Looking Through the Lens: A Level Drama and Theatre Studies in Leicester and Leicestershire and the changing phases of Post- 16 Education

dc.creator	Kate Louise McCauley
dc.date	2007-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:27Z
dc.date.available	2015-07-20T22:10:27Z
dc.identifier	1477-5557
dc.identifier	https://doaj.org/article/e51443ed9da94601bf47e10fc9f7eba1
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13636
dc.description	This paper will outline my current qualitative case study research which takes an in depth look into how the two year Drama and Theatre Studies A Level is being delivered by teachers in schools and colleges in Leicester and Leicestershire. The subject specifications from three awarding bodies will be analysed in relation to how they are currently being communicated in the classrooms. This paper will then examine proposed governmental alterations to the existing A Level system. In January 2003, the government’s Opportunities and Excellence document proposed changes to the curriculum for 14 to 16 year olds in search for an increased breadth of study and more flexibility to allow schools and colleges to tailor programmes to individual student needs. In February 2005, the then Education Secretary, Ruth Kelly, produced the Education and Skills White Paper outlining the government’s plans for 14- 19 Education. I will offer a summary of the key features of this White Paper and identify how the Qualifications and Curriculum Authority (QCA) interpreted these proposals when drafting their AS/ A Level subject criteria for Drama and Theatre Studies in March of 2006 and the framework for the extended project in May of 2006. This research addresses how A Level Drama and Theatre Studies could possibly be affected by the proposed governmental change. It is particularly relevant because it concerns the on- going practise of A Level delivery at a pertinent time of educational change. It also vocalises the thoughts, feelings and concerns of the Drama and Theatre Studies teacher and learner, two groups whose voices are seldom represented in post- 16 educational research.
dc.language	English
dc.publisher	Institute of Education, University of London
dc.relation	http://www.educatejournal.org/index.php?journal=educate&page=article&op=view&path%5B%5D=96
dc.relation	https://doaj.org/toc/1477-5557
dc.source	Educate~, Vol 7, Iss 1, Pp 48-54 (2007)
dc.subject	Post- 16
dc.subject	White Paper
dc.subject	Government
dc.subject	A Level
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Looking Through the Lens: A Level Drama and Theatre Studies in Leicester and Leicestershire and the changing phases of Post- 16 Education
dc.type	article