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ASSESSMENT CRITERIA FOR EXAMINATIONS
The most important aspect of the criteria for assessing all our examinations is
to ensure that the syllabus requirements are met.
Poetry:
Learners should:
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demonstrate a sense of rhythm
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demonstrate an understanding of the poet’s thoughts and intentions
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use clear speech
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share the meaning expressively
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respond to the language, structure and narrative
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where appropriate give characters vocal identity
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use a variety of tone, pace and volume
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demonstrate enjoyment and projection
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demonstrate imagination and emotion
Prose:
Learners should:
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show imagination and emotion
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demonstrate compliance with the author’s mood and intentions
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demonstrate differentiation between narrative and dialogue
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convey the story’s shape and progression
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use clear speech and appropriate tone
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use appropriate and effective phrasing
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demonstrate enjoyment and projection
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demonstrate communication and sharing with the audience
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use a range of tone and pace effectively
Acting:
Learners should:
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be in character
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have read and understood the play
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portray the character, situation, action and period accordingly
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move in character showing awareness of style, costume and customs
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use appropriate, well supported voice
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project and be aware of audience reaction
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use their imagination and creativity
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sight-read fluently with a sense of character and situation
Musical Theatre:
Learners should:
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be accurate in both lyrics and tuning
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demonstrate awareness of the various and appropriate Musical Theatre styles
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respond to the intentions of both the lyricist and the composer
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portray the character, situation, action and period accordingly
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move in character showing awareness of style, costume and customs
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demonstrate a well supported and unconstructed vocal range
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perform selections with flow and enjoyment
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demonstrate and show an awareness of the importance of acting through their
songs
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shape their performance for the benefit and enjoyment of an audience
Public Speaking:
Learners should:
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fully research their subject matter
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use varied and expressive speaking
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speak with conviction and clarity
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be aware of and respond to their audience
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be discreet in their use of notes
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use non-verbal aids to enhance the speech (not overwhelm it)
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give effective shape to their talk or speech
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keep the content relevant and informative
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be persuasive and dynamic in their presentation
Mime:
Learners should:
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be relaxed
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perform with imagination and emotion
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pay attention to detail
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be aware of weight, space and atmosphere
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create and present an imaginary situation
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tell a story clearly and vividly
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sustain concentration
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demonstrate strong characterisation
Devised Drama:
Learners should:
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demonstrate spontaneity and imagination in performing dramatic scenes in
response to a variety of given stimuli
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demonstrate the confidence to create, generate and perform their own
material in a fictional context
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demonstrate the use of a range of dramatic devices in their work
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create, live and sustain an imaginary situation
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sustain concentration and continuous creative invention
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pay attention to detail both vocally and physically
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use a variety of role, style and content in their scenes whilst showing an
understanding of genre, structure and narrative
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keep work relevant to the task set
Shakespeare:
Learners should:
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convey rhythm effectively
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move in character showing awareness of style, costume and customs
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project and be aware of audience reaction
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use their imagination and creativity
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demonstrate an emotional reality
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demonstrate a knowledge of the character and play
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demonstrate knowledge of the playwright and Elizabethan theatre
Interview Technique:
Learners should:
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prepare themselves for a formal approach
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demonstrate good communication skills
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be ready to respond to questions with their own ideas and opinions
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suggest solutions to problems
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respond to the leads given
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be aware of the value and effect of good self-presentation
Reading:
Learners should aim to read:
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with fluency, imagination, expression and confidence
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using the appropriate style of delivery and mood to convey the intentions
and style of the author or poet
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showing differentiation between narrative and dialogue
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conveying the story’s shape and progression
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using clear speech and appropriate tone
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showing an awareness of and response to the needs of the listener
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with good phrasing and thoughtful use of pause
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giving thought to eye contact, stance and the unobtrusive placing of the
book
Solo Verse Speaking:
Learners should:
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demonstrate a sense of rhythm
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demonstrate an understanding of the poet’s thoughts and intentions
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use clear speech
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share the meaning expressively
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respond to the language, structure and narrative
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where appropriate give characters vocal identity
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use a variety of tone, pace and volume
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demonstrate enjoyment and projection
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demonstrate imagination and emotion
Choral Speaking:
Choirs should:
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select appropriate work for choral speaking
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demonstrate contrast through the pieces chosen
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use effective and appropriate vocal orchestration
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use visual presentation that enhances the selections
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use imagination and creativity
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demonstrate compliance with the poet or author’s mood and intentions
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demonstrate differentiation between narrative and dialogue
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convey the piece’s shape and progression
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use appropriate and effective phrasing, tone and pace
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demonstrate enjoyment and projection
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demonstrate communication and sharing with the audience
Spoken English:
Learners should:
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use varied and expressive speaking
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speak with conviction and clarity
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listen carefully to the questions asked and respond appropriately
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make themselves and their ideas understood
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keep answers relevant to the questions asked
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respond to leads given
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demonstrate a willingness to share ideas and opinions
English as a Second Language:
Learners should:
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demonstrate competent communication skills
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make themselves understood using the English language
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attempt to have clear pronunciation
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demonstrate an understanding of sentence construction and grammar
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demonstrate an ability to use and understand a range of vocabulary
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demonstrate fluent and expressive use of language in the higher grades
Recital:
Learners should:
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demonstrate performance skills in a variety of forms
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produce a varied, entertaining and imaginative programme
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respond and comply with the intentions of the poet or author
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use a well modulated voice expressively
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present a performance of a high standard
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present work suitable for public performance
Group Work:
Learners should:
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work as a team
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use clear introductions
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clearly establish characters and situations
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organise and shape the performance in order to engage an audience
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show an awareness and interact with each other physically and vocally
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sustain imagination and creative invention
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interact to make an artistic whole
Duologues:
Learners should:
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work as a team
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use clear introductions
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clearly establish characters and situations
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demonstrate an awareness of the needs of an audience
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interact effectively and appropriately
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demonstrate spontaneity and understanding
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sustain imagination and creative invention
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interact to make an artistic whole
Response, Discussion and Conversation:
Learners should:
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listen carefully to the questions asked and respond appropriately
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speak clearly
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make themselves and their ideas understood
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answer theory clearly and concisely
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keep answers relevant to the questions asked
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demonstrate knowledge of the pieces performed and the theory required
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be relaxed
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show resourcefulness and imagination
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respond to leads given
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demonstrate a willingness to share ideas and opinions
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