1. Eduqas GCE Drama and Theatre
First teaching: 2016
Co-teaching AS and A level

2. Co-Teachability Both qualifications are designed to be co-taught
Many of the resources provided can be used for both qualifications
Common elements include:
The reinterpreted text piece for Component 1 in both AS and A Level
Pre-1956 set text list for AS Component 2 is the same as the pre-1956 set text list for Component 3 in the A Level
However, it should be noted by teachers that the AS Components are assessed at a different level to those of the A Level
Regardless, there are several ways of approaching schemes of work to cover both qualifications, depending on centre needs

3. Route 1: AS in year 1, A Level in year 2
Organising the Course
Route 1: AS in year 1, A Level in year 2
Year 1
AS students
A level students
Term 1:
Practical workshops on practitioners
Prepare monologue/duologue for AS Component 1 (4 weeks)   
Assess monologue/duologue
Start set text from pre-1956 list for AS Component 2

4. Route 1: AS in year 1, A Level in year 2
Organising the Course
Route 1: AS in year 1, A Level in year 2
Year 1
AS students
A level students
Term 2:
Choose text for deconstruction,
Choose 15 minute extract,
Start work on the practical work.
Continue set text work for AS Component 2.
Assess practical work,
Write evaluation for AS Component 1.

5. Route 1: AS in year 1, A Level in year 2
Organising the Course
Route 1: AS in year 1, A Level in year 2
Year 1
AS students
A level students
Term 3:
Finish set text work.
AS Component 2 exam.
Start study of set text from A Level Component 3 post-1956 list.
Re-assess deconstruction piece using A level Component 1 assessment grid.

6. Route 1: AS in year 1, A Level in year 2
Organising the Course
Route 1: AS in year 1, A Level in year 2
Year 2
A level students
Term 1:
Continue post-1956 set text work.
Choose WJEC-set stimulus for devised work for Component 2.
Choose a different practitioner or theatre company for Component 2 devised piece.
Start work on devised piece.
Choose text extract for Component 2.

7. Route 1: AS in year 1, A Level in year 2
Organising the Course
Route 1: AS in year 1, A Level in year 2
Year 2
A level students
Term 2:
Rehearse both pieces and keep a record of the process for Component 2.
Arrange exam date with WJEC.
Examination of Component 2
Evaluation of process and performance one week after performance.
Extract of Curious Incident of the Dog in the Night-Time released - start work on it

8. Route 1: AS in year 1, A Level in year 2
Organising the Course
Route 1: AS in year 1, A Level in year 2
Year 2
A level students
Term 3:
Revision of both set texts and Curious Incident of the Dog in the Night-Time
Component 3 exam

9. Route 2: split cohort, AS 1 year & A Level in 2
Organising the Course
Route 2: split cohort, AS 1 year & A Level in 2
Year 1
AS students
A Level students
Term 1:
Practical workshops on practitioners
Study set text from pre-1956 list for AS Component 2
Study set text from pre-1956 list for A Level Component 3

10. Route 2: split cohort, AS in 1 year & A Level in 2
Organising the Course
Route 2: split cohort, AS in 1 year & A Level in 2
Year 1
AS students
A level students
Term 2:
Choose texts for AS Component 1
Choose 15 minute extract,
Start work on the practical work.
Assess both AS Component 1 reinterpreted text piece.
Write Component 1 evaluation.
Choose text for reinterpretation for A Level Component 1,
Assess A level Component 1.

11. Route 2: split cohort, AS in 1 year & A Level in 2
Organising the Course
Route 2: split cohort, AS in 1 year & A Level in 2
Year 1
AS students
A level students
Term 3:
Finish set text work.
AS Component 2 exam.
Start study of set text from A Level component 3 post-1956 list.
Year 2 of the A Level is the same as for Route 1

12. AS students (50% lessons)
Organising the Course
Route 3: split cohort, AS & A Level in 2 years
Year 1
AS students (50% lessons)
A level students
Term 1:
Practical workshops on practitioners
Study set text from post-1956 list for A Level Component 3

13. AS students (50% lessons)
Organising the Course
Route 3: split cohort, AS & A Level in 2 years
Year 1
AS students (50% lessons)
A level students
Term 2:
Choose texts for AS Component 1
Choose 15 minute extract,
Start work on the practical work.
Choose text for reinterpretation for A Level Component 1,
Continue set text work (post-1956)

14. AS students (50% lessons)
Organising the Course
Route 3: split cohort, AS & A Level in 2 years
Year 1
AS students (50% lessons)
A level students
Term 3:
Assess AS Component 1 reinterpreted text piece.
Write Component 1 evaluation.
Assess A Level Component 1.
Choose WJEC-set stimulus for devised work for Component 2.
Choose a different practitioner or theatre company for Component 2 devised piece.
Conduct research for both and choose a text for A Level Component 2

15. AS students (50% lessons)
Organising the Course
Route 3: split cohort, AS & A Level in 2 years
Year 2
AS students (50% lessons)
A level students
Term 1:
Start set text from pre-1956 list for AS Component 2
Start set text from pre-1956 list for A Level Component 3
Start work on devised piece for A Level Component 2

16. AS students (50% lessons)
Organising the Course
Route 3: split cohort, AS & A Level in 2 years
Year 2
AS students (50% lessons)
A level students
Term 2:
Choose second text for AS Component 1,
Choose 15 minute extract,
Start work on the practical work and creative log.
Assess this piece for AS Component 1.
Rehearse both pieces for A Level Component 2.
Examination of A Level Component 2.
Evaluation of process and performance one week after performance.
Start work on extract for Curious Incident

17. AS students (50% lessons)
Organising the Course
Route 3: split cohort, AS & A Level in 2 years
Year 2
AS students (50% lessons)
A level students
Term 3:
Finish/revise pre-1956
AS Component 2 exam.
Finish/revise pre-1956 text.
Revise post-1956 text and Curious Incident.
Component 3 exam.

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