John McGlashan College€¦ · Web view1. John McGlashan Drama Department 2014 Scheme. 17. JMC Drama Department Scheme 2014

John McGlashan College

John McGlashan Drama Department 2014 Scheme

NCEA Drama 2014

Teacher Schemefor all levels

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Specific Objectives (2014)

COMMITTEE/DEPARTMENT Drama

Key Result Area

Objective Strategies Measure

Aca

dem

ic A

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NCEA Level 1 DramaBuild on pre-NCEA skill development from previous years. Intensive workshopping of Drama elements, techniques, and conventions.

Year 9 stimulate interest and establish expectations. Introduce to a range of drama experiences.

Year 8 stimulate interest and establish expectations. Focus on extensive group work and team building skills

Year 7 stimulate interest and establish expectations. Introduce to the “world of drama”.

Supporting school-wide literacy initiative

For all Years: staff to foster strong learning environments and to engage, challenge and support students

Extension and updating of existing glossaries in journals. Staff make conscious effort to use appropriate drama jargon as much as possible

Results and numbers choosing Drama options

Increased use of appropriate jargon by students in written and oral responses

John McGlashan Drama Department 2014 Scheme 2

Cur

ricul

umTo stimulate interest in Year 9 so we can have Year 10 classes the following year.

Stimulate interest in NCEA Level 1 class so that it can carry into Level 2 the following year.

Yrs 7-9Deliver a strong drama programme through all levels – in relation to the new curriculum. Revise lesson plans / Quality learning circle discussions and observations / student and teacher feedback / Professional development opportunities

Increase numbers for Levels 1, by the end of the year, by getting Yr 9 & 10 students interested

Regular visits to local productions by students and staff supported by visits from actors and production staff

Developing and implementing a drama programme across year 7-9 which interests students and captures their imagination and creation. Using I.C.T, Multi-media, stage technologies, as presentation tools.

Year long recruitment approach – specific publicity material?Appropriate Schemes, Coursebooks and AS handouts produced ready for 2014.

Continued developing of resources online the Drama weebly

Staf

f

Continue up-skilling and developing understanding of new curriculum demands

Appropriate delivery of curriculum and management of students

PD both off site and through liaison with Advisor to Schools.Shared moderation meetings with other schools. Eg. St Hilda’s / OBHSIntra-departmental assistance with English dept?Maintain Facebook page for Dunedin Drama Teachers (which I set up in 2011)

Staff contentment, student participation and success, and T.I.C or HOD Arts head observation.

Appropriate academic results as per objectives above

Extr

acur

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ar

Shakespeare Festival

Fortune Theatre

Theatresports

Drama Roadshow

Ensure maintenance of facilities and resources

NZ Playhouse

Fringe Festival

Encourage involvement from staff and new supporters.

Student and staff participation, enjoyment and success

Positive student participation without overloading students or staff


John McGlashan Drama Department Policies and Procedures

Student notes

Information for studentsEach student will be issued with a Student Coursebook/junior journal or access can be made online at http://jmcdrama.weebly.com/ at the start of the year detailing:

General course overview The achievement standards in the course, their credit value and the assessment

method an assessment statement detailing the dates and types of assessment A Year plan with approximate assessment dates a copy of these Dept. policies and Procedures a personal record sheet to record grades on Details online the Drama weebly detailing coursework/ Achivement Standards etc/

and setting up of own online journal (or using Google docs)

AuthenticityAssessment work completed must be the student’s own work. The school requires students and caregivers to sign generic authenticity declarations. Students must sign acceptance of their grade on every assessment sheet. Where evidence indicates work presented is not a student’s own work the school policy will be followed.

AppealsStudents have the right to appeal assessment outcomes.Appeals against the assessment judgements are to be made initially to the class teacher upon the assessment being returned. If an assessor judgement is clearly incorrect it will be amended immediately.In the event of a case not being resolved, the class teacher must discuss the appeal with the T.I.C. An application for a formal appeal must be made to the Principal’s Nominee/NCEA Coordinator within five school days of the assessment being returned. The appeals must be made by parents on the official application form. See the school policy for further information.

Late workLate work will not be accepted for assessment unless it meets the school criteria for compassionate consideration. However, when extraordinary and acceptable circumstances arise, extensions on written work may be negotiated with the teacher but this should be done at least a week before the due date and evidence may be required. Ultimately, the teacher and T.I.C will decide if an extension is warranted.

Non-completion of course work:In the event of work not being completed adequately, school policy will be followed and students may have exam study leave declined as they have failed to demonstrate their ability to work unsupervised.

AbsencesAs Drama often involves a group process, absence is a particular problem which students need to be aware of. If a student is absent for illness during the final three weeks prior to a John McGlashan Drama Department 2014 Scheme 4

http://jmcdrama.weebly.com/

formal practical group assessment, or regularly during the process or for the assessment itself, he will require a doctor’s certificate. Failure to produce a Doctor’s certificate will result in an N grade being awarded.

Getting the most out of Drama – students AND staffIn 2014 the Department is aiming to maximise staff’s and students’ achievement and enjoyment through maintaining a safe, positive and challenging environment. By working as a Team, we’re going to get the best results for all.To achieve this requires a combined effort between staff and students as we work towards common goals. Staff will teach best when they enjoy themselves – this only happens when we are able to trust and respect our students. The Staff responsibility in the equation is obviously planning, preparing, presenting, facilitating learning, advising, assessing, reporting etc. Students’ responsibility to the Team centres on coming to class with a positive attitude: a willingness to learn, follow instructions, be challenged and meet coursework requirements; effective self-organisation and a cheerful co-operative approach to classmates and staff.

The ATTITUDE ApproachAs attitude is such an important factor in Drama, in a new initiative this year we are going to have this as our main focus to drive the Team and to encourage students to make positive and productive choices in all aspects of the course.

Re-Assessment Opportunities There are no reassessment opportunities due to the practical nature of the drama course and the fact that all activities are across the entire term. Details are given in plenty of time giving instructions on when performance dates will be and students must work to this.

Verifying GradesStudents are required to verify the sighting and acceptance of the grade awarded by signing the result slip attached to each piece of internally assessed work.

Retention of Student workThe department will retain student internal assessment material until the end of the year following that in which it is assessed (i.e. 2014’s work is retained until the end of 2015). If students require copies for exam revision they must photocopy it immediately at issue after marking and hand it straight back.

Student Obligations1 Make sure you understand the assessment programme and policy2 Ensure you understand the requirements of each assessment 3 Discuss problems/concerns with the Teacher/TIC4 Behave appropriately, focus on tasks and complete work on time.

Drama portfolios Students must have their notes organised in a clearfile / or have it accessible online in their own digital journal or in a shared capacity in Google DocAll notes for the current Achievement Standard must always be at school / or online and accessible – they can be accessed from http://jmcdrama.weebly.com/ Students may leave their portfolios on their class’s shelf in the classroom if they do not need them for homework / or online and accessible by the teacherJohn McGlashan Drama Department 2014 Scheme 5

http://jmcdrama.weebly.com/

Learning Log and Template responses Written work including Template Tasks and Learning Log entries on GoogleDocs is students’ opportunity to provide written and/or diagrammatic evidence to support their practical process and performance drama. To be of any value it must:

be relevant to the taskfollow instructions clearlyrefer, using specific details, to identifiable features of a process or performanceshow an understanding how different stages of the process have combined and contributed to the final performance and learning

To show understanding beyond Achieve level it willbe succinctshow awareness and understanding of drama components and an enthusiasm and ability by the student to advance and extend his own knowledgeuse appropriate drama jargon/terminology

EXCELLENCE Exemplar:Topic: Explain how you could have improved your individual performance.Note: This task has TWO parts which should follow the PEC format:

i) identify a problem (P), describe it (E) and explain what the problem was (C)ii) identify an improvement (P), describe it (E) and explain what intended effect the

improvement would make (C)

Response exemplar with structure marked.i) P) In the scene in the kitchen, space was not used effectively: E)the door at upstage centre, through which Scrag, the villain, had to make his dramatic entrance, was too close to the characters also at USC. C)This reduced the effectiveness of his entry so some meaning was unclear to the audience.ii) P)Relocation was needed E)of either the characters or the door C)to have provided clear separation and give much better focus to his entrance and their reaction to it.

SENIOR DRAMA – NCEA LEVELS

Handing in work for assessmentSometimes the teacher will collect work early to mark during the process. At other times we will simply initial work to show it was completed on time.When completed Achievement Standards are handed in they must:1 include all required and any extra response material in the correct order John McGlashan Drama Department 2014 Scheme

Learning Log EntriesYou are required to have a minimum of ONE entry per week. Late entries will not be accepted. THIS IS YOUR RESPONSIBILITY AND NOT YOUR TEACHER’S. Your assessment is likely to be enhanced by more regular succinct entries that show you are thinking about what you are learning in relation to your skill development, understanding and awareness of drama components, the process of drama, interaction with others and progress towards the Achievement Standard i.e. entries that reflect competency in self-analysis. Entries that simply record what you have done are of no value i.e. inadequate .

If the minimum requirement is not met or is inadequate, your Process Log will not be considered as extra evidence of your understanding/ability for assessment purposes in this Achievement Standard. If, of course adequate Process Log content is a requirement according to the Standard, then you would not achieve that Standard irregardless of the quality of your other work.

If coursework is not adequately completed the privilege of exam study leave will be forfeited.

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2 have the generic assessment sheet filled out on top 3 be stapled in the left hand top corner.

Group work strategies at Year 10 and above.We need to develop the skills of our students in managing their own groups and taking full responsibility for their focus. When undertaking significant tasks in groups, have a regular session at the start of each period where every group identifies and records specific goals for the period. Follow this up with a regular end of period session where every group reports back on their progress. Different students should be required to do the reporting.Every group (in a prolonged activity) should elect a decision-maker who has the group’s authority and cooperation to make final decisions when progress is bogged down. This position does NOT make him the director. Every group needs an allocated scriptwriter who has the overall responsibility for collating and compiling the script though the master script should remain in the class at all times to avoid delays through absence.The teacher should record these roles and ensure they are shared around.

If groups reach a total impasse they should consult with the teacher who will then make the decisions required to move the process forward. This, however, should be regarded as a last step and may compromise some of the students’ achievement levels where positive participation and cooperation are criteria.


Facilities and ResourcesIn order to maintain these in top order, Junior students must not be unsupervised in the Drama room unless they have proven themselves responsible.

Costumes/props should be stored appropriately by the teacher in his/her classroom or, in the case of valuables, in the office cupboard. A Resource Issue Sheet (below) must be maintained by the Monitors of all items issued and these should be checked back in at completion of the unit and signed off by a Monitor. Generally speaking, we do not lend out Lighting or Sound gear to individuals or other school departments.

SafetyNo student is to attempt to dismantle or repair any electrical equipment.

Staff must be present if electrical equipment is being worked with or if a ladder is being used and there must always be someone footing the

ladder.


No shoes, food, or drink out of bags in or near the Drama room

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Student name: ________________________ Class: _______

Teacher/Student i/c activity: _______________________________Circle: Props or Costume

Issued by: Date issued: Date returned:

Monitor signature for all items returned in good condition:

Description Number


JMC Drama Resource Issue Sheet

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GENERIC MODERATION FORMThis sheet must be stored with the student’s work in the appropriate Level box.

Achievement Standard Number: ……………

Date of moderation: _________________

Teacher name: ______________________________

Moderator name: ______________________________

Moderator role: ______________________________

Moderator signature: ______________________________


John McGlashan CollegeDrama Department

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GENERIC ASSESSMENT SUMMARYThis sheet must be attached to the front of the student’s work prior to handing in for

assessment.

Achievement Standard Number: ……………

Grade awarded:

Teacher signature: ________________________

Student Signature ……………………………. Date ……………..(Indicates sighting of and acceptance of the grade)


John McGlashan CollegeDrama Department

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Teacher – Ms Fridd.

Drama isSerious fun!


NCEA Level 1 Drama

2014

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Student and Parent/caregiver information

COURSE AIMS AND ASSESSMENT INFORMATION

Basic Departmental Objectives:To develop students' critical awarenessTo enable students to understand the social context of their workTo extend the students' engagement with drama as an expression of culture.To provide students with a practical understanding of the craft of dramaTo develop students’ confidence and ability in performanceTo encourage students to develop a range of positive life skills

The Level 1 Drama Course will involve :

PK Developing Practical Knowledge in DramaStudents will select and use elements, techniques, conventions and technologies in a range of dramatic forms.

DI Developing Ideas in DramaStudents will initiate and develop ideas individually and collectively in selected dramatic forms.

CI Communicating and Interpreting DramaStudents will perform and respond to drama and make critical judgements about the use of elements, techniques, conventions and technologies to create form and meaning.

UC Understanding Drama in ContextStudents will investigate the forms and purposes of drama in different historical or contemporary contexts.

The Level 1 Drama course contributes 17 credits towards the Level 1 National Certificate in Educational Achievement (NCEA) and is divided into FOUR standards.

JMC Drama Department Scheme 2014 13

Level 1 Achievement Standards1.1 Use drama techniques in a dramatic context (Drama Performance)- INTERNALThis achievement standard requires the student to learn and apply drama techniques with an appropriate use of voice, body language, movement and awareness of space, within a dramatic context.Our work will be developing these techniques in class then applying them appropriately in a workshop performance using the “Moving Images” unit.

1.2 Devise and perform a drama (Drama creation) - INTERNALThis achievement standard involves using the elements and conventions of drama to devise a short drama piece.Our work will be using a chosen poem as a stimulus for using the elements and conventions and applying them to enhance a devised presentation.

1.3 Demonstrate understanding of features of a drama/theatre form (Drama studies) - EXTERNALThis achievement standard involves demonstrating knowledge and understanding of a drama or theatre form through the presentation of a drama piece that illustrates this form.Our work will be exploring the theatre form of Melodrama. This standard sits alongside the work for AS 1.4.

1.4 Use features of a drama / theatre form in a performance - INTERNALThis standard is a new external standard that sits alongside 1.3 focussing on the theatre form of Melodrama. You are assessed on your ability to perform the skills of a theatre form/genre. For Melodrama the villain performs the stereotype. The knowledge can not be given in writing.

Students’ Learning Logs and Templates will be completed on-going through the year and will be checked for extra evidence during each Achievement Standard assessment .


STUDENT ASSESSMENT INFORMATION

There are FOUR Achievement Standards in the course. The credits contributed towards the NCEA and assessment methods are as follows

Level 1 Achievement Standards

Credit Assessment Mode

Assess date

1.1 Moving Images Use drama techniques 4 Internal

1.2 Poetic Images Devise and perform a drama 5 Internal

1.3 Over the Top Demonstrate understanding of features of a drama/theatre form.

4 External

1.4 Over the Top Practical Select and use features of a drama/theatre form in performance.

4 Internal

The three Internal Achievement Standards will be assessed in class and/or rehearsal/performance timeAll the standards will involve some background work being done in the students' own time.

No reassessment opportunities are being offered.

The One External Achievement Standard (1.3) will be formally assessed by an examination at the end of the year. However there will practice exams at some point in the year.

The following grades can be achieved:Not achieved NAchieved A Merit MExcellence E


Student Personal Record of AchievementAll grades are provisional until officially posted by NZQA in January.

Internal Achievement StandardsACHIEVEMENT STANDARD

NUMBER OF

CREDITS

DATE GRADE AWARDED

1.1 Moving Images Apply drama techniques in a dramatic context

4

1.2 Poetic ImagesDevise and perform a drama 51.4 Over the TopSelect and use features of a drama / theatre form in performance.

4

External Achievement Standard ACHIEVEMENT STANDARD NUMBER

OF CREDITS

GRADE AWARDED IN PRACTICE ASSESSMENT(provisional result only)

1.3Demonstrate understanding of the history and features of a drama / theatre form

4Term 3


TEACHER RECORD SHEET OF SUMMATIVE INTERNAL ASSESSMENT

N Not Achieved A Achieved M Merit E Excellence

Student name Form 1.1date

1.2date

1.4date

SignedStudent

SignedTeacher


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John McGlashan College€¦ · Web view1. John McGlashan Drama Department 2014 Scheme. 17. JMC Drama Department Scheme 2014