Year 11 Assessment Information
Spring Assessment Period February 2015
The results of these assessments will be used to inform your teacher of your progress so far. These
will also be used to help your teacher to predict a grade for the end of Year 11. This grade will also
contribute to your second progress check.
English PPE Exam
CIE iGCSE English (0522) and English Literature (0486)
WHEN?
PPE: One English Language exam paper and three English Literature exam papers.
English Language Oral Exam – Component 5 of Syllabus 0522
This Speaking and Listening exam for English Language will take place during March
2015 which is the official examination month set by the exam board. This is a formal
examination which counts towards 20% of a student’s final GCSE English grade. It
cannot be re-taken.
WHAT?
PPE
English Language Exam Paper
This exam will be in the same format as the exam that students sat in the mocks. It tests
students’ skills in both reading and writing.
English Literature
Paper 1 – Poetry and Prose
Students answer an essay-style question on the set poems that they have studied and a
passage-based question on their set novel: Fasting, Feasting.
Paper 3 – Drama
Students write one essay on Shakespeare’s The Tempest.
Paper 4 – Unseen
Students have a choice of question on either a poem that they haven’t seen before, or a
prose extract, to write an essay on.
English Language Oral Exam
This exam requires you to prepare a presentation on a subject of interest, which has been
approved by your teacher. You will be given a specific time slot in the month of March
where you will deliver your presentation to a member of staff. It is recorded. You will also
answer questions about your topic. In total, the exam lasts about fifteen minutes.
Your presentation will last 3-4 minutes and is worth 10 marks.
The subsequent discussion will last 6-7 minutes and is worth 20 marks.
This examination is worth 20% of your final English language grade.
You will be tested on the following objectives:
S1 understand, order and present facts, ideas and opinions
S2 articulate experience and express what is thought, felt and imagined
S3 communicate clearly and fluently
S4 use language and register appropriate to audience and context.
S5 listen to and respond appropriately to the contributions of others.
HOW?
PPE
You will be revising for the PPE in lessons and there are after-school revision sessions for
both English Language and English Literature running on Thursdays.
You should also look back at your targets and comments from your mocks to understand
what skills you need to develop.
Additionally, you need to ensure that you are thoroughly familiar with your set texts and
have revised essay structure.
English Language Oral Exam
To prepare for the oral exam you should:
 Thoroughly prepare your presentation and know your subject matter well
 Carefully structure your presentation and use ‘signposts’ for the listener such as
‘first’, ‘in addition to this’ and ‘an alternative view is’
 Practise this presentation many times to friends and family and discuss your
topic – you could even record yourself and watch/listen to it back
Example topic 1: An account of meeting a famous person – this could lead into a
discussion of wider issues such as the nature of ‘celebrity’ and media intrusion.
Example topic 2: A talk about a film – this could lead into a discussion of wider issues
such as censorship, popular culture and the film industry.
Maths PPE Exam
WHEN?
Year 11: week beginning 2nd February 2015: PPE week - for exact times please see the
PPE timetable
WHAT?
Students are working towards one of the following exams:
 Edexcel GCSE Mathematics (1MAO) Foundation
 Edexcel GCSE Mathematics (1MAO) Higher
HOW?
Assessment
Two 1hr 45 min tests covering all GCSE topics. The first paper is non-calculator and the
second is a calculator test. The test is two-tier GCSE style covering a range of levels;
Foundation (G-C) and Higher (D-A*). Pupils will be informed by their teacher which tier
they are taking.
HOW
CAN I
REVISE?
Revision
The following are some suggested ways and resources you could use to help you prepare
for your assessment. You should use the revision topic list as a checklist of what content
you need to revise as well as:
Your books: Go back through your notes and classwork. Where you have errors, try to
now correct them. Work through past home learning tasks to make corrections or check
you can still remember how to answer the questions.
Previous Assessments: Go back through over past paper and attempt the questions
again, especially the ones you found difficult. Use the feedback sheets from previous
assessment to target your revision.
My Maths: You can re-attempt past home learning tasks set or alternatively try and
challenge yourself with new tasks. Use the “lessons” on My Maths if you are unsure on a
topic. www.mymaths.co.uk
BBC Bitesize:
Key Stage 4 (Year 10-11): http://www.bbc.co.uk/schools/gcsebitesize/maths/
Manga High: Try the challenges or games on this, focussing on the topics listed on your
revision sheet.
WHAT
DO I
NEED TO
BRING?
WHY?
Text books used in class are the Collins GCSE two-tier book. We recommend the CGP
GCSE Maths Edexcel Workbook for revision
If you have forgotten any of your log in details for My Maths or Manga
High go and see your Maths teacher
Equipment will NOT be loaned to students for this assessment. Use this list to make sure
you have everything you need:
 Pen and pencil – remember diagrams should be drawn in pencil
 Ruler
 Eraser
 Protractor
 Pair of compasses
 Calculator
We will provide tracing paper if needed.
The results of these assessments will be used to inform your teacher of your progress so
far and given you essential information on areas to target in your revision for the final
summer examinations.
French PPE Exam
WHEN?
Listening paper (45 minutes) during lesson time in w/c 2nd February 2015
Reading/Writing paper (1 hour 30 minutes) during the PPE assessment period.
WHAT?
This should give you an indication of some of the topic areas covered in the different
papers.
Listening:
Any GCSE topic may come up as per the headings in your speaking booklet.
Reading and writing:
Any GCSE topic may come up as per the headings in your speaking booklet.
HOW?
Listening practice, use the following sites:
http://www.bbc.co.uk/schools/gcsebitesize/french/
http://www.bbc.co.uk/languages/french/mafrance/
http://www.s-cool.co.uk/gcse/french
http://www.ashcombe.surrey.sch.uk/07-langcoll/MFL-resources/french/fr-videoindex.shtml
http://www.frenchexams.org/ (intermediate section)
http://www.rfi.fr/ (more advanced)
Reading practice, use the following sites:
http://www.bbc.co.uk/schools/gcsebitesize/french/
http://www.s-cool.co.uk/gcse/french
http://www.frenchexams.org/ (intermediate section)
http://www.rfi.fr/ (more advanced)
http://zut.languageskills.co.uk/intermediate/year10.html
*Go online and search for past papers. These might be for another exam board but the
practice will still be good for you.
**We recommend the CGP revision guides: a letter was distributed to all students offering a
discounted rate on these.
Writing practice, important to know how to form the key tenses, use the following to
develop your understanding of grammar:
http://www.languagesonline.org.uk/
http://zut.languageskills.co.uk/intermediate/year10.html
Vous allez partir en visite scolaire, après les examens. Vous devez mentionner :
 où vous allez aller et pourquoi (futur)
 ce que vous allez faire pendant la visite (futur)
 comment vous avez préparé ce voyage (passé composé, imparfait)
 vos opinions sur les voyages scolaires (opinions, présent).
For general vocabulary revision, use the booklets provided (see Edmodo folder) and the
suggestions on how to learn vocabulary as well as the following sites:
http://quizlet.com/subject/gcse-french-vocabulary/
http://www.memrise.com/course/52220/aqa-gcse-french-vocabulary/
General Textbook (copies of which may be referenced in the library)
Edexcel International GCSE French (ISBN: 978-1-4441-8104-3)
Spanish PPE Exam
WHEN?
Listening paper (45 minutes). To be completed during one of Spanish lessons.
Reading/Writing paper (1 hour 30 minutes) during the PPE period. These PPEs should
start in the week beginning the 2nd February 2015.
WHAT?
This should give you an indication of some of the topic areas covered in the different
papers.
Listening :
Topics as per the headings in your speaking booklets (A – E)
Reading and writing:
Topics as per the headings in your speaking booklets (A – E)
HOW?
Listening practice, use the following sites:
http://www.bbc.co.uk/schools/gcsebitesize/spanish/
http://www.ashcombe.surrey.sch.uk/07-langcoll/MFL-resources/spanish/sp-videoindex.shtml
http://www.spanishrevision.co.uk/gcse/gcse_index.htm
Reading practice, use the following sites:
http://www.bbc.co.uk/schools/gcsebitesize/spanish/
http://www.spanishrevision.co.uk/gcse/gcse_index.htm
http://cvc.cervantes.es/aula/lecturas/ (more advanced)
*Ask the librarians for any past examination papers in order to help you tackle the
vocabulary required at GCSE level. They should be able to direct you to other listening and
reading papers.
**We recommend the CGP revision guides.
Writing practice, important to know how to form the key tenses, use the following to
develop your understanding of grammar:
http://www.languagesonline.org.uk/
http://www.spanishrevision.co.uk/gcse/gcse_index.htm
For general vocabulary revision, use the booklets provided (see Edmodo folder) and the
suggestions on how to learn vocabulary as well as the following sites:
http://quizlet.com/subject/gcse-spanish-vocabulary/
http://www.memrise.com/course/70206/gcse-spanish-edexcel-vocab/
www.funwithlanguages.vacau.com/
WHY?
The results of these assessments will be used to help your teacher diagnose what needs
most attention in the run up to the final exams. These should also help you work out
what you need to focus most on in terms of your revision.
Individuals and Societies
WHEN?
W/B Monday 2nd February or W/B Monday 9th February – staff to advise
WHAT?
Due to Controlled Assessment tasks, GCSE Geography, GCSE History and GCSE Ancient
History will not be setting assessment window tasks until after the completion of this
important work.
In GCSE Business Studies, GCSE Religious Studies, and Health and Social Care this
Assessment Period will be used to look at and work through past exam papers focussing
on exam technique, time management as well as the mechanics of actually answering
the questions in a targeted and focussed manner that the examiners will be looking for.
In both subjects the exam papers used will of course focus on the work covered so far in
the syllabus.
Some of these exercises will be done in full exam conditions; others will see you work
through them in small groups and / or as a whole class.
HOW?
Use of the materials and notes used in class and for your homework will form the main
elements of your revision, however think carefully about how you use these:
 Try making notes on your notes – condense the material down to learn it rather
than simply reading it again and again
 Produce illustrated mind maps of the main themes and ideas
 Use different colour ‘post it’ notes to highlight significant areas
Staff will be putting up activities into your Edmodo groups in order to support you with
this tasks.
Other useful material can be found by using the following resources:
 RS
o BBC GCSE Bitesize http://www.bbc.co.uk/schools/gcsebitesize/rs/
 Business Studies
o BBC GCSE Bitesize http://www.bbc.co.uk/education/subjects/zpsvr82
 Health and Social Care
o Resources will be provided via Edmodo
BTEC Sport (Edexcel)
HOW?
Assessment evidence for this unit is best presented in a portfolio, with the following
sections, under which learners place their evidence to meet the criteria:
● personal goals, aims and objectives
● personal information
● principles of training
● programme design
● exercise adherence factors and strategies
● training diary
● observation records/witness statements
● programme review.
Alternatively, learners could verbally present their evidence for designing a personal
fitness training programme (learning aim A), their knowledge about exercise
adherence factors and strategies for continued training success (learning aim B) and
their programme review for learning aim D. Presentations need to be supported by
completed assessor observation records, detailing achievement against the target
criteria.
Learners could provide an electronic copy of their personal fitness training
programme and diary as evidence for learning aim C, together with appropriate
assessor observation records/witness statements. Alternatively, learning aim B could
be assessed in the form of an information leaflet, which draws on learners’ own
personal experiences.
At level 2, learners will independently design and implement a six-week personal
fitness training programme. At level 1, learners will design and implement a four week
personal fitness training programme, with guidance from appropriately qualified
person(s) (e.g. club/school/college sports coach). The training programme designed
needs to be safe.
Biology (Edexcel) PPE Exam
WHEN?
During the Pre-Public Exams (Week commencing 9th February 2015)
WHAT?
A single Two Hour paper ( A Paper 1) to include all the topics taught so far: (you need to know
all the subject matter in your revision guide)
 All course content except Unit 5 (Biotechnology)
HOW?
Refer to ‘Edexcel Certificate and iGCSE Revision Guide’ – available from the Science faculty
Go through the experiments you have done in class and the notes you have made.
Go through corrected tests and Home Learning
Make use of exam papers put upon Edmodo by your teachers
Good websites include:
http://www.skoool.co.uk
www.bbc.co.uk/schools/gcsebitesize/science/
Biology (OCR)
WHEN?
During the Pre-Public Exams (week commencing 9th February)
WHAT?
Coursework to be completed in exam conditions in lessons – more information to be
given in class
HOW?
Preparation to be completed in lessons leading up to it.
Chemistry (Edexcel) PPE Exam
WHEN?
During the Pre-Public Exams (week commencing 9th February 2015)
WHAT?
A single Two Hour paper ( A Paper 1) to include all the topics taught so far: (you need to
know all the subject matter in your revision guide)
 All course content except Unit 4 (Organic Chemsitry)
HOW?
Refer to ‘Edexcel Certificate and iGCSE Revision Guide’ – available from the Science
faculty
Go through the experiments you have done in class.
Go through corrected tests and Home Learning
Make use of exam papers put upon Edmodo by your teachers
Good websites include:
http://www.docbrown.info/page10/page10.htm
http://www.s-cool.co.uk/gcse/chemistry
http://chemistryatdulwich.wikispaces.com/IGCSE+Chemistry
http://www.gcsescience.com/gcse-chemistry-revision.htm
http://www.creative-chemistry.org.uk/gcse/revision/
Chemistry (OCR)
WHEN?
During the Pre-Public Exams (week commencing 9th February 2015)
WHAT?
Coursework to be completed in exam conditions in lessons – more information to be
given in class
Preparation to be completed in lessons leading up to it.
HOW?
Physics (Edexcel) PPE Exam
WHEN?
During the Pre-Public Exams (week commencing 9th February 2015)
WHAT?
A single Two Hour paper ( A Paper 1) to include all the topics taught so far: (you need to
know all the subject matter in your revision guide)
HOW?
 All course content except Unit 7 (Radioactivity)
Refer to ‘Edexcel Certificate and iGCSE Revision Guide’ – available from the Science
faculty
Go through the experiments you have done in class.
Go through corrected tests and Home Learning exam questions
Make use of exam papers put upon Edmodo by your teachers
Good websites include:
http://www.bbc.co.uk/schools/gcsebitesize/science/
http://www.s-cool.co.uk/gcse/physics
http://www.cyberphysics.co.uk/Welcome/student.htm
http://www.gcsescience.com/gcse-physics-revision.htm
http://physicsnet.co.uk/gcse-physics/
Please note that the topic structure may appear different, so check them against your
syllabus or notes.
Physics (OCR)
WHEN?
During the Pre-Public Exams (week commencing 9th February 2015)
WHAT?
Coursework to be completed in exam conditions in lessons – more information to be
given in class
HOW?
Preparation to be completed in lessons leading up to it.
Core and Additional Science (OCR)
WHEN?
During the Pre-Public Exams (week commencing 9th February 2015)
WHAT?
Coursework to be completed in exam conditions in lessons – more information to be
given in class
HOW?
Preparation to be completed in lessons leading up to it.
Art
WHEN?
Year 10
Term 1 – Unit One: Practise & develop technical skills, both existing and new. Develop
in depth artist analysis including making comparisons between artists. Develop
design skills by working in an original way whilst making connections to an
artist/s.
Term 2 – Unit Two development stage: Deepening technical and analytical skills,
including printing and 3D. Develop reflective recording strategies through
effective annotation and evaluating own studies.
Term 3 – Unit Two final stage: Practise & develop presenting a personal, original, highly
skilled, informed and meaningful response demonstrating analytical and critical
understanding. Evaluating a whole project, pointing out strengths and
weaknesses.
Year 11
Term 1 - Unit Three: Mock exam. Complete the unit under strict time constraints.
Term 2 -(first half): ‘Portfolio’ presentation. Ensure course work requirements are
fulfilled.
Term 2 -(second half) Unit Four: Start externally set exam unit.
Term 3- (first half) Unit Four: Finish externally set exam unit.
WHAT?
Unit One: Course work (20% - 30%)
Students familiarise themselves with the requirements of GCSE Art & Design course, and
the four assessment objectives. With an emphasis on AO1 and AO2.
- AO1 Contextual Understanding
- AO2 Creative Making
- A03 Reflective Recording
- AO4 Personal Presentation
Course work units are marked internally and are then externally verified by a
visiting moderator.
Unit Two: Course work (20% - 30%)
Students develop their skills and understanding of the four assessment objectives. With
an emphasis on AO3 and AO4. Course work units are marked internally and are then
externally verified by a visiting moderator.
Unit 3: Course work (20% - 30%)
Students have approximately 8 weeks to prepare for the mock exam and should
demonstrate clearly assessment objectives 1-3. Students then have 10 hours to complete
their final piece under exam conditions, and demonstrate clearly assessment objective 4.
Course work units are marked internally and are then externally verified by a visiting
moderator.
Unit 4: Exam (40%)
Students have approximately 8 weeks to prepare for the exam and should demonstrate
clearly assessment objectives 1-3. Students then have 10 hours to complete their final
piece under exam conditions, and demonstrate clearly assessment objective 4. The exam
unit is marked internally and then externally verified by a visiting moderator.
HOW?
Unit One, Two & Three : Course work (60%)
Students are assessed on the following
-
AO1 Contextual Understanding (Finding out about famous art and using this to
inspire your own work.)
AO2 Creative Making (Experimenting with media and techniques and improving
your skills and visual ideas so you can devise a final idea.)
A03 Reflective Recording (Thinking about the theme, making observations
through annotation and collecting resource material.)
AO4 Personal Presentation (Completing a relevant, original final piece which
shows critical understanding.)
Unit 4: Exam (40%)
Students are assessed on the following
-
AO1 Contextual Understanding (Finding out about famous art and using this to
inspire your own work)
AO2 Creative Making (Experimenting with media and techniques and improving
your skills and visual ideas so you can devise a final idea.)
A03 Reflective Recording (Thinking about the theme, making observations
through annotation and collecting resource material.)
AO4 Personal Presentation (Completing a relevant, original final piece which
shows critical understanding.)
Useful Links:
Edmodo : GCSE Art & Design Page containing PowerPoints and resources from each
lesson with a wide variety of links to other websites and criteria for both skills based and
written work.
Edexcel Art & Design Website:
http://www.edexcel.com/subjects/Art-Design/Pages/Default.aspx
BBC Bitesize Website:
http://www.bbc.co.uk/schools/gcsebitesize/art/
Any visit to local, national and international galleries.
Drama
WHEN?
Year 10
Term 1 – Practice for Unit 2 Exploring a play text – practical Drama based around a
complete or substantial part
of a play “An Inspector Calls” by JBPriestley
Term 2 (first half) – Practice for Unit 1 Drama Exploration – practical Drama based around
a theme “Crime and
Punishment”
Term 2 (second half) – Practice for Unit 3 Drama Performance
Term 3 (first half) Unit 2 Exploring a play text – practical Drama based around a play “Too
Much Punch for Judy”
by Mark Wheeller
Term 3 (second half) – Unit 2 Exploring a play text – written work detailing practical work
undertaken during the
sessions in the previous half term
Year 11
Term 1 (first half) Unit 1 Drama Exploration – practical Drama based around a theme,
subject to be confirmed
Term 1 (second half) Unit Drama Exploration – written work detailing practical work
undertaken during the
sessions in the previous half term
- written evaluation of live theatre
performance
Term 2 Preparation for final Drama Performance
WHAT?
Unit One: Drama Exploration
Practical (20%)
Exploring a theme, topic or idea through Drama –
Students take part in a series of practical lessons six hours of which are videoed, internally
assessed and externally moderated
Unit One Drama Exploration
Written (10%)
Exploring a theme, topic or idea through Drama –
Students write under Controlled Conditions their analysis of the work undertaken in the
practical sessions. Their writing must not exceed 2000 words. This is internally assessed
and externally moderated
Unit Two Exploring a Play Text
Exploring a text through Drama – Practical (15%)
Students take part in a series of practical lessons six hours of which are videoed, internally
assessed and externally moderated
Unit Two Exploring a Play Text
Exploring a text through Drama – Written (15%)
a) Students write under Controlled Conditions their analysis of the work undertaken in the
practical sessions. Their writing must not exceed 1000 words. This is internally assessed
and externally moderated
b) Students write under Controlled Conditions their analysis of a live performance they
have seen. Their writing must not exceed 2000 words. This is internally assessed and
externally moderated.
Unit 3 Drama Performance
-students have approximately 12 weeks to prepare for the exam
- the piece may be scripted or devised or a combination of the two
- students will work in groups of between 3 – 9
- the piece will last approximately 5 minutes per candidate in the group
HOW?
Unit One: Drama Exploration
Practical (20%)
Exploring a theme, topic or idea through Drama –
Students are assessed on the following
- understanding of the dramatic potential of the theme
- appreciation of the use of strategies, elements and mediums of Drama
- creative and collaborative involvement in all practical tasks
- communication of idea
Unit One Drama Exploration
Written (10%)
Exploring a theme, topic or idea through Drama –
Students’ writing is assessed using the following criteria
- evaluation of the understanding of the theme
- knowledge of how strategies and mediums contribute to the creation of dramatic form
- response to the work of others showing appreciation of the collaborative involvement
required
Unit Two Exploring a Play Text
Exploring a text through Drama – Practical (15%)
Students are assessed on the following
- understanding of the text
- use of strategies, mediums and elements of Drama in exploring the text
- creative and collaborative involvement in all practical tasks
- understanding of plot, character, form and structure of the play
Unit Two Exploring a Play Text
Exploring a text through Drama – Written (15%)
a) Analysis of practical work is assessed on
-analysis and evaluation of their own work and that of others
- appreciation f the way medium and elements of Drama are used to interpret a play
b) Analysis of a live performance is assessed on
- the quality of the evaluation of the performance
- the quality of the judgements of performance elements
- quality of spelling, punctuation and grammar
Useful Links:
Edmodo : GCSE Drama Page containing a PowerPoint for each lesson,a wide variety of
links to other websites and criteria for both practical and written coursework
Edexcel Drama Website:
https://www.edexcel.com/QUALS/GCSE/GCSE09/DRAMA/Pages/default.aspx
Copies of “An Inspector Calls” by JB Priestley
“Too Much Punch for Judy” by Mark Wheeller
Any visit to the theatre to widen student’s experience of live performance.
Dance
WHEN?
Year 10 – Module One: Set Study
Year 10 – Module Two: Solo Composition
Year 10 –Module Three: Group Performance / Set Work One – ‘Rosas Danst Rosas’
Year 11 – Module One: Group / Solo Choreography
Year 10 – Module Two: Set Work Two – ‘Swansong’
Year 10 –Module Three: Preparation for External Moderation / Written Paper
WHAT?
Unit One: Critical Appreciation of Dance (20%)
The written paper is a one hour terminal exam. Candidates are required to study a number
of set professional works and answer questions about them that focus on critical analysis
and perceptive understanding. Questions may also refer to candidate’s own performance
and choreography.
Unit Two: Set Dance (20%)
The set dance is a practical exam. Candidates will learn a solo set dance in the
contemporary style (approx. one minute's duration) and will be assessed on their physical
competence and effectiveness as a performer as well as their knowledge of safe working
practice.
Unit Three: Performance in a duo/group (20%)
Students will learn a group dance, (a group consists of between 2 and 5 people), that is
based on a professional dance work. Assessment focuses on physical competence and
effectiveness as a performer.
Unit Four: Choreography (40%)
Task One: Solo Composition (15%) – Candidates must select three motifs from one of the
set professional dance works and develop these into a solo dance. This piece must have a
clear structure and last between 1-1.5 minutes.
Task Two: Choreography – for a solo or group (25%) – Candidates must also choreograph
a dance from a starting point from a prescribed list, set by AQA. A brief written programme
note should accompany the choreography. This dance can be a solo/duo or a group and
must last between 2-3 minutes.
HOW?
Unit 1: Critical appreciation of dance – written examination, externally assessed (20%)
Students will answer a short and concise written paper focusing on critical analysis and
perceptive understanding of two professional works. Questions may also refer to their
own performance and/or choreography.
Students are studying two of the AQA prescribed professional works:
Rosas Danst Rosas – Anne Teresa De Keersmaeker
Swansong - Christopher Bruce
Students must demonstrate their ability to appreciate and critique dance through the
following1. Developing critical, perceptual, evaluative and reflective skills in response to their own
work and the work of others; describe, analyse, interpret and evaluate the following
features of dances, using appropriate terminology:
– style
– starting point
– number, gender and role of dancers
– subject matter/idea/concept
– action, dynamic, spatial and relationship content
– technical and expressive features
– form and structure
– choreographic principles
– setting, set design, lighting and costume
– accompaniment
– evaluate the effectiveness of the choreography throughout the process by
revising and refining the movement material
– engage emotionally and imaginatively with dances
– evaluate the overall effectiveness of dances.
2. Developing knowledge and understanding of the work of different choreographers and
professional dance works:

recall and communicate knowledge and understanding of dances in different
styles
and contexts

identify the defining characteristics of different dance styles and, where
appropriate,
influences from other cultures

recognise similarities and differences between different dance styles and dances.
3. Appreciating the relationship between choreography, performance and production and
how these enhance understanding of time, place, character, mood and meaning:
a. Aural setting:
-silence and accompaniment, for example, song, spoken word, natural/found
sound,
music from different times and places
-features such as tone, texture, rhythm, dynamics, style, structure, orchestration
-the relationship between music and dance content.
b. Physical setting:
-staging, for example: proscenium, in-the-round, site-specific, naturalistic,
symbolic,
abstract
-set design, lighting, props, projection
-features- colour, material, texture, decoration, shape, size, levels, placement
-the relationship between the physical setting and dance content.
c. Costume:
-realistic, abstract
-features- colour, texture, flow, shape, weight, decoration, line
-accessories, footwear, masks and make-up
-the relationship between costume and dance content.
d. Dance for camera:
-placement, angle, distance/proximity
-special effects
-the relationship between the camera and the dance content.
e. Pathways and opportunities:
-understanding the different roles of those involved in dance production.
4. Knowledge and understanding of the physical, cultural, aesthetic and artistic contexts
in which dance is created and performed:

purposes and reasons for existence

distinctive features of the style

influences from or on other dance and art forms

the contribution of dance to health, fitness and wellbeing.
Unit 2: Set dance – practical examination, externally assessed (20%)
Students will demonstrate their physical competence and effectiveness as performers
and their knowledge of safe working practice. Students will perform the Set Dance
‘Impulse’.
Criteria for assessment

technical ability- posture, alignment, co-ordination, balance, strength, flexibility,
mobility and control

accurate reproduction of action and spatial content, with reference to the
choreography
and the characteristic features of the particular chosen dance

interpretation of dynamic and expressive qualities

demonstration of style- ability to emulate the style and mood of the original
choreography

safe practice as a performer- execution of movements, clothing, jewellery, hair,
footwear,
appropriateness of choice of same

overall sense of performance- focus, projection, musicality, sensitivity,
communication,
energy, commitment.
Unit 3: Performance in a duo/group dance – controlled assessment (20%)
Students will demonstrate their physical competence and effectiveness as performers
and their knowledge of safe working practice
Candidates will perform in a group dance that relates to the professional work Rosas
Danst Rosas. The performance lasts between 3 and 3½ minutes.
Three clear links with the chosen professional work are to be demonstrated, for instance:
-choreographic style
-subject matter
-recognisable action content or motifs
-characterisation
-similar costume, props, staging or setting.
Unit 4: Choreography – controlled assessment (40%)
Solo Composition Task 4A (15%)
Students will demonstrate their increasing effectiveness as a choreographer and their
ability to appreciate dance. With guidance from the teacher, candidates select 3 motifs
from one of the selected professional work ‘ Dance Tek Warriors’
Criteria for assessment

imaginative development of selected or given material through action, space and
dynamics

successful integration and linking of the motifs into the composition

structuring and use of choreographic devices and principles

analysis and evaluation to bring about improvement during the progress of the
piece.
Choreography for Solo or Group 4B (25%)
Students will demonstrate their increasing effectiveness as a choreographer.
Students must select a starting point or stimulus from the following prescribed list:
-words, a poem or piece of text (can include instructions, etc.)
-a photograph or a piece of 2-D or 3-D art
-a prop, accessory or object
-a feature of the natural world
-a piece of music composed before 1970*
-an everyday activity, topical or historical event.
They may choose to choreograph a solo, or a group dance for 2, 3, 4 or 5 dancers.
A solo dance must be between 1½ to 2 minutes; a group dance must be between 2½ to 3
minutes.
A brief programme note detailing the title, accompaniment and selected starting point
should also be provided.
Criteria for assessment

creative and imaginative response to selected stimulus/starting point

selection of action content and its application to relationships where appropriate

selection of dynamic content and its application to relationships where
appropriate

selection of spatial content and relationships content where appropriate

overall form and structure

use of choreographic devices and principles

choice of aural setting

overall communication of dance idea.
Useful Links:
Edmodo : GCSE Dance Page
AQA Dance Website:
http://web.aqa.org.uk/qual/newgcses/art_dan_dra_mus/new/dance_materials.php
Arts Pool Interactive Guides
DVD’s of Set Works
Music
WHEN?

Analysis, Composition and Performance skills are assessed throughout the
course with at least one formal assessment per half term.
Performance
 There will be at least one formal solo or ensemble performance per term.
Composition
 There will be at least one formal composition deadline per term
Analysis / Musical Perception
 There will be at least one formal analysis (written) exam per half term
Parents will be informed of any additional assessments in due time via the medium of
Edmodo.
Term 1
25th November - Composition
9th December – Ensemble Performance
16th December – Listening
Term 2
13th January – Composition
10th February – Composition + Listening
3rd March – Ensemble Performance
24th March – Listening + Solo Performance
31st March – Composition
23rd April - [Final Composition and Performance deadline for Y11]
Term 3
5th May – Performance (either solo or ensemble)
19th May – Composition + Listening
9th June – Performance (either solo or ensemble)
25th June – Composition + Listening
WHAT?
Performance
 Students must perform a solo performance (where they play the melody / main
part) and are assessed according to accuracy (12/30) and interpretation (18/30).
This is official coursework and forms 15% of the overall grade. Students select a
piece to perform. They can then re-record this piece multiple times (up to
10hours of recording time) and their best performance will be selected for
submission.
 Students must perform an ensemble performance (where they play a nondoubled accompaniment part) and are assessed according to accuracy (12/30)
and interpretation (18/30). As with the solo performance, this is official
coursework and forms 15% of the overall grade. Students select a piece to
perform. They can then re-record this piece multiple times (up to 10hours of
recording time) and their best performance will be selected for submission.
Composition
 Students must write two 2 minute compositions, each taken from a different
Area of Study. Students typically like to write a Pop Song and a Minimalist piece
but there is room for personalisation. Each composition is a piece of coursework,
is internally assessed and is worth 15% of the overall GCSE.
Analysis
 Students answer questions about the Music of each of the 12 Set Works that they
study. They must answer questions (whilst listening to music) demonstrating an
understanding of each of the musical elements and their treatment within the
work. Students should know some context for each work and should use correct
vocabulary where possible. This part of the course takes the form of a written
exam, is externally assessed and is worth 40% of the overall GCSE.
HOW?
All performances will be recorded. Some using audio equipment and others using audiovisual equipment. Each performance will be assessed by the teacher according to
Edexcel criteria and written feedback (including grades) will be provided.
All composition work must be submitted with a score and an audio recording. Each
performance will be assessed by the teacher according to Edexcel criteria and written
feedback (including grades) will be provided.
Until the actual GCSE, all analysis tests will be taken in and marked by the teacher with
reference to Edexcel criteria. In formal examinations grades will be awarded.