qualifications update: higher drama qualifications update: higher drama

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Qualifications Update: Higher Drama

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Qualifications Update:Higher Drama

Qualifications Update:Higher Drama

Key Messages

• Provides progression from National 5 Drama

• Develops an increased depth and complexity of knowledge, understanding and skills

• Offers personalisation and choice • Provides flexibility

Course Structure

Two units:•Drama Skills (Higher)•Drama: Production Skills (Higher)Internally assessedExternally verified by SQA Pass/Fail

Course Assessment

• Performance, marked by SQA Visiting Assessor (60 marks)• Question paper, marked by SQA

(40 marks)Both performance and question

paper contribute to final grade

• Use valid and reliable assessments- SQA-produced Unit Assessment Support Packs- Centre devised assessments that have been prior verified- Your own assessments – strongly advise you have these prior verified

• Marking of assessments- SQA packs are designed on a pass/fail basis- Use Judging Evidence Tables to make assessment judgments against Assessment

Standards- Judging Evidence Tables have commentary on how to meet each Assessment Standard- A task/activity can meet most or all of the Unit Outcome and Assessment Standards- Indicate on candidate’s work that Unit Assessment Standards have been met

• Unit Assessment complementing learning and teaching- Unit Assessment is open and flexible- Assessment should allow you space to prepare for Added Value/Course Assessment

Key messages Key messages from Verification (Round 1)

Assessment Support Schedule 2013/14 Assessment Support Schedule 2013/14

Sept 13 CfE Update Letter

Oct 13 Unit Assessment Support (Package 1)

Feb 14 Unit Assessment Support (Package 2)

Feb 14 Higher Specimen Question Paper

Mar 14 Coursework General Assessment Information

Apr 14 Unit Assessment Support (Package 3)

May 14 Update Mandatory Documents

Jun 14 Update Unit Assessment Support

DramaUnit Assessment

at Higher

DramaUnit Assessment

at Higher

Unit assessment - recapUnit assessment - recap• Flexible and open Assessment Standards and Evidence

Requirements in Units

• Greater range of techniques and methodologies for assessment – encouraged

• Assessments can be designed to provide evidence across more than one outcome or Unit – combined assessments

• More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching

Unit Assessment Support purpose Unit Assessment Support purpose

As at National 5, Assessment Support will be provided which you can use to:

•Assess your candidates

•Adapt for your own assessment programmes

•Help you develop your own assessments

Unit Assessment Support at HigherUnit Assessment Support at Higher – key features – key features

• Valid from August 2014

• Complements and supports learning and teaching

• Assess competence against Unit Outcomes and Assessment Standards

• Designed to encourage professional judgement

• Provide broad-based tasks – allow assessors to choose appropriate context and forms of evidence

• Show range of approaches to generating assessment evidence

• Give information on the type of evidence which could be gathered

Unit assessment support Unit assessment support packages at Higher - approachespackages at Higher - approaches

Package 1 • Unit by Unit (generic) approach – discrete

assessment tasks for each UnitPackage 2 • Unit by Unit (stimulus-specific) approach –

discrete assessment tasks for each UnitPackage 3 • Combined approach – groups Outcomes and

Assessment Standards from different Units

Assessment Support Package ExampleAssessment Support Package Example

Unit by Unit Approach

–Drama Skills: Devise a drama

–Drama Production Skills: Develop production skills within 2 selected production roles

Drama Skills

–Responding to stimuli, including text, to develop ideas for drama–Exploring form, genre, structure and style–Developing and communicating ideas–Planning devising and directing a drama–Using complex acting skills to portray character to an audience–Evaluating their own work and that of others

Assessment Tasks

- Flexible and easily adapted for specific content- Ideas based on a stimulus- Candidates will take responsibility for one

section of a drama and act in one other section

Evidence

Ideas communicated to the groupDevelopment of ideas within own section

Directorial responsibilityActing in one other section

Evaluation

Drama: Production Skills

–Responding to stimuli, including text, to develop ideas for drama–Selecting ideas for chosen production roles–Developing appropriate ideas and production skills within their chosen production roles –Demonstrating complex production skills within selected production roles–Evaluating their own work and that of others

Assessment Tasks

- Flexible and easily adapted for specific content- Ideas based on a textual extract- Candidates will explore and develop

production skills within 2 production roles

Evidence

Ideas communicated to the groupDevelopment of skills within 2 production roles

Application of skillsEvaluation

Discussion

To provide pupils/students with opportunities to generate evidence:•What existing practices could you continue/adapt?•What new practices could you develop/adopt?

DramaHigher Course Assessment

DramaHigher Course Assessment

Course Assessment at HigherCourse Assessment at Higher• Course Assessment at National 5, Higher and

Advanced Higher assesses Added Value

• Courses at Higher are normally assessed by one or two Components

• Courses at Higher are graded A – D, as at present

• Controlled Assessment of setting, conducting and marking

• 2 Components for Higher Drama – question paper and performance

Higher – Question PaperHigher – Question Paper• 40 marks• 2 hours• 2 extended response questions:– textual analysis(20 marks)– performance analysis (20 marks)

Textual Analysis

• An extended response from the point of view of a director or actor or designer

• Demonstrate knowledge of a text• Show an understanding of how the text could

be communicated to an audience• 2 parts to question, each worth 10 marks

Textual Analysis• In the first part of the answer one mark should be awarded for each

relevant point of understanding which is used to respond to the question. Up to a maximum of five marks.

• One further mark should be awarded for each of the above points if the candidate goes on to give further detailed development of understanding which is insightful. Up to a maximum of five marks

• In the second part of the answer, one mark should be awarded for each relevant production concept. Up to a maximum of five marks.

• One further mark should be awarded for each production concept if the candidate has given further detailed development of each production concept. Up to a maximum of five marks.

Performance Analysis• An analysis of a performance that the learner has seen.

This may be a live or, if necessary, a recorded theatrical performance.

• The play must be different from the selected text in Section 1.

• Candidates will be asked to select two aspects from a list of performance analysis areas.

• One mark will be awarded for the explanation of each feature of the performance that achieves dramatic impact and an audience response.

• One further mark will be awarded for an explanation that is detailed.

Performance Analysis

• Considers such areas as: the genre, theme and social, historical and/or theatrical context of the performance piece; the company performing the play; the performance space; the director’s intentions and effectiveness; the acting and development of characters; the design concepts and their effectiveness — set, props, costume, make-up, lighting, sound/effects.

Higher – Drama PerformanceHigher – Drama Performance• 60 marks• Externally marked• Role of director or actor or designer• 2 sections: preparation for performance (10

marks), performance (50 marks)

Section 1: Preparation for Performance

• An account of their research findings, a description of their chosen role and the processes used to reach either their acting or directing or design concept for the performance.

• The preparation for performance will be generated in open-book conditions towards the end of the rehearsal period.

Section 2: Performance• Performance in the chosen role of acting,

directing or design• Actors will prepare two contrasting roles from

two different texts . 25 marks will be available for each role.

• Directors will conduct a rehearsal with actors from a textual extract of approximately 2 pages. The rehearsal should last approximately 30 minutes.

• Designers will design a set for their chosen text and choose one other relevant production area.

Recommended Texts List•Antigone Sophocles•The Birthday Party Harold Pinter•Bondagers Sue Glover•The Caucasian Chalk Circle Bertolt Brecht•The Crucible Arthur Miller•Dunsinane David Greig•Enemy of the People Henrik Ibsen•Further than the Furthest Thing Zinnie Harris•The House of Bernarda Alba Federico Garcia Lorca•The Importance of Being Earnest Oscar Wilde•Lovers Brian Friel•Mary Queen of Scots Got Her Head Chopped Off Liz Lochhead•Men Should Weep Ena Lamont Stewart•The Prime of Miss Jean Brodie Jay Presson Allen•The Servant of Two Masters Carlo Goldoni•The Slab Boys Trilogy John Byrne•Sunset Song Lewis Grassic Gibbon•The Taming of The Shrew William Shakespeare•A Taste of Honey Shelagh Delaney•Tartuffe Moliere

Discussion

• What approaches and content would be useful when preparing candidates for the question paper?

• Within the contexts of your own centre, what will be useful in preparing candidates for the performance roles?