GCSE Performing Arts Showcase Performance Report on the Examination June Version: 1.0

Size: px
Start display at page:

Download "GCSE Performing Arts. 48802 Showcase Performance Report on the Examination. 4880 June 2013. Version: 1.0"

Transcription

1 GCSE Performing Arts Showcase Performance Report on the Examination 4880 June 2013 Version: 1.0

2 Further copies of this Report are available from aqa.org.uk Copyright 2013 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.

3 Unit : Showcase Performance General Please remember that all the work generated during working on the Showcase Brief must go into the Unit 1 portfolio as it is part of Skills development. It is vital that teachers delivering the course carry out the online standardisation for both the portfolio and performances which are provided by the AQA. There has generally been an excellent response to the brief, from Is there anybody out there to help me through my problem? Is there anybody out there in the audience? Is there anybody out there who is frightening me? to Is there anybody out there in space Are we really alone? The theme has been explored and the constraints of the brief acknowledged. Most schools considered the implications of performing as part of a theatre competition open to all and to a community audience. One school was using the showcase Alie and the Aliens for a real competition in the summer term. Some had misinterpreted the brief to be an open air competition rather than a competition open to all. Administration Preparation for the visit Communication is very important. It was helpful that the teacher and moderator shared mobile phone numbers and addresses. It was then possible to respond quickly to last minute problems such as a need for change of date due to unforeseen circumstances. This year it was very severe winter storms that caused major problems, with several moderations cancelled. Schools need to be aware that the majority of moderators are teachers and work to a very tight schedule. They must book time off with their schools and so are subject to times that must be kept. Where a date cannot be re-arranged the Examinations Officer must contact AQA to ensure that a DVD moderation is organised with the Chief Examiner. The majority of schools have complied with administration procedures as outlined in the information letters sent to schools after moderation dates have been fixed. Most schools now submit form PAF1 before the visit as requested. These help prepare the moderator for the visit and in some cases can alert them to potential problems, for example, where the wrong brief had been used, which did create real problems. This is clearly in the best interests of students and schools. The moderation day was generally well-organised and efficient. Quiet rooms were available for moderation of evaluations and discussion with staff, and schools were well prepared. The majority of schools had the Skills Development Record Forms completed for the schools in the sample and Candidate Record Forms signed and completed with skills development and professional conduct mark out of fifteen. It is still recommended that teachers get all the students 3 of 8

4 to sign the Candidate Record Forms at the beginning of the course. These can then be stored safely and so avoid the situation where some students leave without signing them. It is very important that all documents for each student are removed from folders, collated and fastened together. Valuable time can be lost when the moderator has to go through piles of paper looking for each student s information. Teachers usually provided clear identification of their students using photographs and costumes. Where the performers are dressed in identical clothing it is very difficult for the moderator to identify individual students. Skills Development and Professional conduct. Please remember that the teacher is the commissioner of the Showcase Brief and so must ensure that the final piece of work conforms to its constraints and demands. The mark for this component is recorded prior to the visit and most schools understood this. Marks were generally very fair and accurate with the statements on the Candidate Record Forms matching the marks awarded. Teachers must ensure that time is built into the busy schedule working up to the showcase performance to analyse and evaluate the work students are producing and how their skills and conduct is considered. The skills development and professional conduct mark should accurately reflect the achievements of the student during the period of working on the Brief. This mark is a very important source of discussion with the teacher because it allows moderators to have an overview of the students progress. The use of the Skills Development Record Form allowed teachers to demonstrate how they had arrived at their skills development marks, as they provide more robust evidence and accountability. The best examples appear to have worked on the principle The higher the mark, the more evidence I ll include which will support it and these are to be applauded. The activities required for fulfilling the brief should offer students the opportunity to demonstrate their professional conduct and develop their skills towards a professional standard. As in previous years, the mark must take into consideration attendance, attitude to the working processes and cooperating with the rest of the group, and sticking to deadlines as well as the development of performance skills. There should be a willingness to take on responsibilities and a sense of application to the tasks demanded for the completion of the project. Teachers must ensure that statements written on the forms about the individual students match the marks allocated to the student during the assessment process. There will be students who do not take these opportunities and are not committed to the process and the mark must reflect this. If they perform effectively during moderation then this will be shown in the performance mark. The teachers marking in this area was mainly realistic. 4 of 8

5 Final Performance/designs The final performance/designs mark is only entered on the day, so it is vital that Examinations Officers check that the Centre Mark Sheets are not sent to the AQA until after the moderation day. The recommended timings were mostly adhered to, but there were schools which were massively over long (page 20 of Specification). This is unfair on the students as it is difficult to sustain a performance for a long period and so they lose focus and concentration. Most schools had chosen to perform in their own school where the students were comfortable in their familiar space. However, at least one school had formed a partnership with their local professional theatre where they had the experience of working with fully professional technicians and front of house team. In a few cases the students may have benefitted from a smaller space as it is difficult to perform in a large space where there is no audience. It is always heartening to see highly competent, creative and imaginative responses, and it is pleasing to report that many performances fitted those descriptions. The strongest performances were ensemble presentations with a strong narrative thread, allowing all students the opportunity to shine in their individual skill while remaining committed to the company. Although acting was the main skill on offer, music, dance and singing was performed in ensemble which was carefully shaped to fit the storyline. For example, a talented guitarist accompanied a singer, as did a flautist on another occasion. Singers tackled challenging songs, and dancers had used this as a vehicle for demonstrating their own skills. Occasionally backing tracks played through front of house speakers caused problems for singers, whose voices were drowned out or were out of synch because they could not hear the music clearly. Weaker performances tended to be a result of students with limited performing arts skills trying their best to succeed but not yet having those skills to complete a performance to a high level. In the main these were year 9 or year 10 students doing the double award in one year. The skills development that occurs in students during the final two years of the course must be acknowledged. In other unsuccessful performances there was very little evidence of teacher input or control as the commissioner of the brief. Teachers must be direct and stop them using a discipline that they are not good at. The time for experimentation is in developing skills which will be evidenced in the portfolio. Where costume and make up were approached with a sense of the importance of these areas to a performance, the students achieved admirably. However, in some cases there was a sense of taking the easy option with no evidence of research into demands of the style of the piece or actually producing designs and carrying out the practical demands of the discipline. Some costume designers actually wrote in their evaluation that they asked performers to bring in their own costumes or merely selected from those available in the cupboard without any sense of cohesion or planning. It was evident that the theme Is There Anybody Out There? was popular with schools. It is important to consider how to provide a narrative for the showcase which fulfils the theme. There were pieces based on the supernatural and being trapped and striving to escape or coming to terms with their predicament. Good use was made of existing work, with scripts cleverly adapted to suit the theme. Return to the Forbidden Planet, Woman in Black and Alie and the Aliens were 5 of 8

6 very well done. One particularly mature and moving piece took on the difficult theme of child abuse for the community audience. The theatrical elements of direct audience address, mime and voice overs to present the theme were very effectively done. Another school used the bombing of the World Trade Centre as the theme. This was also an excellent piece of theatre. The least effective were pieces based on televisual themes of Big Brother or Britain s Got Talent. These consist of contestants performing and then screaming at judges, who are sitting down and attempting to copy personalities, and passing comments. There was little or no theatrical content which demanded performance skills. It is particularly important to consider presentation. There were few instances of the pace of performances being interrupted by using closing curtains or noisy blackouts. The piece must be prepared as if it was to be performed in the chosen community venue. The most effective performances were where the students had seen or been involved in projects where furniture, props and costume were at a minimum. This experience was outlined in the evaluation as part of the research. Less effective productions gave the impression that most of the time had been spent on the content and little or no time on how it would appear to an audience. Audiences in most cases enhanced the performances. There were instances where it was obvious that teachers were under pressure to have the classes they usually teach as the audience would come and go when the bell rang. This was very unfair on the performers and puts undue pressure on the teachers as it is very distracting. Where the audience consisted of family and friends, or students who would be taking the course next year, it provided a supportive atmosphere. Parents must be discouraged from taking flash photographs as it can be distracting. Some schools offer copies of the DVD s, for sale as a way of raising funds. Schools are reminded that a recording, in the form of a DVD, is a requirement for the course. Some still send tapes which need the original camera in order to view them. Evaluation of own work The teachers marking was generally realistic but tended towards the lenient. There is evidence, however, that teachers give plenty of guidance. It is important that the Evaluations, which are four sides of A4 or equivalent, for all students are completed and marked out of fifteen before the moderator arrives. They do not need to be entered on the Candidate Record Forms as they may be adjusted. The evaluations and the three witness statements of working practices give the moderator an indication of the contribution of the student and helps put the performance into perspective. They must be marked before the arrival of the moderator and handed to them to moderate before seeing the showcase. This was usually the case, but in one instance the moderator was handed the whole Unit 1 portfolio and expected to find the relevant comments. Schools should be encouraged to build this written element into the time constraints of the course and think of imaginative ways to engage students with this written element to the course. At fifteen marks it is a vital component of the unit. This is an evaluation of the student s own contribution to planning, preparation and skills development and not to the performance, which takes place on the day the moderator visits. It is also different to that of the Unit 1 portfolio which asks for an evaluation of own and others work. Unfortunately this was the most problematic area. Some students wrote of what we did and assess the work of the rest of the group instead of concentrating on what I did. The use of first 6 of 8

7 person singular is vital here. The evaluations tended to be narrative and lack details of the skills of the student. It was interesting that the peer observations often evaluated the skills of the person being evaluated but only a brief account of their own. There is now a very specific demand in the assessment criteria to look at two areas. Firstly an evaluation of their contribution to planning and research, and secondly an evaluation of their skills development using work related language related to their chosen skill. Where front of house and marketing and publicity had been a chosen option students had considered their role as integral to the planning and research. The design of tickets and posters were carefully thought through and presented well. Post examination administration In some cases, post-moderation submission of materials to moderators is still a cause for concern. When schools leave this to the last minute it imposes a burden on moderators who have to complete their work to a deadline. It also creates problems if schools have omitted documents and moderators have to wait for these to be sent before completing the checks. Where moderations take place at the beginning of the period, February 1 st to May 31 st, paperwork can be sent as soon as it is ready, without waiting for the May 31 st deadline. It must be remembered that when the date of moderation is confirmed moderators do send a letter, PAF1/INST headed Instructions on the completion of form PAF1. This gives details of what is required on the day of moderation including size of group for the sample and also all the materials which must be sent afterwards. Several schools were late in submitting post-moderation material, particularly the Centre Declaration Sheet which must be signed by the Head of Centre. There appears to be confusion between the requirements for practical and portfolio units. Unit 1 and Unit 2 must be considered as separate entities. It is a requirement that the pink copy of the Centre Mark Form (or EDI) and a copy of the Centre Declaration Sheet be submitted to the moderator of each unit. In the case of Unit 2 the record forms of all students must be sent. Some stated that the Centre Mark Form (CMF) had been sent but, on investigation, it transpired that this referred only to the top white copy which had been sent to AQA processing, and not the pink copy which must be sent to the moderator. The Summary Record Sheet assisted greatly when the moderators checked centre mark sheets against the Candidate Record Forms, especially where there were incorrect additions. It must be pointed out that it is an Ofqual requirement that all Candidate Record Forms must be submitted and signed by the student if an award is to be made. Most schools referred to the sheet sent by the moderator, which details the paperwork to be sent to them after the moderation and by May 31 st. Candidate Record forms for all students (for Units 2 and/or 4) signed by students Pink copies of the Centre Mark sheets or EDI printouts showing the total component marks as submitted to the AQA office Summary Record Sheets Centre Declaration Sheet: confirmation that where there is more than one teacher assessing, internal standardisation has taken place, or that the work has been assessed by one teacher only. 7 of 8

8 Please send all documents by first class post and not by any other means which requires a signature. Most moderators are teachers or will be out on moderations, so if the post is missed, it will need a trip to the nearest depot which is very inconvenient and may result in documents being returned to schools. To all of those schools that do fully comply every year with the administration requirements, many thanks. Your efficiency is very much appreciated. Moderators, many of whom are, themselves, teachers are grateful for their efforts and understand fully the other pressures that they are under at this time of the year. Conclusions The best performances were based on ensemble work. Where the teacher had control as the commissioner of the brief, students embraced the idea of working as a company where the full range of skills was offered for assessment. It should be understood by schools that the showcase performance should be just that, with the opportunity for students to show what they have achieved. It is also important to consider how to provide a narrative for the showcase which fulfils the theme of the brief, particularly if dance or singing or music is the single key skill on offer. The presence of a supportive audience can enhance the performance. Very few schools had only the moderator as audience so that is to be acknowledged as good practice. Again, the best performances showed high levels of accomplishment and were worthy of a place in a schools celebration of the performing arts. Even the weakest students showed a feeling for performance and enjoyment in their achievements. Well done. Mark Ranges and Award of Grades Grade boundaries and cumulative percentage grades are available on the Results Statistics page of the AQA Website. Converting Marks into UMS marks Convert raw marks into Uniform Mark Scale (UMS) marks by using the link below. UMS conversion calculator 8 of 8

GCSE MEDIA STUDIES. 48104/Unit 4 Responding to a Media Brief Report on the Examination. 4810 June 2014. Version: 1.0

GCSE MEDIA STUDIES. 48104/Unit 4 Responding to a Media Brief Report on the Examination. 4810 June 2014. Version: 1.0 GCSE MEDIA STUDIES 48104/Unit 4 Responding to a Media Brief Report on the Examination 4810 June 2014 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright 2014 AQA and its

More information

A-level Art and Design

A-level Art and Design A-level Art and Design ARTF1 & ARTF2 Photography: lens and light-based media Report on the Examination 2200 June 2013 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright

More information

Report on the Examination

Report on the Examination Version 1.0 General Certificate of Education (A-level) June 2012 Art and Design (Photography) ARTF1 (Specification 2200) Unit 1: Coursework Portfolio Report on the Examination Further copies of this Report

More information

A-level Art and Design

A-level Art and Design A-level Art and Design ARTC3 & ARTC4 Graphic Communication Report on the Examination 2200 June 2013 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright 2013 AQA and its licensors.

More information

Set Your School Apart.

Set Your School Apart. Set Your School Apart. Have Creative Kids Playhouse produce a full length musical production, complete with music, costumes, lights, big dance numbers and memories to treasure for a lifetime. Directed

More information

ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY.

ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY. ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY. Introduction The ARR Policy is closely linked to other key school policies (in particular: Teaching and Learning and Gifted and Talented) to ensure whole

More information

GCSE MEDIA STUDIES. 48103 Exploring Media Industries Report on the Examination. 4810 June 2014. Version: 1.0

GCSE MEDIA STUDIES. 48103 Exploring Media Industries Report on the Examination. 4810 June 2014. Version: 1.0 GCSE MEDIA STUDIES 48103 Exploring Media Industries Report on the Examination 4810 June 2014 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright 2014 AQA and its licensors.

More information

GCSE SCIENCE B. SCB4P Report on the Examination. 4500 June 2013. Version: 1.0

GCSE SCIENCE B. SCB4P Report on the Examination. 4500 June 2013. Version: 1.0 GCSE SCIENCE B SCB4P Report on the Examination 4500 June 2013 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright 2013 AQA and its licensors. All rights reserved. AQA retains

More information

National Quali cations SPECIMEN ONLY

National Quali cations SPECIMEN ONLY H National Qualications SPECIMEN ONLY SQ11/H/01 Drama Date Not applicable Duration 2 hours Total s 40 SECTION 1 s Attempt ONE question. SECTION 2 s Attempt this question. Write your answers clearly in

More information

Final. Mark Scheme. French 46551F. (Specification 4655) Unit 1: Listening (Foundation) General Certificate of Secondary Education June 2013

Final. Mark Scheme. French 46551F. (Specification 4655) Unit 1: Listening (Foundation) General Certificate of Secondary Education June 2013 Version 1.0: 0613 General Certificate of Secondary Education June 2013 French 46551F (Specification 4655) Unit 1: Listening (Foundation) Final Mark Scheme Mark schemes are prepared by the Principal Examiner

More information

Mark Scheme. Spanish 46951F. (Specification 4695) Unit 1: Listening (Foundation) General Certificate of Secondary Education January 2013

Mark Scheme. Spanish 46951F. (Specification 4695) Unit 1: Listening (Foundation) General Certificate of Secondary Education January 2013 Version.0: 03 General Certificate of Secondary Education January 203 Spanish 4695F (Specification 4695) Unit : Listening (Foundation) Mark Scheme Mark schemes are prepared by the Principal Examiner and

More information

Final. Mark Scheme. Spanish 46951F. (Specification 4695) Unit 1: Listening (Foundation) General Certificate of Secondary Education June 2013

Final. Mark Scheme. Spanish 46951F. (Specification 4695) Unit 1: Listening (Foundation) General Certificate of Secondary Education June 2013 Version.0: 063 General Certificate of Secondary Education June 203 Spanish 4695F (Specification 4695) Unit : Listening (Foundation) Final Mark Scheme Mark schemes are prepared by the Principal Examiner

More information

GCSE Performing Arts

GCSE Performing Arts GCSE Performing Arts Rationale (Why take it?) Specification seeks to emphasise the unique qualities of Performing Arts. Given opportunities to analyse and evaluate your own and others' performances including

More information

TEACHING AND LEARNING STRATEGY

TEACHING AND LEARNING STRATEGY Seevic College TEACHING AND LEARNING STRATEGY Key values Respect Responsibility Results February 2013 Version 1.2 - February 2013 Page 1 1.0 INTRODUCTION At Seevic College every student matters. To achieve

More information

Study Guide for the Pre-Professional Skills Test: Writing

Study Guide for the Pre-Professional Skills Test: Writing Study Guide for the Pre-Professional Skills Test: Writing A PUBLICATION OF ETS Table of Contents Study Guide for the Pre-Professional Skills Test: Writing TABLE OF CONTENTS Chapter 1 Introduction to the

More information

Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs)

Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs) Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: Preliminary exams? Yes. There is a Cambridge English: Preliminary (PET) vocabulary list

More information

COMMUNICATION INTERNSHIP GUIDELINES College of Charleston

COMMUNICATION INTERNSHIP GUIDELINES College of Charleston COMMUNICATION INTERNSHIP GUIDELINES College of Charleston Department of Communication GAINING PRACTICAL EXPERIENCE A Communication internship at the College of Charleston provides you with valuable exposure

More information

GCSE Dance. Final. Mark Scheme. 42301 Critical appreciation of dance Mark scheme. 4230 June 2013. Version 1.0 Post-Standardisation

GCSE Dance. Final. Mark Scheme. 42301 Critical appreciation of dance Mark scheme. 4230 June 2013. Version 1.0 Post-Standardisation GCSE Dance 42301 Critical appreciation of dance Mark scheme 4230 June 2013 Version 1.0 Post-Standardisation Final Mark Scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together

More information

Final. Mark Scheme. Spanish 46952F. (Specification 4695) Unit 2: Reading (Foundation) General Certificate of Secondary Education June 2013

Final. Mark Scheme. Spanish 46952F. (Specification 4695) Unit 2: Reading (Foundation) General Certificate of Secondary Education June 2013 Version 1.0: 0613 General Certificate of Secondary Education June 2013 Spanish 46952F (Specification 4695) Unit 2: Reading (Foundation) Final Mark Scheme Mark schemes are prepared by the Principal Examiner

More information

STAY CONNECTED BY JOINING ACADAMIC DECATHLON S FACEBOOK

STAY CONNECTED BY JOINING ACADAMIC DECATHLON S FACEBOOK A Contest of Academic Strength Providing academic competition to encourage, acknowledge and reward academic excellence through teamwork among decathletes of all achievement levels. CALIFORNIA ACADEMIC

More information

PHOTOGRAPHY AND THE RECORDING OF IMAGES OF CHILDREN AND YOUNG PEOPLE

PHOTOGRAPHY AND THE RECORDING OF IMAGES OF CHILDREN AND YOUNG PEOPLE PHOTOGRAPHY AND THE RECORDING OF IMAGES OF CHILDREN AND YOUNG PEOPLE 1. Introduction Parents expect Aberdeenshire Council to celebrate the achievement of children and young people. There is an established

More information

LLAWN03, Llandudno (image: Paul Sampson) Arts Grants for Organisations. Getting Started

LLAWN03, Llandudno (image: Paul Sampson) Arts Grants for Organisations. Getting Started LLAWN03, Llandudno (image: Paul Sampson) Arts Grants for Organisations Getting Started January 2016 The Arts Council of Wales is committed to making information available in large print, Braille, British

More information

Policy statement: Assessment, recording and reporting achievement.

Policy statement: Assessment, recording and reporting achievement. Policy statement: Assessment, recording and reporting achievement. In partnership with the home and the local community, the school has a responsibility to fulfil the demands of the national curriculum

More information

Ashton Community Science College Edexcel GCSE Drama Student guide. Is this the right subject for me?

Ashton Community Science College Edexcel GCSE Drama Student guide. Is this the right subject for me? Ashton Community Science College Edexcel GCSE Drama Student guide Is this the right subject for me? Do you enjoy: Expressing yourself in an active and exciting way? Working in a group? Contributing your

More information

Non-exam Assessment Tasks

Non-exam Assessment Tasks SPECIMEN MATERIAL ENTRY LEVEL CERTIFICATE STEP UP TO ENGLISH Silver Step 5972/1 Component 1 Literacy Topics Planning the Prom Non-exam Assessment Task and Teachers Notes Specimen 2015 Time allowed: 1 hour

More information

General Certificate of Secondary Education Business Studies

General Certificate of Secondary Education Business Studies General Certificate of Secondary Education Business Studies Business Studies (413003) Investigating Businesses Business Studies short course (413014) Investigating Small Businesses Controlled Assessment

More information

Assessment Policy. 1 Introduction. 2 Background

Assessment Policy. 1 Introduction. 2 Background Assessment Policy 1 Introduction This document has been written by the National Foundation for Educational Research (NFER) to provide policy makers, researchers, teacher educators and practitioners with

More information

GCSE English Literature

GCSE English Literature GCSE English Literature Unit 2: Poetry Across Time Report on the Examination 47102H June 2013 Version: V1.0 Further copies of this Report are available from aqa.org.uk Copyright 20yy AQA and its licensors.

More information

Preparing and Revising for your GCSE Exams

Preparing and Revising for your GCSE Exams Preparing and Revising for your GCSE Exams Preparing and Revising for GCSEs Page 2 Contents Introduction 3 Effective Learning and Revision 4 What you need to Revise 5 Revision Notes and Practice 6 Getting

More information

SPEECH Orientation Packet

SPEECH Orientation Packet East Bay Regional ACADEMIC DECATHLON SPEECH Orientation Packet TABLE OF CONTENTS Information Index... Cover Schedule for the Day... 2 Rules & Guidelines For Judging Speech... 3-5 A Contest of Academic

More information

Use Your Master s Thesis Supervisor

Use Your Master s Thesis Supervisor Use Your Master s Thesis Supervisor This booklet was prepared in dialogue with the heads of studies at the faculty, and it was approved by the dean of the faculty. Thus, this leaflet expresses the faculty

More information

3. WARDROBE ASSESSMENT

3. WARDROBE ASSESSMENT 3. WARDROBE ASSESSMENT Extract OVERVIEW In this module, we will cover the following topics: Introduction to conducting a wardrobe assessment What to look out for in a wardrobe assessment The big dos and

More information

Maryland 4-H Public Speaking Guide

Maryland 4-H Public Speaking Guide Maryland 4-H Public Speaking Guide Thomas Hutson, 4-H Youth Development Extension Educator Maryland Cooperative Extension Talbot County Equal access/opportunity programs 1 Talbot County 2 3 4 5 6 7 4-H

More information

How to Sell Yourself in a Job Interview

How to Sell Yourself in a Job Interview TOOLS Interview Tips Helpful Interview Hints How to prepare for the first important meeting What to expect Be prepared The Interview Interview Techniques Most frequently asked questions Facing the Interviewer

More information

ST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music

ST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music ST. PATRICK'S CATHOLIC PRIMARY SCHOOL Policy on Music 1 Aims and objectives 1.1 Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression, and

More information

The Theatre Dictionary

The Theatre Dictionary The Theatre Dictionary Have you ever wondered what some theatre terms mean? We thought we d help you and your students understand theatre terminology and clear up some of the confusion. Use it for either

More information

GCSE. Specification. Drama For exams June 2014 onwards For certification June 2014

GCSE. Specification. Drama For exams June 2014 onwards For certification June 2014 GCSE Specification Drama For exams June 2014 onwards For certification June 2014 onwards GCSE Specification Drama 4240 This specification will be published annually on our website (http://www.aqa.org.uk).

More information

Final. Mark Scheme. French 46551H. (Specification 4655) Unit 1: Listening (Higher) General Certificate of Secondary Education June 2013

Final. Mark Scheme. French 46551H. (Specification 4655) Unit 1: Listening (Higher) General Certificate of Secondary Education June 2013 Version 1.0: 0613 General Certificate of Secondary Education June 2013 French 46551H (Specification 4655) Unit 1: Listening (Higher) Final Mark Scheme Mark schemes are prepared by the Principal Examiner

More information

GCSE Biology. BL3HP Report on the Examination. 4401 June 2014. Version: 1.0

GCSE Biology. BL3HP Report on the Examination. 4401 June 2014. Version: 1.0 GCSE Biology BL3HP Report on the Examination 4401 June 2014 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright 2014 AQA and its licensors. All rights reserved. AQA retains

More information

Version 3.0. General Certificate of Education January 2013. Media Studies. Unit 1: Investigating Media. Mark Scheme

Version 3.0. General Certificate of Education January 2013. Media Studies. Unit 1: Investigating Media. Mark Scheme Version 3.0 General Certificate of Education January 2013 Media Studies MEST1 Unit 1: Investigating Media Mark Scheme Mark schemes are prepared by the Principal Examiner and considered, together with the

More information

Cambridge English: First (FCE) Frequently Asked Questions (FAQs)

Cambridge English: First (FCE) Frequently Asked Questions (FAQs) Cambridge English: First (FCE) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: First exams? No. Examinations that are at CEFR Level B2 (independent user), or above such as

More information

GCSE Environmental Science

GCSE Environmental Science GCSE Environmental Science 44401/F Report on the Examination 4440 June 2014 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright 2014 AQA and its licensors. All rights reserved.

More information

GCSE MATHEMATICS. 43602H Unit 2: Number and Algebra (Higher) Report on the Examination. Specification 4360 November 2014. Version: 1.

GCSE MATHEMATICS. 43602H Unit 2: Number and Algebra (Higher) Report on the Examination. Specification 4360 November 2014. Version: 1. GCSE MATHEMATICS 43602H Unit 2: Number and Algebra (Higher) Report on the Examination Specification 4360 November 2014 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright

More information

Version : 1.0: 11.11. General Certificate of Secondary Education November 2011. Foundation Unit 2. Final. Mark Scheme

Version : 1.0: 11.11. General Certificate of Secondary Education November 2011. Foundation Unit 2. Final. Mark Scheme Version : 1.0: 11.11 General Certificate of Secondary Education November 2011 Mathematics Foundation Unit 2 43602F Final Mark Scheme Mark schemes are prepared by the Principal Examiner and considered,

More information

What qualities are employers looking for in teen workers? How can you prove your own skills?

What qualities are employers looking for in teen workers? How can you prove your own skills? Sell Yourself 4 Finding a job The BIG Idea What qualities are employers looking for in teen workers? How can you prove your own skills? AGENDA Approx. 45 minutes I. Warm Up: Employer Survey Review (15

More information

Information for teachers about online TOEIC Listening and Reading practice tests from

Information for teachers about online TOEIC Listening and Reading practice tests from oxford english testing.com Information for teachers about online TOEIC Listening and Reading practice tests from www.oxford english testing.com oxford english testing.com What do the online TOEIC Listening

More information

Top Ten Tips for an Effective Fieldtrip! Effective Fieldtrip Guide. Introduction. Maximizing the impact of out-ofclassroom. learning: PREPARATION

Top Ten Tips for an Effective Fieldtrip! Effective Fieldtrip Guide. Introduction. Maximizing the impact of out-ofclassroom. learning: PREPARATION DC Arts & Humanities Education Collaborative Introduction Effective Fieldtrip Guide 1001 G Street, NW Suite 1000W Washington, DC 20001 (p) 202.879.9327 (f) 202.393.5705 www.dccollaborative.org info@dccollaborative.org

More information

GCSE 2003 June Series

GCSE 2003 June Series GCSE 2003 June Series Report on the Examination Applied Business 3830/1 3830/2 3830/3 GCSE - (3831) Further copies of this Report on the Examination are available from: Publications Department, Aldon House,

More information

ANNE ARUNDEL COUNTY PUBLIC SCHOOLS GIFTED VISUAL ARTS ENRICHMENT PROGRAM 2015 16 General Information

ANNE ARUNDEL COUNTY PUBLIC SCHOOLS GIFTED VISUAL ARTS ENRICHMENT PROGRAM 2015 16 General Information ANNE ARUNDEL COUNTY PUBLIC SCHOOLS GIFTED VISUAL ARTS ENRICHMENT PROGRAM 2015 16 General Information The Anne Arundel County Gifted Visual Arts Enrichment Program consists of eligible students identified

More information

WJEC GCSE in DRAMA. For Teaching from 2012 For Award from 2014. Summary of Assessment 2. Introduction 3. Specification Content 5

WJEC GCSE in DRAMA. For Teaching from 2012 For Award from 2014. Summary of Assessment 2. Introduction 3. Specification Content 5 GCSE DRAMA 1 Contents WJEC GCSE in DRAMA For Teaching from 2012 For Award from 2014 Page Summary of Assessment 2 Introduction 3 Specification Content 5 Scheme of Assessment 11 Awarding, Reporting and Re-sitting

More information

GCSE, AS and A-level Music

GCSE, AS and A-level Music GCSE, AS and A-level Music Your companion guide to our new specifications Teach it from September 2016 First assessment AS Music summer 2017 First assessment GCSE and A-level Music summer 2018 Find out

More information

Aim To help students prepare for the Academic Reading component of the IELTS exam.

Aim To help students prepare for the Academic Reading component of the IELTS exam. IELTS Reading Test 1 Teacher s notes Written by Sam McCarter Aim To help students prepare for the Academic Reading component of the IELTS exam. Objectives To help students to: Practise doing an academic

More information

How to tackle exams: a marker s perspective

How to tackle exams: a marker s perspective RELEVANT TO ACCA QUALIFICATION PAPERS P1, P3, P4, P5, P6 AND P7 How to tackle exams: a marker s perspective I have been lecturing students for more than 15 years (usually over 400 at every sitting) preparing

More information

LEVEL 3 EXTENDED PROJECT QUALIFICATION 2015/2020

LEVEL 3 EXTENDED PROJECT QUALIFICATION 2015/2020 LEVEL 3 EXTENDED PROJECT QUALIFICATION 015/00 LEVEL 3 EXTENDED PROJECT QUALIFICATION (7993) Specification Freestanding EPQ September 015 to May 00 First entry November 015 Contents Level 3 Extended Project

More information

Specimen 2016 Morning Time allowed: 1 hour 45 minutes

Specimen 2016 Morning Time allowed: 1 hour 45 minutes DRAFT SPECIMEN MATERIAL Please write clearly, in block capitals. Centre number Candidate number Surname Forename(s) Candidate signature GCSE BUSINESS Paper 1 Specimen 2016 Morning Time allowed: 1 hour

More information

OUR VALUES & COMPETENCY FRAMEWORK

OUR VALUES & COMPETENCY FRAMEWORK OUR VALUES & COMPETENCY FRAMEWORK Introduction Below you will find the PPF s values and details of our key generic competencies and competency levels. You ll find details of the competency levels required

More information

GCSE SOCIOLOGY. 41902 Crime and Deviance; Mass Media; Power; Social Inequality Report on the Examination. (4190 Specification) June 2013. Version: 1.

GCSE SOCIOLOGY. 41902 Crime and Deviance; Mass Media; Power; Social Inequality Report on the Examination. (4190 Specification) June 2013. Version: 1. GCSE SOCIOLOGY 41902 Crime and Deviance; Mass Media; Power; Social Inequality Report on the Examination (4190 Specification) June 2013 Version: 1.0 Further copies of this Report are available from aqa.org.uk

More information

ART/VCDMA PORTFOLIO TIPS

ART/VCDMA PORTFOLIO TIPS ART/VCDMA PORTFOLIO TIPS What is a portfolio? A portfolio represents your skills as an artist, including craftsmanship, technique, creativity, and the ability to communicate visual ideas. High school seniors

More information

klm Final Mark Scheme General Certificate of Education June 2011 A2 History 2041 HIS3N Unit 3N Aspects of International Relations, 1945 2004

klm Final Mark Scheme General Certificate of Education June 2011 A2 History 2041 HIS3N Unit 3N Aspects of International Relations, 1945 2004 Version 1.0: 0611 klm General Certificate of Education June 2011 A2 History 2041 HIS3N Unit 3N Aspects of International Relations, 1945 2004 Final Mark Scheme Mark schemes are prepared by the Principal

More information

Starting a Booktalk Club: Success in Just 12 Weeks!

Starting a Booktalk Club: Success in Just 12 Weeks! Starting a Booktalk Club: Success in Just 12 Weeks! It s wonderful that you re interested in starting a booktalk club at your school! Before you even begin, you may want to familiarize yourself with some

More information

Ealing, Hammersmith and West London College

Ealing, Hammersmith and West London College Ealing, Hammersmith and West London College Re-inspection monitoring visit report Unique reference number: 130408 Name of lead inspector: Jo Parkman, HMI Last day of inspection: 14 January 2016 Type of

More information

GCSE Media Studies. Course Outlines. version 1.2

GCSE Media Studies. Course Outlines. version 1.2 GCSE Media Studies Course Outlines version 1.2 GCSE Media Studies and GCSE Media Studies Double Award Models of Delivery Introduction All GCSEs taken after summer 2013 will be linear in structure. Candidates

More information

Hints and tips on how to get the most out of the performance. Book 4. Acting tips

Hints and tips on how to get the most out of the performance. Book 4. Acting tips Hints and tips on how to get the most out of the performance. Book 4 Acting tips Tips on how to introduce the show to the group, run workshops, explore the text, cast and organise the show. Before the

More information

Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014)

Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014) Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014) The quality of assessment has a significant impact on attitudes to learning and on attainment in schools

More information

VAK Learning Styles Self-Assessment Questionnaire

VAK Learning Styles Self-Assessment Questionnaire Student Services Study Skills Student Development and Counselling VAK Learning Styles Self-Assessment Questionnaire Circle or tick the answer that most represents how you generally behave. (It s best to

More information

Ten Strategies to Encourage Academic Integrity in Large Lecture Classes

Ten Strategies to Encourage Academic Integrity in Large Lecture Classes Ten Strategies to Encourage Academic Integrity in Large Lecture Classes Brian Udermann and Karrie Lamers Introduction Academic integrity has been and continues to be a lively topic of discussion on most

More information

MINUTE TAKING. All material copyright of Lindsay Wright This pack is for sample purposes only, and not for re-use

MINUTE TAKING. All material copyright of Lindsay Wright This pack is for sample purposes only, and not for re-use MINUTE TAKING All material copyright of Lindsay Wright This pack is for sample purposes only, and not for re-use 1 Minute Taking Sample Programme OBJECTIVES As a result of the programme participants should

More information

MICKLEM PRIMARY SCHOOL MUSIC

MICKLEM PRIMARY SCHOOL MUSIC MICKLEM PRIMARY SCHOOL MUSIC Responsible Committee Curriculum Date Ratified April 2014 Next review April 2017 Signed on behalf of the Governing Body P Fuggle Print name Mr P Fuggle 1 INTRODUCTION Micklem

More information

Talking and Listening. Language and Literacy in the Foundation Stage

Talking and Listening. Language and Literacy in the Foundation Stage Acknowledgements The Early Years Literacy Interboard Group wishes to record its thanks to the following schools for their willing co-operation in the production of this resource. Ballysillan Primary, Belfast;

More information

ARK Oval Primary Academy

ARK Oval Primary Academy ARK Oval Primary Academy 98 Cherry Orchard Road, Croydon CR0 6BA Inspection dates 5 6 December 2012 Overall effectiveness Previous inspection: Not previously inspected This inspection: Good 2 Achievement

More information

Big Dance Trafalgar Square 2016 By Akram Khan. Application and Participation Information Guide

Big Dance Trafalgar Square 2016 By Akram Khan. Application and Participation Information Guide Big Dance Trafalgar Square 2016 By Akram Khan Application and Participation Information Guide 1 Special Invitation to be part of London s final Big Dance To open the 2016 Big Dance Festival on 2 July 2016,

More information

INTERVIEW QUESTIONS & TECHNIQUES Collected by MBA Dept

INTERVIEW QUESTIONS & TECHNIQUES Collected by MBA Dept INTERVIEW QUESTIONS & TECHNIQUES Collected by MBA Dept General Advice Before you go for your interview you need to find out everything you can about the company. Reread your application/cv/covering letter,

More information

GESE Initial steps. Guide for teachers, Grades 1 3. GESE Grade 1 Introduction

GESE Initial steps. Guide for teachers, Grades 1 3. GESE Grade 1 Introduction GESE Initial steps Guide for teachers, Grades 1 3 GESE Grade 1 Introduction cover photos: left and right Martin Dalton, middle Speak! Learning Centre Contents Contents What is Trinity College London?...3

More information

For All Psychology Courses STUDENT PACKET FOR PORTFOLIO DEVELOPMENT. Dr. Rosalyn M. King, Professor

For All Psychology Courses STUDENT PACKET FOR PORTFOLIO DEVELOPMENT. Dr. Rosalyn M. King, Professor For All Psychology Courses STUDENT PACKET FOR PORTFOLIO DEVELOPMENT Dr. Rosalyn M. King, Professor [You can download this packet from www.psyking.net, under Psy201-202, Lessons and Handouts, Downloadable

More information

Unit 3: Acting Skills

Unit 3: Acting Skills Unit 3: Acting Skills Level: 1 and 2 Unit type: Optional specialist Guided learning hours: 60 Assessment type: Internal Unit introduction Do you know what kind of training every actor needs in order to

More information

Final. Mark Scheme. Physical Education. (Specification 4891) Unit 1: Knowledge and Understanding for the Active Participant (Short Course)

Final. Mark Scheme. Physical Education. (Specification 4891) Unit 1: Knowledge and Understanding for the Active Participant (Short Course) Version 2 General Certificate of Secondary Education (Short Course) June 203 Physical Education 4890 (Specification 489) Unit : Knowledge and Understanding for the Active Participant (Short Course) Final

More information

Lesson 5: School Bus Safety

Lesson 5: School Bus Safety Time: approximately 40 minutes Lesson 5: School Bus Safety LESSON PLAN: Lesson 5 This curriculum does not cover every possible scenario that a child may encounter as a pedestrian, but instead addresses

More information

GCSE Film Studies Guidance & Frequently Asked Questions

GCSE Film Studies Guidance & Frequently Asked Questions GCSE Film Studies Guidance & Frequently Asked Questions 1 Exploring genre (Paper 1) Encourage students to be as focused as possible in their examination answers particularly in answers with extended writing.

More information

Level 5 NVQ in Occupational Health and Safety Practice (3644) Candidate logbook

Level 5 NVQ in Occupational Health and Safety Practice (3644) Candidate logbook Level 5 NVQ in Occupational Health and Safety Practice (3644) Candidate logbook Publications and enquiries The publications listed below are available free of charge from Publications Sales City & Guilds

More information

Chris Bell. Customer Experience Coach. www.customerexperiences.co.nz

Chris Bell. Customer Experience Coach. www.customerexperiences.co.nz Chris Bell Customer Experience Coach Developing Your Unique Customer Experience Introduction As more and more business leaders start to understand what a customer experience strategy is all about and more

More information

GCSE DRAMA. 42401 Written Paper Report on the Examination. 4242 June 2014. Version: 1.0

GCSE DRAMA. 42401 Written Paper Report on the Examination. 4242 June 2014. Version: 1.0 GCSE DRAMA 42401 Written Paper Report on the Examination 4242 June 2014 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright 2014 AQA and its licensors. All rights reserved.

More information

a guide to producing your video

a guide to producing your video a guide to producing your video 2016 edition 01:01 01:02 01:03 01:04 01:05 01:06 01:07 01:08 Thinking about video? I m delighted that you are thinking about having a video professionally produced. A well

More information

GIRL SCOUT GOLD AWARD PROJECT GUIDE

GIRL SCOUT GOLD AWARD PROJECT GUIDE GIRL SCOUT GOLD AWARD PROJECT GUIDE Girl Scout Promise On my honor, I will try: To serve God and my country, To help people at all times, And to live by the Girl Scout Law. Girl Scout law I will do my

More information

COMMUNICATION INTERNSHIP GUIDELINES GAINING PRACTICAL EXPERIENCE

COMMUNICATION INTERNSHIP GUIDELINES GAINING PRACTICAL EXPERIENCE COMMUNICATION INTERNSHIP GUIDELINES GAINING PRACTICAL EXPERIENCE A Communication internship at the College of Charleston provides you with valuable exposure to the working world and increases your chances

More information

1. Adult behavior can be changed to some extent. 2. Adult education should be designed to help people mature and grow.

1. Adult behavior can be changed to some extent. 2. Adult education should be designed to help people mature and grow. Handout 1: A Philosophy for Adult Education * Adapted from Bergevin, P. (1967). A Philosophy for Adult Education. New York: The Seabury Press, pp. 3-5.* It is important to preserve the uniqueness of individuals

More information

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

Cambridge International Examinations Cambridge International General Certificate of Secondary Education Cambridge International Examinations Cambridge International General Certificate of Secondary Education FIRST LANGUAGE ENGLISH 0522/03 Paper 3 Directed Writing and Composition For Examination from 2015

More information

Arts in the Community

Arts in the Community Unit 55: Arts in the Community Unit code: QCF Level 3: Credit value: 10 Guided learning hours: 60 Aim and purpose T/502/5660 BTEC National This unit aims to develop learners understanding of the factors

More information

Welcome to Northern Lights A film about Scotland made by you.

Welcome to Northern Lights A film about Scotland made by you. Welcome to Northern Lights A film about Scotland made by you. As part of the Year Of Creative Scotland 2012 we want you to take out a camera and show us what you can see. We are not sure what you will

More information

Sample Assessment Material PERFORMING ARTS. Sample Assessment Material PERFORMING ARTS BTEC FIRST. From September 2012. Award.

Sample Assessment Material PERFORMING ARTS. Sample Assessment Material PERFORMING ARTS BTEC FIRST. From September 2012. Award. BTEC FIRST Award Award PERFORMING ARTS Sample Assessment Material Sample Assessment Material Further copies of this publication are available from: Edexcel Publications Adamsway Mansfield Nottingham NG18

More information

Advanced Techniques for the Walkingbass

Advanced Techniques for the Walkingbass Advanced Techniques for the Walkingbass I have seen guys with 5 string basses who can t get half the sounds that you are getting out of just three. -Buddy Fo of the Invitations If you have read the Beginners

More information

Twinkle Stars Nursery School

Twinkle Stars Nursery School Twinkle Stars Nursery School Wembley Football Club, Vale Farm, Watford Road, WEMBLEY, Middlesex, HA0 3HG Inspection date Previous inspection date 07/05/2014 Not Applicable The quality and standards of

More information

UCC Writing Survey of Students

UCC Writing Survey of Students UCC Writing Survey of Students In November of 2014, over 750 undergraduates completed a short online survey about undergraduate writing. Respondents were almost evenly divided among all four classes, with

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an

More information

COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL 1. Ethics and Standards

COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL 1. Ethics and Standards ICF CORE COMPETENCIES RATING LEVELS Adapted from the Minimum Skills Requirements documents for each credential level (Includes will-not-receive-passing-score criteria- gray background) COMPETENCY ACC LEVEL

More information

So You d Like a Sport Psychology Consultant to Work With Your Team? Three Key Lessons Learned from Olympic Teams

So You d Like a Sport Psychology Consultant to Work With Your Team? Three Key Lessons Learned from Olympic Teams So You d Like a Sport Psychology Consultant to Work With Your Team? Three Key Lessons Learned from Olympic Teams Sean McCann, Senior Sport Psychologist, United States Olympic Committee I first started

More information

101 IELTS Speaking Part Two Topic cards about sports, hobbies and free time A- Z

101 IELTS Speaking Part Two Topic cards about sports, hobbies and free time A- Z 101 IELTS Speaking Part Two Topic cards about sports, hobbies and free time A- Z As the topics of sports, hobbies and free time are easy ones that tie in with IELTS Speaking Part One and students like

More information

Policy Document Planning, Assessment, Recording and Reporting September 2010

Policy Document Planning, Assessment, Recording and Reporting September 2010 Policy Document Planning, Assessment, Recording and Reporting September 2010 PLANNING, ASSESSMENT, RECORDING AND REPORTING POLICY 1 INTRODUCTION Planning, assessment, recording and reporting are an integral

More information

GCSE Media Studies. Unit 4: Responding to a Media Brief. Controlled Assessment Sample Brief: Social Networking Sites and Personal Security

GCSE Media Studies. Unit 4: Responding to a Media Brief. Controlled Assessment Sample Brief: Social Networking Sites and Personal Security GCSE Media Studies Unit 4: Responding to a Media Brief Controlled Assessment Sample Brief: Social Networking Sites and Personal Security General Certificate of Secondary Education Sample Brief For immediate

More information

A parent s guide to hosting a children s birthday party. www.a-starsports.co.uk

A parent s guide to hosting a children s birthday party. www.a-starsports.co.uk A parent s guide to hosting a children s birthday party www.a-starsports.co.uk As professional party organisers, we re often asked for our handy hints and tips on how to create the most memorable, enjoyable

More information

GCSE English Literature Unit 2 Poetry across time

GCSE English Literature Unit 2 Poetry across time GCSE English Literature Unit 2 Poetry across time Mark Scheme 97152H June 2015 V1 Final Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel

More information