Sixth Form Course Booklet 2013 - Bromsgrove School

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AS LEVEL 6DR01 Unit 1 Exploration of Drama and Theatre 6DR02 Unit 2 Theatre Text in Performance A2 LEVEL 6DR03 Unit 3 Exploration of Dramatic Performance 6DR04 Unit 4 Theatre Text in Context CONTENT OF THE COURSE UNITS Internally assessed unit which requires students to explore two contrasting play texts, learning how to analyse plays in a variety of ways, and becoming familiar with the way texts can be realised in performance. At least one of the plays must be studied in the light of a recognised, influential theatre practitioner, or company, e.g. Artaud, Brecht, Grotowski, Boal or Stanislavsky, The Moscow Arts Theatre, or Complicite. Students are also required to experience a live theatre performance and submit an evaluation. This unit offers students the chance to demonstrate performance skills. It requires students to contribute to a performance of a published play by a known writer. Additionally, students must offer either a monologue or duologue from a different play to that offered in the first section and provide a concept of the interpretation of their chosen roles. This internally assessed unit requires students to create an original and unique piece of theatre. The knowledge and understanding gained in the AS units can now be applied to a created production. Students will be required to complete an evaluation, in the form of written evidence, on both the process and performance of their work. This unit requires the detailed study of one set play text in a director’s role (choosing from Aristophanes Lysistrata; Christopher Marlowe Dr Faustus; Georg Buchner Woyzeck) and one prescribed historical period of theatrical development namely 525 BC– AD 65; 1564-1720; 1828-1914. A live performance of a play from the chosen period must be experienced and evaluated and a comparison made with the original staging conditions. Assessment and weighting Internally assessed and externally moderated. Assessed through both practical work and a set of Exploration Notes based on individual research and response to the practical work. AS 40% A Level 20% Externally assessed performance by a visiting examiner. AS 60% A Level 30%30 Internally assessed performance in front of an identified audience and written evaluation. Unit externally moderated. A2 Level 60% A Level 30% Externally assessed examination in the form of a 2 hour 30 minute written paper in three sections; A, B and C. A2 Level 60% A Level 30% APPROPRIATE SUBJECTS TO ACCOMPANY DRAMA AND THEATRE STUDIES English, media studies, history and other humanities subjects are particularly appropriate. CAREER OPPORTUNITIES Successful students of theatre are recognised as being creative, organised and confident ‘team players’, many of whom also possess excellent leadership potential; combining both analytical and presentational skills, students of theatre appeal to both universities and employers alike. As well as pursuing a career in either theatre performance or production, the skills acquired through the study of theatre provide an excellent foundation for work in broadcasting, business management, law, journalism, education and psychology. For more information contact Mrs T A James 57
ECONOMICS WHY STUDY ECONOMICS? Economics begins with the basic problem of scarcity in the face of unlimited wants, arguably the basis of all problems. Solving this problem is what drives communities, governments and the A level course. As the economic environment changes so do the issues, and as a consequence economics is an extremely dynamic course. It is impossible to be unaffected by economics and at the very least there is a certain satisfaction to be gained from understanding the reasons behind it. It also develops skills that are increasingly important in a changing world. AIMS OF THE COURSE To encourage students to develop an understanding of key economics theories and concepts that will enable them critically to evaluate issues, problems and institutions that affect everyday life. There is a strong emphasis on the application of the theory to real-world phenomena and its values and limitations in doing so. Students will also be encouraged to develop a critical approach to methods of enquiry and to draw on data from local, national and international sources. SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE An inquisitive mind and a genuine interest in current economic issues are probably the most important skills to have on starting the course. However the ability to express your ideas orally and on paper would be a distinct advantage. The course places a strong emphasis on skills of discussion, argument and evaluation with the support of data interpretation. REQUIREMENTS FOR STARTING THE COURSE As a result of the emphasis on written assessment and graphical analysis, B grades or above in GCSE English and Mathematics are required. <strong>Course</strong> followed: Economics AS level Examination Board: OCR CONTENT OF THE COURSE UNITS Two mandatory units Unit 1 Markets in Action Unit 2 The National and International Economy This is a micro-economics unit that ensures candidates gain an appreciation of the allocation of resources, the market model and selected aspects of what makes markets efficient or sees them fail. This unit sees candidates introduced to how levels of macro-economic activity are determined and also investigates key national and international economic indicators, policies and problems. A2 level An optional unit chosen from: Unit 3 Economics of Work and Leisure Unit 4 Transport Economics The principal focus here is on understanding and analysing labour market concepts and issues. Leisure industries are considered in terms of models of market structure and the way leisure needs can impact on the supply of labour. The focus here is on economic concepts and issues which are applied to a variety of transport contexts. Transport industries are considered in terms of models of market structure, particularly with a consideration of contestability. 58
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R E G I BROMSGROVE SCHOOL The Sixth
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The A level/BTEC programme The Sixt
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THE INTERNATIONAL BACCALAUREATE DIP
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FACTORS TO CONSIDER WHEN CHOOSING S
Page 9 and 10: EAL ENGLISH AS AN ADDITIONAL LANGUA
Page 12 and 13: THE INTERNATIONAL BACCALAUREATE PRO
Page 14: THEORY OF KNOWLEDGE The Theory of K
Page 17 and 18: SUBJECT GROUP 1: ENGLISH A AND GERM
Page 19 and 20: German A Language and Literature, H
Page 21 and 22: Listening, reading, speaking, and w
Page 23 and 24: Spanish ab initio, SL The course is
Page 25 and 26: SUBJECT GROUP 3: INDIVIDUALS AND SO
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Page 33 and 34: Owing to the nature of mathematical
Page 35 and 36: SUBJECT GROUP 6: ARTS Visual Arts (
Page 37 and 38: RECOMMENDED IB SUBJECT CHOICES FOR
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Page 42 and 43: A LEVEL AND BTEC SUBJECTS 39
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Page 50 and 51: One mandatory unit Unit 7 Strategic
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Page 56 and 57: A2 level Unit 3 6RM03 4 6RM04 Title
Page 58 and 59: A2 level Unit 3 6GR03 4 6GR04 Title
Page 62 and 63: A final compulsory unit: Unit 5 The
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Page 70 and 71: CONTINUITY BETWEEN GCSE AND AS You
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Page 88 and 89: ETHICAL THEORY How do we make moral
Page 90: Unit 15 Unit 17 Unit 18 Unit 22 Ins
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Sixth Form Course Booklet 2013 - Bromsgrove School

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