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Is Yacapaca really "such stuff as dreams are made on"? Try these auto-marked, formative assessments on your students and see what you and they think.
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"What's in a name?" Finding out what Yacapaca means could prove a fun challenge for you but whether you find the exercise of benefit could be a moot point. The benefits of Yacapca assessments, however, are proven and your students will definitely get the fun challenge as well. Act by Act, character by character, theme by theme or just an overall diagnostic, these assessments come with formative feedback to really get them thinking.
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"...some are born great, some achieve greatness and some have greatness thrust upon them"
Yacapaca caters for them all: challenging and searching questions for those born great, formative feedback encourages them to achieve greatness and great question-writing thrusts greatness upon them when they surpass expectation. Teachers think it's great too: "the students loved it and the assessment data is really useful".
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There'll be no daggers in your smiles, your students will love these assessments. Fun and formative they will consolidate knowledge, reinforce understanding and encourage evaluative skills.
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Years 7 and 8 course from Gill Chesney-Green. To get the best use from these, you need the following resources:
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Short-text assessments and multiple-choice quiz to support the Drama GCSE.
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Yacapaca is the difference between enthused students raring to 'go Shakespeare' and the "‘T’is neither here nor there" brigade. From small chunk theme-by-theme to diagnostic whole-of-play, all assessments suit a wide range of uses and all offer formative feedback to stretch the brightest students and support the weaker ones.
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"Rough winds do shake the darling buds of May" and, before you know it, it's exam time. Do your students know their play or do they, like me :-), invariably muddle their quotes. Yacapaca questions reinforce knowledge, promote understanding and encourage evaluative skills. Auto-marked assessments report instantaneously where your students (individually or as a group) are weak so you can focus your teaching in those areas.
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Snatch your students "out of the jaws of death"-by-Shakespeare using these fun and formative assessments which bring the story behind the words to life whilst cleverly reporting your students' levels of knowledge and understanding (individually and as a group). Their evaluative skills should improve too and the sun will definitely shineth every day!
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"Our doubts are traitors, and make us lose the good we oft might win, by fearing to attempt".
Go on, give it a go! Formative feedback lets your students see where they have misunderstood a concept and points them in the right direction (never merely giving the correct answer). Bags of system support for you, the teacher, as and when you need it. What is there to fear?
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Portfolio tasks for this Mark Wheeller
 play - based on the workshops done with the group. |
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The questions on the course are designed to be used in your portfolio. You portfolio is an important part of your Paper 1 Units 1&2 and is classed as coursework. Be as detailed as you can in answering the questions so that you will gain the marks you need. Detail is important - the marks are in the detail! |
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Answer the questions about your work as fully as you can - without the detail the marks can't be given! Make sure that you understand what the question is really asking for by reading it fully!! |
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» Dance (2)
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» Dance Exam (1)
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These questions are about evaluation of your work and that of others.
You are being asked to say what you thought of the work, what worked, whether it could have been better, how it could have been better etc By answering in detail you can show that you understand HOW it worked (or not) and WHY it did (or didn't). You should focus on the following:
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