CCEA GCSE Specification in Drama Dram… · 4.5 Reporting and grading 16 4.6 External assessment 16...

GCSE

For first teaching from September 2017For first assessment in Summer 2019For first award in Summer 2019Subject Code: 5210

CCEA GCSE Specification in

Drama

Contents 1 Introduction 3 1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations

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2 Specification at a Glance

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3 Subject Content 6 3.1 Component1:DevisedPerformance 63.2 Component2:ScriptedPerformance 103.3 Component3:KnowledgeandUnderstandingofDrama 13 4 Scheme of Assessment 15 4.1 Assessmentopportunities 154.2 Assessmentobjectives 154.3 Assessmentobjectiveweightings 154.4 Qualityofwrittencommunication 164.5 Reportingandgrading 164.6 Externalassessment

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5 Grade Descriptions

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6 Guidance on Controlled Assessment 20 6.1 Controlledassessmentreview 206.2 Skillsassessedbycontrolledassessment 206.3 Levelofcontrol 206.4 Tasksetting 206.5 Tasktaking 256.6 Taskmarking 266.7 Internalstandardisation 266.8 Moderation 266.9 Drafting/Redrafting

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7 Curriculum Objectives 28 7.1 Cross-CurricularSkillsatKeyStage4 287.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4

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8 Links and Support 32 8.1 Support 328.2 Examinationentries 328.3 Equalityandinclusion 328.4 Contactdetails

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Appendix 1 GlossaryofTermsforControlledAssessmentRegulations

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Appendix 2 AssessmentCriteriaforComponent1:DevisedPerformance

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Appendix 3 AssessmentCriteriaforComponent2:ScriptedPerformance

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Appendix 4 RequirementsforDesignStudentsinComponent1andComponent2

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SubjectCodeQAN

5210603/1199/X

ACCEAPublication©2017

Thisspecificationisavailableonlineatwww.ccea.org.uk

CCEAGCSEDramafromSeptember2017

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1 Introduction ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinDrama.Wehavedesignedthisspecificationtomeettherequirementsof:

• NorthernIrelandGCSEDesignPrinciples;and• NorthernIrelandGCEandGCSEQualificationsCriteria.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisalinearcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:

• todeveloptheyoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk


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1.1 Aims Thisspecificationaimstoencouragestudentsto:

• developapersonalinterestindramaandbemotivatedandinspiredbyabroadandcoherentcourseofstudy;

• engageactivelyinstudyingdramasotheydevelopaseffectiveandindependentlearnersandascriticalandreflectivethinkerswithenquiringminds;

• workimaginativelyandcreativelyincollaborativecontexts,generating,developingandcommunicatingideas;

• analyseandevaluatetheirownworkandtheworkofothers;• developanddemonstratecompetenceinarangeofpractical,creativeandperformanceskills;

• developskillsthatprovideabasisforprogressiontoemploymentorfurtherstudy;and

• considerandexploretheimpactofsocial,historicalandculturalinfluencesondramatextsandactivities.

1.2 Key features Thefollowingareimportantfeaturesofthisspecification.

• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.

• Itincludestwointernallyassessedcomponents,whichtogetherareworth60percentofthetotalmarks.

• StudentscanchooseperformanceordesignforComponents1and2.• Performancetakestheformofacting.• Designtakestheformofoneofthefollowing:costume,lighting,multimedia,setorsound.

• Studentssitawrittenexaminationononesettext,whichisworth40percentofthetotalmarks.

1.3 Prior attainment Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.1.4 Classification codes and subject combinations Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis5210.Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.


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2 Specification at a Glance ThetablebelowsummarisesthestructureofthisGCSEcourse.

Content

Assessment

Weightings

Availability

Component1:DevisedPerformance

ControlledassessmentInresponsetoastimulus,studentseither:

• deviseandpresentagroupperformance;or

• deviseandgiveadesignpresentation.

Allstudentssubmitastudentlog.Teacherssubmitarecordingofeverystudent’sperformanceorpresentation.Teachersmarkthetasks,andwemoderatetheresults.

Total:25%

15%

10%

Thisisalinearqualification.AssessmentisavailableeachSummerfrom2019.

Component2:ScriptedPerformance

ControlledassessmentUsingapublishedplayscript,studentseither:

• presentagroupperformance;or

• giveadesignpresentation.Teachersmarkthetasks,andwemoderatetheresults.

Total:35%

Component3:KnowledgeandUnderstandingofDrama

Externalwrittenexamination1hour30minsStudentsanswerthreequestionsusingonesettext.Openbook

Total:40%


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3 Subject Content Wehavedividedthiscourseintothreecomponents.Thecontentofeachcomponentandtherespectivelearningoutcomesappearbelow.3.1 Component 1: Devised Performance Studentschooseeitheraperformanceordesignpathway.Thereisnorequirementtochoosethesamepathwayinbothcomponents.Inresponsetopre-releasestimulusmaterial,studentseitherdeviseandpresentagroupperformanceordeviseandgiveadesignpresentation.Thosechoosingtheperformancepathwayareassessedonacting.Thosechoosingthedesignpathwayareassessedonapresentationontheirchosendesigndiscipline.Designstudentsmustchooseoneofthefollowingdesigndisciplines(seeAppendix4forexactrequirements):

• costume;• lighting;• multimedia(useofimage,sound,textand/orvideo);• set;or• sound.

Allstudentscompleteastudentlogattheendofthedevisingprocess.SeeSection6.4formoredetails.PleaserefertoAppendix2fortheassessmentcriteriaforthiscomponent.Allstudents

Content

LearningOutcomes

Devisedperformance

Studentsshouldbeableto:

• createanddevelopideasforadevisedperformanceby:– workingwithotherstochooseastimulusthatbestsuitstheneedsofthegroup;

– usinginformationfromtheirresearch,includingstyleandgenre,professionalpracticeandtheworkoftheatrepractitioners;

– decidingonatargetaudience;and– contributingindividuallytotheoveralloutcome;and

• realisethedevisedperformanceordesignconceptforassessment.


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Content

LearningOutcomes

Devisedperformance(cont.)


• analyseandevaluatetheirownworkandtheworkofothersby:– reflectingontheprocessofdevisingbyinvestigatingthepre-releasestimulusmaterial;

– consideringinfluencesfromresearch,includingprofessionalpracticeandtheworkoftheatrepractitioners,inplanningandpresentingthedevisedperformance;

– reflectingontheprocessofworkingwithothersinplanningandpresentingordesigningthedevisedperformance;and

– appraisingtheirself-managementandtheircontributiontotheoutcomeofthedevisedperformance.


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Performancestudents

Content LearningOutcomes

Createideas Studentsshouldbeableto:

• researchthefollowing:– thepre-releasematerialtogainarangeofperspectivestohelpchoosethestimulus;

– theprofessionalpracticeofdevisingmaterialforperformance;

– arangeofappropriatematerialsandresourcesindevelopingtheirideasforthedevisedperformance;and

– arangeofgenres,stylesandtheatrepractitioners;

Developideas • useideasfromresearchtodeviseanoriginalperformancebasedonthechosenstimulus;

• developagroupconceptforthedevisedperformance,takingaccountofthechosentargetaudience;

• decideonwaysofdevelopingtransitions,forexampleusingquotations,poetry,lighting,musicand/ordigitaltechnologies;

• rehearseandprepareforperformance;and

Communicatemeaningfortheatricalintention

• perform,forassessment,anactingroleinthedevisedperformance.


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Designstudents



• researchthefollowing:– thepre-releasematerialtogainarangeofperspectivestohelpchoosethestimulus;

– theprofessionalpracticeintheirchosendesigndiscipline;

– arangeofappropriatematerialandresourcesindevelopingtheirdesignideasforthedevisedperformance;and

– arangeofgenres,designstylesandpractitioners;

Developideas

• useideasfromresearchtocreateinitialdesignsthatmeettherequirementsofthedevisedperformance;

• developadesignconceptforthedevisedperformance,takingaccountofthechosentargetaudience;

• shapeideasintofinaldesignchoices;• realisethefinalproduct(s)inthegroup’sdevisedperformance;and


• presenttheprocessandfinaldesignoutcomeforassessment:– inadesignpresentation;and– inthedevisedperformance.


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3.2 Component 2: Scripted Performance Studentschooseeitheraperformanceoradesignpathway.Thereisnorequirementtochoosethesamepathwayinbothcomponents.Studentsresearchandprepareaperformanceoftheirchosenpublishedplayscript.Thosechoosingtheperformancepathwayareassessedonacting.Thosechoosingthedesignpathwayareassessedonapresentationontheirchosendesigndiscipline.Designstudentsmustchooseoneofthefollowingdesigndisciplines(seeAppendix4forexactrequirements):


PleaserefertoAppendix3fortheassessmentcriteriaforthiscomponent.Allstudents

Content

LearningOutcomes

Scriptedperformance


• createanddevelopideasforatheatricalperformanceby:– workingwithotherstochoose,editandshapeascriptsuitedtotheneedsofthegroup;

– usingresearchtocreateanddevelopstyleandgenre;– creatingatheatricalinterpretationordesignconceptthathasmeaningforanaudience;and

– communicatingtheinterpretationinperformanceorthedesignconceptinapresentationformat.


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Performancestudents

Content

LearningOutcomes


• investigatearangeofpublishedplayscriptsandselectascriptsuitedtothegroup,takingaccountofskillsandpreferences;

• researchthescript’scontexts,includingstyleandgenre;• researchprofessionalpracticeinscriptedperformance;• editandshapethescriptappropriately;

Developideas • choosearangeofappropriaterehearsalideastodevelopcharacter;

• influencethegroupinterpretationofthescript;• developtheperformanceskillsofvoice,movement,facialexpressionandcharacterisationthroughrehearsingthescript;

Applytheatricalskillstorealiseartisticperformance

• applymovementskillswithcontrol,co-ordination,gesture,pace,poise,spatialawarenessandstillness;

• applyfacialexpressionswithbelievability,meaningandvariety;

• applycharacterisationskillstoachieveartisticintentionsandtodemonstrateunderstandingoftheroleinthecontextofperformance;and


• performanactingroleinthescriptedperformance,forassessment.


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Designstudents



• investigatearangeofpublishedplayscriptsandselectascriptsuitedtothegroup,takingaccountofskillsandpreferences;

• researchthescript’scontext,includingstyleandgenre;• researchandexplorearangeofappropriatematerialsandequipment;

• researchprofessionalpracticeindesignforperformance;

Developideas • developandrefinedesignskillsinthechosendesigndiscipline;

• useinformationfromresearchtodevelopdesignideasforperformance;

• developanoveralldesignconceptfortheperformance;

Applytheatricalskillstorealiseartisticintention

• applyarangeofappropriatematerialsandequipmenttothedesign;

• applytheirdesignskillstodemonstratestyleandgenre;• realisetheirartisticintentionsbyapplyingthedesignconcept;and


• presenttheprocessandfinaldesignforassessment:– inadesignpresentation;and– inthescriptedperformance.


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3.3 Component 3: Knowledge and Understanding of Drama Studentsstudyasettext.Theydevelopunderstandingofthetextandelementssuchastheplaywright’suseoflanguage,styleandgenre.Theyalsoexplorecontexts,andaspectsofperformance,productionanddesign.

Assessmentforthiscomponentisa1hour30minutewrittenexamination.Forfurtherdetailsonassessmentandsettexts,seeSection4.6.

Content

LearningOutcomes

Knowledgeandunderstandingofdrama


• demonstrateknowledgeandunderstandingofhowdramaisdevelopedandperformed,focusingonthefollowing:– social,culturalandhistoricalcontexts;– theatricalconventionsoftheperiodinwhichtheplaywaswritten;

– genre,language,structure,andformandstyle;– designideasfromaliveorrecordedtheatricalevent;– costumeforcharacters,includinguseofcolour,shape,materials,accessories,make-upandpersonalprops;

– rehearsalideas;– stagingconcepts,includingentrances,exits,stagesettingandpositionofaudience;and

– director’sguidanceonusingperformanceskillstoconveymoodandcontext;and

• analyseandevaluatetheirownworkandtheworkofothersby:– analysingtheapplicationofdesignideasfromaliveorrecordedtheatricaleventtothesettext;

– assessingtheimpactofdesignideasonanaudience;and– justifyingrehearsalideasforcharacterdevelopment.


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Demonstrateknowledgeandunderstanding


• researchthesocial,culturalandhistoricalcontexts,includingtheatricalconventions,oftheperiodinwhichtheplaywaswritten;

• demonstrateunderstandingofgenre,language,structure,andformandstyle;

• applydesignideasfromaliveorrecordedtheatricalevent,andunderstandtheirimpactonthesettext;

• developandapplyrehearsalideastoexplorecharacterandstyle;

• demonstrateunderstandingoftheroleofeachcharacter;• createcostumeideasforcharacters,includinginformationoncolour,shape,materials,accessories,make-upandpersonalprops;

• developandapplystagingconcepts,includingideason:– entrances;– exits;– stagesettings;– positionofaudience;and– conveyingmoodandcontext;

• developdirectorialideasonvoice,movementandfacialexpression;

Analyseandevaluatetheirownworkandtheworkofothers

• analysealiveorrecordedtheatricalevent,takingaccountofthedesignideasforlighting,setandsound,andapplytheseideastothesettext;

• evaluatethedesignideasbyconsideringtheirintendedimpactontheaudience;and

• justifyusingrehearsalideas,includingimprovisationandotherdramastrategies,indevelopingtheperformanceofacharacterfromthesettext.


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4 Scheme of Assessment 4.1 Assessment opportunities Fortheavailabilityoftheexaminationandcontrolledassessments,seeSection2.Thisisalinearspecification;candidatesmusttakealltheassessmentsattheendofthecourse.Candidateswhowishtoimprovetheiroverallgrademustretakethequalification.Theymustretaketheexternallyassessedcomponent,andtheycaneitherretakethecontrolledassessmentcomponentsorreuse(carryforward)thecontrolledassessmentmarkstheyhavealreadybeenawarded.Ifcandidatesretakeacontrolledassessmentcomponent,theymustcompletethetask(s)setfortheseriesinwhichtheyareseekinganewgrade.Forup-to-datedetailsontasks,seeyoursubjectmicrositeatwww.ccea.org.uk4.2 Assessment objectives Therearefourassessmentobjectivesforthisspecification.Candidatesmust:

AO1 createanddevelopideastocommunicatemeaningfortheatricalperformance;

AO2 applytheatricalskillstorealiseartisticintentionsinliveperformance;AO3 demonstrateknowledgeandunderstandingofhowdramaandtheatreis

developedandperformed;andAO4 analyseandevaluatetheirownworkandtheworkofothers.

4.3 Assessment objective weightings ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.

AssessmentObjective

ComponentWeighting(%) OverallWeighting(%)

ControlledAssessmentExternal

Assessment

Component1 Component2 Component3

AO1 15 5 20

AO2 30 30

AO3 30 30

AO4 10 10 20

TotalWeighting

25 35 40 100


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4.4 Quality of written communication InGCSEDrama,candidatesmustdemonstratetheirqualityofwrittencommunicationinthewrittenexamination.Theyneedto:

• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;

• selectanduseaformandstyleofwritingthatsuittheirpurposeandcomplexsubjectmatter;and

• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.

Qualityofwrittencommunicationisassessedinresponsestoquestionsandtasksthatrequireextendedwriting.4.5 Reporting and grading WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:

Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).4.6 External assessment

Component 3: Knowledge and Understanding of Drama SettextsCandidatesmuststudyoneofthefollowingsettexts:

• WilliamShakespeare,AMidsummerNight’sDream;• SeanO’Casey,JunoandthePaycock;• ArthurMiller,TheCrucible;• BrianFriel,Philadelphia,HereICome!;• ChristinaReid,TeainaChinaCup;• WillyRussell,BloodBrothers;• JoanLingardandDavidIanNeville,AcrosstheBarricades;or• PhilipRidley,Sparkleshark.Candidatesmayuseanunmarkedcopyofthetextduringtheexamination.ExaminationtimingsCandidatessitawrittenexaminationpaperlasting1hour30minutesandanswerquestionsontheirchosensettext.


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ExaminationcontentTheexaminationincludesquestionsonthefollowing,basedonthechosensettext:

• researchinformationonthebackgroundofthesettext;• theeffectivenessofdesigninaliveorrecordedtheatricaleventlinkedtothesettext;

• charactercostumesatgivenmoments;• justificationofideas;• stagingofanextract;• moodandcontext;• rehearsaltechniques;and• performancetechniques.Examinationquestionsbasedoncharactersfocusononeofthefollowingcharactersforeachsettext:

• AMidsummerNight’sDream–Hermia,Helena,Demetrius,Lysander,Titania,Oberon,PuckorBottom;

• JunoandthePaycock–Boyle,Juno,Mary,Johnny,Joxer,MrsMadigan,JerryorBentham;

• TheCrucible–Parris,Tituba,Abigail,Proctor,Elizabeth,MaryWarren,DanforthorGilesCorey;

• Philadelphia,HereICome!–Public,Private,Madge,S.B.,Kate,Boyle,LizzieorCanon;

• TeainaChinaCup–Sarah,Beth,Theresa,Grandmother,Grandfather,Maisie,SamuelorClerk;

• BloodBrothers–MrsJohnstone,Mickey,Edward,MrsLyons,MrLyons,Sammy,LindaorNarrator;

• AcrosstheBarricades–Sadie,Kevin,Brede,Tommy,MrJackson,MrsJackson,BrianorLinda;or

• Sparkleshark–Jake,Polly,Natasha,Carol,Russell,Buzz,SpeedorShane.


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5 Grade Descriptions Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.

Grade

Description

A ForAO1,candidatescreateanddevelopadevisedperformancethatfullycommunicatesmeaningwithpurposeandoriginality.ForAO2,candidatesapplytheatricalskillswithflairandimaginationtorealisefullytheirartisticintentionsfortheirscriptedperformance.ForAO3,candidates’responsesinthewrittenexaminationdemonstratethoroughknowledgeandunderstandingofhowdramaisdevelopedandperformed.ForAO4,candidates’analysisandevaluationoftheirownworkandtheworkofothersishighlycompetentandfullydeveloped.Thequalityofwrittencommunicationisexcellent.

C ForAO1,candidatescreateanddevelopadevisedperformancethatcommunicatesmeaning.ForAO2,candidatesapplytheatricalskillstorealisemostoftheirartisticintentionsfortheirscriptedperformance.ForAO3,candidates’responsesinthewrittenexaminationdemonstrateclearknowledgeandunderstandingofhowdramaisdevelopedandperformed.ForAO4,candidates’analysisandevaluationoftheirownworkandtheworkofothersiscompetent.Thequalityofwrittencommunicationisacceptable.


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Grade

Description

F ForAO1,candidatescommunicatesomemeaninginthedevisedperformance;however,theirworklacksdevelopment.ForAO2,candidates’applicationoftheatricalskillstorealisetheirartisticintentionsforthescriptedperformanceislimited.ForAO3,candidates’responsesinthewrittenexaminationdemonstrateasimpleknowledgeandunderstandingofhowdramaisdevelopedandperformed.ForAO4,candidates’analysisandevaluationoftheirownworkandtheworkofothersisbasic.Thewrittencommunicationlackscompetence.


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6 Guidance on Controlled Assessment 6.1 Controlled assessment review Wewillreviewourcontrolledassessmenttaskseveryyeartoensurethattheycontinuetosetanappropriatechallengeandremainvalid,reliableandstimulating. 6.2 Skills assessed by controlled assessment Teachersmustassessthefollowingskillsthroughcontrolledassessment:

• researchingandinvestigating;• devising;• designing;• self-management;• workingwithothers;• performing;• presenting;and• analysingandevaluating.6.3 Level of control RulesforcontrolledassessmentinGCSEDramaaredefinedforthethreestagesoftheassessment:

• tasksetting;• tasktaking;and• taskmarking.6.4 Task setting ThelevelofcontrolfortasksettingforComponent1:DevisedPerformanceismedium.Thismeansthatthecentresetsthetask.ForComponent2:ScriptedPerformance,thelevelofcontrolismedium,asthecentresetsthetaskthroughtheirchoiceofscriptforperformance.Centreshavetheopportunitytocontextualisethecontrolledassessmenttaskstosuittheirspecificcircumstances.Thisincludestheavailabilityofandaccesstoresources.Wewillprovidecentreswithdetailsofcontrolledassessmenttasksandguidanceonhowtocompleteandsubmitthem.


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Component 1: Devised Performance Candidatescreate,developandrealiseadevisedperformancefrompre-releasestimulusmaterial.ChoiceofpathwayCandidatesmustchooseeitheraperformanceordesignpathwayforthiscomponent.

Candidatesfollowingaperformancepathwayareassessedonacting.Candidatesfollowingadesignpathwaychooseoneofthefollowingdesigndisciplines:

• costume;• lighting;• multimedia(useofimage,sound,textand/orvideo);• set;or• sound.Forperformancestudents,Component1assessesthefollowingskills:

• investigatingandinterpretingachosenstimulus;• usingresearchtocreateoriginaldrama;• self-managementandworkingwithothers;• communicatingmeaningforatargetaudiencethroughperformance;and• analysingandevaluatingtheirownandothers’work.Fordesignstudents,Component1assessesthefollowingskills:

• investigatingandinterpretingastimulus;• usingresearchtocreateanoriginaldesign;• self-managementandworkingwithothers;• communicatingmeaningforatargetaudiencethroughdesign;and• analysingandevaluatingtheirownandothers’work.Thereisnorequirementtohaveadesignstudentinagroup.Groupsthatincludedesignstudentsmustnotincludemorethanonedesigncandidateforeachdesigndiscipline.Pre-releasestimulusmaterialWeissuethisinNovemberofthefirstyearofstudy.Candidatesselectoneofthreestimulifromthepre-releasestimulusmaterial:

• Stimulus1basedonatheme;or• Stimulus2basedonliteraryinfluences;or• Stimulus3basedonartisticinfluences.

Candidatesmustworkingroupsofbetweentwoandsixtodeveloparangeofideasdrawnfromresearchonthechosenstimulus,includingstyleandgenre,theworkoftheatrepractitionersandcurrentprofessionalpractice.Candidatesmustconsidertheirtargetaudienceastheycreateanddeveloptheirideas.Theymayuseelements


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ofexistingrepertoiredrawnfromliterature,includingplayscriptsotherthanthesettexts.Developingtheperformanceand/ordesignpresentationPerformancecandidatesshouldrefinetheirideasandshapetheirworkuntiltheyhavecompiledthefinalmaterialforthedevisedperformance.Designcandidatesshouldrefinetheirideasintoafinalproducttosupportthedevisedperformance.Designcandidatespresenttheirdesignbeforetheperformancebegins.TimingsPerformancecandidatesperformtheirdevisedperformanceforaminimumof10minutesforagroupoftwoandamaximumof30minutesforagroupofsix.Eachperformancecandidatemustperformforaminimumof5minutes.Eachdesigncandidate’spresentationmustlastbetween5and7minutes.StudentlogCandidatesrecordasummaryanalysisandevaluationoftheirownandothers’workintheirstudentlog,whichshouldbeinwrittenformandmaycontainimages.Itmustinclude:

Section1: ananalysisandevaluationoftheprocessofdevisingaperformancebyinvestigatingthepre-releasestimulusmaterial(maximum500words);

Section2: ananalysisandevaluationoftheresearchinfluencesthatcontributedtotheoverallconceptforthedevisedperformance(maximum500words);and

Section3: ananalysisandevaluationofself-managementandworkingwithothers(maximum1000words).

Candidatesshouldcompletetheirstudentlogundercontrolledconditionsattheendofthedevisingprocess.Thestudentlogshouldbenolongerthan2000words.Itmustincludeabibliographyofsourcesthatthecandidateused.Thebibliographyisnotincludedintheoverallwordcountandnomarksareawardedforit.Candidatesmayproducethestudentlogineitherhandwrittenorwordprocessedformat.Inthewordprocessedformat,theymustusethetypefaceArial,fontsize12andsinglelinespacing.FurtherguidanceonthestudentlogisavailableonourDramamicrositeatwww.ccea.org.ukRecordingForthefinalassessment,allperformancesandpresentationsmustberecordedusingafixedcameraascloseaspossibletothecandidates.Atthestartoftheperformanceorpresentation,eachcandidatemustidentifythemselvesbyname,candidatenumberandcentrenumber.Centresmustsendalluneditedrecordingstousbythedeadlineweseteachyear.FurtherguidanceonsubmissionandrecordingformatswillbeavailableonourDramamicrositeatwww.ccea.org.uk


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Component 2: Scripted Performance ChoiceofpathwayCandidatesmustchooseeitheraperformanceordesignpathwayforthiscomponent.Candidatesfollowingaperformancepathwayareassessedonacting.Candidatesfollowingadesignpathwaychooseoneofthefollowingdesigndisciplines:


Candidatesmustworkingroupsofbetweentwoandsixtochooseascripttoperformthatisdifferentfromtheirsettext.(RefertoSection4.6forthelistofsettexts.)Thereisnorequirementtohaveadesignstudentinagroup.Groupsthatincludedesignstudentsmustnotincludemorethanonedesigncandidateforeachdesigndiscipline.Developingtheperformanceand/ordesignpresentationWhenpreparingforperformance,candidatesinvestigatearangeoftextstoensurethatthefinalchoicesuitstheskillsofthegroup.Candidatesmustchooseascriptofapublishedplaywrittenfortheatricalperformance.fortheatricalperformance.Theymayeditascriptforperformance,buttheymustnotaddlines.Candidatescarryoutresearchtounderstandtheirchosenscript’sbackgroundandcontext,includingstyleandgenre.Performancecandidatesusedramastrategiestoexplorecharacterandmeaning.Theyrehearsetodevelopandrefinetheirskillsof:

• voice;• movement;• facialexpression;• characterisation;• conveyingstyleandgenre;and• realisingartisticintentions.Designcandidatesexperimentwithideasandconcepts,developingandrefiningtheirskillsof:

• creatingadesignconcept;• developingandrefininginitialideas;• applyingideastodesignoutcomes;• usingandmanipulatingmaterialsandequipment;• conveyingstyleandgenre;and• realisingartisticintentions.


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Thereshouldbenomorethanonedesigncandidateforeachdesigndisciplineinanygroup.Thereisnorequirementtohaveadesigncandidateinagroup.TimingsPerformancecandidatesperformtheirscriptedperformanceforaminimumof10minutesforagroupoftwoandamaximumof30minutesforagroupofsix.Iftherearedesigncandidatesinthegroup,theymustdelivertheirpresentationsbeforetheperformancebegins.Eachdesigncandidate’spresentationmustlastbetween5and7minutes.SubmittingworkCentresmustsubmitanArtisticIntentionsRecordSheetforeachperformancegroupbytheendofFebruaryoftheyearinwhichthecomponentisassessed.Therecordsheetshoulddescribetheartisticintentionsforallcandidatesinthegroupperformance.Thegroup’steachermustcompletetherecordsheet.AcopyoftherecordsheetisavailableintheControlledAssessmentsectionofourGCSEDramamicrositeatwww.ccea.org.ukRecordingPerformancesandpresentationsforallcandidatesshouldberecordedinfullatinternalstandardisation.Theperformancesandpresentationsshouldberecordedagainatexternalmoderationforallexternallymoderatedcandidates.Allrecordingsshouldbemadeusingafixedcamerasituatedascloseaspossibletotheperformersand/orpresenters.Atthebeginningoftheperformanceorpresentation,eachcandidatemustidentifythemselvesbyname,candidatenumberandcentrenumber.Centresmustsendalluneditedrecordingstousbythedeadlineweseteachyear.WewillissuefurtherguidanceonsubmissionandrecordingformatsonourDramamicrositeatwww.ccea.org.uk


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6.5 Task taking Thelevelofcontrolfortasktakingismedium.

AreasofControl DetailofControl

Authenticity • CandidatesmaycarryoutresearchforComponents1and2withlimitedsupervision.

• Candidatescompletethestudentlogwithinformalsupervision.

• TeachersmustbeabletoauthenticatetheworkincludedinthestudentloginComponent1.

• Teachersmustensurethatcandidatesacknowledgeandreferenceanysourcesusedfortheirstudentlog.

Feedback • Teachersmustguideandsupervisestudentsto:– monitorprogress;– preventplagiarism;– ensurecompliancewithhealthandsafetyrequirements;– ensureworkiscompletedinaccordancewiththisspecification’srequirements;and

– ensureworkcanbeassessedinaccordancewiththeproceduresandassessmentcriteria.

• Candidatesshouldreachtheirownconclusionswhencompletingtheirstudentlog.

TimeLimit/WordLimit

• Thestudentlogshouldbenolongerthan2000words:– Section1:500words;– Section2:500words;and– Section3:1000words.

• Thetimelimitforperformancesinbothcomponentsisaminimumof10minutesandmaximumof30minutes.

• Thetimelimitforpresentationsinbothcomponentsisaminimumof5minutesandamaximumof7minutes.

• Candidateshave30hourstocompleteallaspectsofComponent1.

• Candidateshave42hourstocompleteallaspectsofComponent2.

Collaboration • Candidatesworkingroups.Teachersmustidentifyindividualcontributions.TheycandothisbyrecordingevidenceonDVDorusingwrittenevidenceinthestudentlog.


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AreasofControl DetailofControl

Resources • Candidates’accesstoresourcesisdeterminedbythoseavailabletothecentre.

• Intheirstudentlog,candidatesmustreferenceallresourcesused,includingonlineresources.

6.6 Task marking Thelevelofcontrolfortaskmarkingismedium.Teachersmarkthecontrolledassessmenttasksusingassessmentcriteriathatweprovide.Theyshoulduseprofessionaljudgementtoselectandapplythecriteriaineachsuccessivemarkbandappropriatelyandfairlytocandidates’work.Theyshouldfollowa‘bestfit’approachwhenselectingacandidate’smark,makingallowanceforbalancingstrengthsandweaknessesineachresponse.Teachersmustensurethattheworktheymarkisthecandidate’sown.Forup-to-dateadviceonplagiarism,oranykindofcandidatemalpractice,seeSuspectedMalpracticeinExaminationsandAssessments:PoliciesandProceduresontheJointCouncilforQualificationswebsiteatwww.jcq.org.uk6.7 Internal standardisation Centreswithmorethanoneteachinggroupmustcarryoutinternalstandardisationofcontrolledassessmenttasksbeforesubmittingtheirmarkstous.Thisistoensure,asfaraspossible,thateachteacherhasappliedtheassessmentcriteriaconsistentlywhenmarkingassessments.Centresmayneedtoadjustanindividualteacher’smarking:

• tobringassessmentsintolinewiththoseofotherteachersinthecentre;and• tomatchthestandardsestablishedattheagreementtrial.Ifmarksdochange,centresmustamendthetotal/finalmarkontheirCandidateRecordSheet. 6.8 Moderation CentresmustsubmittheirmarksandsamplesforComponent1:DevisedPerformancebythedeadlineweseteachyear.Wemayadjustcentres’markingtobringtheassessmentofthecandidates’workinlinewithouragreedstandards.ForComponent2:ScriptedPerformance,ourvisitingmoderatorscarryoutmoderation.Moderatorsandnominatedteachersjointlyassessasampleofcandidates.Ifthemarkstheteacherawardsareacceptable,themoderatorconfirmsthecontrolledassessmentmarks.Iftheyarenotacceptable,themoderatormayrecommendanadjustmenttothecentre’smarks.Weadjustthecentre’smarksifthereisasignificantmismatchbetweenthemoderator’sassessmentsandthoseoftheteachers.


27

Weissuefullinstructionseachyearon:

• ourmoderationprocedures;• whichsampleswerequire;and• thedeadlinesforsubmittingmarksandsamplestous.Teachersandcentrestaffmaycontactusatanystageiftheyrequireadvice,assistanceorsupportrelatingtoanyaspectofcontrolledassessment.6.9 Drafting/Redrafting Teachersmustnotcorrectcandidates’workindetailandreturnittothemtowriteupafaircopy.Responsibilityfordraftingapieceofworktowardscompletionliesentirelywiththecandidate.Onceacandidatehassubmittedthecontrolledassessmentandithasbeenawardedamark,thatmarkisfinal.Thecandidatemaynotcarryoutfurtherwork.SeeAppendix1foraglossaryofcontrolledassessmentterms.Formoredetails,seetheJointCouncilforQualificationsdocumentInstructionsforConductingControlledAssessments,availableatwww.jcq.org.uk


28

7 Curriculum Objectives ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused. 7.1 Cross-Curricular Skills at Key Stage 4

Communication


• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexamplebypresentingtheirworktoanaudiencethroughthedevisedandscriptedperformancesandintheirresponsestoquestionsinthewrittenexamination;

• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexamplethroughawrittensummary,intheirstudentlog,ofanalyticalandevaluativeinformationforthedevisedperformance;

• participateindiscussions,debatesandinterviews,forexamplegroupdiscussionaboutthechoiceofmaterialsforthedevisedandscriptedperformances;

• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexamplethroughideasexpressedinthedevisedandscriptedperformances,inresponsestoquestionsinthewrittenexaminationandassummativeinformationcontainedinthestudentlog;and

• exploreandrespond,bothimaginativelyandcreatively,toavarietyoftexts,forexamplebydevelopingideasfordesign,performanceanddirectionofthesettext,andinexploringmaterialselectedforthedevisedandscriptedperformances.


29

UsingMathematics


• usementalcomputationtocalculate,estimateandmakepredictionsinarangeofsimulatedandreal-lifecontexts,forexamplecalculatingintensitylevelsoflightingandsound;

• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexampledevelopingdesignstoscale,includingsetandcostumedesigns;

• interpretandanalyseawiderangeofmathematicaldata,forexampleunderstandingstagepositions,lightingangles,setbuildandergonomics,anduseofproxemics;and

• presentmathematicaldatainavarietyofformatswhichtakeaccountofaudienceandpurpose,forexampletimingofperformances.

UsingICT

Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawidevarietyofcontextstoaccess,manage,selectandpresentinformation,forexample:

• researchingthesettextandmaterialsselectedforthedevisedandscriptedperformance;

• experiencingliveandrecordeddramaandunderstandinghowtousedigitaltechnologiestodesignanddeliverdrama;

• exploringtheeffectsofmultimediaandICTondrama;• recordingperformanceworkusingdigitaltechnologies;• designingforperformanceusingdigitaltechnologies;and• compilingwrittendocumentsusingwordprocessingtools.


30

7.2 Thinking Skills and Personal Capabilities at Key Stage 4

Self-Management


• planwork,forexampleresearchingchosensettextsandcompletingthestudentlog;

• setpersonallearninggoalsandtargetstomeetdeadlines,forexamplecompilingarehearsalscheduleforthedevisedandscriptedperformances;

• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexamplebycreatingastudyplanforthewrittenexaminationandbycompletingtheself-evaluativesectionofthestudentlog;and

• effectivelymanagetheirtime,forexampleworkingindividuallytolearnlinesanddirectionsorcompletedesignideasforperformancedeadlines.

WorkingwithOthers


• learnwithandfromothersthroughco-operation,forexamplethroughdevising,planningandrehearsingingroupsof2–6;

• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexamplethroughthegrouprehearsalandperformanceofdevisedandscriptedperformances;and

• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexamplethroughgroupnegotiationofthechoiceofstimulusforthedevisedperformance.

ProblemSolving


• identifyandanalyserelationshipsandpatterns,forexampleunderstandtherelationshipbetweencharactersinthesetandchosentexts;

• proposejustifiedexplanations,forexampleuseresearchfindingstojustifydecisionsaboutthechoiceofmaterialsforthedevisedperformance;

• reason,formopinionsandjustifytheirviews,forexamplejustifyingperformanceanddesignideasfortheirsettextinthewrittenexamination;

• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexampleinthewrittenexamination,analysingandevaluatingliveorrecordeddramaappliedinanewcontext;

• analyseandevaluatemultipleperspectives,forexampleanalysingothers’devisedperformancesinthestudentlog;and

• exploreunfamiliarviewswithoutprejudice,forexamplewhenresearchingthepre-releasestimulusmaterialandthencreatingthedevisedperformancebasedonit.


31

AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.


32

8 Links and Support 8.1 Support Thefollowingresourcesareavailabletosupportthisspecification:

• ourDramamicrositeatwww.ccea.org.ukand• specimenassessmentmaterials.Wealsointendtoprovide:

• pastpapers;• markschemes;• ChiefExaminer’sreports;• PrincipalModerator’sreports;• planningframeworks;• centresupportvisits;• supportdaysforteachers;• agreementtrials;• controlledassessmentguidanceforteachers;• controlledassessmentguidanceforcandidates;• aresourcelist;and• exemplificationofexaminationperformance.

8.2 Examination entries EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.uk Alternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.8.3 Equality and inclusion Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreducebarrierstoaccessingassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.


33

Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk8.4 Contact details Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:

• SpecificationSupportOfficer:NolaFitzsimons(telephone:(028)90261200,extension2235,email:[email protected])

• SubjectOfficer:JohnTrueman(telephone:(028)90261200,extension2609,email:[email protected])

• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])

• ExaminerRecruitment(telephone:(028)90261243,email:[email protected])

• Distribution(telephone:(028)90261242,email:[email protected])

• SupportEventsAdministration(telephone:(028)90261401,email:[email protected])

• Moderation(telephone:(028)90261200,extension2236,email:[email protected])

• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).


34

Appendix 1 Glossary of Terms for Controlled Assessment Regulations

Term Definition

Component

Adiscrete,assessableelementwithinacontrolledassessment/qualificationthatisnotitselfformallyreportedandforwhichtheawardingorganisationrecordsthemarksMaycontainoneormoretasks

Controlledassessment

Aformofinternalassessmentwherethecontrollevelsaresetforeachstageoftheassessmentprocess:tasksetting,tasktaking,andtaskmarking

Externalassessment

Aformofindependentassessmentinwhichquestionpapers,assignmentsandtasksaresetbytheawardingorganisation,takenunderspecifiedconditions(includingdetailedsupervisionandduration)andmarkedbytheawardingorganisation

Formalsupervision(Highlevelofcontrol)

Thecandidatemustbeindirectsightofthesupervisoratalltimes.Useofresourcesandinteractionwithotherstudentsistightlyprescribed.

Informalsupervision(Mediumlevelofcontrol)

Questions/Tasksareoutlined,theuseofresourcesisnottightlyprescribedandassessableoutcomesmaybeinformedbygroupwork.Supervisionisconfinedto:

• ensuringthatthecontributionsofindividualcandidatesarerecordedaccurately;and

• ensuringthatplagiarismdoesnottakeplace.Thesupervisormayprovidelimitedguidancetocandidates.

Limitedsupervision(Limitedlevelofcontrol)

Requirementsareclearlyspecified,butsomeworkmaybecompletedwithoutdirectsupervisionandwillnotcontributedirectlytoassessableoutcomes.


35

Term Definition

Markscheme Aschemedetailinghowcreditistobeawardedinrelationtoaparticularunit,componentortask

Normallycharacterisesacceptableanswersorlevelsofresponsetoquestions/tasksorpartsofquestions/tasksandidentifiestheamountofcrediteachattracts

Mayalsoincludeinformationaboutunacceptableanswers

Task Adiscreteelementofexternalorcontrolledassessmentthatmayincludeexaminations,assignments,practicalactivitiesandprojects

Taskmarking Specifiesthewayinwhichcreditisawardedforcandidates’outcomes

Involvestheuseofmarkschemesand/ormarkingcriteriaproducedbytheawardingorganisation

Tasksetting Thespecificationoftheassessmentrequirements

Tasksmaybesetbyawardingorganisationsand/orteachers.Teacher-settasksmustbedevelopedinlinewithawardingorganisationspecifiedrequirements.

Tasktaking Theconditionsforcandidatesupportandsupervision,andtheauthenticationofcandidates’work

Tasktakingmayinvolvedifferentparametersfromthoseusedintraditionalwrittenexaminations.Forexample,candidatesmaybeallowedsupervisedaccesstosourcessuchastheinternet.

Unit Thesmallestpartofaqualificationthatisformallyreported

Maycompriseseparatelyassessedcomponents

App

endi

x 2

Ass

essm

ent C

riter

ia fo

r Com

pone

nt 1

: Dev

ised

Per

form

ance

– S

tude

nt L

og

AO4:Ana

lyseand

evaluatetheiro

wnworkan

dtheworkofothers

Criteria

MarkBand1

MarkBand2

MarkBand3

MarkBand4

Section1:

Investigationofth

e

pre-releasestim

ulus

material

(5m

arks)

Investigationofth

e

pre-releasestim

ulusm

aterialhas

limite

dfocus.

Investigationofth

e

pre-releasestim

ulusm

aterialhas

satisfactoryfocus.

Investigationofth

e

pre-releasestim

ulusm

aterialhas

ago

odfo

cus.

Investigationofth

e

pre-releasestim

ulusm

aterialhas

thorou

ghand

precisefo

cus.

1–2m

arks

3m

arks

4m

arks

5m

arks

Section2:

Researchin

fluen

ces

thatco

ntrib

utetoth

eoverallcon

ceptfo

rthe

de

visedpe

rforman

ce

(5m

arks)

Analysisan

devalua

tionof

researchinflu

encestha

tcontrib

utetoth

eoverallcon

cept

forthe

devise

dpe

rforman

ceis

limite

d.

Analysisan

devalua

tionof

researchinflu

encestha

tcontrib

utetoth

eoverallcon

cept

forthe

devise

dpe

rforman

ceis

satisfactory.

Analysisan

devalua

tionof

researchinflu

encestha

tcontrib

utetoth

eoverallcon

cept

forthe

devise

dpe

rforman

ceis

good

.

Analysisan

devalua

tionof

researchinflu

encestha

tcontrib

utetoth

eoverallcon

cept

forthe

devise

dpe

rforman

ceis

thorou

ghand

precise.

1–2m

arks

3m

arks

4m

arks

5m

arks

Section3:

Self-man

agem

enta

nd

working

with

others

(10m

arks)

Analysisan

devalua

tionof

self-man

agem

enta

ndworking

with

othersislim

ited.

Analysisan

devalua

tionof

self-man

agem

enta

ndworking

with

othersiss

atisfactory.

Analysisan

devalua

tionof

self-man

agem

enta

ndworking

with

othersisg

ood.

Analysisan

devalua

tionof

self-man

agem

enta

ndworking

with

othersistho

roughan

dprecise

.

1–2m

arks

3–4m

arks

5–7m

arks

8–10m

arks

Totalmarksavailable:20

Awardzeroforworknotworthyofcredit.

CCEA GCSE Drama from September 2017

36

Ass

essm

ent C

riter

ia fo

r Com

pone

nt 1

: Dev

ised

Per

form

ance

– P

erfo

rman

ce C

andi

date

s AO

1:Createan

ddevelopideastocommun

icatem

eaning

fortheatricalperform

ance

Criteria

MarkBand1

MarkBand2

MarkBand3

MarkBand4

ConceptandContent

(15m

arks)

•Th

eideasg

enerated

from

the

stim

uluscon

tributetoa

limite

dconcep

t.•

Limite

deviden

ceofresearch

influ

encesinthede

vised

performan

ce.

•Th

eideasg

enerated

from

the

stim

uluscon

tributetoa

satisfactoryconcep

t.•

Satisfactoryeviden

ceof

researchinflu

ences

througho

utth

ede

vised

performan

ce.

•Th

eideasg

enerated

from

the

stim

uluscon

tributetoagoo

dconcep

t.•

Goo

deviden

ceofresearch

influ

encesthrou

ghou

tthe

devisedpe

rforman

ce.

•Th

eideasg

enerated

from

the

stim

uluscon

tributetoa

thorou

ghand

precisecon

cept.

•Strongevide

nceofre

search

influ

encesise

mbe

dded

inth

ede

visedpe

rforman

ce.

1–4m

arks

5–7m

arks

8–11m

arks

12–15m

arks

Applicationin

Perform

ance

(15m

arks)

•Th

ecand

idatemakesalimite

dcontrib

utiontoth

eeffectiven

esso

fthe

devise

dpe

rforman

ce.

•Inth

eatricalperform

ance,the

cand

idatecommun

icates

limite

dmeaningto

the

audien

ce.

•Th

ecand

idatemakesa

satisfactorycontrib

utiontoth

eeffectiven

esso

fthe

devise

dpe

rforman

ce.

•Inth

eatricalperform

ance,the

cand

idatecommun

icates

satisfactoryme aningto

the

audien

ce.

•Th

ecand

idatemakesagoo

dcontrib

utiontoth

eeffectiven

esso

fthe

devise

dpe

rforman

ce.

•Inth

eatricalperform

ance,the

cand

idatecommun

icatesgoo

dmeaningto

theau

dien

cewith

compe

tencean

dcreativ

ity.

•Th

ecand

idatemakesa

percep

tivean

dim

aginative

contrib

utiontoth

eeffectiven

esso

fthe

devise

dpe

rforman

ce.

•Inth

eatricalperform

ance,the

cand

idatecommun

icates

percep

tivean

dim

aginative

meaningto

theau

dien

cewith

flairan

dcreativ

ity.

1–4m

arks

5–7m

arks

8–11m

arks

12–15m

arks




37

Ass

essm

ent C

riter

ia fo

r Com

pone

nt 1

: Dev

ised

Per

form

ance

– D

esig

n C

andi

date

s AO

1:Createan


icatem

eaning


ance

Criteria

MarkBand1

MarkBand2

MarkBand3

MarkBand4

ConceptandContent

(15m

arks)

•Th

eideasg

enerated

from

the

stim

uluscon

tributetoa

limite

dde

signconcep

t.•

Limite

deviden

ceofresearch

influ

encesinthefin

aldesign.

•Th

eideasg

enerated

from

the

stim

uluscon

tributetoa

satisfactoryde

signconcep

t.•

Satisfactoryeviden

ceof

researchinflu

encesinthefin

alde

sign.

•Th

eideasg

enerated

from

the

stim

uluscon

tributetoagoo

dde

signconcep

t.•

Goo

deviden

ceofresearch

influ

encesinthefin

aldesign.

•Th

eideasg

enerated

from

the

stim

uluscon

tributetoa

thorou

ghand

precisedesign

concep

t.•

Strongevide

nceofre

search

influ

encesise

mbe

dded

inth

ede

visedpe

rforman

ce.

1–4m

arks

5–7m

arks

8–11m

arks

12–15m

arks

ApplicationofDesign

inPerform

ance

(15m

arks)

•Th

ecand

idate’sd

esignmakes

alim

itedcontrib

utiontoth

eeffectiven

esso

fthe

devise

dpe

rforman

ce.

•Th

ecand

idate’sd

esign

commun

icateslimite

dmeaningto

theau

dien

ce.

•Th

ecand

idatemakesa

satisfactorycontrib

utiontoth

eeffectiven

esso

fthe

devise

dpe

rforman

ce.

•Th

ecand

idate’sd

esign

commun

icatessa

tisfactory

meaningto

theau

dien

ce.

•Th

ecand

idate’sd

esignmakes

ago

odcon

tributiontoth

eeffectiven

esso

fthe

devise

dpe

rforman

ce.

•Th

ecand

idate’sd

esign

commun

icatesgoo

dmeaning

toth

eau

dien

ce.

•Th

ecand

idatemakesa

soph

isticated

and

imaginative

contrib

utiontoth

eeffectiven

esso

fthe

devise

dpe

rforman

ce.

•Th

ecand

idate’sd

esign

commun

icatesperceptivean

dim

aginativemeaningto

the

audien

ce.

1–4m

arks

5–7m

arks

8–11m

arks

12–15m

arks




38

App

endi

x 3

Ass

essm

ent C

riter

ia fo

r Com

pone

nt 2

: Scr

ipte

d Pe

rfor

man

ce –

Per

form

ance

Can

dida

tes

AO1:Createan


icatem

eaning


ance

MarkBand1

MarkBand2

MarkBand3

MarkBand4

Thecand

idate’sp

erform

ance:

•revealsa

restric

tedde

velopm

ento

fideasw

ithlittlecreativity

ineviden

ce;

•do

esnotalwaystakeaccoun

tofthe

audien

ce;

•commun

icateslimite

dmeaning;and

•ha

slim

itedim

pactontheau

dien

ce.

Thecand

idate’sp

erform

ance:

•revealsa

nap

prop

riatelevelof

creativ

eideastha

tind

icateaspe

cts

ofdevelop

men

t;•

takesa

ccou

ntofthe

aud

ience;

•commun

icatesm

eaningfo

rthe

most

part;and

•ha

ssom

eim

pactontheau

dien

ce.

Thecand

idate’sp

erform

ance:

•revealsa

neffectivelevelofcreativity

andde

velopm

ento

fide

as;

•takesa

ccou

ntofthe

aud

ience

througho

ut;

•commun

icatesm

eaningeffe

ctively;

and

•ha

sasignificantim

pactonthe

audien

ce.

Thecand

idate’sp

erform

ance:

•revealsa

deepan

dmeaningfullevel

ofcreativity

and

develop

men

tof

ideas;

•takesfullaccou

ntofthe

aud

ience

througho

ut;

•commun

icatesm

eaningwith

flair

andim

agination;and

•makesaveryconsiderab

leim

pacton

theau

dien

ce.

1–2m

arks

3–5m

arks

6–8m

arks

9–10m

arks




39

Ass

essm

ent C

riter

ia fo

r Com

pone

nt 2

: Scr

ipte

d Pe

rfor

man

ce –

Per

form

ance

Can

dida

tes

(con

t.)

AO2:App

lyth

eatrica

lskillsto

realise

artisticintentionsinliveperform

ance

Criteria

MarkBand1

MarkBand2

MarkBand3

MarkBand4

VocalSkills

(15m

arks)

•Vo

calskillsarelimite

dan

dun

derdevelop

edin

performan

ce.The

fullrangeof

vocalskills,includingclarity,

infle

ction,pace,pau

se,p

itch,

projectio

n,to

neand

volum

e,is

notu

tilise

d.

•Vo

calskillsaresa

tisfactoryan

dused

with

somecontrolin

mosto

fthe

perform

ance.

Cla rity

,inflection,pace,pau

se,

pitch,projection,to

neand

volumeareinevide

ncebu

tare

delivered

une

venlyin

performan

ce.

•Th

ecand

idatede

mon

strates

aneffe

ctivecomman

dofvocal

skills,includ

ingade

velope

dan

dconsisten

tlycon

fiden

tcontrolofclarity,infle

ction,

pace,p

ause,p

itch,projection,

tone

and

volum

ethrougho

utthepe

rforman

ce.

•Th

ecand

idatede

mon

stratesa

fullydevelop

edcom

man

dof

vocalskills,including

accomplish

edand

sustaine

dcontrolofclarity,infle

ction,

pace,p

ause,p

itch,projection,

tone

and

volum

ethrougho

utthepe

rforman

ce.

1–4m

arks

5–7m

arks

8–11m

arks

12–15m

arks

MovementandFacial

Expression

(15m

arks)

•Movem

entskillsarelimite

dan

dsupe

rficial.Movem

entis

unde

rdevelop

edin

performan

ce,w

it hlittle

controland

useofco-

ordina

tion,gesture,p

ace,

poise

,spa

tialawaren

ess,and

stillne

ss.

•Facialexpressionconveys

limite

dmeaning.

•Movem

entskillsare

satisfactoryan

dused

with

somecontrolinmosto

fthe

performan

ce.The

rem

aybe

limita

tionsth

atim

pairthe

performan

ce.U

nevenuseof

co-ordination,gesture,p

ace,

poise

,spa

tialawaren

ess,and

stillne

ss.


satisfactorymeaning.

•Th

ecand

idatede

mon

strates

aneffe

ctivecomman

dof

movem

entskillsth

rougho

utthepe

rforman

ce,includinga

well-d

evelop

edand

consisten

tlycon

fiden

tcon

trol

ofth

euseofco-ordina

tion,

gesture,pace,poise,spa

tial

awaren

ess,and

stillne

ss.

•Facialexpressionconveysg

ood

meaningth

rougho

ut.

•Th

ecand

idatede

mon

stratesa

fullydevelop

edcom

man

dof

movem

entskillsth

rougho

utthe pe

rforman

ce,including

accomplish

edand

con

trolled

useofco-ordina

tion,gesture,

pace,p

oise,spa

tialawaren

ess

andstillne

ss.


meaningth

orou

ghly,p

recisely

andcred

ibly.

1–4m

arks

5–7m

arks

8–11m

arks

12–15m

arks


40

Ass

essm

ent C

riter

ia fo

r Com

pone

nt 2

: Scr

ipte

d Pe

rfor

man

ce –

Per

form

ance

Can

dida

tes

(con

t.)

AO2:App

lyth

eatrica

lskillsto

realise


ance

Criteria

MarkBand1

MarkBand2

MarkBand3

MarkBand4

Characterisationand

RealisationofArtistic

Intentions

(15m

arks)

•Ch

aracterisationde

mon

strates

alim

itedun

derstand

ingofth

eroleand

itsc

ontextinth

epe

rforman

ce.

•Th

ecand

idate’sa

rtistic

intentionsarenotapp

aren

t.

•Ch

aracterisationde

mon

strates

asatisfactoryun

derstand

ingof

theroleand

itsc

ontextinth

epe

rforman

ce.

•Th

ecand

idate’sa

rtistic

intentionsarem

ostly

appa

rent.

•Ch

aracterisationde

mon

strates

ago

odund

erstan

dingofthe

roleand

itsc

ontextinth

epe

rforman

ce.

•Th

ecand

idate’sa

rtistic

intentionsareclearly

appa

rent.

•Ch

aracterisationde

mon

strates

afullydevelop

edun

derstand

ingofth

eroleand

itscon

textinth

epe

rforman

ce.

•Th

ecand

idate’sa

rtistic

intentionsarefu

llyapp

aren

t.

1–4m

arks

5–7m

arks

8–11m

arks

12–15m

arks

StyleandGenre

(15m

arks)

•Th

ecand

idate’sp

erform

ance

demon

strateslim

ited

unde

rstand

ingofth

eplay’s

stylean

dgenre.

•Th

ecand

idate’sp

erform

ance

demon

stratesa

satisfactory

unde

rstand

ingofth

eplay’s

stylean

dgenre.

•Th

ecand

idate’sp

erform

ance

demon

stratesa

goo

dun

derstand

ingofth

eplay’s

stylean

dgenre.

•Th

ecand

idate’sp

erform

ance

demon

stratesa

soph

isticated

unde

rstand

ingofth

eplay’s

stylean

dgenre.

1–4m

arks

5–7m

arks

8–11m

arks

12–15m

arks




41

Ass

essm

ent C

riter

ia fo

r Com

pone

nt 2

: Scr

ipte

d Pe

rfor

man

ce –

Des

ign

Can

dida

tes

AO1:Createan


icatem

eaning


ance

MarkBand1

MarkBand2

MarkBand3

MarkBand4

Thecand

idate’sd

esignforthe

scrip

ted

performan

ce:

•de

mon

stratesa

limite

dde

velopm

ent

ofideas,with

littlecreativity

ineviden

ce;

•do

esnotalwaystakeaccoun

tofthe

audien

ce;

•commun

icateswith

oute

xpressing

meaningfu

lly;an d

•ha

slim

itedim

pactontheau

dien

ce.

Thecand

idate’sd

esignforthe

scrip

ted

performan

ce:

•de

mon

stratesa

basiclevelof

creativ

eideastha

tind

icateaspe

cts

ofdevelop

men

t;•

tak esa

ccou

ntofthe

aud

ience;

•commun

icatesm

eaningfo

rthe

most

part;and

•ha

sabasicim

pactontheau

dien

ce.

Thecand

idate’sd

esignforthe

scrip

ted

performan

ce:

•de

mon

stratesa

goo

dlevelof

creativ

ityand

develop

men

tofide

as;

•takesa

ccou

ntofthe

aud

ience

througho

ut;

•commun

icatesm

eaningeffe

ctively;

and

•ha

sagoo

dim

pactontheau

dien

ce.

Thecand

idate’sd

esignforthe

scrip

ted

performan

ce:

•de

mon

stratesa

perceptivean

dim

aginativelev elofcreativity

and

developm

ent;

•fullyaccou

ntsforth

eau

dien

cethrougho

ut;

•commun

icatesm

eaningwith

flair

andim

agination;and

•ha

saperceptivean

dim

aginative

impa

ctontheau

dien

ce.

1–2m

arks

3–5m

arks

6–8m

arks

9–10m

arks




42

Ass

essm

ent C

riter

ia fo

r Com

pone

nt 2

: Scr

ipte

d Pe

rfor

man

ce –

Des

ign

Can

dida

tes

AO2:App

lyth

eatrica

lskillsto

realise


ance

Criteria

MarkBand1

MarkBand2

MarkBand3

MarkBand4

Presentationand

Documentation

(15m

arks)

•Th

edo

cumen

tatio

nshow

salim

itedrespon

seto

thechosen

scrip

tedpe

rforman

ceand

aba

sicapp

licationofdesign

skills.

•Th

epresen

tatio

ninclud

esincompleteworkan

don

lya

limite

dratio

nalefo

rthe

selected

design.

•Th

edo

cumen

tatio

nshow

sasatisfactoryrespon

seto

the

chosen

scrip

tedpe

rforman

cean

dan

ade

quateap

plicationof

desig

nskills.

•Th

epresen

tatio

ninclud

essatisfactoryworkan

dthe

ratio

nalefo

rthe

selected

desig

nisexpressed

adeq

uately.

•Th

edo

cumen

tatio

nshow

sago

odre

spon

seto

thechosen

scrip

tedpe

rforman

ceand

an

effectiveap

plicationofdesign

skills.

•Th

epresen

tatio

ninclud

esgo

odworkan

dtheratio

nale

forthe

selected

designis

expressedclearly

.

•Th

edo

cumen

tatio

nshow

sathorou

ghand

precisere

spon

setoth

echosen

scrip

ted

performan

ceand

an

accomplish

edapp

licationof

desig

nskills.

•Th

epresen

tatio

ninclud

esthorou

ghand

precisework

andtheratio

nalefo

rthe

selected

designisexpressed

verysk

ilfully.

1–4m

arks

5–7m

arks

8–11m

arks

12–15m

arks

UseofMaterialsand

Equipment

(15m

arks)

•Th

ereislim

itedusean

dman

ipulationofm

aterialsan

deq

uipm

ent.

•Th

ereissatisfactoryusean

dman

ipulationofm

aterialsan

deq

uipm

ent.

•Th

ereisgo

oduseand

man

ipulationofm

aterialsan

deq

uipm

ent.

•Th

ereispe

rcep

tivean

dim

aginativeusean

dman

ipulationofm

aterialsan

deq

uipm

ent.

1–4m

arks

5–7m

arks

8–11m

arks

12–15m

arks


43

Ass

essm

ent C

riter

ia fo

r Com

pone

nt 2

: Scr

ipte

d Pe

rfor

man

ce –

Des

ign

Can

dida

tes

(con

t.)

AO2:App

lyth

eatrica

lskillsto

realise


ance

Criteria

MarkBand1

MarkBand2

MarkBand3

MarkBand4

Realisationofthe

Design

(15m

arks)

•Th

erealisa

tionofth

ecand

idate’sd

esigntakes

limite

daccoun

tofthe

irde

sign

concep

t.•

Theartisticintentionsofthe

finaldesignareno

tapp

aren

t.

•Th

erealisa

tionofth

ecand

idate’sd

esigntakes

satisfactoryaccoun

tofthe

irde

signconcep

t.•


finaldesignaremostly

appa

rent.

•Th

erealisa

tionofth

ecand

idate’sd

esigntakesg

ood

accoun

tofthe

irde

sign

concep

t.•


finaldesignareclearly

appa

rent.

•Th

erealisa

tionofth

ecand

idate’sd

esigntakesfull

accoun

tofthe

irde

sign

concep

t.•


finaldesignarefullyapp

aren

t.

1–4m

arks

5–7m

arks

8–11m

arks

12–15m

arks

StyleandGenre

(15m

arks)

•Th

ede

signde

mon

stratesa

limite

dun

derstand

ingofth

eplay’sstylean

dgenre.

•Th

ede

signde

mon

stratesa

satisfactoryun

derstand

ingof

theplay’sstylean

dgenre.

•Th

ede

signde

mon

stratesa

good

und

erstan

dingofthe

play’sstylean

dgenre.

•Th

ede

signde

mon

stratesa

thorou

ghand

precise

unde

rstand

ingofth

eplay’s

stylean

dgenre.

1–4m

arks

5–7m

arks

8–11m

arks

12–15m

arks




44


45

Appendix 4 Requirements for Design Students in Component 1 and Component 2

Component 1: Devised Performance AO1:Createanddevelopideastocommunicatemeaningfortheatricalperformance

Intheir5–7minutepresentation,candidatesmust:

• explaintheirdesignconcept;• presentasummaryoftheirresearchonthepre-releasestimulusmaterial,andtheirinfluencesfromdesignstylesandprofessionalpractice;

• discusstheirinitialideasandexplain,referringtomaterialsandresources,howtheyshapedthesefromresearchintothefinaldesignoutcome;

• explainhowtheirfinaldesignoutcomecontributedtotheeffectivenessofthedevisedperformance;and

• explainhowtheirfinaldesignoutcomecommunicatedmeaninginthedevisedperformancethroughoneofthefollowing:– costume:onecostumeforacharacter;– lighting:alightingplotwithcues;– multimedia:amultimediaplotwithcues;– set:thestageset;or– sound:asoundplotwithcues.

Thefinaldesignoutcomeisusedinthedevisedperformance.Candidatesareassessedonhowtheycommunicatemeaningfortheatricalperformancethroughtheirpresentationandfinaldesignoutcome.Candidatesalsocompletethestudentlog.

Component 2: Scripted Performance AO2:Applytheatricalskillstorealiseartisticintentionsinliveperformance

CostumeThecandidateisassessedontheirpresentationandononecostumewornbyanactorinthescriptedperformance.Thecandidateisalsoassessedinperformanceonhowtheyusematerialsandequipmentintherealisationoftheirdesignconcept.

Intheir5–7minutepresentation,candidatesmustshow:

• inSection1,adesignconceptindicatingtherequirementsfortwocostumes,takingaccountofthebackgroundandcontextofthescript,includingstyleandgenre;

• inSection2,arationalefortheselectionofonecostume,includingideasfromresearchonthechoiceofcostumestyle,takingaccountofcharacter,thescript’scontextandthecandidate’sdesignconcept;


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46

• inSection3,anoutlineoftheprocessofapplyingthedesignconcepttocommunicatemeaningandrealiseartisticintentions,includingfourannotatedsketchesand/orphotographsoftheselectedcostumeideas;and

• inSection4,thefinalcostumedesign,includingannotatedsketchesand/orphotographs.

LightingThecandidateisassessedontheirpresentationandonthelightingdesigninthescriptedperformance,includingtheuseofmaterialsandequipmentintherealisationofthedesign.Itisnotnecessaryforthecandidatetooperatethelightsduringtheperformance.Intheir5–7minutepresentation,candidatesmustshow:

• inSection1,adesignconceptindicatingalllightingrequirementsoftheperformance,takingaccountofthebackgroundandcontext,includingstyleandgenreofthescript;

• inSection2,arationaleforfourselectedlightingstates,includingideasfromresearchonthechoiceofstatetoreflectmood,contextandconcept;

• inSection3,anoutlineoftheprocessofapplyingthedesignconcepttocommunicatemeaningandrealiseartisticintentions,includingannotatedsketchesand/orphotographsoftheselectedlightingideas;and

• inSection4,thefinallightingdesignplot,includingthefourselectedlightingstates,withallcuesidentified.

Multimedia(useofimage,sound,textand/orvideo)Thecandidateisassessedontheirpresentationandonthemultimediadesigninthescriptedperformance,includingtheuseofmaterialsandequipmentintherealisationofthedesign.Itisnotnecessaryforthecandidatetooperateequipmentduringtheperformance.Intheir5–7minutepresentation,candidatesmustshow:

• inSection1,adesignconceptindicatingallmultimediarequirementsoftheperformance,takingaccountofthebackground,styleandgenreofthescript;

• inSection2,arationaleforfourselectedmultimediastates,includingideasfromresearchonthechoiceofstatetoreflectmood,contextandconcept;

• inSection3,anoutlineoftheprocessofapplyingthedesignconcepttocommunicatemeaningandrealiseartisticintentions,includingannotatedsketchesand/orphotographsoftheselectedmultimediaideas;and

• inSection4,thefinalmultimediadesignplot,includingthefourdifferentmultimediastates,withallcuesidentified.


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SetThecandidateisassessedontheirpresentationandonthesetdesigninthescriptedperformance,includingtheuseofmaterialsandequipmentintherealisationofthedesign.Intheir5–7minutepresentation,candidatesmustshow:

• inSection1,adesignconceptindicatingallsetrequirementsfortheperformance,takingaccountofthebackground,styleandgenreofthescript;

• inSection2,arationalefortheselectedset,includingideasfromresearchonthechoiceofsetstyletoreflectmood,contextandconcept;

• inSection3,anoutlineoftheprocessofapplyingthedesignconcepttocommunicatemeaningandrealiseartisticintentions,includingannotatedsketchesand/orphotographsoftheselectedsetdesignideas;and

• inSection4,amodelsetofthefinalsetdesign.SoundThecandidateisassessedontheirpresentationandonthesounddesigninthescriptedperformance,includingtheuseofmaterialsandequipmentintherealisationofthedesign.Itisnotnecessaryforthecandidatetooperatethesoundduringtheperformance.Intheir5–7minutepresentation,candidatesmustshow:

• inSection1,adesignconceptindicatingallsoundrequirementsfortheperformance,takingaccountofthebackground,styleandgenreofthescript;

• inSection2,arationaleforfourselectedsoundstates,includingideasfromresearchonthechoiceofstatetoreflectmood,contextandconcept;

• inSection3,anoutlineoftheprocessofapplyingthedesignconcepttocommunicatemeaningandrealiseartisticintentions,includingsamplerecordingsoftheselectedsounddesignideas;and

• inSection4,thefinalsoundplotwithallcuesidentified,includingthefourdifferentsoundstates.


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CCEA GCSE Specification in Drama Dram… · 4.5 Reporting and grading 16 4.6 External assessment 16...

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Transcript of CCEA GCSE Specification in Drama Dram… · 4.5 Reporting and grading 16 4.6 External assessment 16...