GCSE Performing Arts. Welcome pack. Thank you for expressing an interest in teaching the AQA GCSE Performing Arts specification.

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1 GCSE Performing Arts Welcome pack Thank you for expressing an interest in teaching the AQA GCSE Performing Arts specification. This pack will give you an overview of our GCSE Performing Arts qualification. It shows you where to find information to support your teaching, with links to our online resources. It is a reference tool you can use throughout the life cycle of the qualification. For more information please contact the Art and Performing Arts department on or performingarts@aqa.org.uk 1 of 21

2 Contents An introduction to GCSE Performing Arts Specification at a glance Subject content Unit : Skills development Unit : Showcase performance Unit : Working to a commission Unit : Final performance/designs for the chosen commission Moderation procedures Teacher online standardisation (T-OLS) and professional development Teaching and learning Teacher network group Expressive and Performing Arts subject community Administration Past papers Controlled Assessment Adviser details AQA contacts 2 of 21

3 An introduction to GCSE Performing Arts (4880) GCSE Performing Arts helps students develop both new and existing skills in a range of performance disciplines. This specification offers students the opportunity to specialise in one or more of the performing arts disciplines including; acting, singing, dance, music, music technology, DJ'ing, lighting, sound, set design, costume design, properties, masks, puppets, make-up, stage management, front of house, marketing and publicity. We offer a two unit Single Award GCSE and a four unit Double Award GCSE through this specification. This course is an appropriate foundation for progression in performing arts, theatre studies and generic subjects such as dance and drama. It also provides a foundation for design work in set, costume and props and technical elements such as lighting and sound. 3 of 21

4 Specification at a glance This GCSE is available as both a Single GCSE and a Double Award. The Single Award requires students to complete two units which consist of one portfolio unit and one practical brief. The Double Award requires students to complete four units, consisting of two portfolio units and two externally set practical units. See the full specification 4 of 21

5 Subject content GCSE Performing Arts is offered as a Single GCSE (units 1 and 2) and a Double Award. For the Double Award, students take Units 1, 2, 3 and 4. Within this specification, students will be provided with the opportunity to work on learning and developing both new and existing skills in a range of performance disciplines. It is expected that students will have a broad experience of more than one performing arts discipline. The requirements of the specification can be met through specialising in one or more of the performing arts disciplines, these cover performance, technical, production, design, administration and marketing. Opportunities should be provided for students to research the roles and responsibilities associated with these areas. It is important that students experience support and backstage roles so that they have an overview of the whole performance process in relation to their chosen discipline(s) in the performing arts industry. It should be noted that choreography and direction are not included in the performance disciplines to be presented in the units 2 and/or 4. This is because, in most cases, the success of the final piece of work depends upon the skills of the performers carrying out the completed piece. However, any choreography or direction carried out by the student can be included in the portfolio and credited as part of skills development. 5 of 21

6 Unit : Skills development In this portfolio unit, students will provide evidence of their learning and development of appropriate skills used in presentations and performances. The work undertaken in this unit will provide students with the fundamental skills, knowledge and understanding which they will use in unit 2. The student's portfolio should reflect the work they have done, their personal skills and their understanding of planning and presenting a performance. Students will need to choose and use suitable methods to present their evidence in support of the skills they have learned. Students must provide evidence of the following: Skills development Planning and research Practical activities Contextual understanding of work-related aspects Evaluation of own and others' work. 6 of 21

7 Unit : Showcase performance This unit is based on the work carried out in unit 1, where you have provided practice briefs for performance work in various contexts. It is expected that lessons on skills development will be continued until you decide to begin work on the Showcase. The work in this unit will allow students to demonstrate, in a Showcase performance, what they have learned about working as a member of a team and also how to present their personal skills to the highest possible standard. It will reinforce the processes involved in researching the work of others, planning, preparing for, and performing in an event or production. All work carried out for the Showcase Performance should be included in the student's unit 1 portfolio. This unit is assessed through an externally set task in the form of a performance brief. The students will work as a production company. Students will demonstrate their ability in their chosen skills area by putting on a showcase under the supervision of the teacher acting as the commissioner of the brief. You will have the final decision on the content but this should allow students to perform to their strengths. The showcase brief includes: A description of what has to be produced Constraints which may limit what they are able to do, such as a limited budget or particular performance space The target audience which will have to be investigated before choosing material. 7 of 21

8 Unit : Working to a commission It is important that students reassess their skills level before starting this unit. This should be based on their work for units 1 and 2. This unit gives students the opportunity to increase their knowledge through working to practice commissions set by yourself in preparation for the externally set commission for unit 4. Their portfolio should clearly reflect the work they have done. Students will work as a production company. You will act as a commissioner in order that students can learn the processes of research, planning and preparation involved in organising a performance to fulfil the commission. Students will present two proposals, and you will then decide which one will be developed. The group, under the your supervision, will take responsibility for planning and organising the performance as far as possible. Students will decide on the roles and responsibilities needed to allow the commission to be fulfilled. Students should learn to present ideas to, and communicate with, a range of people in their school and the wider community. Students should also begin to prepare a CV based on the range of work developed during units 1 and 2. Students will be able to add to their CV as they improve their skills during working on the practice commissions and the commission set by AQA in unit 4. Students will need to be given the opportunity to research the working practices of professionals in the area of performing arts which interest them. There must be clear evidence in the portfolios that students have used ideas from professionals and that their work has influenced the development of the skills of the student. 8 of 21

9 Unit : Final performance/designs for the chosen commission The work in this unit will allow students to demonstrate, in a final performance, what they have learned during the process of working to a commission. It provides the context for presenting their skills to the highest possible standard. All work carried out for the commission should be included in their unit 3 portfolio. It is important that the students are fully prepared before undertaking the commission. Students should have developed an awareness of how to: Plan a response to the commission Research venues and suitable materials, including the work of others Select and use suitable materials from different sources Choose and develop ideas, using relevant techniques, learning new methods where necessary to produce the final piece Present the final piece to the highest possible standard Evaluate the response to the commission. 9 of 21

10 Moderation procedures (Units 1 and/or 3) Deadline for submitting marks to AQA and moderator 7 May. The moderation for Units 1 and/or 3 will be dealt with as separate units. The units will be sampled via a postal moderation system. Centres with 20 candidates or fewer should send the work of all the candidates with all required documents (see next page) to their moderator for 7 May. Centres with more candidates than 20 should send the pink copies of the Centre Mark forms to the moderator who will select a sample and return the sample request to the school by post. Unit 1 portfolio work must not be included in the Unit 3 portfolio. Details of your moderator will be circulated by the end of April to your Examinations Officer. Always retain a record of the coursework marks at the school in case of query. Presentation of portfolios: More consideration could be given by some centres to the collation of portfolios. Poorly fastened work will come loose in the post. Ring binders are too bulky and again, will come open in the post. Centres are strongly advised to avoid folders entirely and securely staple/spiral bind the portfolios. Plastic wallets should also be avoided. Some centres use larger size formats than A4 for portfolios, but again, these frequently become damaged in transit. Centres should give careful consideration to the presentation of portfolios. The material must be despatched by first-class post and a Certificate of Posting obtained. Recorded Delivery or any despatch method requiring a signature by the moderator must not be used as this can considerably delay delivery to the moderator. When completing the Centre Mark Form, please check that the correct mark (as recorded on the Candidate Record Form) has been entered in the Total Mark space for each student. If in doubt about the requirements concerning the submission of marks and sample, you should consult your Examinations Officer. 10 of 21

11 Moderation procedures (Units 1 and/or 3) Moderation sample The size of the moderation sample is determined by the number of students entered for each unit, as follows: No. of students for each unit at the school Up to 20 Sample size All students More than Documents to be sent to the moderator by 7 May: The Candidate Record Forms for all candidates in the sample signed by the candidates. Pink copies of the Centre Mark Forms or EDI printouts. These show the total component mark as submitted to the AQA office. 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. Evidence of centre marking for each portfolio including the Assessment Grid (available from the AQA website). 11 of 21

12 Moderation procedures (Units 2 and/or 4) Centres are reminded of the following information when arranging their moderation day: Visiting moderation takes place between 1 February and 31 May inclusive. A moderator is assigned to each centre and will be in contact to arrange a mutually convenient date for moderation to take place. Each centre will be sent form 48802/48804/INF. The 48802/48804/INF is to provide the moderator with detailed information in advance of the visit. The description of the performance should give a clear outline of the context and the roles of the sample students within it. The sample must cover the full mark range and the disciplines to be offered. It should be returned as soon as possible, but no later than two weeks before the date of the practical moderation. A map/directions of the location should also be included. On the day of moderation, centres should ensure that: The evaluations for all of the candidates should be marked and must include the signed Candidate Record form, 3 witness statements (pg. 19 of the specification) and the Skills Development Record form. The evaluations for the students in the sample will be made available to the moderator on arrival A quiet space is available to the moderator to check the evaluations The performance space is appropriate for all candidates to demonstrate their skills to a suitable audience The evaluations for the candidates in the sample are completed, marked and available for the moderator on arrival. 12 of 21

13 Moderation procedures (Unit 2 and/or 4) Moderation sample The size of the moderation sample is determined by the number of students entered for each unit, as follows: No. of students for each unit at the school Sample Size 10 or fewer All students More than As far as possible, the sample should cover the full mark range (and should incorporate a range of disciplines). All practical work which consists of or contains a live performance must be recorded on DVD. This requirement to record is also applicable to the work of the students whose performances have been seen by the moderator. If there is an emergency which prompts a change of dates, then the moderator must be contacted at the earliest date. Mobile phone numbers and/or e mail addresses should be exchanged. The moderator will then contact the relevant AQA personnel if they are not able to reorganise. Documents to be sent to the moderator by 31 May: The Candidate Record Forms for all candidates signed by the candidates Pink copies of the Centre Mark Sheets or EDI printouts. These show the total component mark 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. 13 of 21

14 Teacher online standardisation and Professional development How to use online standardisation Log in to e-aqa with your personal e-aqa login. Select 'Teacher online standardisation' from the list of services in e-aqa. Select your subject in the online standardisation system. Professional development We offer An extensive programme of Teacher support meetings led by senior Examiners covering a broad range of qualifications which are available to book online. 14 of 21

15 Teaching and learnings To save you time and effort, use our resources to help you plan lessons or coursework and give you insights into marking and assessment. Our Teaching and Learning Resources will help you plan and teach GCSE Performing Arts. See how your school, subject, class and individual students have performed with Enhanced Results Analysis (ERA). 15 of 21

16 Teacher Network Group If you are preparing students for our AQA GCSE Performing Arts examinations, you may wish your details to be added to a list of Performing Arts teachers. This Teacher Network Group has been set up to allow teachers to contact colleagues at other schools to share ideas about resources and teaching strategies for the AQA specification. How do I join the Teacher Network Group? If you would like to join the Teacher Network Group, please download and complete the Teacher Network Group application form and return it to us by post to Performing Arts, AQA, Stag Hill House, Guildford, GU2 7XJ, or to performingarts@aqa.org.uk. Your name and that of any colleague(s) at your school also teaching the specification will be added to the list if requested and a list of participating teachers will be sent to you. 16 of 21

17 Expressive and Performing Arts subject community Many theatres, museums and performing arts organisations offer a comprehensive range of free resources to teachers and students, both online and face to face. Many of these resources offer exciting opportunities to young learners. They enrich and enhance the study and/or teaching of Expressive and Performing Arts. They can be used to stimulate creative approaches to performance and encourage holistic thinking, enterprise skills, observational and analytical skills and information. We have gathered information from them to give you details of what they have to offer, all in one place. To see what each institution offers, simply go to the Expressive and Performing Arts Community page and click the left-hand menu. In many cases the resources can be tailored to suit your needs. If you have used resources you think may benefit others, please let us know by contacting performingarts@aqa.org.uk 17 of 21

18 Administration Entries: find everything you need to know on our website. Estimated entries: tell us how many students you are planning to enter as advance materials are sent on the basis of this information. GCSE Performing Arts administration: download the Candidate Record Forms that will help you administer the controlled assessments in GCSE Performing Arts. General Exam administration: in exams administration you can find information to help you manage your exams, coursework and controlled assessments. 18 of 21

19 Past papers Revise for exams with past papers, available to download from the Past papers and mark schemes webpage. You can get past papers earlier, starting 10 days after the exam, from Secure Key Materials. Can t find your papers? Some question papers are not available online and older question papers and mark schemes are removed from our public website and Secure Key Materials (SKM) after three years because of copyright restrictions Following consultations with a cross section of teachers across subjects, we will now make all papers and mark schemes available on the AQA website free of charge from about 10 months after the exam (see what's available when). Teachers can get past papers earlier, starting 10 days after the exam, from Secure Key Materials. Feedback? Contact us Watch our video to find out how students' work turns into grades 19 of 21

20 Controlled Assessment Adviser details Centre number Controlled Assessment Adviser Contact details 10-19, 20-31, 40, 45-56, Annie Bainbridge-Ayling Home , 41-44, 57-65, Jon Parker Home 20 of 21

21 AQA Contacts Department Telephone Art & Performing Arts department Entries Teacher standardisation Moderator allocations CPD Exam office support (EOS) e-aqa AQA shop Special considerations & access arrangements of 21

22 Thank you 22 of 21