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15/02/19

Retweetd From Harris Garrard

All-through primary phase staff are raring to go! Writing focused training with https://t.co/rEgNBVJl9a

15/02/19

Retweetd From Chobham PE Dept

Another good day for the sports teams. As the year 10 boys football team won in a convincing 2-0 win over Bow School. While, the year 7 & 8 basketball team were narrowly defeated in their first basketball game of the year against . https://t.co/sKDLe23SNN

14/02/19

Retweetd From Chobham PE Dept

yesterday’s beginner skiers learning the basics before the trip ⛷ https://t.co/EImtzXH9gY

14/02/19

Retweetd From Chobham PE Dept

Our beginner skiers picked up skiing very quickly yesterday ! https://t.co/5Katd7Dic5

14/02/19

Retweetd From HarrisSchoolDirect

Our & have time for discussion and reflection with around in the classroom and the links to . https://t.co/fux4W8r5tk

14/02/19

Hi, can you please let me know what lesson your child was let out late from and I will look in to this for you. Thanks

14/02/19

Retweetd From HarrisSchoolDirect

"I have also found my colleagues at Chobham Academy to be very helpful and knowledgeable, and I feel like I am part of a family." Meet Dario, who is training to teach Physics at through the programme https://t.co/u0KCf9yQG3

13/02/19

Retweetd From Chobham PE Dept

Well done to the year 7 boys football team! The team were victorious in an emphatic 8-2 win against Eastlea Community School. Our joint MOM’s were Christian with his 4 goals ⚽️⚽️⚽️⚽️ & Vlad who was a rock in defence. Well done boys 👏⚽️ https://t.co/s8NPCvKqjI

12/02/19

Trip to Madrid/Valladolid- 7-11 July 2019. £569 all inclusive. Packed with fun! Register by February 27th. https://t.co/xlqLcbsmWD

12/02/19

Retweetd From Chobham PE Dept

This afternoon, the year 12 CTEC class delivered some excellent sports sessions to various year 7 & 8 students as part of their sports coaching unit. ⚽️🏀🏓 https://t.co/EbpQHZKllm

11/02/19

Retweetd From HarrisSchoolDirect

"...asking a Year 7 ‘What is English?’ the student said, ‘Analysing texts’ and when asked ‘Why?’ the reply came ‘To prepare for tests." Brilliant article from on the case for the authentic experience of English https://t.co/hVuuW4gJ5A

11/02/19

Retweetd From Get Living

As well as commissioning research into the changing attitudes towards work perks, we recently teamed up with in to produce a video and find out what the next generation of workers expect from their future employers: https://t.co/88i2zC81lT https://t.co/mxkkcDcrIV

08/02/19

Parents - Did you know poor attendance suggests to colleges and employers that these students are unreliable?

08/02/19

Parents - Did you know prolonged absence from school can lead to loneliness?

06/02/19

Retweetd From THE FIXUP TEAM

Fixup at today Action Jackson's mission of the day Aim for excellence in your studies – Try your hardest 👌 Planning for the future!

06/02/19

London Lions and Chobham Academy Basketball Partnership 2019 https://t.co/TaF700d2zb

06/02/19

Retweetd From HarrisSchoolDirect

"I have also found my colleagues at Chobham Academy to be very helpful and knowledgeable, and I feel like I am part of a family." Meet Dario, who is training to teach Physics at through the programme https://t.co/u0KCf9yQG3

05/02/19

Retweetd From Chobham PE Dept

https://t.co/GpIT4g4R7g

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

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A-level Drama

A Level Drama (Edexcel)

Aims

To enable students to:

  • develop and apply an informed, analytical framework for making, preforming, interpreting and understanding drama and theatre
  • understand the place of relevant theoretical research in informing the processes and practices involved in creating theatre and the place of practical exploration in informing theoretical knowledge of drama and theatre
  • develop an understanding and appreciation of how the social, cultural and historical contexts of performance texts have influenced the development of drama and theatre
  • understand the practices used in 21st-century theatre making
  • experience a range of opportunities to create theatre, both published text-based and devised work
  • participate as a theatre maker and as an audience member in live theatre
  • understand and experience the collaborative relationship between various roles within theatre
  • develop and demonstrate a range of theatre-making skills
  • develop the creativity and independence to become effective theatre makers
  • adopt safe working practices as a theatre maker
  • analyse and evaluate their own work and the work of others

Assessment

Component 1: Devising

Non-examination assessment

40% of the qualification

80 marks

Content overview

  • Devise an original performance piece.
  • Use on key extract from a performance text and a theatre practitioner as stimuli.
  • Centre choice of text and practitioner.
  • Performer or designer routes available.

Assessment overview

  • AO1, AO2 and AO4 are assessed.
  • Internally assessed and externally moderated.
  • There are two parts to the assessment:
  1. a portfolio (60 marks, 40 marks assessing AO1 and 20 marks assessing AO4)
  2. the devised performance (20 marks, assessing AO2)

 

Component 2: Text in Performance

Non-examination assessment

20% of the qualification

60 marks

Content overview

  • A group performance of one key extract from a performance text.
  • A monologue or duologue performance from one key extract from a different performance text.
  • Centre choice of performance texts.

Assessment overview

  • AO2 is assessed,
  • Externally assessed by a visiting examiner.
  • Group performance worth 26 marks
  • Monologue or duologue worth 24 marks.

 

Component 3: Theatre Makers in Practice

Written examination: 2 hours 30 minutes

40% of the qualification

80 marks

Content overview

  • Live theatre evaluation – choice of performance.
  • Practical exploration and study of a complete performance text – focusing on how this can be realised for performance.
  • Practical exploration and interpretation of another complete performance text, in light of a chosen theatre practitioner – focusing on how this text could be reimagined for a contemporary audience.
  • Centre choice of 15 performance texts from two lists on the next page.
  • Choice of 15 performance texts.
  • Choice of eight practitioners

Assessment overview

Section A: Live Theatre Evaluation

  • Students answer one extended response question from a choice of two requiring them to analyse and evaluate a live theatre performance they have seen in light of a given statement.

Section B: Page to Stage: Realising a Performance Text

  • Students answer two extended response questions based on an unseen extract from the performance text they have studied.
  • Students will demonstrate how they, as theatre makers, intend to realise the extract in performance.
  • Students answer from the perspective of a performer and a designer.

Section C: Interpreting a Performance Text

  • Students will answer on extended response question from a choice of two based on an unseen named section from their chosen performance text.
  • Students will demonstrate how their re-imagined production concept will communicate ideas to a contemporary audience.
  • Students will also need to outline how the work of their chosen theatre practitioner has influenced their overall production concept and demonstrate an awareness of the performance text in its original performance conditions

 

Performance texts

List A – one from:

List B – one from:

Accidental Death Of An Anarchist, Dario Fo

Antigone, Sophocles

Colder Than Here, Laura Wade

Doctor Faustus, Christopher Marlowe

Equus, Peter Shaffer

Hedda Gabler, Henrik Ibsen

Fences, August Wilson

Lysistrata, Aristophanes

Machinal, Sophie Treadwell

The Maids, Jean Genet

That Face, Polly Stenham

The School for Scandal, Richard Brinsley Sheridan

 

The Tempest, William Shakespeare

 

Waiting for Godot, Samuel Beckett

 

Woyzeck, Georg Buchner

 

Practitioners

Antonin Artaud

Kneehigh

Bertold Brecht

Joan Littlewood

Steven Berkoff

Punchdrunk

Complicite

Constantin Stanislavski

 

Assessment Objectives

AO1

Creating and developing ideas to communication meaning as part of theatre-making process

AO2

Making connections between dramatic theory and practice

AO3

Analysing and evaluating their own work

AO4

Group performance – vocal and physical skills