Mark Level of theatrical skill 1 Consonance of devised piece with
dramatic intentions and methods
of the chosen practitioner 2
Inventiveness and originality
of individual’s work
Success in realising/explaining indiv
...
Mark Level of theatrical skill 1 Consonance of devised piece with
dramatic intentions and methods
of the chosen practitioner 2
Inventiveness and originality
of individual’s work
Success in realising/explaining individual artistic
intention3
5 Exceptional command
of skillset, demonstrating
faultless execution.
Exceptional consonance
between devised piece and
dramatic intentions and methods
of the chosen practitioner.
Exceptionally inventive
and original work.
Exceptional success in realising/explaining
individual artistic intention in a completely
sustained way, engaging the audience4
fully
throughout the performance.
4 Excellent command of
skillset, demonstrating
near perfect execution.
High degree of compatibility
between the devised piece and
dramatic intentions and methods
of the chosen practitioner.
Highly inventive and
original work.
Highly successful in realising/explaining
individual artistic intention in a well-sustained
way, engaging the audience throughout the
performance.
3 Good command of skillset, demonstrating
competent execution.
Devised piece has many
qualities reflective of the
dramatic intentions and methods
of the chosen practitioner.
Work has many inventive
and original qualities or
moments.
Largely successful in realising/explaining
individual artistic intention in a mostly focused
way, engaging the audience for most of the
performance.
1 Regarding the ‘Level of theatrical skill’ column of the mark scheme, students and teachers are directed to Appendix A, which details the full list of alternative
evidence that should be used in the place of a live performance to demonstrate students’ theatrical skills.
2 We have removed the ‘Consonance of devised piece with dramatic intentions and methods of the chosen practitioner’ column from the mark scheme. Students will
still need to apply a practitioner to the Performance as this will still be assessed in the working notebook. However, due to the possibility of much shorter
performance lengths than usual and the potential difficultly of evidencing some practitioner’s dramatic intentions and methods in very short performances, this will
not be assessed in performance in 2021. Teachers will therefore mark the Devised performance out of 15 and, using the scaling grid in Appendix D, convert this
mark into a mark out of 20.
3 Regarding the ‘Success in realising individual artistic intention’ column of the mark scheme, students and teachers are directed to Appendix A, which details the full
list of alternative evidence that should be used in the place of a live performance to demonstrate students’ artistic intentions.
4 For students submitting alternative evidence, the term ‘audience’ can include someone at home, other students, teachers or the person assessing the work.
© AQA 2021 3 of 17
2 Reasonable command
of skillset, demonstrating
mainly secure execution.
Some compatibility between the
dramatic intentions and methods
of the chosen practitioner and
devised piece.
Reasonably inventive and
original ideas,
demonstrating developing
skills in this area.
Reasonable success in realising/explaining
individual artistic intention, engaging the
audience at a number of points during the
performance.
1 Limited command of
skill-set, demonstrating
insecure execution.
Limited compatibility between
devised piece and dramatic
intentions and methods of the
chosen practitioner.
Limited invention and
originality.
Limited realisation/explanation of individual
artistic intention, rarely engaging the audience.
0 Nothing worthy of credit. Nothing worthy of credit. Nothing worthy of credit. Nothing worthy of credit.
NB. We are aware that there may be some cases where students’ monologues do not match the content in the working notebook because they
created full pieces last year but never performed them, despite completing the working notebook. In such cases students should include a short
paragraph at the end of the working notebook explaining the reasons for the differences and how/why they changed and altered their practical work.
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