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FAQs for Diploma Examinations

Please find answers to some frequently asked questions about the diploma syllabus below:

 

ATCL Performing Speech & Drama 

Question:

For the impromptu talk what type of questions could be asked in relation to “a subject related to performance” please?

Answer:

Please see ATCL Impromptu talk support document.

Question:

During the viva voce for the improvisation could you give an example of different stimulus the examiner might use?

Answer:

Please see Improvisation support document.

Question:

"Work with the examiner on a piece of previously unseen text..." What sort of text would this be?

Answer:

This will be a solo piece of text, it could be a poem, prose or play extract.  It’s not a sight reading test.  The text is chosen to allow candidates to demonstrate understanding and preparation processes towards text which has different characteristics from the ones they have performed.  For instance if they have done a lot of serious drama they might be given something lighter or vice versa.

Question:

Do you have a resource list of highly likely books or texts that may be chosen for this exam?

Answer:

The questions they are asked are specifically about performance, rather than study of the text.  The questions will be open and designed to give the student as much opportunity to respond as fully as possible.

ATCL Performing Musical Theatre 

Question:

What is the 'Integration Mark' on the report form?

Answer:

The Integration Mark is used by examiners to record a holistic impression of candidate's ability to integrate the skills, knowledge and awareness covered in each unit, and the degree to which they can produce and present work which shows cohesion, spontaneity, creativity, individuality and personal investment.

LTCL Performing Musical Theatre 

Question:

How does the structure of the performance element differ from that of the ATCL?

Answer:

Candidates are required to demonstrate all skills outlined in the syllabus but they have more freedom in devising the programme.

 

LTCL Teaching Speech & Drama

Question:

Would case studies at QCF levels 1, 2 and 3 be sufficient as different levels 'different stages of learning'?

Answer:

Yes. One of the aims of the LTCL is that candidates deliver courses to "a range of learners". The wider the range of students (in age, ability, teaching context, experience, needs etc) the wider the range of strategies the candidate will be able to demonstrate - for which they will receive credit when their work is marked.

Question:

For the Practical Exam (Unit 3) how many students need to be in a group?

Answer:

In order to meet the requirements of the syllabus, a group needs to be 10 or more students. This is to demonstrate that a candidate can teach a range of learners, manage a group and build creatively on the unexpected.

Question:

Does TCL offer credit for any part of the LTCL for qualified teachers with a PGCE?

Answer:

No. The requirements of the LTCL are so subject-specific that it is not possible to map them to a PGCE in any meaningful way.

Question:

Please clarify what is meant by "Formative Assessment" and "Summative Assessment"?

Answer: 

In current educational practice:

Teachers (and in some cases students) organise their study into periods of learning – usually a 10 or 12-week term but could be longer or shorter. At the outset the teacher defines some projected learning outcomes for the forthcoming period. 

Formative assessment is ongoing assessment of a student’s (or “learner’s”) progress during that period – could be a workbook, weekly seminars, self-assessment by keeping a diary, discussion, a chart on the wall awarding stars to different individuals etc. The quality of the work may vary from week to week but that wouldn’t necessarily mean that the student wasn’t gradually acquiring new skills and understanding.

Summative assessment is assessment at the end of the period of learning – could be an exam, performance (and feedback) on a performance event, a termly report, an interview. Usually the purpose of this is to assess how far the student has achieved the learning outcomes that were set at the outset and the results of this may be used to define the learning outcomes for the next period.

LTCL Teaching Musical Theatre

Question:

Would a group dance class be a suitable case study group for a Musical Theatre teaching submission?

Answer:

A straight dance class (eg: beginner ballet) would not be suitable. But a dance-based class which introduced other musical theatre skills (eg: acting a role) would be ok.

   

FTCL  Directing Speech & Drama

Question:

Is it possible to submit videoed work of a production?

Answer:

Yes this is a requirement of the syllabus to provide supporting evidence. Please contact the drama dept for further information.

Question:

Is it possible to submit a case study which focuses on more than one production?

Answer:

While the candidate may compare and contrast directorial projects with others undertaken, the focus should be on one show or at the most two related shows (eg: two one act plays performed on the same night/ by the same actors etc).

 

ATCL Communication Skills (Public Speaking)

Question:

Are candidates required to discuss debating skills?

Answer:

No need for formal knowledge of procedures for competitive debating is required.

Question:

Under content, characterisation is mentioned as part of the assessment of some tasks. This would seem to be related to drama and acting rather than Publis Speaking . In what context would students need to know about/ demonstrate characterisation?

Answer:

If they are telling a story for instance – how might they identify and convey the idea of different “voices” within a narrative.

Question:

Please clarify what is required for the story told to children section of this exam?

Answer:

The focus here is on communicating with the specified audience. Ensure you identify the age, number and reasons for attending. The method and engagement with the audience is what is being assessed as well as how appropriate the content is to the audience. You may also want to think about why you are reading to the children and so what the emphasis should be on. Are you trying to teach them something about a specific topic? Is it to engage their imagination?

Question:

Please clarify what is required for the radio news programme section of this exam?

Answer:

The radio news feature can be a story that you make up or it can be an existing story that you have read about and have adapted to fit with the criteria. The focus here is on the two different aims of the story. One should be aimed at entertainment, while one should be for a serious news programme. For example you could invent a story about a celebrity turning up to the Oscars in a controversial outfit. The entertainment side of this could focus on what they were wearing and how this was perceived by other celebrities. Alternatively the serious news programme could focus on why they chose the outfit and what message it was meant to send out or what the social implications of this action are.

Question:

Do the students have to bring in transcripts of their speeches?

 

Answer:

No need for transcripts of ATCL speeches as the candidate should adopt an extempore (without preparation) style. A summary of the speeches and intended audiences would however be useful for the examiner.

 

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