Entry requirements: Minimum entry requirements and grade 6 in GCSE Drama. If Drama not previously taken; GCSE English grade 6. Qualification aims and objectives: • Develop and apply an informed, analytical framework for making, performing, 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 the 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 Core skills: • The ability to recognise and understand the interrelationship between performer, designer and director • The understanding that texts and extracts studied may represent a range of social, historical and cultural contexts • The ability to analyse and evaluate their work and the work of others • The ability to understand how performance texts can be interpreted and performed Performer and designer routes Students may complete Component 1 and Component 2 as a performer or designer or combine these roles. Course content: Component 1: • Devise an original performance piece • Use one key extract from a performance text and a theatre practitioner as stimuli • Centre choice of text and practitioner • Performer or designer routes available Component 2: • A group performance/design realisation of one key extract from a performance text • A monologue or duologue performance/design realisation from one key extract from a different performance text • Centre choice of performance texts Component 3: • 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 • Choice of eight practitioners Assessment: Component 1: Devising (Component Code: 9DR0/01) Non-examination assessment 40% of the qualification 80 marks • Internally assessed and externally moderated • There are two parts to the assessment: 1. A portfolio (60 marks). The portfolio submission recommendations are: Can be handwritten/typed evidence between 2500–3000 words or recorded/verbal evidence between 12–14 minutes or Can be a combination of handwritten/typed evidence (between 1250–1500 words) and recorded/verbal evidence (between 6–7 minutes) 2. The devised performance/design realisation (20 marks) Component 2: Text in Performance (Component Code: 9DR0/02) Non-examination assessment 20% of the qualification 60 marks • AO2 is assessed • Externally assessed by a visiting examiner • Group performance/design realisation: worth 36 marks • Monologue or duologue/design realisation: worth 24 marks Component 3: Theatre Makers in Practice (Paper Code: 9DR0/03) Written examination: 2 hours 30 minutes 40% of the qualification 80 marks Section A: Live Theatre Evaluation (20 marks) • 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 • Students are allowed to bring in theatre evaluation notes of up to a maximum of 500 words Section B: Page to Stage: Realising a Performance Text (36 marks) • 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 • Performance texts for this section are not allowed in the examination as the extracts will be provided Section C: Interpreting a Performance Text (24 marks) • Students will answer one extended response question from a choice of two based on an unseen named section from their chosen performance text • Students will demonstrate how their reimagined 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 • Students must take in clean copies of their performance texts for this section, but no other printed materials Expectations of students: • 6 in Drama GCSE • Willing to ‘go the extra mile’ and attend rehearsals outside lesson time Why Drama at Samuel Ryder Academy? Drama at Samuel Ryder Academy is taught by two highly qualified A-Level Drama teachers who have extensive experience of examining both practical and written work. During the course, we will go on exciting and interesting cutting-edge theatre trips and will have the opportunity to attend professional workshops and master classes by contemporary practitioners. Career paths: An A-Level in Drama provides students with confidence, public speaking skills and the ability to work in a team. Previous students of A-Level Drama have gone on to become: • Teachers • Marketing managers • Arts administrators • Lecturers • Performers • Sales managers • Recruitment consultants • Broadcasters • Theatre managers • Office managers • Journalists • Cinematographer • Copy Writer • Drama Therapist • Theatre Designer • Writer • Lawyers • Barrister • Customer Service • Disc Jockey • Speech & Language Therapist • Youth & Community Worker
About Education Provider
| Region | East of England |
| Local Authority | Hertfordshire |
| Ofsted Rating | Good |
| Gender Type | Co-Educational |
| Address | Drakes Drive, St Albans, AL1 5AR |
Entry requirements: Minimum entry requirements and grade 6 in GCSE Drama. If Drama not previously taken; GCSE English grade 6. Qualification aims and objectives: • Develop and apply an informed, analytical framework for making, performing, 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 the 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 Core skills: • The ability to recognise and understand the interrelationship between performer, designer and director • The understanding that texts and extracts studied may represent a range of social, historical and cultural contexts • The ability to analyse and evaluate their work and the work of others • The ability to understand how performance texts can be interpreted and performed Performer and designer routes Students may complete Component 1 and Component 2 as a performer or designer or combine these roles. Course content: Component 1: • Devise an original performance piece • Use one key extract from a performance text and a theatre practitioner as stimuli • Centre choice of text and practitioner • Performer or designer routes available Component 2: • A group performance/design realisation of one key extract from a performance text • A monologue or duologue performance/design realisation from one key extract from a different performance text • Centre choice of performance texts Component 3: • 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 • Choice of eight practitioners Assessment: Component 1: Devising (Component Code: 9DR0/01) Non-examination assessment 40% of the qualification 80 marks • Internally assessed and externally moderated • There are two parts to the assessment: 1. A portfolio (60 marks). The portfolio submission recommendations are: Can be handwritten/typed evidence between 2500–3000 words or recorded/verbal evidence between 12–14 minutes or Can be a combination of handwritten/typed evidence (between 1250–1500 words) and recorded/verbal evidence (between 6–7 minutes) 2. The devised performance/design realisation (20 marks) Component 2: Text in Performance (Component Code: 9DR0/02) Non-examination assessment 20% of the qualification 60 marks • AO2 is assessed • Externally assessed by a visiting examiner • Group performance/design realisation: worth 36 marks • Monologue or duologue/design realisation: worth 24 marks Component 3: Theatre Makers in Practice (Paper Code: 9DR0/03) Written examination: 2 hours 30 minutes 40% of the qualification 80 marks Section A: Live Theatre Evaluation (20 marks) • 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 • Students are allowed to bring in theatre evaluation notes of up to a maximum of 500 words Section B: Page to Stage: Realising a Performance Text (36 marks) • 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 • Performance texts for this section are not allowed in the examination as the extracts will be provided Section C: Interpreting a Performance Text (24 marks) • Students will answer one extended response question from a choice of two based on an unseen named section from their chosen performance text • Students will demonstrate how their reimagined 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 • Students must take in clean copies of their performance texts for this section, but no other printed materials Expectations of students: • 6 in Drama GCSE • Willing to ‘go the extra mile’ and attend rehearsals outside lesson time Why Drama at Samuel Ryder Academy? Drama at Samuel Ryder Academy is taught by two highly qualified A-Level Drama teachers who have extensive experience of examining both practical and written work. During the course, we will go on exciting and interesting cutting-edge theatre trips and will have the opportunity to attend professional workshops and master classes by contemporary practitioners. Career paths: An A-Level in Drama provides students with confidence, public speaking skills and the ability to work in a team. Previous students of A-Level Drama have gone on to become: • Teachers • Marketing managers • Arts administrators • Lecturers • Performers • Sales managers • Recruitment consultants • Broadcasters • Theatre managers • Office managers • Journalists • Cinematographer • Copy Writer • Drama Therapist • Theatre Designer • Writer • Lawyers • Barrister • Customer Service • Disc Jockey • Speech & Language Therapist • Youth & Community Worker