NEA Syllabus CONTENTS - New Era Academy – One of the ... · PDF fileNEA Syllabus (Commencing 1st ... CHORAL SPEAKING ... 37. NEA seeks to comply with the requirements of the current

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NEA

Syllabus

(Commencing 1st September 2015 – Valid until 31

st August 2018)

CONTENTS HOW TO CONTACT NEA ....................................................................................................................... 2

ABOUT NEA ........................................................................................................................................... 3

GUIDELINES & REGULATIONS ............................................................................................................ 4

MARKING STANDARDS ........................................................................................................................ 7

LEVEL DESCRIPTORS .......................................................................................................................... 9

KEY SKILLS .......................................................................................................................................... 11

PERSONAL, LEARNING AND THINKING SKILLS .............................................................................. 12

SPEECH AND DRAMA ......................................................................................................................... 13

PUBLIC SPEAKING .............................................................................................................................. 21

INTERVIEW TECHNIQUE .................................................................................................................... 26

READING .............................................................................................................................................. 33

SPOKEN ENGLISH .............................................................................................................................. 40

ENGLISH AS AN ADDITIONAL LANGUAGE ....................................................................................... 45

ACTING ................................................................................................................................................. 51

MUSICAL THEATRE ............................................................................................................................ 61

MIME ..................................................................................................................................................... 71

DEVISED DRAMA ................................................................................................................................ 83

SHAKESPEARE ................................................................................................................................... 95

SOLO VERSE SPEAKING.................................................................................................................. 102

CHORAL SPEAKING .......................................................................................................................... 106

RECITAL ............................................................................................................................................. 109

COMMUNICATION ............................................................................................................................. 116

DIPLOMAS .......................................................................................................................................... 117

ACTING DIPLOMA – LEVEL 4 ........................................................................................................... 117

MUSICAL THEATRE DIPLOMA – LEVEL 4 ....................................................................................... 118

MIME DIPLOMA – LEVEL 4 ............................................................................................................... 120

SPEECH AND DRAMA DIPLOMA – LEVEL 5 ................................................................................... 121

SPEECH AND DRAMA DIPLOMA – LEVEL 6 ................................................................................... 124

PUBLIC SPEAKING DIPLOMA – LEVEL 5 ........................................................................................ 130

PUBLIC SPEAKING DIPLOMA – LEVEL 6 ........................................................................................ 132

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HOW TO CONTACT NEA THE OFFICE NEA (Speech and Drama) Examinations Director: Miranda Jacobs FNEA, LNEA 2, Aglaia Road Worthing Chief Executive: Derren Nesbitt West Sussex BN11 5SN Chief Examiner: Salli Pelling LGSM., PGCE., MA Telephone Number: 01903 246790 Freephone: 0800 999 4550 Email: [email protected] Website: www.neweraacademy.co.uk PATRONS Sir Roger Moore K.B.E. Ray Winstone, Ray Cooney O.B.E. Bill Kenwright C.B.E. Jenny Seagrove

BOARD OF DIRECTORS

Brian Ellis FNEA

Christine Faithfull

FNEA, LRAM

Kim Ismay BA (Hons), FNEA, ANEA

Miranda Jacobs FNEA, LNEA, *

Jenny Leworthy

FNEA, LGSM, Cert Verse Speaking GSMD, *

Derren Nesbitt

Kaye Topping Smith FSTSD, FNEA, LGSM, *

* denotes Member of Society of Teachers of Speech & Drama

mailto:[email protected]

http://www.neweraacademy.co.uk/

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ABOUT NEA Since 1941, NEA has offered a syllabus of graded examinations in a variety of communication, presentation and performance disciplines. Our aims are to:

Promote the personal, social, creative and intellectual development of the individual

Encourage self confidence

Encourage all Learners to realise their potential

Develop high standards of speech, communication, presentation and performance

Encourage an appreciation of literature, poetry and drama

Acknowledge and record levels of achievement and progression What do we do?

Offer a syllabus designed to promote personal development, confidence, presentation, communication and performance skills

Offer a syllabus with a wide range of disciplines in drama, voice, communication and performance skills

Offer a range of disciplines that provide progression through a graded system

Offer a syllabus that provides equality of opportunity and caters for everyone equally irrespective of:

o Age o Ability; or o Culture

Offer support and training to teachers, Learners, professionals and practitioners

Provide experienced, well trained examiners to appraise and guide Learners

Offer a syllabus within the Qualifications and Credit Framework

Offers UCAS Tariff Points for all Level 3 examinations to augment university entry

Gain UCAS points in both Communication and Performance disciplines

Offer the opportunity to work on an individual programme in line with the personalised learning requirements of the Government’s “Every Child Counts”

Offer the opportunity for Learners to work as individuals, pairs, small groups or large groups

Encourage Learners to enjoy participating and performing

Encourage a range of work from a variety of cultural contexts

Encourage an interest in literature and the arts

Offer assessment and self evaluation opportunities

Prepare Learners for the opportunities, responsibilities and experiences they will require in our contemporary society

Undertake to review our syllabus, systems and policies constantly and update as appropriate in the light of Government legislation, educational thinking and operational feedback.

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GUIDELINES & REGULATIONS

1. This syllabus issued September 2015, cancels all previous issues.

2. Online entry is the preferred method of examination entry. Payment to be made by BACS transfer, debit card or by telephone. Alternatively, an examination entry form may be obtained from NEA or from a local representative.

3. The form must be completed and sent with 1 cheque covering the collective entry fee to the local representative or to NEA. Please note if more than one cheque is submitted an appropriate surcharge will be made by NEA.

4. Examinations will, wherever practicable, be held at a time and centre chosen by the teacher. All arrangements for examinations must be made through the NEA office.

5. The last day for receipt for electronic entries for examinations is 4 weeks prior to the

examination date. The last day for receipt of postal entries for examinations is 6 weeks prior to the examination date. Thereafter late entries will only be accepted at the discretion of the Examinations Director.

6. Approved late entries will be surcharged at 20% of the original examination fee for each such

Learner. No entry, or changes to entries already received will be accepted less than 2 weeks before the examination date.

7. Changes to names, grades or disciplines within 2 weeks of the examination date is subject to a 20% surcharge, as is any change from one session to another. All changes must be made in writing.

8. A Cancellation Fee of £50.00 will be charged for Examination Sessions cancelled less than 4

weeks prior to the previously booked Examination Session Date. All cancellations must be received in writing (or by e-mail) to the Examinations Director.

9. A Learner unable to attend owing to illness must send a medical certificate to the NEA. No

refund of the examination fee will be made but Learners may attend the next available examination session on payment of 50% of the current fee. Learners absent for any other reason may only enter again upon payment of the full fee. In no circumstances will fees be returned.

10. The name of the Learner, as shown on the entry form, will be used to produce all examination

reports and certificates. Names must be submitted as they are to appear on the certificates Any errors in the certificates because the name has been incorrectly spelt or due to the entry form being illegible will only be rectified at a fee of £3.50 per certificate. (All teachers are encouraged to use the online entry form through the website to facilitate processing). Entries will only be accepted online or on the NEA official entry forms.

11. Learners for either the Associate or Licentiate Diploma must have gained the Gold Medal for

the same subject at least six months prior to the Diploma examinations. These examinations, both written and practical, are held at the end of each term and exact dates can be given on application.

12. The presentation of a wrong piece will entail disqualification. A Learner may re-enter for the

same grade on payment of the appropriate fee.

13. Each Learner will be notified of the date and time on which they must attend for their examination. THEY MUST ATTEND AT LEAST 15 MINUTES BEFORE THEIR SCHEDULED TIME.

14. Learners must bring clean copies of their selections with them.

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15. A clear copy of the 3 selections to be performed in the Acting Diploma must be forwarded to the NEA office at the time of submitting entry.

16. For Grade 5, 6, 7 and 8 Interview Technique teachers must submit the Learner’s C.V with entry.

17. The examination may be ended at any time at the discretion of the examiner. THE DECISION

OF THE EXAMINER IS FINAL.

18. Information about lodging an appeal against a result is contained in our document NEA Enquiries and Appeals Policy and Procedure which is available from the website. Initial enquiries about any appeal must be made in writing, enclosing a copy of the Examiner’s Report Form. NEA has a Malpractice Procedure, a copy of which can be obtained from the website.

19. A basic Teacher’s Notes are available upon request (electronic or hard copy).

20. Examiners will in no case examine their own pupils.

21. Paperwork examinations and theoretical aspects. Any reliable text book may be consulted: no particular method or system is obligatory. Specimen papers may be obtained on application by email.

22. A Learner who enters for more than one grade in one subject must be examined in the lower

grade first. If the Learner fails to pass the lower grade examination then both the fee and the right to enter for the higher grade examination are automatically withdrawn.

23. Those Learners who have gained the Diploma of Associate or Licentiate of the NEA are

entitled to append the letters “A.N.E.A.” OR “L.N.E.A.” after their names.

24. Those Learners who have gained the Associate Diploma in Speech and Drama or Public Speaking may within 2 years use these modules as Accredited Prior Learning for the LNEA in the same discipline.

25. When a Learner’s examination fee is received by NEA, such a Learner’s examination

immediately becomes controlled by these regulations.

26. An examiner may discuss any aspect of theory dealt with in previous grades.

27. Costume, make up and props are not necessary in any of our Examinations, but, for acting, Learners may wear:

o appropriate footwear o a practice skirt o a shawl or hat

28. Learners may use hand props such as:

o a fan o a bag o an umbrella o a walking stick

29. The use of visual aids in a presentation for an examination such as Public Speaking or

Interview Technique is perfectly acceptable. It is important that these aids enhance rather than detract from the talk.

30. NEA reserves the right to issue medals in other than precious metals.

31. NEA reserves the right to change the design of the Certificates it issues.

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32. Learners with Special Needs. NEA welcomes these Learners to the examinations.

Teachers must inform the office at the time of entry and should telephone to discuss any particular requirements. A copy of both NEA’s Disability and Special Needs Policy and NEA’s Reasonable Adjustments and Special Considerations Policy and Procedures are available from the website.

33. NEA provide examinations in Communication for Learners with specific disabilities, special needs or other disadvantages, which are tailored to the Learner’s particular abilities.

34. NEA can arrange for examinations to be taken in both Welsh and Gaelic in certain circumstances. This must be discussed and arranged with the Examinations Director prior to entry.

35. NEA can arrange for examinations to be held in approved centres outside the UK. Please contact the Examinations Director to discuss and arrange such a session.

36. NEA seeks to comply with the requirements of the current UK Data Protection Act. For a copy of NEA’s Data Requirements Statement please contact the Examinations Director.

37. NEA seeks to comply with the requirements of the current UK Health and Safety Legislation. For a copy of NEA’s Health and Safety Policy please contact the Examinations Director.

38. NEA seeks to comply with the requirements of the current UK Child Protection Legislation.

For a copy of NEA’s Child Protection Policy please contact the Examinations Director.

39. NEA seeks to comply with the requirements of the current UK Equality of Opportunity Legislation. A copy of NEA’s Equal Opportunities Policy can be found on our website.

40. Details of NEA’s Marking Standards, Learning Objectives and use of Key Skills are all clearly set out in the syllabus.

41. Any queries regarding the actual selections should be referred to the Examinations Director.

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MARKING STANDARDS All examinations set out in this syllabus are marked out of a total of 100 marks. Attainment Levels: Distinction Merit Pass Below Pass Marking Bands: Distinction 80 and over Merit 70 and over Pass 60 and over Below Pass 59 and below Diplomas: Pass 75 and over Fail 74 and below Levels of Achievement: Pass: Learners must:

adequately achieve the Learner outcomes

perform their selections

demonstrate satisfactory preparation

show a basic background knowledge of all selections

show a basic understanding of any theory set Merit: Learners must:


show preparation has been thorough

demonstrate their work clearly, expressively and enthusiastically

demonstrate good attention to detail

show a good background knowledge of all selections

show a good understanding of any theory set Distinction: Learners must:


demonstrate work is of a really high standard

fully meet the requirements of the syllabus

present work that is artistic, well communicated, technically correct and altogether excellent

show an excellent background knowledge of all selections

show an excellent background knowledge of any theory set

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Allocation of Marks The way in which marks are allocated is clearly set out in the Syllabus and on each Learner’s Report Form. Technique

The Technical skills required in the preparation and performance of the selection. This includes vocal technique, stagecraft and teamwork where appropriate.

Interpretation

The artistic realisation of the selection presented demonstrating appropriate qualities required for performance. This includes the appreciation of and the thought process in achieving the writer’s intention.

Communication To demonstrate the ability to share mentally, vocally and physically in performance and discussion to an appropriate standard. Discussion To convey the knowledge required for the level and to be able to participate in an exchange of ideas to an appropriate standard. To obtain the Pass mark, Learners must show that they know their selections and have prepared them satisfactorily. In grades where theory is set, they must show that they understand the basic syllabus requirements. To achieve the marks necessary for Merit, Learners must show that their preparation has been thorough and be able to demonstrate their work clearly, expressively and enthusiastically, with good attention to detail. A Distinction mark is given if the Learner’s work is of a really high standard. Every requirement of the syllabus must be fulfilled and the work presented must be artistic, well communicated, technically correct and altogether excellent. A Learner fails to obtain the marks necessary to pass an examination if their work is not sufficiently well prepared and contains inadequacies which cannot be overlooked. Examiners will give constructive criticism which, it is hoped, will encourage the unsuccessful Learner to re-enter the examination at a later date. Certificates of Excellence: NEA present the following seven Certificates of Excellence annually to the Learner who gains the highest Distinction mark in: 1. Foundation Medal Speech and Drama (Peggy Law) 2. Grade 8 (Gold Medal) Speech and Drama (Ray Cooney) 3. Foundation Medal Mime (Ellen Ismay) 4. Grade 6 (Bronze Medal) Acting (Myrtle Moss) 5. Grade 8 (Gold Medal) Acting (Sir Roger Moore) 6. Grade 5 Public Speaking (Ronald Marsh) 7. Grade 5 Interview Technique (Bernard Price) 8. Grade 5 Devised Drama (Ray Winstone) 9. Grade 8 (Gold Medal) Musical Theatre (Bill Kenwright) 10. Grade 8 (Gold Medal) Reading (Jenny Seagrove)

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LEVEL DESCRIPTORS The following level descriptors are structured to comply with the Qualifications and Credit Framework and the National Qualifications Framework as currently required by Ofqual: Entry Level: Entry 1 - Preparatory Grade Entry 2 - Introductory Grade Entry 3 - Preliminary Grade Entry 4 - Transition Grade Level 1 - Foundation: Grade 1 Grade 2 Grade 3 - (Foundation Medal) Level 2 - Intermediate: Grade 4 Grade 5 Level 3 - Advanced: Grade 6 - (Bronze Medal) Grade 7 - (Silver Medal) Grade 8 - (Gold Medal) Diplomas: Level 4 Associate Performing Diplomas ANEA Level 5 Associate Diploma Speech & Drama ANEA Associate Diploma Public Speaking ANEA Level 6 Licentiate Teaching Diploma Speech & Drama LNEA Licentiate Teaching Diploma Public Speaking LNEA Results: For all examinations, examiners will write the Report and allocate marks. These marks will be moderated by the Chief Examiner. Results should be received within 3 weeks of the examination.

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General Notes: NEA examinations are designed to provide scope for further study and support AS and A2 examinations in Drama and Theatre Studies, Performing Arts, English Literature and Communication. The examinations in Acting, Mime and Devised Drama for Groups are particularly useful and relevant as practise for GCSE, AS and A2 group performance examinations in Grades 6-8. A Solo Acting examination in Grade 8 is excellent preparation for AS and A2 Drama & Theatre Studies. Interview Technique provides excellent practice for Learners applying to University, employment or other pursuit for which an interview is required. Learners taking Business related courses will find Public Speaking, Spoken English and Interview Technique examinations a beneficial supplement.

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KEY SKILLS This syllabus offers Learners the opportunity to develop and attain confidence and competence in a range of Key Skills through a variety of disciplines. These skills are not necessarily assessed as part of the examination procedure, but may contribute to the all round standard attained by the Learner. Key Skills support learning across the various disciplines, encouraging them to develop their transferable skills across a range of subjects and contexts. Key Skills which can be clearly identified and developed include:

Improvement of own learning

Increased confidence

Increased performing skills

Increased self-esteem

Effective communication

Improved problem solving

Competent Information Technology skills

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PERSONAL, LEARNING AND THINKING SKILLS This syllabus offers Learners the opportunity to develop their Personal, Learning and Thinking Skills (PLTS). Through this syllabus Learners are offered a range of opportunities to develop and apply the qualities and transferable skills required to help them be successful in all areas of their lives. These skills include:

Independent Enquiry o Individual research of literature and language o Presentation of personal interests

Creative Thinking o Interpretation of poetry, prose or drama o Presentation and creative performance from texts o Creative presentation of devised drama o Planning and presentation of their own ideas

Reflective Learning o Presentation and evaluation of their own work o Demonstration of appropriate individual research o Evaluation of their decisions and choices made o Reflection on characterisation and relationships between characters

Team-work o Interaction o Collaboration o Evaluation, appreciation and response to and of others o Cohesion and timing

Self Management o Expansion of self-confidence o Extension of communication skills o Improvement of memory skills and concentration o Refinement and development of a sense of performance o Improvement of technical skills both vocally and physically

Effective Participation o Enthusiastic participation o Development of practical speaking and communication skills o Development of technical performing skills o Participation in, and preparation for examinations in a range of disciplines o Progression through the graded structure of disciplines as set out by this syllabus

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SPEECH AND DRAMA GENERAL OBJECTIVES This Speech and Drama syllabus seeks to offer Learners the opportunity to:

develop communication, reading and performance techniques

develop clear speech

develop imagination and creativity

increase self confidence

promote self-enrichment

stimulate research skills

instill a love of literature and drama Poems: All the set poems named in the Speech and Drama Syllabus can be found in:

A First Poetry Book chosen by Pie Corbett and Gaby Morgan

101 Poems for Children chosen by Carol Ann Duffy. Theory: As theory is introduced for discussion in a simple but progressive way, it is expected that Learners will always have knowledge of theory for any previous grades. Therefore examiners may, on occasions, ask questions about theory relating to previous grades. ENTRY LEVEL Marks awarded at this Level: Taking into consideration technique and interpretation throughout each section:

Entry Level Technique and Interpretation

Discussion

Preparatory 90 10

Introductory 90 10

Preliminary 45 45 10

Transition 45 45 10

PREPARATORY GRADE (10 Minutes) Learners should: 1. Speak from memory one short poem.

2. Talk with the examiner about something of their own choice brought to the examination (eg: toy,

book, photograph).

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INTRODUCTORY GRADE (10 Minutes) Learners should: 1. Speak from memory two short poems.

2. Talk with the examiner about their choices. PRELIMINARY GRADE (10 Minutes) Learners should: 1. Speak from memory one of the following poems:

I’m Nobody! Who are You? by Emily Dickinson My Face Says It All by Philip Waddell On the Train by Dave Ward Picture of Granny by Jill Townsend Footprints by Roger Stevens Bert by Barry Buckingham

2. Speak from memory either a poem or a piece of prose of the Learner’s own choice. This should

show a contrast to the piece in Section 1. (Time limit 2 minutes) 3. Talk with the examiner about:

the pieces chosen TRANSITION GRADE (10 Minutes) Learners should: 1. Speak from memory one of the following poems:

I Did Not Eat the Goldfish by Roger Stevens Oh, Oh, the Story Man by Jan Dean The Monster Under Your Bed by Clare Bevan Gran’s Old Diary by Wes Magee My Baby Brother’s Secrets by John Foster A Bird Came Down by Emily Dickinson

2. Speak from memory a piece of prose of their own choice, taken from any suitable book. (Time

limit 2 minutes) 3. Talk with the examiner about:

the pieces chosen

word pictures

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FOUNDATION LEVEL Marks awarded at this Level: Taking into consideration technique and interpretation throughout each section:

Foundation Level 1 Technique and Interpretation Discussion

Grade 1 45 45 10

Grade 2 40 40 10 10

Grade 3 40 40 10 10

GRADE 1 (10 Minutes) Learners should: 1. Speak from memory one of the following poems:

Jealousy by John Mole Our Class’s Hamster Horatio by Katherine Gallagher Sitting Still Time by Peter Dixon Space Rocket by Richard Caley Hello! by Barry Buckingham Wisdom by Peter Dixon

2. Speak from memory a piece of prose of their own choice taken from any story written on a theme

of Children. (Time limit 2 minutes) 3. Discuss with the examiner:

the pieces chosen

phrasing

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Moving House by Jo Peters Peter’s Pizzas by Alison Chisholm The Hen and the Carp by Ian Serraillier High-Rise Views by Ivan Jones The Great Fire by Sue Cowling Excuse Me, Mrs Armitage, Can We Have Your Snow? By Jan Dean

2. Speak from memory a piece of prose taken from any story written on a theme of Conflict

OR

Perform a scene arranged for one character from a play. (Time limit 2 minutes) 3. Read at sight a short passage selected by the examiner, from a book chosen and brought to the

examination by the Learner. This book must be written by a different author to that in Section 2. 4. Discuss with the examiner:

the pieces

reading aloud GRADE 3 Foundation Medal (15 Minutes) The Peggy Law Certificate of Excellence is awarded annually to the Learner gaining the highest Distinction mark in this examination. Learners should: 1. Speak from memory one of the following poems:

The Seven Ages of a Leaf by Julia Rawlinson First Words by Gillian Clarke Green Candles by Humbert Wolfe Through the Dark by Brian Moses Cargoes by Dave Calder Balloons by Sylvia Plath

2. Speak from memory a piece of prose taken from any book written by Michael Morpurgo

OR Perform a scene arranged for one character from a play. (Time limit 2 minutes)

3. Read at sight a short passage selected by the examiner. 4. Discuss with the examiner:

the pieces and authors chosen

use of the sense pause

use of the suspensory pause

use of the dramatic pause

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LEVEL 2 – INTERMEDIATE Marks awarded at this Level: Taking into consideration technique and interpretation throughout each section:

Intermediate Level 2 Technique and Interpretation

Discussion

Grade 4 35 35 10 20

Grade 5 35 35 10 20


The Nose (after Gogol) by Iain Crichton Smith River by Alice Oswald The Quiet Things by Eric Finney Toad by Norman MacCaig Blackberry Eating by Galway Kinnell Thunder by Elizabeth Bishop

2. Perform from memory one of the following:

a speech from any comedy by William Shakespeare

a scene arranged for one character from a play written and set in the 20th Century.

a passage of prose taken from any book by Malorie Blackman. (Time limit 2 minutes)



modulation

o pitch o pace o pause o inflection o tone colour (quality and quantity) o emphasis

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GRADE 5 (15 minutes) Learners should: 1. Speak from memory one of the following poems:

Adult Fiction by Ian McMillan Why Do You Stay Up So Late by Don Paterson The Long Garden by Patrick Kavanagh Snow and Snow by Ted Hughes Rain on Dry Ground by Christopher Fry The Sleep of Birds by Elizabeth Jennings

2. Perform from memory one of the following:

a speech from any history play by William Shakespeare

a scene arranged for one character from a play written by Brian Friel.

a passage of prose taken from Animal Farm by George Orwell or Anita and Me by Meera Syal. (Time limit 2 minutes)



breath support

resonance

projection

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LEVEL 3 – ADVANCED Marks awarded at this Level: Taking into consideration technique and interpretation throughout each section:

Advanced Level 3 Technique and Interpretation Discussion

Grade 6 35 35 10 20

Grade 7 20 20 20 10 10 20

Grade 8 20 20 20 10 10 20

GRADE 6 – Bronze Medal (20 Minutes) Learners should: 1. Perform from memory one of the following:

a scene arranged for one character from a play written by George Bernard Shaw, Henrik Ibsen, Anton Chekov or Oscar Wilde.

a passage of prose taken from either Balzac and The Little Chinese Seamstress by Dai Sijie or Frankenstein by Mary Shelley. (Time limit 3 minutes)

2. Perform from memory a poem written by any War Poet. (Time limit 3 minutes) 3. Read at sight a passage of prose or verse selected by the examiner. 4. Discuss with the examiner:


the formation of vowel sounds

the neutral vowel

the formation of consonant sounds GRADE 7 - Silver Medal (30 Minutes) Learners should: 1. Perform from memory a scene arranged for one character from a play set and written after 1970

or a narration from a play. (Time limit 3 minutes) 2. Perform from memory a passage of prose from either The Color Purple by Alice Walker or Pride

and Prejudice by Jane Austen. (Time limit 3 minutes) 3. Perform from memory a poem from one of the Romantic Poets. (Time limit 3 minutes) 4. Read at sight a passage of prose or verse selected by the examiner. 5. Give a presentation on one of the pieces and authors chosen. Bullet point notes may be used.

(Total time limit 3 minutes) 6. Discuss with the examiner:

the metres of English poetry

rhythm

verse forms

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GRADE 8 – Gold Medal (45 Minutes) The Ray Cooney Certificate of Excellence is awarded annually to the Learner gaining the highest Distinction mark in this examination. Learners should: 1. Perform from memory a scene or soliloquy from any Shakespearean or Jacobean play arranged

for one character. 2. Perform from memory a passage of prose taken from any 20

th or 21

st Century book of their own

choice. (Time limit 3 minutes) 3. Perform from memory a sonnet of their own choice. (Time limit 3 minutes) 4. Read at sight a passage of prose or verse selected by the examiner. 5. Give a presentation on the historical context of their chosen selection of either the

Shakespearean or Jacobean theatre, the sonnet form or the literature of the period in which their chosen book is set. (Time limit 5 minutes)

6. Discuss with the examiner:

any matters arising from their presentation

the pieces chosen

aspects of technique

the history of poetry, literature and drama from the Elizabethan period up to the present day

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PUBLIC SPEAKING GENERAL OBJECTIVES This Public Speaking syllabus seeks to offer Learners the opportunity to:

participate in public speaking

speak and present confidently to an audience



develop clarity of thought

stimulate speech writing

share their ideas and experiences with ease and clarity

engage, interest, persuade and inform their selected audience Learners must state the situation and age of the audience they are addressing Brief notes or where specified bullet points may be used discreetly. Visual aids may be used discreetly where appropriate but should assist and not overwhelm the speaker. LEVEL 1 - FOUNDATION Marks awarded at this Level: Taking into consideration technique and communication throughout each section:

Foundation Level 1 Technique and Communication

Discussion

Grade 1 90 10

Grade 2 70 20 10

Grade 3 70 20 10

GRADE 1 (10 Minutes) Learners should: 1. Give a talk on either:

my town or

my hobbies (Time limit 3 minutes) 2. Discuss with the examiner:

the content of the talk

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GRADE 2 (10 Minutes) Learners should: 1. Give a talk on a subject of their own choice. (Time limit 3 minutes)

2. Read a passage of prose at sight.


the content of the talk

presenting a talk

sight reading points to remember GRADE 3 - Foundation Medal (15 Minutes) Learners should: 1. Deliver a talk on one of the following subjects.

junk food

zoos

designer clothes

cinema or TV (Time limit 5 minutes)

2. Read a passage of prose at sight. 3. Discuss with the examiner:

the contents of the talk

how the talk was constructed and presented including vocal modulation

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LEVEL 2 - INTERMEDIATE Marks awarded at this Level: Taking into consideration technique and communication throughout each section:

Intermediate Level 2 Technique and Communication

Discussion

Grade 4 60 20 20

Grade 5 60 20 20

GRADE 4 (15 Minutes) Learners should: 1. Deliver a speech on one of the following subjects:

sunlight

walking

rain

Ipads (Time limit 5 minutes) 2. Read at sight a passage of prose. 3. Discuss with the examiner briefly:

the importance of consonants and the helpfulness of vowels. Grade 5 (15 Minutes) The Ronald Marsh Certificate of Excellence is awarded annually to the Learner gaining the highest Distinction mark in this examination. Learners should: 1. Deliver a speech on one of the following subjects:

computer/Video games

mobile phones, a blessing or a curse

the world without electric light

are animals intelligent (Time limit 5 minutes) 2. Read at sight a passage of prose. 3. Discuss with the examiner:

the way to introduce a speaker

the way to propose a vote of thanks

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LEVEL 3 - ADVANCED Marks awarded at this Level: Taking into consideration technique and communication throughout each section:

Advanced Level 3 Technique and Communication Discussion

Grade 6 60 20 20

Grade 7 35 35 10 20

Grade 8 30 20 20 10 20

GRADE 6 Bronze Medal (20 Minutes) Learners should: 1. Deliver a speech on one of the following subjects

computerised cars

climate Change

is there life beyond earth

social media (Time limit 7 minutes) 2. Read at sight a passage of prose. 3. Discuss with the examiner:

the proposal of toasts

the reply to a toast

using support of breath effectively and use of vowels GRADE 7 Silver Medal (30 Minutes) Learners should: 1. Either PROPOSE or OPPOSE one of the following motions (as if it were part of a debate):

atomic/nuclear power

stem cell transplants

genetic engineering

is our knowledge of history useful for the present day (Time limit 8 minutes) 2. Deliver a short impromptu speech of not longer than 6 minutes on one of four subjects, which will

be handed to the Learner 10 minutes before the examination. 3. Read at sight a passage of prose. 4. Discuss with the examiner:

chairmanship

debate procedure

impromptu speaking

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GRADE 8 Gold Medal (40 Minutes) Learners should: 1. Deliver a speech on one of the following subjects:

what is the benefit of the UK in the EU

dictatorship

should women be religious leaders

why are there not more woman in politics. (Time limit 10 minutes) 2. Deliver a short impromptu speech of not longer than 5 minutes on one of three subjects which

will be handed to the Learner 10 minutes before the examination. 3. Deliver a short speech for a special occasion. (Time limit 4 minutes) 4. Read at sight a passage of prose. 5. Discuss with the examiner:

clarity

breath support

the planning and arrangement of a speech

procedure at meetings

vocal projection

communication with the audience

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INTERVIEW TECHNIQUE GENERAL OBJECTIVES This Interview Technique syllabus seeks to offer Learners the opportunity to:

prepare for and take part in a formal interview


develop good listening skills



share their ideas with ease and clarity

understand the importance of self presentation

engage, interest, persuade and inform their interviewer

receive constructive and encouraging feedback. ENTRY LEVEL Marks at this level include: Taking into consideration technique and communication throughout each section:

Entry Level Technique and Communication

Discussion

Preparatory 80 20

Introductory 80 20

Preliminary 80 20

Transition 80 20

PREPARATORY GRADE (10 Minutes) Learners should: 1. Enter the examination and introduce themselves to the interviewer. 2. Discuss with the interviewer:

where they live. INTRODUCTORY GRADE (10 Minutes) Learners should: 1. Enter the examination and introduce themselves to the interviewer.

2. Discuss with the interviewer:

their school.

27

PRELIMINARY GRADE (10 Minutes) Learners should: 1. Complete a simple form provided by NEA, to bring into the examination room. (If necessary the

teacher may assist the Learner in filling out this form).


the details on the form. TRANSITION GRADE (10 Minutes) Learners should: 1. Complete a simple form provided by NEA, to bring into the examination room. (If necessary the

teacher may assist the Learner in filling out this form).


the details on the form.

their favourite hobby.

28

LEVEL 1 – FOUNDATION At this level Learners are encouraged to compile their own Curriculum Vitae (CV) which may be either written or typed. Learners should include their basic details, education, interests and ambitions. At this level it is anticipated that the Learner’s CV will be teacher guided. Marks at this Level include: Taking into consideration technique and communication throughout each section:

Foundation Level 1 Technique and Communication

Discussion

Grade 1 80 20

Grade 2 70 10 20

Grade 3 70 10 20

GRADE 1 (10 Minutes) Learners should: 1. Compile a simple CV to bring to the interview.


the contents of the CV

a subject arising from the discussion. GRADE 2 (10 Minutes) Learners should: 1. Compile a simple CV to bring to the interview:

this will be used as a basis for discussion. 2. Listen to a message given during the interview:

repeat it at the end of the interview.


an object of their own choice brought to the interview.

29

GRADE 3 Foundation Medal (15 Minutes) Learners should: 1. Compile a simple CV to bring to the interview:

this will be used as a basis for discussion. 2. Listen to a message given during the interview:

repeat it at the end of the interview.


A suggested change, of their choice, to the school curriculum. Learners must compile a copy of their current timetable and also their suggested timetable change to bring to the interview to aid and support their idea.

30

LEVEL 2 – INTERMEDIATE At this level Learners must compile their own Curriculum Vitae (CV) this may be either written or typed. At this level a fuller CV outlining their details, education, aptitudes, achievements, interests and ambitions is expected. Marks at this Level include: Taking into consideration technique and communication throughout each section:

Intermediate Level 2 Technique and Communication

Discussion

Grade 4 40 40 20

Grade 5 40 40 20

GRADE 4 (15 Minutes) Learners should: 1. Compile a full CV to bring to the interview:

this will be used as a basis for discussion. 2. Silently read a passage given to them during the interview:

read this passage aloud

explain to the interviewer in their own words its content and meaning.

3. To discuss with the interviewer:

the importance of personal presentation at an interview. GRADE 5 (15 Minutes) The Bernard Price Certificate of Excellence is awarded annually to the Learner gaining the highest Distinction mark in this examination. Learners should 1. Compile a full CV to bring to the interview:

this will be used as a basis for discussion. 2. Bring to the interview two copies of a letter or article (from a newspaper or magazine) related to

the Learner’s chosen career:

read aloud the article

discuss it with the interviewer. 3. Discuss with the interviewer:

the preparation necessary before attending an interview.

31

LEVEL 3 – ADVANCED At this level the Learner must compile a full professional CV which is submitted to NEA with their entry for each grade. Marks at this level include: Taking into consideration technique and communication throughout each section:

Advanced Level 3 Technique and Communication Discussion

Grade 6 40 40 20

Grade 7 30 20 30 20

Grade 8 20 10 10 20 20 20

GRADE 6 Bronze Medal (20 Minutes) Learners should: 1. Submit their own full CV with their entry:

this will form the basis of their discussion. 2. Give a short presentation on:

the contribution of one individual that the Learner admires

answer questions arising from the presentation.


the preparation necessary before attending an interview

general guidelines to remember when being interviewed. GRADE 7 Silver Medal (20 Minutes) Learners should: 1. Submit their own full CV with their entry:

this will form the basis of their discussion. 2. Suggest what an interviewer may be looking for in an interviewee 3. Give a short presentation on:

a topic selected by the interviewer 15 minutes before the interview. This will be based on the information given in the Learner’s CV.


the physical and vocal preparation necessary for a professional presentation and interview.

considerations when giving a presentation at an interview.

32

GRADE 8 Gold Medal (25 Minutes) Learners should: 1. Submit their own full CV with their entry:

this may form the basis of discussion.

2. Introduce an area of challenge in their work experience:

describe the knowledge, skills and experience required to meet that challenge.


the changes and developments that have taken place in their area of work over the last decade.

4. Prepare a short presentation on an area of interest to the Learner: (Time limit 5 minutes.) 5. Bring two copies of a recent editorial from a broadsheet newspaper to the interview and discuss

with the interviewer:

the persuasive techniques employed

the rationale for the editorial viewpoint. 6. Discuss with the interviewer:

the preparation undertaken for this interview

the different types and styles of interview used in Learner’s selection for jobs

the perceived advantages and disadvantages of these different types and styles.

33

READING GENERAL OBJECTIVES This Reading syllabus seeks to offer Learners the opportunity to:

read and perform for pleasure

extend the breadth of literature and poetry read

develop artistic skills

develop fluency

project the enjoyment of the printed word to the listener

increase word recognition

increase confidence in prepared reading

increase confidence in sight reading

instillan interest in reading and poetry

Guidelines for Reading Learners:

In each grade Learners must prepare two pieces:

one poem

one piece of prose selected from the writers for the relevant grade. (With the exception of the Grade 8 which requires three prepared pieces).

Entries are welcomed and encouraged from Learners who have special learning difficulties, or have difficulty with fluency and word recognition; these Grades are particularly useful to increase their confidence and ability.

OVERSEAS LEARNERS taking exams at a centre outside the British Isles may, if they wish, substitute the prose selection in each grade for an appropriate author from their own culture. (For Grade 8 Learners this will apply to both the own choice selections.)

The Learner should:

read their prose selection from the book

read their poetry selection from a suitably presented copy.

provide a copy of each selection for the examiner. ENTRY LEVEL Marks awarded at this Level: Taking into consideration technique, communication and interpretation throughout each section:

Entry Level Technique, Communication and Interpretation

Preparatory 50 50

Introductory 50 50

Preliminary 50 50

Transition 45 45 10

At this level no piece should exceed 2 minutes.

34

PREPARATORY GRADE (10 Minutes) Learners should: 1. Read a short poem of their own choice. 2. Read a short passage from :

any story by Allan Ahlberg; or

any story by Amy Hest INTRODUCTORY GRADE (10 Minutes) Learners should: 1. Read a short poem by either:

Eric Finney; or

Mary Ann Hoberman 2. Read a passage from :

the “Flat Stanley” series of Jeff Brown; or

any story by Jill Tomlinson PRELIMINARY GRADE (10 Minutes) Learners should: 1. Read a short poem by either:

Max Fatchen; or

John Kitching 2. Read a passage from:

any story by Lucy Daniels; or

any story by Francesca Simon TRANSITION GRADE (10 Minutes) Learners should: 1. Read a poem by either:

James Carter; or

Gareth Owen 2. Read a passage from:

any story by Andy Stanton; or

any story by Holly Webb 3. Read at sight a passage of prose.

35

LEVEL 1 – FOUNDATION Marks awarded at this Level: Taking into consideration technique, communication and interpretation throughout each section:

Foundation Level 1 Technique, Communication and Interpretation

Grade 1 35 35 15 15

Grade 2 35 35 15 15

Grade 3 35 35 15 15

At this level no piece should exceed 2 minutes. GRADE 1 (10 Minutes) Learners should: 1. Read a poem by either:

Brian Moses or

James Reeves 2. Read a passage from:

any story by Anne Fine or

any story by Linda Newbery 3. Read at sight a passage of poetry. 4. Read at sight a passage of prose. GRADE 2 (10 Minutes) Learners should: 1. Read a poem by either:

Clare Bevan or

Jack Prelutsky 2. Read a passage from any fantasy novel by:

Gillian Cross or

Kate Saunders 3. Read at sight a passage of poetry. 4. Read at sight a passage of prose.

36

GRADE 3 Foundation Medal (15 Minutes) Learners should: 1. Read a poem by either:

Wes Magee or

Michael Rosen 2. Read a passage from any novel by:

CS Lewis or

J K Rowling 3. To read at sight a passage of poetry. 4. To read at sight a passage of prose.

37

LEVEL 2 – INTERMEDIATE Marks awarded at this Level: Taking into consideration technique, communication and interpretation throughout each section:

Intermediate Level 2 Technique, Communication and Interpretation

Grade 4 35 35 15 15

Grade 5 35 35 15 15

At this level no piece should exceed 3 minutes. GRADE 4 (15 Minutes) Learners should: 1. Read a poem by either:

Jenny Joseph or

Roger McGough 2. Read a passage from the works of:

Sally Nicholls or

Marcus Sedgwick 3. Read at sight a passage of poetry. 4. Read at sight a passage of prose. GRADE 5 (15 Minutes) Learners should: 1. Read a poem by either:

Wendy Cope or

Thomas Hardy 2. Read a passage from the travel works of:

Patrick Leigh Fermor or

Eric Newby 3. Read at sight a passage of poetry. 4. Read at sight a passage of prose.

38

LEVEL 3 – ADVANCED Marks awarded at this Level: Taking into consideration technique, communication and interpretation throughout each section:

Advanced Level 3 Technique, Communication and Interpretation

Grade 6 35 35 15 15

Grade 7 35 35 15 15

Grade 8 20 20 20 20 20

At this level no piece should exceed 4 minutes. GRADE 6 Bronze Medal (15 Minutes) Learners should: 1. Read a poem by either:

Eaven Boland or

Gillian Clarke 2. Read a passage from the works of:

E.M. Forster or

William Golding 3. Read at sight a passage of poetry. 4. Read at sight a passage of prose. GRADE 7 Silver Medal (20 Minutes) Learners should: 1. Read a poem by either:

Simon Armitage or

John Keats 2. Read a passage from the works of:

George Eliot or

Ian McEwan 3. Read at sight a passage of poetry. 4. Read at sight a passage of prose.

39

GRADE 8 Gold Medal (25 Minutes) The Jenny Seagrove Certificate of Excellence is awarded annually to the Learner gaining the highest Distinction mark in this examination. Learners should: 1. Read a poem of their own choice written AFTER 1970. 2. Read a sonnet by:

Christina Rossetti or

Pablo Neruda 3. Read a passage selected from an autobiography or biography of their own choice. 4. Read at sight a passage of poetry. 5. Read at sight a passage of prose.

40

SPOKEN ENGLISH GENERAL OBJECTIVES This Spoken English syllabus seeks to offer Learners the opportunity to:


improve vocal communication skills

develop good listening skills



share their ideas with ease and clarity

receive constructive and encouraging feedback Guidelines for Spoken English Learners:

These examinations are designed for Learners who wish to improve their confidence and vocal communication in a more general way but who do not wish to make a comprehensive study of Speech and Drama.

The examinations are more relaxed and informal than the Interview Technique syllabus. LEVEL 1 - FOUNDATION Marks awarded at this Level: Taking into consideration technique, communication and interpretation throughout each section:


Discussion

Grade 1 50 50

Grade 2 45 45 10

Grade 3 45 45 10

GRADE 1 (10 Minutes) Learners should: 1. Prepare a passage of prose of their own choice. (Time limit 2 minutes) 2. Talk with the examiner for a period of 5 minutes on:

a subject of the Learner’s own choice

41

GRADE 2 (10 Minutes) Learners should: 1. Read at sight a passage of prose or poetry. 2. Bring a photograph, post-card or picture to the examination showing a place they have visited

and to talk about it in such a way as to bring it to life for the examiner. 3. Discuss with the examiner:

the means by which we can make our speech expressive and interesting GRADE 3 Foundation Medal (10 Minutes) Learners should: 1. Read at sight a passage of prose or poetry. 2. Talk about a book they have read.

learners must demonstrate well thought out preparation, and be prepared to discuss the book in detail.


why it is necessary to make speech clear

ways in which to make speech clear

42

LEVEL 2 – INTERMEDIATE Marks awarded at this Level: Taking into consideration technique, communication and interpretation throughout each section:


Discussion

Grade 4 40 40 20

Grade 5 40 40 20

GRADE 4 (10 Minutes) Learners should: 1. Read at sight a passage of prose and poetry. 2. Talk about a television programme or documentary they have seen. Learners must demonstrate

well thought out preparation and be prepared to discuss the programme in detail. 3. Discuss with the examiner:

how we achieve speech that is clear, vital and interesting

its importance in our lives GRADE 5 (10 Minutes) Learners should: 1. Read at sight a passage of prose and poetry 2. Talk about a film or play they have watched.

learners must demonstrate well thought out preparation, and be prepared to discuss the film or play in detail.


how do we recognise effective communication

43

LEVEL 3 - ADVANCED Marks awarded at this Level: Taking into consideration technique, communication and interpretation throughout each section:

Advanced Level 3 Technique, Communication and Interpretation

Discussion

Grade 6 40 40 20

Grade 7 40 40 20

Grade 8 40 40 20

GRADE 6 Bronze Medal (15 Minutes) Learners should: 1. Read at sight a passage of prose and poetry. 2. Give a talk about a specific, significant or interesting place they have visited. (This could be a

stately home, garden, geographical or historical location, etc.). They should aim to persuade the examiner to visit it too. Learners must describe this place in detail and be prepared to answer the examiner’s questions.


the difference in presenting facts and persuasive speech

situations in which these can be used effectively GRADE 7 Silver Medal (15 Minutes) Learners should: 1. Read at sight a passage of prose and poetry. 2. Talk for 5 minutes about the career they wish to follow. 3. Discuss with the examiner:

points arising from the talk

the ways in which effective vocal communication can help in their chosen career and in the work environment generally

44

GRADE 8 Gold Medal (15 Minutes) Learners should: 1. Read at sight a passage of prose and poetry. 2. Present:

an appeal on behalf of a favourite cause; or

a convincing argument to further an idea. (Time limit 4 minutes) 3. Discuss with the examiner:

points arising from the talk

all aspects of colourful, vital and persuasive speaking.

45

ENGLISH AS AN ADDITIONAL LANGUAGE GENERAL OBJECTIVES This English as an Additional Language syllabus seeks to offer Learners the opportunity to:

develop the confidence and skill to communicate in any situation in their second language

develop the use of oral language

develop skills in the use of voice and speech techniques

achieve vocal clarity and variety

demonstrate an understanding of the role of body language in communication

demonstrate the ability to be understood and to understand through the English language

Bullet point notes may be used where appropriate ENTRY LEVEL Marks at this level include: Taking into consideration technique, communication and interpretation throughout each section:

Entry Level Technique, Communication and Interpretation

Discussion

Preparatory 30 70

Introductory 30 70

Preliminary 80 20

Transition 80 20

PREPARATORY GRADE (10 Minutes) Learners should: 1. Greet the examiner and introduce themselves. 2. Talk with the examiner about their:

family or Friends INTRODUCTORY GRADE (10 Minutes) Learners should: 1. Greet the examiner and introduce themselves. 2. Talk with the examiner about either their:

interests

school; or

work

46

PRELIMINARY GRADE (10 Minutes) Learners should: 1. Read aloud a short poem or a piece of prose of their own choice. (Time limit 1 – 2 minutes) 2. Discuss with the examiner:

the poem or prose TRANSITION GRADE (10 Minutes) Learners should: 1. Speak from memory a short poem of their own choice. (This should be age appropriate)


how the feeling and tone of the poem suggests the way in which it is spoken

47

LEVEL 1 FOUNDATION Marks at this level include: Taking into consideration technique, communication and interpretation throughout each section:

Foundation Level Technique, Communication and Interpretation

Discussion

Grade 1 80 20

Grade 2 80 20

Grade 3 80 20

GRADE 1 (10 Minutes) Learners should: 1. Read aloud a passage of prose of their own choice. (Time limit 2 minutes)


the story GRADE 2 (10 Minutes) Learners should: 1. Read aloud:

a paragraph written about yourself. (Time limit 2 minutes) 2. Discuss with the examiner:

the importance of clear speech GRADE 3 Foundation Medal (10 Minutes) Learners should: 1. Present a short talk about:

school

your Culture or

work (Time limit 2 minutes) 2. Discuss with the examiner:

the effective use of phrasing

48

LEVEL 2 - INTERMEDIATE Marks at this level include: Taking into consideration technique, communication and interpretation throughout each section:


Discussion

Grade 4 40 40 20

Grade 5 40 40 20

GRADE 4 (15 Minutes) Learners should: 1. Read a passage of prose from a novel of their own choice containing dialogue. (Time limit 3

minutes)

2. Speak from memory a short poem of their own choice. (Time limit 2 minutes)


the effective use of pause, pitch and pace GRADE 5 (15 Minutes) Learners should: 1. Give a short talk on the comparison between customs and attitudes in their own country and

those of the UK. (Time limit 3 minutes)

2. Sight read a prose passage from a book of their own choice taken from one of the following authors:

Michael Morpurgo

Malorie Blackman 3. Discuss with the examiner:

their selected book and author

the effective use of inflection

49

LEVEL 3 - ADVANCED Marks at this level include: Taking into consideration technique, communication and interpretation throughout each section:

Advanced Level 3 Technique, Communication and Interpretation Discussion

Grade 6 25 25 25 25

Grade 7 25 25 25 25

Grade 8 25 25 25 25

GRADE 6 Bronze Medal (20 Minutes) Learners should: 1. Speak from memory a passage from a book of their own choice, which they have read, taken

from one of the following authors:

Philip Pullman

Joanne Harris. (Time limit 3 minutes) 2. Speak from memory a poem written by a British poet. (Time limit 3 minutes)

3. Read at sight a short passage of prose chosen by the examiner.


their selected texts, author and poet

colloquial language GRADE 7 Silver Medal (25 Minutes) Learners should: 1. Give a structured talk about an aspect of UK life they find:

amusing

annoying or

they would like to change

They should make comparisons with other countries. (Time limit 3 minutes) 2. Speak from memory a poem of their own choice. (Time limit 3 minutes)

3. Read at sight a passage of prose chosen by the examiner

discuss the meaning of the passage 4. Discuss with the examiner:

the poem and poet selected

effective vocal techniques that help the speaker

50

GRADE 8 Gold Medal (30 Minutes) Learners should: 1. Give a structured talk on a subject of their own choice. (Time limit 4 minutes)

2. Speak from memory:

a sonnet

discuss the piece (Time limit 3 minutes) 5. Read at sight a passage of prose chosen by the examiner:

discuss the mood and vocabulary of the piece 6. Discuss with the examiner their experiences of:

coping with the diversities of colloquial and formal English

ways in which they have developed and extended their English vocabulary

how the use of expressive speech can aid speaking and understanding

51

ACTING GENERAL OBJECTIVES This Acting syllabus seeks to offer Learners the opportunity to:



develop vocal techniques

develop physical stage techniques

instill an enthusiasm and interest in the theatre Guidelines for Acting Learners:

All selections must be performed from memory

Learners must bring legible copies of their pieces to the examination for the examiner, and must adhere to all copyright laws.

Full costume or make up is not permitted, although a suggestion of costume (eg: shawls, practice skirt or hat) and hand props are allowed (eg: fans, bags, walking sticks, etc.)

Learners are not permitted to present work which they have already submitted at another grade. Learners found to be repeating work will be disqualified and fees will be forfeited.

In line with current standard Health and Safety advice, all Learners must ensure they are warmed up both vocally and physically before the examination.

SOLO ENTRY LEVEL Marks awarded at this Level: Taking into consideration technique and interpretation throughout each section:

Entry Level Technique and Interpretation Discussion

Preparatory Grade 90 10

Introductory 45 45 10

Preliminary 45 45 10

Transition 45 45 10

At this level no scene should exceed 2 minutes. PREPARATORY GRADE (10 Minutes) Learners should: 1. Perform a short scene arranged for one character. 2. Discuss with the examiner:

the character chosen

52

INTRODUCTORY GRADE (10 Minutes) Learners should: 1. Perform a short scene arranged for one character. 2. Perform a contrasting scene arranged for one character. 3. Discuss with the examiner:

the two characters chosen PRELIMINARY GRADE (10 Minutes) Learners should: 1. Perform a short scene arranged for one character. 2. Perform a contrasting scene arranged for one character. 3. Discuss with the examiner:

the two characters chosen TRANSITION GRADE (10 Minutes) Learners should: 1. Perform a short scene arranged for one character. 2. Perform a contrasting scene arranged for one character. 3. Discuss with the examiner:

the two characters chosen

53

LEVEL 1 – FOUNDATION Marks awarded at this Level: Taking into consideration technique and interpretation throughout each section:

Foundation – Level 1 Technique and Interpretation Discussion

Grade 1 45 45 10

Grade 2 45 45 10

Grade 3 40 40 10 10

At this level no scene should exceed 3 minutes GRADE 1 (10 Minutes) Learners should: 1. Perform a short scene arranged for one character. 2. Perform a contrasting scene arranged for one character. 3. Discuss with the examiner:


the settings of the pieces GRADE 2 (10 Minutes) Learners should: 1. Perform a short scene arranged for one character. 2. Perform a contrasting scene arranged for one character. 3. Discuss with the examiner:

the two characters

the settings of the pieces GRADE 3 Foundation Medal (15 Minutes) Learners should: 1. Perform a short scene arranged for one character. 2. Perform a contrasting scene arranged for one character. 3. Perform a short piece of sight reading from a play chosen by the examiner. 4. Discuss with the examiner


the plays from which their pieces are taken

54


Intermediate – Level 2 Technique and Interpretation Discussion

Grade 4 35 35 10 20

Grade 5 35 35 10 20

At this level no scene should exceed 3 minutes.

GRADE 4 (15 Minutes) Learners should: 1. Perform a scene arranged for one character. 2. Perform a contrasting scene arranged for one character set in a different period. 3. Perform a piece of sight reading from a play chosen by the examiner. 4. Discuss with the examiner:



techniques they employed in characterisation, imagination and movement. GRADE 5 (15 Minutes) Learners should: 1. Perform a scene arranged for one character from a play by any well known dramatist and set in a

period before 1940. 2. Perform a contrasting scene arranged for one character from a well known contemporary play

post 1970. 3. Perform a piece of sight reading from a play chosen by the examiner. 4. Discuss with the examiner:



techniques they employed in characterisation, imagination and movement

55


Advanced – Level 3 Technique and Interpretation Discussion

Grade 6 30 30 10 10 20

Grade 7 20 20 20 10 10 20

Grade 8 20 20 20 10 10 20

GRADE 6 Bronze Medal (25 Minutes) The Myrtle Moss Certificate of Excellence is awarded annually to the Learner gaining the highest Distinction mark in this examination.

Learners should: 1. Perform a scene arranged for one character only from a play by William Shakespeare. (Time limit

3 minutes) 2. Perform a scene arranged for one character from a play written between 1900 and 1950 by a well

known dramatist. (Time limit 3 minutes) 3. Perform at sight a short passage from a play chosen by the examiner. 4. Perform an improvisation which will be set by the examiner during the examination. (Time will be

given for preparation and 3 minutes to perform) 5. Discuss in detail with the examiner:

the characters chosen


the vocal techniques, including modulation, required in performance

56

GRADE 7 Silver Medal (30 Minutes) Learners should: 1. Perform a scene arranged for one character from any play written in verse. (Time limit 3 minutes) 2. Perform a contrasting scene arranged for one character from a play written between 1850 and

1950 by a well known dramatist. (Time limit 3 minutes) 3. Perform a short scene in dialect (from any period) in contrast to the other two pieces. (Time limit

3 minutes) 4. Perform at sight a short passage from a play chosen by the examiner. 5. Perform a short mime, the subject of which will be set by the examiner during the examination.

(Time will be given for preparation and 3 minutes to perform) 6. Discuss in detail with the examiner



the importance of good breath support and practice in performance GRADE 8 Gold Medal (40 Minutes) The Sir Roger Moore Certificate of Excellence is awarded annually to the Learner gaining the highest Distinction mark in this examination.

Learners should: 1. Perform a scene arranged for one character from a play of the Restoration period. (Time limit 4

minutes) 2. Perform a contrasting scene arranged for one character from a play by a well known dramatist

written in the last 30 years. (Time limit 4 minutes) 3. Perform a short scene in dialect (from any period) in contrast to the other two pieces. (Time limit

4 minutes) 4. Perform at sight a short passage from a play chosen by the examiner and take redirection on the

piece. 5. Perform an improvisation set by the examiner during the examination. Time will be given for

preparation and 3 minutes to perform) 6. Discuss in detail with the examiner:



the creative thought and technical details involved in preparing to play a character in performance

the practical application of good breath support including resonance, forward placing and projection

57

DUOLOGUES The criteria for Duologue examinations are as for Solo Examinations. Five minutes is added for each exam from Grade 3 upward. GENERAL OBJECTIVES The Duologue section of this syllabus provides Learners with the opportunity to:

work with a partner

explore different texts

increase confidence

understand a sense of dependency Learners may enter for the Acting examinations as specified above in Duologue form up to and including Grade 8. Duologues are marked as one performance. The criteria for marking Duologues are the same as that for the Solo Grades. All selections must be in duologue form. Learners must put the word Duologue on their entry form together with the name of the Learner with whom they are entering.

58

GROUP EXAMINATIONS GENERAL OBJECTIVES The Group Acting section of this syllabus provides Learners with the opportunity to:

perform acted scenes

experience the exciting challenge of working together as a team

demonstrate an awareness of each other and a sense of sharing A group must contain a minimum of three persons and up to a maximum of twelve persons and will be marked as a one performance. If it is intended to enter a larger group, please contact the NEA Office first. Selections should be taken from plays by any well known playwrights ENTRY LEVEL Marks awarded at this Level: Taking into consideration technique and interpretation throughout each section:

Entry Level Technique, and Interpretation


Introductory 50 50

Preliminary 50 50

Transition 50 50

At this level no scene must exceed 5 minutes. It is permissible to adapt a one act play to the time restriction. PREPARATORY (10 Minutes) Learners must present a one act play or a scene from a longer play. INTRODUCTORY (10 Minutes) Learners must present a one act play or a scene from a longer play. PRELIMINARY (10 Minutes) Learners must present a one act play or a scene from a longer play. TRANSITION (10 Minutes) Learners must present a one act play or a scene from a longer play

59


Foundation – Level 1 Technique and Interpretation

Grade 1 50 50

Grade 2 50 50

Grade 3 50 50

At this level no scene must exceed 10 minutes. It is permissible to adapt a one act play to the time restriction. GRADE 1 (15 Minutes) Learners must present a one act play or a scene from a longer play. GRADE 2 (15 Minutes) Learners must present a one act play or a scene from a longer play. GRADE 3 (15 Minutes) Learners must present a one act play or a scene from a longer play. LEVEL 2 – INTERMEDIATE Marks awarded at this Level: Taking into consideration technique and interpretation throughout each section:

Intermediate – Level 2 Technique and Interpretation

Grade 4 50 50

Grade 5 50 50

At this level no scene must exceed 15 minutes. GRADE 4 (20 Minutes) Learners must present a one act play or a scene from a longer play. GRADE 5 (20 Minutes) Learners must present a one act play or a scene from a longer play.

60


Advanced – Level 3 Technique and Interpretation

Grade 6 50 50

Grade 7 50 50

Grade 8 50 50

At this level no scene must exceed 20 minutes. GRADE 6 (25 Minutes) Learners must present a one act play or a scene from a longer play. GRADE 7 (25 Minutes) Learners must present a one act play or a scene from a longer play. GRADE 8 (25 Minutes) Learners must present a one act play or a scene from a longer play.

61

MUSICAL THEATRE GENERAL OBJECTIVES This Musical Theatre syllabus seeks to offer Learners the opportunity to:

aim to be accurate in both lyrics and tuning

demonstrate an awareness of the various and appropriate Musical Theatre styles

perform selections with flow and enjoyment

demonstrate an awareness of the importance of acting techniques throughout the performance Guidelines for Musical Theatre Learners:

All selections must be performed from memory.

Selections must be taken from published and recognised Musical Theatre works, and must be sung in English.

Own compositions are not permitted.

Learners must bring legible copies of the libretti to the examination for the examiner, and must adhere to all copyright laws.

Unless specified in the individual musical, selections must be accompanied; this can be live or recorded, and must be arranged by the Learner.

Any pre-recorded backing tracks should not include vocals or vocal harmonies.

Accompanists and sound operators are only permitted to remain in the examination room for the duration of the specific selection in which they are involved.

The use of vocal amplification is not permitted.

Full costume or make up is not permitted, although a suggestion of costume (eg: shawls, practice skirt or hat) and hand props are allowed (eg: fans, bags, walking sticks, etc.)


Teachers should ensure that the key of the song is within the Learner’s comfortable range to avoid vocal damage. (Songs may be transposed from the original key to accommodate this.) Similarly, “belting” or “chesting” should be avoided unless the Learner has received specific training in that technique.

Should the examiner feel that there is a risk of damaging the Learner’s vocal apparatus they have the right to curtail the examination.



Preparatory 90 10

Introductory 90 10

Preliminary 90 10

Transition 90 10

At this level no song should exceed 2 minutes.

62

PREPARATORY GRADE (10 Minutes) Learners should: 1. Perform one song of their own choice. 2. Discuss with the examiner:

the song INTRODUCTORY GRADE (10 Minutes) Learners should: 1. Perform one song of their own choice 2. Discuss with the examiner:

the song

the reason for choosing it PRELIMINARY GRADE (10 Minutes) Learners should: 1. Perform one song of their own choice.


the song

the character who sings it

TRANSITION GRADE (10 Minutes) Learners should: Perform two contrasting songs of their own choice. Discuss with the examiner:

the meaning of the songs

the characters who sing them

63


Foundation – Level 1 Technique and Interpretation Discussion

Grade 1 90 10

Grade 2 45 45 10

Grade 3 45 45 10

At this level no song should exceed 3 minutes.

GRADE 1 (15 Minutes) Learners should: 1. Perform two contrasting songs of their own choice

one up-tempo

one lyrical 2. Discuss with the examiner:

one of the chosen songs

discuss the story of the Musical from which it is taken

the various vocal singing ranges GRADE 2 (15 Minutes) Learners should: 1. Perform one song from any film Musical written before 1950.

2. Perform one contrasting song written after 1970.


either the composer or the lyricist of their first selection

how the song features in the story of the film. GRADE 3 Foundation Medal (20 Minutes) Learners should: 1. Perform a short scene in character, either using the original script or a devised one, leading into a

song of their own choice. 2. Perform a contrasting song of their own choice taken from any Musical by Walt Disney. 3. Discuss with the examiner:

either the composer or the lyricist of their first selection

the vocal changes encountered as a performer ages

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Intermediate – Level 2 Technique and Interpretation Discussion

Grade 4 40 40 20

Grade 5 40 40 20

At this level no song should exceed 4 minutes GRADE 4 (20 Minutes) Learners should: 1. Perform a short scene in character leading into a song of their own choice by either Jerry Herman

or Lionel Bart. 2. Perform a contrasting song of the Learner’s own choice expressing either anger or joy. 3. Discuss with the examiner:

breathing techniques and vocal support

effective ways of warming up and cooling down the voice pre- and post-performance GRADE 5 (25 Minutes) Learners should: 1. Perform a short scene in character leading into a song of their own choice by Sir Tim Rice and/or

Lord Andrew Lloyd Webber. 2. Perform a contrasting comedy song of the Learner’s own choice. 3. Discuss with examiner:

the works of either Sir Tim Rice or Lord Andrew Lloyd Webber

how acting styles have changed as Musicals have evolved

how the physicality of characterisation impacts on the voice

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Grade 6 30 30 20 20

Grade 7 20 20 20 20 20

Grade 8 20 20 20 20 20

At this level no song should exceed 5 minutes GRADE 6 Bronze Medal (30 Minutes) Learners should: 1. Perform a short scene in character leading into a song of the Learner’s own choice by either:

Jerome Kern or

Rodgers and Hart 2. Perform a contrasting song taken from any modern pop compilation musical 3. Perform a short acting improvisation, suggested by the lyrics or situation of one of the selections,

which will be given by the examiner in the examination room. A short time will be allowed for preparation

4. Discuss in depth with the examiner:

compare and contrast the different styles used in the two selections

the vocal techniques used to sing/perform their selections

methods of sustaining vocal health and consistency over an extended period of performance

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GRADE 7 Silver Medal (35 Minutes) Learners should: 1. Perform a short scene in character leading into a song of the Learner’s own choice by Comden

and Green. 2. Perform a contrasting song of the Learner’s own choice written in the last 15 years. 3. Perform a song of the Learner’s own choice which must be in an accent or dialect other than the

Learner’s own. 4. Perform a short acting improvisation, suggested by the lyrics or situation of one of the selections,

which will be given by the examiner in the examination room. A short time will be allowed for preparation.


two contrasting styles of musical theatre (e.g. compilation, through-sung, book musical, operetta) selected by the Learner

the differences in performance techniques of the two styles selected

the changing use and techniques of amplification in the stage musical GRADE 8 Gold Medal (40 Minutes) The Bill Kenwright Certificate of Excellence is awarded annually to the Learner gaining the highest Distinction mark in this examination.

Learners should: 1. Perform a short scene in character leading into a song of the Learner’s own choice by Stephen

Sondheim. 2. Perform a contrasting song of the Learner’s own choice by Lerner and Loewe. 3. Perform a song of the Learner’s own choice which must contrast in style, period, mood and

performance to the two songs. 4. Perform a short acting improvisation, suggested by the lyrics or situation of one of the selections,

which will be given by the examiner in the examination room. A short time will be allowed for preparation.


two decades from the early 20th century to the present day selected by the Learner

how musical theatre has both reflected and affected the social and political situation of those decades

the process needed to approach a musical theatre performance

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DUOLOGUES The criteria for Duologue examinations are as for Solo Examinations. Five minutes is added for each exam from Grade 3 upward. GENERAL OBJECTIVES The Duologue section of this syllabus provides Learners with the opportunity to:

work with a partner in equally weighted roles

explore different texts

increase confidence

understand a sense of dependency

Learners may enter for the Musical Theatre examinations specified above in Duologue form up to and including Grade 8. Duologues are marked as one performance. The criteria for marking Duologues is the same as that for the Solo Grades. Learners must put the word Duologue on their entry form together with the name of the Learner with whom they are entering

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GROUP EXAMINATIONS GENERAL OBJECTIVES The Group Musical Theatre section of this syllabus provides Learners with the opportunity to:

perform together as a team

experience the exciting challenge of working in a group musical item

demonstrate an awareness of each other and a sense of sharing

demonstrate an appropriate sense of timing

demonstrate an increased development in performance

A group must contain a minimum of three persons and up to a maximum of twelve persons and will be marked as a one performance. If it is intended to enter a larger group, please contact the NEA Office first. ENTRY LEVEL Marks awarded at this Level Taking into consideration technique and interpretation throughout each section:


Preparatory 50 50

Introductory 50 50

Preliminary 50 50

Transition 50 50

At this level no song must exceed 5 minutes. It is permissible to adapt pieces to fit into the time restriction.

PREPARATORY GRADE (10 Minutes) Learners should:

Perform a song of their own choice and devise appropriate actions to complement it. INTRODUCTORY GRADE (10 Minutes) Learners should:

Perform a song of their own choice and devise appropriate actions to complement it. PRELIMINARY GRADE (15 Minutes) Learners should:

Perform one song from a musical or film and create a short scene to lead into it.

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TRANSITION GRADE (15 Minutes) Learners should:

Perform one song from a musical or film and create a short scene to lead into it. LEVEL 1 – FOUNDATION Marks awarded at this Level Taking into consideration technique and interpretation throughout each section:


Grade 1 50 50

Grade 2 50 50

Grade 3 50 50

At this level no scene must exceed 15 minutes. It is permissible to adapt pieces to fit into the time restriction.

GRADE 1 (15 Minutes) Learners should:

Perform a scene from a film or stage musical, that includes both acted sequences and one or more songs.





LEVEL 2 – INTERMEDIATE Marks awarded at this Level Taking into consideration technique and interpretation throughout each section:


Grade 4 50 50

Grade 5 50 50

At this level no scene must exceed 20 minutes.

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Perform a scene, or series of scenes, from a film or stage musical, that includes both acted sequences and two contrasting songs.


Perform a scene, or series of scenes, from a film or stage musical, that includes both acted sequences and two contrasting songs.

LEVEL 3 – ADVANCED Marks awarded at this Level Taking into consideration technique and interpretation throughout each section:

Advanced – Level 3 Technique and Interpretation

Grade 6 50 50

Grade 7 50 50

Grade 8 50 50

At this level no scene must exceed 25 minutes. It is permissible to adapt pieces to fit into the time restriction.


Perform a scene, series of scenes or compilation of scenes, from a film or stage musical, that includes both acted sequences and two or more contrasting songs. (Cuts are permitted but the flow and meaning must not be lost).





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MIME GENERAL OBJECTIVES This Mime syllabus seeks to offer Learners the opportunity to:




instill an enthusiasm and interest in the theatre

extend technical skills with poise and clarity

promote observation and attention to detail

encourage background study of the history of mime Guidelines for Mime Learners:


In line with current standard Health and Safety advice, all Learners must ensure they are warmed up physically before the examination.

Any mime may be performed with musical accompaniment if desired but this must be operated by the Learner/s.

Entries are welcomed from Learners who may be hard of hearing, deaf or who have oral communication difficulties. We can arrange for these Learners to have a short written questionnaire immediately prior to the examination if questioning is an element of the examination. Please contact the NEA Office to make these special arrangements.

SOLO ENTRY LEVEL Marks at this level include: Taking into consideration technique and interpretation throughout each section:


Preparatory 50 50

Introductory 50 50

Preliminary 50 50

Transition 50 50

PREPARATORY GRADE (10 Minutes) Learners should: 1. Prepare a mime in which they play a member of their family 2. Perform a narrative mime on a subject of their own choice

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INTRODUCTORY GRADE (10 Minutes) Learners should: 1. Prepare an exercise showing an occupation of their own choice. (Time limit 2 minutes) 2. Perform a narrative mime on a subject of their own choice. (Time limit 3 minutes) PRELIMINARY GRADE (10 Minutes) Learners should: 1. Prepare an exercise showing an outdoor occupation of their own choice. (Time limit 2 minutes) 2. Perform a narrative mime on a subject of their own choice. (Time limit 3 minutes) TRANSITION GRADE (10 Minutes) Learners should: 1. Choose and perform one of the following:

Walk through thick mud – do you lose your wellies?

Build a sand castle.

Get ready for school (Time limit 2 minutes). 2. Perform a narrative mime of their own choice. (Time limit 3 minutes)

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Foundation - Level 1 Technique and Interpretation

Grade 1 50 50

Grade 2 50 50

Grade 3 30 30 40

GRADE 1 (10 Minutes) Learners should: 1. Choose one of the following:

empty a money box and count the contents.

make a sandwich.

be an inflatable rubber toy. (Time limit 2 minutes) 2. Perform a narrative mime of their own choice. (Time limit 4 minutes) GRADE 2 (10 Minutes) Learners should: 1. Choose an episode to illustrate one of the following:

taking a ride on a ghost train.

hanging a picture.

on the beach. (Time limit 2 minutes) 2. Perform a narrative mime of their own choice. (Time limit 4 minutes)

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GRADE 3 Foundation Medal (15 Minutes) The Ellen Ismay Certificate of Excellence is awarded annually to the Learner gaining the highest Distinction mark in this examination. Learners should: 1. Perform two of the specified actions

the lid of a jar is very stiff – try to unscrew it.

be a puppet worked by invisible hands.

peel an orange – the juice keeps going in your eyes. (Time limit 3 minutes) 2. Perform two of the following:

you are late and the show has started – try to find your seat.

find a secret place to hide something.

while playing ball with a friend you break a neighbour’s window. (Time limit 3 minutes) 3. Perform a narrative mime on either of the following themes.

vanity or courage. (Time limit 4 minutes)

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Grade 4 30 30 40

Grade 5 30 30 40

GRADE 4 (15 Minutes) Learners should: 1. Perform two of the following:

eat some spaghetti – it is delicious!

try to juggle – you keep dropping the balls until .......

be a participant in a game of pass the parcel. (Time limit 3 minutes) 2. Perform a mime on one of the following:

at the dentists.

the photographer.

gone fishing. (Time limit 3 minutes) 3. Perform a narrative mime with a twist at the end. (Time limit 4 minutes) GRADE 5 (20 Minutes) Learners should: Perform specific actions 1. Paying particular attention to:

The dexterity of hands, shuffle and deal some cards?

Weight and Tension, fill a box with books and try to move it.

Face, at a serious concert you get an attack of hiccups – can you stop them. (Time limit 4 minutes for all three episodes)

2. Depict two of the following:

Creep downstairs in the night to get something to eat – you feel a hand on your shoulder.

You are being annoyed by a wasp.

The first time on an aeroplane turns out to be a bumpy flight. (Time limit 3 minutes for 2 episodes)

3. Perform a narrative mime with an abstract theme. (Time limit 4 minutes)

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Grade 6 30 25 25 20

Grade 7 40 40 20

Grade 8 20 20 20 20 20

GRADE 6 Bronze Medal (20 Minutes) Learners should: 1. Present a character from the Industrial Revolution, clearly showing costume, movement and the

use of properties appropriate to the period. (Time limit 3 minutes) 2. Present a present day narrative mime. (Time limit 3 minutes) 3. Present a narrative mime depicting a character in an age group other than the Learner’s own.

(Time limit 3 minutes) 4. Discuss with the examiner:

the creation of mimed characters GRADE 7 Silver Medal ( 25 Minutes) Learners should: 1. Present two contrasting characters from the Restoration Era:

One must be engaged in some form of evening entertainment

The other must be a narrative mime based on or around an occupation. (Time limit 3 minutes for each)

2. Perform a narrative mime of their own choice peopled with 3 different characters. One of these

characters should be from a different culture from their own. (Time limit 5 minutes) 3. Discuss with the examiner:

relaxation

movement and

timing

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GRADE 8 Gold Medal (30 Minutes) Learners should: 1. Present two characters, one from the Elizabethan period, and the second from the 1940’s.

These characters should be shown in episodes which clearly indicate both the character’s background and costume. (Time limit 3 minutes for each episode)

2. Perform an impromptu occupational mime, the title of which will be given to the Learner in the examination room. (Time limit 2 minutes)

3. Present a character of their own age as a continuous mime showing

confusion

fear

hysteria; and

relief. (Time limit 6 minutes for all four) 4. Present a narrative mime on a subject given to them 10 minutes before the examination. (Time

limit 4 minutes) 5. Discuss with the examiner

any aspects of creating and performing mime DUOLOGUES GENERAL OBJECTIVES The Duologue section of this syllabus provides Learners with the opportunity to:

work with a partner

increase confidence

understand a sense of dependency Learners may enter for the Mime examinations as specified above in Duologue form up to and including Grade 8. Duologues are marked as one performance. The criteria for marking Duologues are the same as that for the Solo Grades. All selections must be in duologue form. Learners must put the word Duologue on their entry form together with the name of the Learner with whom they are entering.

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GROUP EXAMINATIONS GENERAL OBJECTIVES The Group Mime section of this syllabus provides Learners with the opportunity to:



demonstrate co-ordination and timing A group must contain a minimum of three persons and up to a maximum of twelve persons and will be marked as a one performance. If it is intended to enter a larger group, please contact the NEA Office first. ENTRY LEVEL Marks awarded at this Level: Taking into consideration technique and interpretation throughout each section:


Preparatory 50 50

Introductory 50 50

Preliminary 50 50

Transition 50 50

PREPARATORY GRADE (10 Minutes) Learners should: 1. Create a mime based on a happy family event. (Time limit 2 minutes)

2. Present a narrative mime of their own choice. (Time limit 3 minutes) INTRODUCTORY GRADE (10 Minutes) Learners should: 1. Create a mime based on a well known nursery rhyme. (Time limit 2 minutes)

2. Present a narrative mime of their own choice. (Time limit 3 minutes) PRELIMINARY GRADE (10 Minutes) Learners should: 1. Create a mime based on a well known fairy tale. (Time limit 2 minutes) 2. Present a narrative mime of their own choice. (Time limit 3 minutes)

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TRANSITION GRADE (10 Minutes) Learners should: 1. Create a mime based on a well known story. (Time limit 2 minutes)

2. Present a narrative mime of their own choice. (Time limit 3 minutes)

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Grade 1 50 50

Grade 2 50 50

Grade 3 50 50

GRADE 1 (15 Minutes) Learners should: 1. Present an episode on the theme of The School Trip. (Time limit 4 minutes)

2. Present a narrative mime of their own choice. (Time limit 5 minutes) GRADE 2 (15 Minutes) Learners should: 1. Present an episode on the theme of The Magic Show. (Time limit 4 minutes

2. Present a narrative mime of their own choice. (Time limit 5 minutes) GRADE 3 (15 Minutes) Learners should: 1. Present an episode on the theme of The Auction. (Time limit 4 minutes) 2. Present a narrative mime of their own choice. (Time limit 5 minutes)

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Intermediate - Level 2 Technique and Interpretation

Grade 4 50 50

Grade 5 50 50

GRADE 4 (15 Minutes) Learners should: 1. Present an episode on the theme of Machines. (Time limit 4 minutes)


GRADE 5 (15 Minutes) Learners should: 1. Present an episode on the theme of The Rehearsal (Time limit 4 minutes) 2. Present a narrative mime of their own choice. (Time limit 5 minutes)

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Advanced - Level 3 Technique and Interpretation

Grade 6 50 50

Grade 7 50 50

Grade 8 30 30 40

GRADE 6 (20 Minutes) Learners should: 1. Present an episode where the unexpected happens and show the range of reactions to this event.

Time limit 5 minutes) 2. Present a narrative mime of their own choice with a cliff-hanger ending. (Time limit 6 minutes) GRADE 7 (20 Minutes) Learners should: 1. Present a static group depicting an episode based on Accident / Emergency. (Time limit 5

minutes)

2. Present a narrative mime of their own choice with a definite comic OR tragic ending. (Time limit 6 minutes)

GRADE 8 (25 Minutes) Learners should: 1. From a static group depict an episode from the Stone Age in which the participants are engaged

in one of the following:

creating a shelter

preparing a meal

performing a ritual. (Time limit 4 minutes) 2. Show, by some happening, the change in group reaction from calm to conflict. (Time limit 4

minutes)

3. Perform a narrative mime on one of the following:

temptation

the orchestra

the game show (Time limit 6 minutes)

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DEVISED DRAMA GENERAL OBJECTIVES This Devised Drama syllabus seeks to offer Learners the opportunity to:



develop a range of stage techniques

instillenthusiasm and enjoyment

develop creative and interpretive skills

develop an understanding of dramatic structure and narrative

work spontaneously

employ language, movement, role and situation appropriate to the fictional context being created Guidelines for Devised Drama Learners:

The examiner will give appropriate preparation time during the examinations for preparation of a new scene, redirection and enactment unless specifically stated.

Full costume or make up is not permitted, although a suggestion of costume (eg: shawls, practice skirt or hat) and hand props are allowed. (eg: fans, bags, walking sticks, etc.)






Introductory Grade 90 10

Preliminary 90 10

Transition 90 10

At this level no scene should exceed 3 minutes. PREPARATORY GRADE (10 Minutes) Learners should: 1. Devise a scene around a nursery rhyme or short children’s poem.

2. The examiner will question:

the Learner in role

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INTRODUCTORY GRADE (10 Minutes) Learners should: 1. Devise a short scene to act out in the role of a character from a favourite story. (Learners may

bring a prop to assist them.) 2. The examiner will question

the Learner in role PRELIMINARY GRADE (10 Minutes) Learners should: 1. Devise a short scene based on either:

Fairies

Witches and/or Wizards 2. The examiner will question

the Learner in role TRANSITION GRADE (10 Minutes) Learners should: 1. Create an imaginary person.

devise a scene based on a pantomime story. 2. The examiner will question

the Learner in role

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Foundation Level 1 Technique and Interpretation Discussion

Grade 1 60 40 -

Grade 2 60 40 -

Grade 3 50 40 10

At this level no scene should exceed 3 minutes. GRADE 1 (10 Minutes) Learners should: 1. Devise a scene based on one of Aesop’s Fables.

2. Perform the scene again with a different ending. GRADE 2 (10 Minutes) Learners should: 1. Devise a scene based on a well known myth or legend from any country.

2. Present a prequel or sequel to the scene. GRADE 3 Foundation Medal (15 Minutes) Learners should: 1. Devise a scene based on a well known proverb. 2. The examiner will question

the Learner in role 3. Perform the scene again with a different outcome / meaning

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Intermediate - Level 3 Technique and Interpretation Discussion

Grade 4 50 40 10

Grade 5 50 40 10

At this level no scene should exceed 4 minutes. GRADE 4 (15 Minutes) Learners should: 1. Devise a scene based on one of Grimm’s fairytales :


the Learner in role

3. Perform the scene again as an interacting character from the first scene. GRADE 5 (15 Minutes) The Ray Winstone Certificate of Excellence is awarded annually to the Learner gaining the highest Distinction mark in this examination. Learners should: 1. Devise a performance using one of Shakespeare’s stories as your stimulus.

2. The examiner will:

question the Learner on their role and on their research. 3. Devise a further scene from the same play using a contrasting character.

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LEVEL 3 – ADVANCED Marks awarded at this Level:

Advanced - Level 3 Technique and Interpretation Discussion

Grade 6 50 30 20

Grade 7 50 20 20 10

Grade 8 30 30 20 20

At this level no scene should exceed 5 minutes. GRADE 6 Bronze Medal (20 Minutes) Learners should: 1. Devise a scene to tell the story of an aspect of either:

The Suffragettes

Tiananmen Square protests of 1989

First Landing on the moon


question the Learner(s) on their roles and on their research

replay the scene showing a contrasting emotion to that played in the first scene. 3. Discuss with the examiner the opposing emotions and the challenges faced in portraying them.. GRADE 7 Silver Medal (25 Minutes) Learners should: 1. Devise a performance using one of the following poems as your stimuli:

Not waving but drowning by Stevie Smith

The Road Not Taken by Robert Frost

Ozymandias by Percy Bysshe-Shelley


Question the Learner on their role and why they chose that particular poem. 3. Replay the scene not in dramatic form but as a narration. 4. Discuss with the examiner:

the preparation and construction of the piece

the research into the stimulus

the difference in emotions between the performance and the narration

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GRADE 8 Gold Medal (30 Minutes) Learners should: 1. Devise a performance as a character using one of the following paintings as your stimuli

Nightwatch by Rembrandt

A Sunday on Le Grande Jatte by Seurat

Girl with a Pearl Earring by Vermeer

2. Devise a performance based on the artist of the painting you have chosen.

3. Devise a scene as a narrator criticising the painting to a group 4. Discuss with the examiner:

why they choose the painting

the explorative strategies used

their research and how they reached the final performances DUOLOGUES The criteria for Duologue examinations are as for Solo Examinations. Five minutes is added for each exam from Grade 3 upward GENERAL OBJECTIVES The Duologue section of this syllabus provides Learners with the opportunity to:

work with a partner

explore different ideas

increase confidence

understand a sense of dependency Duologues are marked as one performance. The criteria for marking Duologues are the same as that for the Solo Grades. Learners must put the word Duologue on their entry form together with the name of the Learner with whom they are entering.

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GROUP EXAMINATIONS GENERAL OBJECTIVES The Group Devised Drama section of this syllabus provides Learner with the opportunity to:

improvise together in a group






instill an enthusiasm and enjoyment

develop an understanding of dramatic structure and narrative

work spontaneously and

employ language, movement, role and situation appropriate to the fictional context being created A group must contain a minimum of three persons and up to a maximum of twelve persons and will be marked as a one performance. If it is intended to enter a larger group, please contact the NEA Office first. Groups should be entered under a group name. All members of the group should participate in each section. These examinations provide useful support for GCSE, AS and A2 Level students preparing to take performance based examinations. ENTRY LEVEL Marks awarded at this Level: Taking into consideration technique and interpretation throughout each section:



Introductory Grade 90 10

Preliminary 90 10

Transition 90 10

At this level no scene should exceed 3 minutes. PREPARATORY GRADE (10 Minutes) Learners should: 1. Devise a scene around a nursery rhyme or short children’s poem.

2. The examiner will question

the Learners in role

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INTRODUCTORY GRADE (10 Minutes) Learners should: 1. Devise a short scene to act out in the role of a character from a favourite story.

2. The examiner will question

the Learners in role PRELIMINARY GRADE (10 Minutes) Learners should: 1. Devise a short scene based on either:

Fairies

Witches and/or Wizards 2. The examiner will question

the Learners in role TRANSITION GRADE (10 Minutes) Learners should: 1. Create an imaginary person.

devise a scene based on a pantomime story. 2. The examiner will question


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Foundation - Level 1 Technique and Interpretation Discussion

Grade 1 60 40 -

Grade 2 60 40 -

Grade 3 50 40 10

At this level no scene should exceed 3 minutes. GRADE 1 (10 Minutes) Learners should: 1. Devise a scene based on one of Aesop’s Fables.

2. Perform the scene again with a different ending. GRADE 2 (10 Minutes) Learners should: 1. Devise a scene based on a well known myth or legend from any country.

2. Present a prequel or sequel to the scene. GRADE 3 Foundation Medal (15 Minutes) Learners should: 1. Devise a scene based on a well known proverb. 2. The examiner will question

the Learners in role 3. Perform the scene again with a different outcome / meaning

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Grade 4 50 40 10

Grade 5 50 40 10

At this level no scene should exceed 4 minutes. GRADE 4 (15 Minutes) Learners should: 1. Devise a scene based on one of Grimm’s fairytales :



3. Perform the scene again as an interacting character from the first scene. GRADE 5 (15 Minutes) The Ray Winstone Certificate of Excellence is awarded annually to the Learner gaining the highest Distinction mark in this examination. Learners should: 1. Devise a performance using one of Shakespeare’s stories as your stimulus.


question the Learners on their role and on their research. 3. Devise a further scene from the same play using a contrasting character.

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LEVEL 3 – ADVANCED Marks awarded at this Level:


Grade 6 80 20

Grade 7 80 20

Grade 8 80 20

GRADE 6 Bronze Medal (30 Minutes) The performance should not be less than 18 minutes or more than 20 minutes. Learners should: 1. Devise a scene to tell the story of an aspect of either:

The Suffragettes

Tiananmen Square protests of 1989

First landing on the moon


question the Group on their roles and on their research GRADE 7 Silver Medal (30 Minutes) The performance should not be less than 18 minutes or more than 20 minutes. Learners should: 1. Devise a performance using one of the following poems as your stimuli:

Not waving but drowning by Stevie Smith

The Road Not Taken by Robert Frost

Ozymandias by Percy Bysshe-Shelley


the preparation and construction of the piece

the research into the stimulus

the importance of team work

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GRADE 8 Gold Medal (35 Minutes) The performance should not be less than 20 minutes or more than 25 minutes. Learners should: 1. Devise a performance as a character using one of the following paintings as your stimuli

Nightwatch by Rembrandt

A Sunday on Le Grande Jatte by Seurat

Girl with a Pearl Earring by Vermeer


why they choose the painting

the explorative strategies used

their research and how they reached the final performances

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SHAKESPEARE GENERAL OBJECTIVES This Shakespeare syllabus seeks to offer Learners the opportunity to:



develop vocal techniques


introduce the work of William Shakespeare through a themed series of progressive steps

develop an understanding of themes, subtext and underlying motives

instill an enthusiasm and interest in the language and writing of Shakespeare and also Elizabethan theatre

Guidelines for Shakespeare Learners:

All selections must be performed from memory

Learners must bring legible copies of their pieces to the examination for the examiner, and must adhere to all copyright laws.

Full costume or make up is not permitted, although a suggestion of costume (eg: shawls, practice skirt or hat) and hand props are allowed. (eg: scrolls, sticks, etc.)

During the course of this syllabus Learners should be encouraged to study a wide range of Shakespeare’s plays as well as details of his life and the history of the Elizabethan theatre. This should include knowledge of religious and political influences on his themes, the meaning of his dramatic language and how Elizabethan theatre shaped his writing.

It is suggested that the texts used for study are from the Arden Shakespeare Series. This series provides detailed notes including, a glossary and language guide and also biographical and historical notes.

Comprehensive theoretical and historical background notes to support this syllabus are available on request from the NEA Office.



LEVEL 1 – FOUNDATION At this level no scene should exceed 3 minutes. Marks at this level include:

Taking into consideration technique and interpretation throughout each section:

Foundation - Level 1 Technique and Interpretation Discussion

Grade 1 90 10

Grade 2 90 10

Grade 3 90 10

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GRADE 1 (10 Minutes) Theme - Introductions Learners should: 1. Perform one of the following from A Midsummer Night’s Dream:

Puck Act II Scene 1 “Fairy thou speakest …”

Lysander Act I Scene 1 “Therefore hear me, Hermia …”

Bottom Act III Scene 1 “Masters you ought to consider …” (Omit Snout)

Fairy Act II Scene 1 “Over hill, over dale …”

Helena Act II Scene 2 “O, I am out of breath …”

Titania Act II Scene 1 “Set your heart at rest …”


how the speech chosen helps the audience understand more about a character or explains what is going on

the plot of A Midsummer Night’s Dream GRADE 2 (10 Minutes) Theme - Communication with audience Learners should: 1. Perform one of the following speeches:

The Boy - Henry V Act III Scene 2 “As young as I am …”

Sebastian - Twelfth Night Act IV Scene 3 “This is the air …”

Launcelot - The Merchant of Venice Act II Scene 2 “Certainly my conscience …”

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Viola - Twelfth Night Act II Scene 2 “I left no ring with her …”

Imogen - Cymbeline Act III Scene 6 “I see a man’s life …”

Helena - A Midsummer Night’s Dream Act I Scene 1 “How happy some or other …”


the events leading up to the speech

the play from which the speech is taken

the different parts of the Elizabethan playhouse where the audience would sit or stand GRADE 3 Foundation Medal (10 Minutes) Theme - Prologues and Chorus Learners should: 1. Perform a prologue from one of the following (an extract may be selected from the prologues, but

it must not be less than 15 lines):

Chorus - Henry V Act I “O for a muse of fire …”

Chorus - Henry V Act II “Now all the youth of England …”

Chorus - Romeo and Juliet Act I “Two households both alike …”

Chorus - Romeo and Juliet Act II “Now old desire doth in his deathbed …”

Rumour - Henry IV Part 2 Act I “Open your ears …”

Time - The Winter’s Tale Act IV “I, that please some …”


the role of the prologue

why some plays need prologues

Elizabethan Playhouses (the Learner can bring a plan or drawing to aid discussion)


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LEVEL 2 – INTERMEDIATE Marks at this level include:



Grade 4 80 20

Grade 5 80 20

At this level no scene should exceed 4 minutes. GRADE 4 (15 Minutes) Theme - Character Parts Learners should: 1. Perform a speech by one of the following:

Porter - Macbeth Act II Scene 3 “Here’s a knocking indeed …”

The Shepherd - The Winter’s Tale Act III Scene 3 “I would there were no age …”

Malvolio - Twelfth Night Act III Scene 4 “O,ho! Do you come near me now? ...”

Mistress Quickly - Henry IV Part 2 Act II Scene 1 “Marry if thou wert an honest man …”

The Nurse - Romeo and Juliet Act IV Scene 5 “Mistress, what, mistress …”

Paulina - The Winter’s Tale Act V Scene 3 “What sovereign sir I did not well … something near” (Omit Leontes)


how the chosen character fits into the play and whether the character supports, drives the action along or is there for another reason for their presence

the character’s use of language

the characters and the play from which the speech is taken

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GRADE 5 (15 Minutes) Theme - Speeches which inform the audience of events that have taken place off-stage Learners should: 1. Perform one of the following speeches:

Friar Lawrence - Romeo and Juliet Act V Scene 3 “I will be brief …”

Duke of Exeter - Henry V Act VI Scene 6 “The Duke of York commands him … tears” (Omit Henry)

The Clown - The Winter’s Tale Act III Scene 2 “I have seen two such sights … at it now” (Omit The Shepherd)

Gertrude - Hamlet Act II Scene 7 “One woe doth tread upon … muddy death” (Omit Laertes)

Hostess (Mistress Quickly) - Henry V Act II Scene 3 “Nay, sure he’s not in hell …”

Calpurnia - Julius Caesar Act II Scene 2 “What mean you, Caesar? …I do fear them” (Omit Caesar)


Shakespeare’s reasons for not showing these scenes but relying on another character’s narrative

the technique needed to bring the described events vividly to life


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LEVEL 3 – ADVANCED

Marks at this level include:



Grade 6 40 40 20

Grade 7 40 40 20

Grade 8 40 40 20

At this level no scene should exceed 5 minutes. GRADE 6 Bronze Medal (20 Minutes) Learners should be 15 years old or over Theme - Rhetoric and Oratory Learners should: 1. Perform a speech by one of the following:

Henry - Henry V Act III Scene 1 “Once more unto the breach …”

Brutus - Julius Caesar Act III Scene 2 “Romans, countrymen, lovers …”

Prince of Verona - Romeo and Juliet Act I Scene 1 “Rebellious subjects …”

Queen Katherine - Henry VIII Act II Scene 4

Portia - The Merchant of Venice

Act IV Scene 1 “The quality of mercy …”

Hermione - The Winter’s Tale Act II Scene 2 “Since what I am to say …”

2. Perform a contrasting speech of their own choice from another of Shakespeare’s plays.

3. Discuss with the Examiner:

the events leading up to the speeches chosen

the effect the speaker hopes to have on his/her listeners

how he/she achieves this

the plays from which the speeches are taken

how Shakespeare uses metre

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GRADE 7 Silver Medal (20 Minutes) Theme – Heroes, Heroines and Major Characters Learners should: 1. Perform a speech by a hero, heroine or major character of their own choice.



the reasons for the choice of speeches

any aspect of the characters chosen and their situations


aspects of performing Shakespeare in an Elizabethan theatre GRADE 8 Gold Medal (25 Minutes) Theme - Soliloquy Learners should: 1. Perform a true soliloquy from any Shakespearean tragedy of their own choice.



Shakespeare’s use of the soliloquy

the reasons for the choice of speeches

any aspect of the characters chosen and the techniques involved to perform them


aspects of the rhythm and metre used by Shakespeare

aspects of Shakespeare’s life and the times in which he was writing

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SOLO VERSE SPEAKING GENERAL OBJECTIVES This Solo Verse Speaking syllabus seeks to offer Learners the opportunity to:

develop the art of speaking verse






instill a love of poetry

understand the diverse forms of poetry

specialise in the serious performance and art of verse speaking Guidelines for Solo Verse Speaking Learners:

All selections in these examinations must be spoken from memory

Each grade must be prepared as a short recital

Learners must therefore begin with a short introduction and link the pieces performed

These examinations are designed for the specialist in verse speaking and must not be regarded as a soft option on account of there being no section involving questions or conversation

Learners must be at least 11 years old

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LEVEL 1 – FOUNDATION Marks awarded at this Level include: Taking into consideration technique and interpretation throughout each section:

Foundation Level Technique and Interpretation Choice of Programme

Grade 1 45 45 10

Grade 2 45 45 10

Grade 3 30 30 30 10

GRADE 1 (10 Minutes) Learners should: 1. Speak a short poem of their own choice.

2. Speak a contrasting poem of their own choice. (Time limit 2 minutes) GRADE 2 (10 Minutes) Learners should: 1. Speak one of the following poems:

The Fallow Deer at the Lonely House - Thomas Hardy Catch a Snowflake if you Can - Elizabeth Bewick A Poison Tree - William Blake Symphony in Yellow - Oscar Wilde

2. Speak a short lyrical poem of their own choice. (Time limit 2 minutes) GRADE 3 Foundation Medal (10 Minutes) Learners should: 1. Speak one of the following poems:

But - Paul Coltman First Words - Gillian Clarke The Cat and the Moon - W. B. Yeats Three Butterflies - Leonard Clarke

2. Speak a poem of their own choice on the theme of either:

The Seasons; or

Feelings (Time limit 2 minutes) 3. Speak another poem of their own choice. (Time limit 2 minutes)

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LEVEL 2 – INTERMEDIATE Marks awarded at this Level include: Taking into consideration technique and interpretation throughout each section:

Intermediate – Level 2 Technique and Interpretation Choice of Programme

Grade 4 30 30 30 10

Grade 5 30 30 30 10

GRADE 4 (15 Minutes) Learners should: 1. Speak one of the following poems:

Anne Frank Huis - Andrew Motion Aspens - Edward Thomas Domestic Asides; or, Truth in Parentheses - Thomas Hood Humming Bird - D. H. Lawrence

2. Speak a sonnet written after 1950.

3. Speak a short poem of their own choice. (Time limit 2 minutes) GRADE 5 (15 Minutes) Learners should: 1. Speak an extract of their own selection from one of the following:

Lines from – The Walrus and the Carpenter by Lewis Carroll Lines from – The Rime of the Ancient Mariner by Samuel Taylor Coleridge Lines from – The Sleeping Beauty by Alfred Lord Tennyson

2. Speak a sonnet by Edmund Spenser or Wendy Cope. (Time limit 2 minutes)

3. Speak a short poem of their own choice. (Time limit 2 minutes)

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LEVEL 3 – ADVANCED Marks awarded at this Level include: Taking into consideration technique and interpretation throughout each section:

Advanced – Level 3 Technique and Interpretation Choice of Programme

Grade 6 30 30 30 10

Grade 7 30 30 30 10

Grade 8 20 20 20 20 20

GRADE 6 Bronze Medal (15 Minutes) Learners should: 1. Speak a poem by P.B. Shelley or U.A. Fanthorpe. (Time limit 3 minutes)

2. Speak a sonnet by a First World War poet.

3. Speak a poem of their own choice. (Time limit 3 minutes) GRADE 7 Silver Medal (15 Minutes) Learners should: 1. Speak a poem by either Dylan Thomas or Norman MacCaig. (Time limit 3 minutes)

2. Speak a sonnet by John Clare.

3. Speak a poem of their own choice. (Time limit 3 minutes) GRADE 8 Gold Medal (20 Minutes) Learners should: Present a varied programme of their own choice to include: 1. Four poems:

three poems being of a different period and

one sonnet

Time – including introductions and linking material must not exceed 15 minutes

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CHORAL SPEAKING GENERAL OBJECTIVES This Choral Speaking syllabus seeks to offer Learners the opportunity to:

develop the art of choral speaking

interpret poems (and prose) effectively

develop effective use of combining voices in a choir


encourage the teamwork required when working as a choir

develop a sense of performance Guidelines for Choral Speaking choirs:


Each grade must be prepared as a short recital

Choirs must therefore begin with a short introduction and link the pieces performed

It is important that at each Level material should be chosen carefully to suit the ability of the choir

Choirs should have at least six voices, there is no upward limit

Visual presentation is important so movement and background music are permitted but these must enhance and not detract from the performance

LEVEL 1 – FOUNDATION Marks awarded at this Level include: Taking into consideration technique, communication and interpretation throughout each section:


Grade 1 50 50

Grade 2 50 50

Grade 3 50 50

GRADE 1 (10 Minutes) Choirs should: 1. Perform a poem of their own choice (Time limit 2 minutes)

2. Perform a contrasting poem of their own choice (Time limit 2 minutes) GRADE 2 (10 Minutes) Choirs should: 1. Perform a poem of their own choice based on the theme of:

People and Places (Time limit 2 minutes) 2. Perform a contrasting poem of their own choice. (Time limit 2 minutes)

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GRADE 3 (10 Minutes) Choirs should: 1. Perform a poem of their own choice based on the theme of:

“Once upon a Time…. (Time limit 2 minutes) 2. Perform a contrasting poem of their own choice. (Time limit 2 minutes) LEVEL 2 - INTERMEDIATE Marks awarded at this Level include: Taking into consideration technique, communication and interpretation throughout each section:

Intermediate - Level 2 Technique, Communication and Interpretation

Grade 4 50 50

Grade 5 50 50

GRADE 4 (15 Minutes) Choirs should: 1. Present an item on the theme of :

“The Changing Seasons”. This may consist of prose or poetry or a combination of both. (Time limit 3 minutes) 2. Perform a contrasting poem of their own choice. (Time limit 3 minutes) GRADE 5 (15 Minutes) Choirs should: 1. Present an item:

Telling all or part of a story.

This may consist of prose or poetry or a combination of both. (Time limit 3 minutes) 2. Perform a sharply contrasting poem. (Time limit 3 minutes)

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LEVEL 3 – ADVANCED Marks awarded at this Level include: Taking into consideration technique, communication and interpretation throughout each section:

Advanced - Level 3 Technique, Communication and Interpretation

Grade 6 50 50

Grade 7 50 50

Grade 8 50 50

GRADE 6 (15 Minutes) Choirs should: 1. Present an item based on the theme of:

festivals

This may consist of prose or poetry or a combination of both. (Time limit 4 minutes) 2. Perform a selection of dramatic choral speaking of their own choice. This may consist of prose or

poetry or a combination of both. (Time limit 4 minutes) GRADE 7 (15 Minutes) Choirs should: 1. Present an item based on the theme of:

relationships. This may consist of prose or poetry or a combination of both. (Time limit 4 minutes)

2. Perform a selection of dramatic choral speaking of their own choice. This may consist of prose or

poetry or a combination of both. (Time limit 4 minutes) GRADE 8 (15 Minutes) Choirs should: 1. Present an item based on the theme of:

“If music be the food of love, play on ...”; or

“Travel in time and place ...”

This may consist of prose or poetry or a combination of both. (Time limit 4 minutes) 2. Perform a selection of dramatic choral speaking of their own choice.

This may consist of prose or poetry or a combination of both. (Time limit 4 minutes)

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RECITAL GENERAL OBJECTIVES This Recital syllabus seeks to offer Learners the opportunity to:

develop the art of recital performance

plan and present a programme for performance



demonstrate versatility, empathy and comprehension




instill a love of literature

understand the diverse forms of literature Guidelines for Recital Learners:


Each grade must be prepared in the form of a recital

Programmes should be based around a theme and reflect age appropriate selections of contrasting styles

Learners should present their complete programme as one continuous performance, linking items in a manner of their choosing

Music may be used if desired, but should enhance and not detract from the programme

Learners should hand the examiner a well presented programme giving the titles, poets and authors at the beginning of the examination

Marking will reflect the both the Learner’s technical achievement and their ability to engage and entertain an audience.

LEVEL 1 – FOUNDATION Marks at this level include:

Taking into consideration technique, communication and interpretation throughout each section:


Choice of Programme

Grade 1 30 30 30 10

Grade 2 30 30 30 10

Grade 3 30 30 30 10

GRADE 1 (10 Minutes) Learners should present in the form of a continuous recital: 1. A poem.

2. An acted monologue from a published play or adapted from a novel.

3. An extract of memorised prose. (Time limit for programme 6 minutes)

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3. An extract of memorised prose. (Time limit for programme 6 minutes) GRADE 3 (10 Minutes) Learners should present in the form of a continuous recital: 1. A poem.


3. An extract of memorised prose. (Time limit for programme 6 minutes) LEVEL 2 – INTERMEDIATE Marks at this level include:

Taking into consideration technique, communication and interpretation throughout each section:


Choice of Programme

Grade 4 30 30 30 10

Grade 5 30 30 30 10



3. An extract of memorised prose. (Time limit for programme 10 minutes) GRADE 5 (15 Minutes) Learners should present in the form of a continuous recital: 1. A poem.


3. An extract of memorised prose. (Time limit for programme 10 minutes)

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LEVEL 3 – ADVANCED Marks at this level include: Taking into consideration technique, communication and interpretation throughout each section:


Choice of Programme

Grade 6 22 22 22 22 12

Grade 7 22 22 22 22 12

Grade 8 18 18 18 18 18 10

GRADE 6 Bronze Medal (20 Minutes) This examination is open to Learners of 14 years and over. Learners should present in the form of a continuous recital: 1. A poem.

2. An acted monologue from a published play.

3. An extract of memorised prose.

4. A mime or a devised scene on the chosen theme. (Time limit for programme 15 minutes) GRADE 7 Silver Medal (25 Minutes) This examination is open to Learners of 15 years and over. Learners should present in the form of a continuous recital: 1. A poem.



4. A mime or a devised scene on the chosen theme. (Time limit for programme 20 minutes) GRADE 8 Gold Medal (30 Minutes) This examination is open to Learners of 16 years and over. Learners should present in the form of a continuous recital: 1. A poem.



4. A mime or a devised scene on the chosen theme.

5. To read aloud a contrasting poem or a contrasting piece of prose. (Time limit for programme 25

minutes)

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GROUP EXAMINATIONS GENERAL OBJECTIVES This Recital syllabus seeks to offer Learners the opportunity to:

develop the art of recital performance

plan and present a programme for performance

experience the challenge of working together as a team




understand the diverse forms of poetry, literature and plays

employ language, movement, role and situation appropriate to the content of their presentation



Guidelines for Recital Learners:


Each grade must be prepared in the form of a recital

Programmes should be based around a theme and reflect age appropriate selections of contrasting styles

Learners should present their complete programme as one continuous performance, linking items in a manner of their choosing

Music may be used if desired, but should enhance and not detract from the programme

Learners should hand the examiner a well presented programme giving the titles, poets and authors at the beginning of the examination

Marking will reflect the both the Learner’s technical achievement and their ability to engage and entertain an audience.

ENTRY LEVEL 3 TRANSITION – (10 Minutes) Marks at this level include: Taking into consideration technique, communication and interpretation throughout each section:

Transition Level Technique, Communication and Interpretation

Choice of Programme

Transition 45 45 10

Learners should present in the form of a continuous recital: 1. A group poem.

2. An acted scene from a published play or adapted from a novel.

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LEVEL 1 - FOUNDATION Marks at this level include: Taking into consideration technique, communication and interpretation throughout each section:


Choice of Programme

Grade 1 30 30 30 10

Grade 2 30 30 30 10

Grade 3 30 30 30 10



3. An extract of memorised prose. (Time limit for programme 10 minutes) GRADE 2 (15 Minutes) Learners should present in the form of a continuous recital: 1. A group poem.


3. An extract of memorised group prose. (Time limit for programme 10 minutes) GRADE 3 (15 Minutes) Learners should present in the form of a continuous recital: 1. A group poem.


3. An extract of memorised group prose. (Time limit for programme 10 minutes)

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LEVEL 2 – INTERMEDIATE Marks at this level include: Taking into consideration technique, communication and interpretation throughout each section:


Choice of Programme

Grade 4 30 30 30 10

Grade 5 30 30 30 10

GRADE 4 (20 Minutes) Learners should present in the form of a continuous recital: 1. A group poem.






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LEVEL 3 – ADVANCED Marks at this level include: Taking into consideration technique, communication and interpretation throughout each section:


Choice of Programme

Grade 6 22 22 22 22 12

Grade 7 22 22 22 22 12

Grade 8 18 18 18 18 18 10


2. An acted scene from a published play.

3. An extract of memorised group prose.

4. A mime or a devised scene on the chosen theme. (Time limit for programme 15 minutes) GRADE 7 (30 Minutes) Learners should present in the form of a continuous recital: 1. A group poem.



4. A mime or a devised scene on the chosen theme. (Time limit for programme 25 minutes) GRADE 8 (30 Minutes) Learners should present in the form of a continuous recital: 1. A group poem.



4. A mime or a devised scene on the chosen theme. 5. A song (Time limit for programme 25 minutes)

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COMMUNICATION These examinations are designed to enable Learners with specific disabilities, special needs and disadvantages to participate in the examination process successfully. GENERAL OBJECTIVES These examinations offer Learners the opportunity to:

Demonstrate their attainment or competence

Take an examination that meets their capabilities

Develop communication and reading techniques

Develop clearer speech

Make themselves understood

Develop imagination and creativity

Increase self confidence

Enjoy participating Guidelines for Communication Learners:

There is no set syllabus for these examinations, they can be tailored to meet the needs of the Learner

Teachers should contact the NEA office to agree a suitable programme that dovetails with a Learner’s capabilities

The general or specific content of the examination must be agreed between the parties and the Examinations Director before an examination

This should be done by contacting the NEA office prior to the Entry for the examination being submitted

The Learner’s entry form should be submitted with a Reasonable Adjustment Application Form which is available on request from the NEA office. This form provides space for teachers and/or Learners to bring to NEA’s attention any special circumstances or requirements which a Learner wishes to be considered. (Teachers are requested to append their qualifications and to attach to the entry form copies of any formal statements relating to the Learner)

NEA will make every effort to accommodate appropriate Learners who wish to enter these examinations

All cases for entry will be judged on an individual basis by NEA

There is no grading system for these examinations, however each examination taken is numbered starting from 1, so that the Learner gains a sense of progression, this will be recorded by the NEA office

There is no upward limit to the number of examinations taken over a Learner’s career, but it is recommended that no more than two of these examinations are taken within one academic year.

The Learner will receive a report and a certificate

NEA seeks to offer appropriate and agreed support to those Learners with specific learning, reading, sight, hearing and mobility difficulties, or any other disadvantage disclosed

NEA seeks to comply with the terms of all relevant legislation in the United Kingdom. This includes the provisions of the Disability Discrimination Act as to access arrangements, special requirements and reasonable adjustments to the examination process. (Please refer to NEA’s Equal Opportunities Policy, Disability and Special Needs Policy and Reasonable Adjustments and Special Considerations Policy for details)

Suggested contents for Learners taking one of these examinations:

o Talk about a toy, object, picture or book, etc. o Read or speak from memory a poem or poems o Read or speak from memory a piece of prose o Perform either a prepared or improvised monologue o Perform a prepared mime

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DIPLOMAS

ACTING DIPLOMA – LEVEL 4 Successful Learners have the right to append ANEA (Acting) after their names. GENERAL OBJECTIVES The Associate Diploma in Acting is designed to:

provide a progressive training programme for actors

provide professional development and specialised training for actors

provide a standard of training that is recognised by wider agencies

provide a relevant and challenging syllabus that encourages a high standard of knowledge, research and performance

Learners must already have achieved the Grade 8 Acting examination and be at least 17 years of age. The examination consists of:

A practical session of approximately one hour’s duration at which two examiners are present.

There is no written paper.

75 marks are required to pass. Learners must submit a clear copy of the 3 selections to be performed to the NEA Office with their Entry. This is to enable examiners to have copies prior to the examination. THE PRACTICAL EXAMINATION Marks awarded at this Level: Taking into consideration technique, communication and interpretation throughout each section:

Diploma Technique and Interpretation Discussion

Associate Diploma 45 10 15 10 20

Learners should: 1. Present a programme of three contrasting scenes, each arranged for one character only from

different periods. One scene should be in dialect. (Time limit – 4 minutes for each scene)

2. Read at sight a speech from a play.

3. Perform an improvisation which will be set by the examiners at the time of the examination. (Time will be given for preparation and 3 minutes for performance).

4. Take redirection on one of the pieces performed.

5. Discuss in depth with the examiners:

the pieces chosen

the background, period and styles of their pieces

knowledge of the plays from which their pieces are taken

the technical and vocal skills required to perform effectively

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MUSICAL THEATRE DIPLOMA – LEVEL 4 Successful Learners have the right to append ANEA (Musical Theatre) after their names. GENERAL OBJECTIVES The Associate Diploma in Musical Theatre is designed to:

provide a progressive training programme for actors and singers

provide professional development and specialised training for performers in musical theatre



Learners for this examination must already have achieved the Grade 8 Musical Theatre examination and be at least 17 years of age. The examination consists of:


There is no written paper. Learners must submit a clear copy of the 4 selections to be performed to the NEA Office with their Entry. This is to enable examiners to have copies prior to the examination. THE PRACTICAL EXAMINATION Marks awarded at this level: Taking into consideration technique, communication and interpretation throughout each section:

Diploma Technique and Interpretation Discussion

Associate Diploma 15 15 15 15 10 10 20

Learners should: 1. Perform a short scene in character leading to a song of the Learner's own choice from any

musical by Boublil and Schoenberg.

2. Perform a contrasting song of the Learner's own choice by Leonard Bernstein.

3. Perform a comedy song by Julie Styne or Frank Loesser.

4. Perform a contrasting song of the Learner's own choice.

5. Read at sight (not sing) a song lyric given to them by the examiner, then perform and interpret the content as an acted piece. A short time will be allowed for preparation.

6. Perform a short acting improvisation, suggested by the lyrics or situation of one or the selections, which will be given by the examiner in the examination room. A short time will be allowed for preparation.

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TWO ground breaking musicals from different decades of their own choice

the comparison and contrast of their construction, musical style and staging

how these musicals reflected and/or influenced the social and political situation of their eras

their effect on the progress of Musical Theatre the technical and vocal skills required to perform effectively

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MIME DIPLOMA – LEVEL 4 Successful Learners have the right to append ANEA (Mime) after their names. GENERAL OBJECTIVES The Associate Diploma in Mime is designed to:

provide a progressive training programme for actors and mime artists

provide professional development and specialised training for mime artists



Learners must already have achieved the Grade 8 Mime examination and be at least 17 years of age. The examination consists of:


There is no written paper.

75 marks are required to pass. THE PRACTICAL EXAMINATION Marks awarded at this Level: Taking into consideration technique, communication and interpretation throughout each section:

Diploma Technique, Communication and Interpretation Discussion

Associate Diploma 15 15 15 15 15 25

Learners should: 1. Demonstrate the wearing of costume and the handling of properties from any two periods

selected by the examiners at the time of the examination. (Time limit 3 minutes for each)

2. Tell a story involving at least two characters using traditional mime gestures. (Time limit 3 minutes)

3. Be prepared to improvise a mime based on two contrasting emotions selected by the examiner. Time limit 3 minutes)

4. Show how two contrasting characters of their own choice approach the same occupation. (Time limits 2 minutes each)



the origins of mime

Commedia dell Arte characters

the effect of costume on movement

mime in education

the building of technique

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SPEECH AND DRAMA DIPLOMA – LEVEL 5 GENERAL OBJECTIVES The Associate Diplomas are designed to:


ASSOCIATE DIPLOMA IN SPEECH AND DRAMA Successful Learners have the right to append ANEA after their names. Learners for this examination must already have achieved the Grade 8 examination in Speech and Drama and be at least 19 years old. Those Learners who have gained the Associate Diploma in Speech and Drama may within two years use these modules as Accredited Prior Learning for the LNEA in the same discipline. The examination consists of:

Section 1 - A practical session of approximately one hour, at which two examiners are present..

Section 2 - A written paper. Three hours are allowed for the working of the paper.

75 marks are required to pass in both sections. Preparation:

Specimen papers may be obtained from the NEA Office

NEA offers a criticism service for completed practice papers giving feedback and advice. This service is provided for a small fee

Learners should contact the NEA Office for more information BOTH sections of this examination must be passed. In the event of a failure to achieve the pass mark in one of the sections, a re-take must be taken within 2 YEARS from the original entry date. If there is more than one re-take, these must be taken at the same session. If success is not achieved within this time, the entire examination must be re-entered and both Sections taken again at the full fee. LEVEL 5 Marks awarded at this Level: Taking into consideration technique, communication and interpretation throughout each section:


Associate Diploma 15 15 15 15 20 20

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Section 1 - The Practical Learners must submit a clear copy of the 3 selections to be performed to the NEA Office with their Entry. This is to enable the examiners to have copies of the selections prior to the examination. Learners should: 1. Perform from memory a prose selection of their own choice from the works of D H Lawrence,

Margaret Attwood or Penelope Lively.. (Time limit 4 minutes)

2. Perform from memory a scene arranged for one character from a play of their own choice. (Time limit 4 minutes)

3. Speak from memory a poem (or part of a poem) by Robert Browning or Carol Ann Duffy. (Time limit 4 minutes)

4. Read at sight passages of prose and poetry.

5. Give a talk on any aspect of speech & drama chosen from a list of three subjects given by the examiners 15 minutes before the examination.

6. Discuss with the examiners:

Any aspect of the Theoretical Syllabus. Section 2 - The Written Paper

Learners sit one paper for which 3 hours is allowed

The paper must be worked in the same session as the practical examination. (ie within 3 months)

The completed paper will be marked by an examiner who was not present at the practical session. It will then be moderated by another examiner and the Chief Examiner

The paper comprises:

o 3 compulsory questions – each worth 16 marks o A choice of 4 from 6 questions – each worth 13 marks:

Theoretical Syllabus requirements: 1. History of Theatre, Renaissance, Restoration, Foundations of Modern Theatre.

2. History of Literature

3. Learners must study at least two set texts/authors from each section. 4. Some of the questions and dissertation titles will relate to the set texts/authors. 5. History of Theatre:

Renaissance: Shakespeare, Comedy of Errors Jonson, Volpone Middleton, The Changling

Restoration: Aphra Behn, The Rover Vanbrugh, The Provoked Wife Congreve, All for Love

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Foundations of Modern Theatre: Ibsen, A Doll’s House Chekhov, The Cherry Orchard Wilde, Importance of Being Earnest

6. History of Literature:

18th/19th century Jane Austen Robert Browning D H Lawrence

20th/21st century Carol Ann Duffy Penelope Lively Margaret Attwood

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SPEECH AND DRAMA DIPLOMA – LEVEL 6 GENERAL OBJECTIVES The Licentiate Teaching Diplomas are designed to:

provide progressive training programmes for prospective teachers

provide professional development and specialised training for existing teachers



LICENTIATE TEACHING DIPLOMA IN SPEECH AND DRAMA Successful Learners have the right to append LNEA after their names. Learners for this examination must already have achieved the Grade 8 examination in Speech and Drama and be at least 21 years old. Learners are allowed two years from the date of the entry to their first Section to pass all four elements. Dissertation titles must be submitted with application to take the LNEA. The fee for each Section is paid on entry for that Section; if any Section is failed, a re-take fee is charged for each re-taken Section. ALL FOUR SECTIONS of this examination must be passed. In the event of a failure to achieve the pass mark in one of the sections, a re-take must be taken within 2 YEARS from the original entry date. If there is more than one re-take, these must be taken at the same session. If success is not achieved within this time, the entire examination must be re-entered and all Sections taken again at the full fee. The examination consists of:

Section 1 - A Practical session of approximately one hour, at which two examiners are present.

Section 2 - A Written paper. Three hours are allowed for the working of the paper.

Section 3 – A Dissertation of 3,000 words on an aspect related to one of the given topics listed under Section 2.

Section 4 – A Teaching Practical – The teaching of a lesson to a small group of students, observed by two examiners.

75 marks are required to pass in all Sections. Preparation:

The Examinations Director is happy to advise Learners on any aspect of this qualification

Learners are expected to be undertaking some Speech and Drama teaching; this can be in an assistant role



Learners should contact the NEA Office for more information

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LEVEL 6 Marks awarded at this Level: Taking into consideration technique, communication and interpretation throughout each section:


Licentiate Diploma 20 20 20 10 10 20

Section 1 – The Practical Learners must submit a clear copy of the 3 selections to be performed to the NEA Office with their Entry. This is to enable examiners to have copies prior to the examination. Learners should: 1. Perform from memory a prose section of their own choice from the one of the following: Bronte

Sisters, Elizabeth Gaskell, E M Forster, Thomas Hardy, Kazuo Ishiguro or Philip Pullman.

2. Perform a scene from a play taken from one of the set texts.

3. Speak from memory a poem or part of a poem from one of the set poets.

4. Read at sight passages of prose and poetry

5. Perform a mime or improvisation set by the examiners at the time of the examination.

6. Discuss with the examiners:

The selections performed, their authors and their preparation.

Any aspect of the theoretical syllabus.

The history of theatre and English literature

The application of theoretical and practical teaching techniques for speech and drama.

The organizational and practical application of educational drama Section 2 - The Written Paper

Learners sit a paper, for which 3 hours is allowed.

The completed paper will be marked by an examiner. It will then be moderated by the Chief Examiner.


o 3 compulsory questions – each worth 16 marks o A choice of 4 from 6 questions – each worth 13 marks

Content of the written paper for Section 2: The required syllabus is divided into 3 topics:

The history of theatre and English literature

The application of theoretical and practical teaching techniques for speech and drama

The organisational and practical application of educational drama 3 sections:

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Theoretical Syllabus Requirements 1. History of Theatre, Greek, Renaissance, Restoration/18th century Political 19th 20th century

Theatre.

2. History of Literature, Renaissance, Romantics, 18th/19th century and 20th/21st century writers. 3. Learners must study at least two set texts/authors from each section. Some of the questions and

dissertation titles will relate to the set texts/authors 4. History of Theatre, Greek, Renaissance, Restoration/18th century Political 19th 20th century

Theatre.

5. History of Literature, Renaissance, Romantics, 18th/19th century and 20th/21st century writers.

6. Learners must study at least two set texts/authors from each section.

7. Some of the questions and dissertation titles will relate to the set texts/authors.

History of Theatre:

Greek: Sophocles, Antigone Euripides, Medea Aristophanes, The Birds Aeschylus, Agamemnon Renaissance: Shakespeare, Tempest Webster, The Duchess of Malfi Jonson, The Alchemist Marlowe, Faustus Restoration/18th Century: Congreve, The Way of the World Moliere, Tartuffe Sheridan, The Critic Oliver Goldsmith, She Stoops to Conquer Political 19th/20th century drama: Bertolt Brecht, The Good Woman of Szechuan Brian Friel, Translations Tom Stoppard, Night and Day David Hare, Stuff Happens

History of Literature: Renaissance: the Sonnets and poetry of: Edmund Spenser William Shakespeare, John Donne John Milton, Romantics: the poetry and /or novels of: Keats, William Wordsworth Bronte sisters Elizabeth Gaskill

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18th/19th Century: the poetry and /or novels of`; Tennyson Blake E M Forster Thomas Hardy 20th/21st Century: 1st and 2nd War Poets – own choice Seamus Heaney Kazuro Ishiguro Philip Pullman

The application of theoretical and practical teaching techniques for speech and drama:

The applied physiology of speech

Techniques for voice production

Breath support

Formation of speech sounds and the categorisation of vowels and consonants

The psychology of teaching in various situations

Effective vocal communication

The correction of speech faults

Effective teaching methods for Speech and Drama

The use of dramatic and performance disciplines within teaching: o Mime o Acting o Improvisation o Verse Speaking o Reading aloud o Choral Speech o Public Speaking o Interview Technique

The psychological and educational value of speech training The organisational and practical application of educational drama:

Knowledge and application of Speech and Drama within the school environment and curriculum

Knowledge of the National Curriculum Framework: o National Learning Strategy o Primary Strategy o Key Stage requirements o standardisation o levelling o differentiation o policy writing o target setting o report writing

The arrangement of programmes, workshops, schemes of work and lesson plans

The techniques of production and direction

The varying requirements and teaching methods necessary to teach students individually, in groups of varying sizes and school classes

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A practical and working knowledge of all aspects of theatre production and performance and its practical application within school including: o costume o make-up o lighting o sound production o stage and front of house management

LNEA Dissertation – 3000 words The following is a guideline for writing your dissertation:

Read the title/question carefully. There may be different approaches to the answer.

The actual writing of the dissertation is the end of the process not the beginning. You need to spend time researching, thinking and planning.

Always think to yourself after each paragraph or point – “so what”

You do not need to quote extensively or re-tell plots if you are writing about a specific play.

Be aware of current research/thinking on your subject.

Aim to be analytical rather than descriptive.

Narrow and deep rather than broad and shallow.

Avoid simply writing up other people’s ideas. Form your own and question yourself.

Use quotes where necessary but do not overload the dissertation with them.

Try to make a clear point per paragraph.

Do your paragraphs follow a journey through?

Think of your dissertation as a string of pearls – each paragraph leads to the next.

Have you created a coherent narrative? Are you leading the reader on a clear journey?

Does your conclusion follow on from what has gone before or have you suddenly introduced a new subject?

Presentation of the dissertation document:

Word processed

Double spaced

Bound appropriately

Numbered pages

Contents page

References acknowledged

Bibliography

Appendix if appropriate

(Contents, References, Bibliography and Appendix are not included in the word count) The completed dissertation will be processed and marked by an examiner and moderated by the Chief Examiner.

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Section 4 – The Teaching Practical Observed Lesson (30 minutes): Learners will teach a 30 minute lesson to a small group of students, observed by two examiners. Learners must provide at least 3 and no more than 6 students for this section. Learners will choose the content of the lesson but may not include any work submitted in the Dissertation. On entry of this Section, Learners must submit their detailed lesson plan and the complete 10 week scheme of work to the NEA office electronically. Viva (15 minutes): Learners will discuss with the examiners any matter arising from the observed lesson. They will be expected to discuss:

the lesson plan

the scheme of work

aspects of the lesson that worked well

aspects of the lesson that they felt did not work so well

the response of the students

evaluate the success of the lesson

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PUBLIC SPEAKING DIPLOMA – LEVEL 5 Successful Learners have the right to append ANEA (Public Speaking) after their names. GENERAL OBJECTIVES The Associate Performer’s Diploma in Public Speaking is designed to provide a relevant and challenging syllabus that encourages a high standard of knowledge, research and performance Learners must already have achieved the Grade 8 (Public Speaking) examination and be at least 19 years old. Those Learners who have gained the Associate Diploma in Public Speaking may within two years use these modules as Accredited Prior Learning for the LNEA in the same discipline. The examination consists of:

Section 1 - A practical session of approximately one hour at which two examiners are present.

Section 2 - A written paper. Three hours are allowed for the working of the paper.

75 marks are required to pass in both sections BOTH sections of this examination must be passed. In the event of a failure to achieve the pass mark in one of the sections, a re-take must be taken within 2 YEARS from the original entry date. If there is more than one re-take, these must be taken at the same session. If success is not achieved within this time, the entire examination must be re-entered and both Sections taken again at the full fee. Preparation:



Learners should contact the NEA Office for more information Section 1 – The Practical Marks awarded at this Level: Taking into consideration technique, communication and interpretation throughout each section:


Level 5 Diploma 25 20 25 10 20

Learners must be prepared: 1. To deliver a speech on one of the following subjects:

Politics Today

The development of public speaking skills from Ancient Greece until the present day

Background knowledge of literature for the public speaker

The use of electronic means in our communications (Time limit 15 minutes)

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2. To give an impromptu speech of not more than 5 minutes on a subject handed to the Learner during the examination. Allowance will be made for the Learner to make a few brief notes.

3. To deliver a short speech on a subject of the Learner’s own choice. (Time limit 5 minutes)

4. To read at sight passages of prose and poetry.

5. To discuss with the examiners:

the aims of the performer in this subject

the means whereby these aims may be achieved.

Section 2 - The Written Paper

Learners sit one paper for which 3 hours is allowed

The paper must be worked in the same session as the practical examination (ie within 3 months)

The completed paper will be marked by an examiner who was not present at the practical session. It will then be moderated by the Chief Examiner.

The paper comprises: o 3 compulsory questions – each worth 16 marks o A choice of 4 from 6 questions – each worth 13 marks

Content of the Paper:

all aspects of good voice production including breath support

clarity in speech

adapting to an audience

speech preparation and planning for the event

the effective and appropriate use of visual aids

sources of reference and quotation

presentation skills and techniques including the use of notes and visual aids

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PUBLIC SPEAKING DIPLOMA – LEVEL 6 GENERAL OBJECTIVES The Licentiate Teaching Diplomas are designed to:

provide progressive training programmes for prospective teachers

provide professional development and specialised training for existing teachers



LICENTIATE TEACHING DIPLOMA IN PUBLIC SPEAKING Successful Learners have the right to append LNEA after their names. Learners for this examination must already have achieved the Grade 8 examination in Public Speaking and be at least 21 years old. Learners are allowed two years from the date of the entry to their first Section to pass all four elements. Dissertation titles must be submitted with application to take the LNEA. The fee for each Section is paid on entry for that Section; if any Section is failed, a re-take fee is charged for each re-taken Section. ALL FOUR SECTIONS of this examination must be passed. In the event of a failure to achieve the pass mark in one of the sections, a re-take must be taken within 2 YEARS from the original entry date. If there is more than one re-take, these must be taken at the same session. If success is not achieved within this time, the entire examination must be re-entered and all Sections taken again at the full fee. The examination consists of:

Section 1 - A Practical session of approximately one hour, at which two examiners are present.

Section 2 - A Written paper. Three hours are allowed for the working of the paper.

Section 3 – A Dissertation of 3,000 words on an aspect related to one of the given topics listed under Section 2.

Section 4 – A Teaching Practical – The teaching of a lesson to a small group of students, observed by two examiners.

75 marks are required to pass in all Sections. Preparation:

The Examinations Director is happy to advise Learners on any aspect of this qualification

Learners are expected to be undertaking some Public Speaking teaching; this can be in an assistant role



Learners should contact the NEA Office for more information

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LEVEL 6 Marks awarded at this Level: Taking into consideration technique, communication and interpretation throughout each section:


Licentiate Diploma 25 25 20 10 20

Section 1 – The Practical 1. Prepare a 10 minute speech on your own choice controversial subject:

Present your persuasive point of view on this controversial subject.

State your audience type and the number of audience approximately

To answer questions on the above speech (4 minutes) 2. Give a 5 minute factual talk on one of the following subjects:

Clarity and Diction are the same?

Is it appropriate to include modern terminology in speeches?

Advice on teaching business people. 3. Give a 5 minutes Impromptu talk on one of three subjects given to you by the examiner, 15

minutes before the examination. 4. To read at sight a poem and passage of prose given by the examiner. 5. Discuss with the examiners:

The skills involved in teaching Public Speaking effectively and any aspect of the theoretical syllabus requirements mentioned below.

A copy of one of your class plans should be given to the Examiners. Section 2 - The Written Paper

Learners sit a paper, for which 3 hours is allowed.

The completed paper will be marked by an examiner. It will then be moderated by another examiner and the Chief Examiner.


o 3 compulsory questions – each worth 16 marks o A choice of 4 from 6 questions – each worth 13 marks

Content of the written paper for Section 2: The required syllabus is divided into 3 topics:

The history of public speaking and English literature

The application of theoretical and practical teaching techniques for public speaking

The practical application and preparation for public speaking of every type:

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Theoretical Syllabus requirements: The history of public speaking and English Literature:

History of Public Speaking and speakers in the 19th, 20

th and 21

st centuries

English Literature the main periods and writers in your opinion

Prose and poetry authors and famous speeches and speakers The application of theoretical and practical teaching techniques for Public Speaking:

A sound knowledge of good breath support and all aspects of voice production

Formation of speech sounds and the categorisation of vowels and consonants

Dealing with the speech problems this qualification enables you to help

Workshop presentation skills

Adaptable teaching techniques for individuals and group teaching

Effective vocal communication

Effective teaching methods for various ages

The use of presentation skills and performance disciplines within teaching: o Impromptu speaking o Persuasive speech o Verse Speaking o Reading aloud o Interview Technique o A broad understanding of Debate procedure o Chairmanship o Meeting procedure

The psychological and educational value of public speaking

Sources of reference

Presence and Platform Technique LNEA Dissertation – 3000 words The following is a guideline for writing your dissertation.

Read the title/question carefully. There may be different approaches to the answer.

The actual writing of the dissertation is the end of the process not the beginning. You need to spend time researching, thinking and planning.

Always think to yourself after each paragraph or point – “so what”

You do not need to quote extensively or re-tell plots if you are writing about a specific play.

Be aware of current research/thinking on your subject.

Aim to be analytical rather than descriptive.

Narrow and deep rather than broad and shallow.

Avoid simply writing up other people’s ideas. Form your own and question yourself.

Use quotes where necessary but do not overload the dissertation with them.

Try to make a clear point per paragraph.

Do your paragraphs follow a journey through?

Think of your dissertation as a string of pearls – each paragraph leads to the next.

Have you created a coherent narrative? Are you leading the reader on a clear journey?

Does your conclusion follow on from what has gone before or have you suddenly introduced a new subject?

135

Presentation of the dissertation document:

Word processed

Double spaced

Bound appropriately

Numbered pages

Contents page

References acknowledged

Bibliography

Appendix if appropriate

(Contents, References, Bibliography and Appendix are not included in the word count) The completed dissertation will be processed and marked by an examiner and moderated by the Chief Examiner. Section 4 – The Teaching Practical Observed Lesson (30 minutes): Learners will teach a 30 minute lesson to a small group of students, observed by two examiners. Learners must provide at least 3 and no more than 6 students for this section. Learners will choose the content of the lesson but may not include any work submitted in the Dissertation. On entry of this Section, Learners must submit their detailed lesson plan and the complete 10 week scheme of work to the NEA office electronically. Viva (15 minutes): Learners will discuss with the examiners any matter arising from the observed lesson. They will be expected to discuss:

the lesson plan

the scheme of work

aspects of the lesson that worked well

aspects of the lesson that they felt did not work so well

the response of the students

evaluate the success of the lesson

Documents

NEA Syllabus CONTENTS - New Era Academy – One of the ... · PDF fileNEA Syllabus (Commencing 1st ... CHORAL SPEAKING ... 37. NEA seeks to comply with the requirements of the current