in the set text. - Develop rehearsal work for characters to enhance performance; for example, the rehearsal methods and strategies used to explore character development in the set text. - Create imaginative scenarios through improvisation and devised work; for example, improvisation ideas used to explore the chosen stimulus for the Devised Performance. - Research appropriate live and recorded theatre and apply ideas creatively to the set text; for example, an understanding of how design is used to enhance live theatre. Progression from relevant Areas of Learning The Arts - Develop an appreciation of theatre styles, genres and vocabulary; for example, through the background research on the set text and attendance at live events. Language and Literacy - Develop a literary appreciation of play texts; for example the study of the style and structure of the set and chosen texts. - Develop skills in script writing and writing in role; for example the creation of written material for the Devised Performance. Environment and Society - Explore, through devised and scripted drama, issues related to personal health; for example, the exploration of issues from the chosen text for Scripted Performance. - Explore, through devised and scripted drama, issues related to ethical awareness; for example, the exploration of issues from the Pre-Release Stimulus Material. - Investigate areas of sustainable development through dramatic contexts; for example, the exploration of issues from the Pre-Release Stimulus Material. - Explore aspects of European Dimension; for example, the research of issues related to the European Dimension in the process of compiling material for a Devised Performance. - Understand Health and Safety considerations in the area of performance and design; for example, through a consideration of H&S factors related to performance for an audience. Draft proposals for consultation 2016 17
Relevance of Learning to Everyday Life and Work - Enhance future employability prospects by providing opportunities for students to develop skills of empathy, self-confidence and aural communication; for example, through performance work. - Explore how drama is used to educate individuals about issues of social concern; for example, through ideas presented to an audience in the Devised and Scripted Performance. - Use drama to explore aspects of resolving conflict; for example, through consideration of pre-release stimulus for Devised Performance. - Explore how drama provides insight into a range of cultures and traditions; for example, through the exploration of the set text and attendance at live theatre events. - Explore, through devised and scripted drama, issues related to moral character; for example, through themes chosen for development in the Devised Performance. Draft proposals for consultation 2016 18
F. Progression to GCE Opportunities for progression to GCE The revised CCEA GCSE Drama specification will build knowledge, understanding and skills to allow candidates to successfully progress to Key Stage 5. This revised specification will help facilitate the study of drama and related subjects at a more advanced level. Examples include: GCE Drama and Theatre Studies GCE Performing Arts GCE English Literature BTEC Nationals in Performing Arts This course will allow learners opportunities to develop the skills valued by further and higher education to support continued learning. It will facilitate young people in developing their wider knowledge and skills for working in the theatre and entertainment industry. The revised CCEA GCSE Drama specification will incorporate the three key skills required for successful study at A Level; independent learning, creative thinking and problem solving. Other transferable skills include team work, verbal and written communication skills, time management, practical application of ICT, research skills and people management. The course will enable the students to develop an understanding and appreciation of how the social, cultural and historical contexts of performance texts have influenced the development of drama and theatre. Similar to the subject content for GCE Performing Arts, the new revised GCSE Drama will include a minimum of two performances, one devised and one from a performance text which has been studied as part of the course. Candidates will understand how relevant research, independent thought and analysis of live theatre informs making their own practical work and the way that theatre makers collaborate to create theatre. It will provide students with the opportunity to understand the practices used in twenty-first century theatre making and will offer opportunities to create theatre through published text and devised work. Candidates will be able to apply an understanding of the connections between theory and practice in a range of time periods, theatrical styles, social, historical and cultural contexts. Courses at GCE offer students the opportunities to select a discipline and follow it throughout their course of study. In the revised CCEA GCSE Drama specification candidates will now be given the option to work as a performer or designer. Candidates may participate as a theatre maker and designer in costume, lighting, set, sound or multimedia. Candidates will also be given the opportunities to develop and demonstrate a range of theatre making skills. They will develop the creativity and independence necessary to become effective theatre makers and will understand how to refine and amend their work through rehearsal. The revised specification includes a compulsory component on Devised Performance. Pre-Release Stimulus Material will be set by the examining body which reflects practice in the new CCEA GCE Performing Arts. The revised GCSE Drama specification will provide a direct link to the GCE Performing Arts for candidates wishing to pursue this pathway. Draft proposals for consultation 2016 19
G. Support The range of support provided by CCEA includes: Past papers Mark schemes Chief Examiner s report Principal Moderator s report Guidance on progression from Key Stage 3 Schemes of work Centre support visits Support days for teachers Agreement trials Controlled assessment guidance for teachers and candidates; Resource list Exemplification of standards Possible additional support Exemplar Materials List of play texts Fact files Contacts list Frequently Asked Questions Ask the Expert Podcast Draft proposals for consultation 2016 20