The Chief Examiner's FAQs
Learners will not be marked down for not introducing their pieces, there is no assessment criteria requirement. However, the introduction serves to support the learner insofar that it gives the learner a moment to relax and focus their thoughts on the ‘job in hand’ A clear introduction followed by a moments pause before starting will help to create a sense of concentration and involvement. This is particularly relevant for acting examinations where learners are creating a character, situation and emotional response to a text 2 or 3 times within an examination.
The knowledge discussion will follow the wording of the assessment criteria. The examiner will read the question from the LER (Learner Examination Report) verbatim. If the learner needs clarification or is unsure what the question means the examiner will re word and ensure the learner understands what is being asked. Learners will be encouraged to share as much information as possible. Where appropriate examiners will ask a subsidiary question which will lead from something that has already been said. The aim of the knowledge is not to ‘test’ by the use of challenging questions but rather to encourage a learner to volunteer their knowledge and understanding of a topic.
As with the majority of qualifications LAMDA examinations do not have age restrictions or suggestions. This is to ensure that a learner of any age and ability can be entered for the level and grade of examination that provides the best learning journey for them. As a guideline consider the following:
Introductory examinations-these are an introduction to the examination experience and are particularly useful for younger learners or learners for whom English is a second language.
Entry Level and Level 1 ( Grades 1, 2, and 3 ) examinations ideal for primary and junior school learners but older learners can also find them a valuable learning journey especially if they are nervous, lacking in confidence, have learning challenges or are second language learners
Level 2 ( Grades 4 and 5 ) these examinations lie on the RQF ( Regulated Qualifications Framework ) alongside various qualifications including GCSE and therefore the expectation is that the learner would be academically and emotionally capable of GCSE study.
Level 3 ( Grades 6, 7, and 8 ) these examinations lie on the RQF ( Regulated Qualifications Framework ) alongside various qualifications including A Level and therefore the expectation is that the learner would be academically and emotionally capable of A Level study. These qualifications carry UCAS points.
A ‘read in’ may be appointed. This person should not be the learner’s teacher or parent. If another learner from the day is appointed to read in they should have taken their examination before reading in for another learner.