Introduction
# is a bright and responsive member of the group who is becoming increasingly confident in ~ drama work.
# is a diligent and expressive member of the group who is making excellent progress in Drama.
# is an extremely able and enthusiastic member of the group who takes a keen interest in drama and appears to enjoy all aspects of the work. 
# is an able and enthusiastic member of the group who takes a keen interest in drama and appears to enjoy all aspects of the work. 
# is an able and conscientious member of the group who displays a real interest in the drama and appears to enjoy all aspects of the work.  
# is a reserved member of the group who displays a quiet interest in the subject and participates in practical work with enthusiasm. 
# is a co-operative and considerate member of the group who is making good progress in Drama.  
# is a friendly member of the group who displays considerable interest in the subject and participates in practical work with enthusiasm.
# is a friendly student who works with enthusiasm and regularly contributes to class discussion.
# is a lively member of the group who is making satisfactory progress in Drama. 
# is a quiet member of the group who has yet to show ~ full potential in Drama.
# is making some progress in Drama but needs to be more consistent in ~ efforts.
# is struggling to make sufficient progress in Drama.
# finds some aspects of work in Drama quite challenging and needs to make a greater effort to participate more actively.

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Creating
RESPONDING TO, RESEARCHING AND EXPERIMENTING WITH STIMULUS MATERIAL - THE CONTENT AND CONTEXT:
^ explores familiar themes and characters, e.g. responding to teacher in role to explore characters from stories and themes.
^ responds to a variety of stimulus material including scripts of plays, artefacts, objects and images.
^ works with others in researching the context of the drama (e.g. a concept or an event in history) .
^ explores and researches factual contexts for drama (e.g. conservation, the law) and record and share findings, and discuss possible ideas for the drama.
In response to a range of stimulus material including scripts of plays, ^ plans drama, records and notates ideas which demonstrate imagination.
In response to a wide range of texts, ^ experiments with original and different ways that feelings and responses can be presented in drama.
^ is able to collaborate, modify and adapt ideas as a result of reflection, research and experiment, and show understanding of the rehearsal process.
^ is able to research/record in working notebook the psychology and context of the characters and experiment with how these can be realised/visualised in performance.
^ demonstrate in ~ working notebook thoroughness of research, knowledge and development of ideas with others and appropriateness of decisions taken.

WORKING SUPPORTIVELY AND CREATIVELY WITH OTHERS:
^ will plan an imaginative play area with others.
^ will suggest how to present ideas in drama through experimenting with others.
^ will try different ways of exploring characters and narrative, responding to the techniques used by the teacher.
^ will develop dramatic ideas when devising work based on scenes from novels, poems, or plays.
^ will work co-operatively and sensitively with others in a group in creating drama.
^ will challenge the ideas of others sensitively; contribute appropriate ideas and extend those of others.
^ will initiate and respond to ideas and participate in the organisation and direction of drama for a specific purpose and audience.
^ will solve problems in the devising process by offering solutions which demonstrate awareness of the skills of the group.
^ will be flexible enough to work in a variety of groups, showing sensitivity, commitment and initiative in achieving targets.

STRUCTURING AND NOTATING PLAYS AND PERFORMANCES:
# can practise and develop ideas for acting out stories.
# can structure simple scenes independently, making use of dialogue and improvising ~ own.
# can record ideas for devised drama, considering appropriate starting points, key moments and endings.
# can devise simple scripts through improvisation, understanding the use of stage directions and drama conventions.
# can explore issues and themes and write plays using the conventions of script writing.
# can as part of a group, make an effective contribution to the writing of an imaginative short script. 
# can interpret, shape and structure in imaginative ways, using a range of forms and styles.
# can explore and use a range of genres, forms and styles in shaping and recording their ideas for producing devised work.
# can be prepared to take risks and interpret, shape, structure and record drama in consistently imaginative and effective ways.

MAKING DRAMATIC ACTION THROUGH EXPERIMENTING WITH AND SHAPING THE ELEMENTS OF DRAMA - SPOKEN LANGUAGE, SPACE, SOUND, GESTURE, TEXT ETC:
^ uses simple props and resources in creating drama.
^ selects and use props and resources to represent particular meanings.
^ experiments with simple technical resources when creating drama - sound, light, costume.
^ experiments with the elements of drama when developing work and is able to give and receive direction.
^ considers how images create meaning and experiment with objects, physical imagery, gesture and space. 
^ works in a variety of small groups, showing understanding of how dramatic signs and symbols can be used to communicate meaning.
^ is able to work in the abstract and employ different concepts through the use of language, space, sound, gesture, text and form.
^ independently makes use of different techniques, skills, concepts and conventions when devising, interpreting and directing plays.
^ can organises ~ drama effectively, being selective and demonstrating a high level of understanding and purpose in the use of dramatic form.

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Performing
WORKING SUPPORTIVELY WITH OTHERS IN PERFORMANCE:
# takes part in small group and whole-class dramas.
# works sensitively with others in role in small group and whole-class dramas.
# supports others when participating in drama for a formal audience (e.g. school assembly).
# co-operates and works supportively with others in a performance for a public audience.
work sensitively and supportively with others in a range of presentations and performances.
# contributes to the performance of a unified piece of work showing commitment to 'role' or character.
# works responsibly and sensitively with others, maintain roles/responsibilities in a short independently devised piece for another class.
# works effectively with others with increasing independence in performing plays for different purposes and audiences.
# participates effectively as part of an ensemble in a variety of plays produced independently, reproducing the performance with good control and an ability to think on ~ feet when needed.

INTERPRETING NARRATIVE AND PORTRAYING CHARACTER IN PERFORMANCE:
^ can adopt a role and be able to answer questions in role.
^ uses language which is appropriate to the role.
^ maintains a role throughout the scene that is being shared or performed.
^ communicates character through the use of words, movement and gesture.
Using a range of skills, ~ participates in short extracts from plays including a play by Shakespeare.
^ communicates convincing character through the effective use of spoken (signed) words, movement and gesture in a short scripted play by a professional playwright.
^ participates effectively in a full length play, showing clear and imaginative interpretations of character, situation and narrative.
^ shows insight into the narrative and the motivation and behaviour of characters through the effective use of a range of drama skills, techniques and concepts.
^ demonstrates excellent understanding of dramatic effect so that the audience is engaged throughout the performance.

MANIPULATING THE DIFFERENT SIGNS THROUGH WHICH DRAMA COMMUNICATES MEANING
^ uses space, sound and movement which is appropriate for the drama.
^ uses space, sound and movement to communicate specific meaning.
^ is beginning to be able to sustain mood and atmosphere effectively in performances.
^ shows understanding of theatrical effects, e.g. in creating tension - sound, silence, stillness.
^ shows awareness of audience using the space in original ways to communicate the intended meaning.
^ apply different ideas to communicate mood and atmosphere in devised or scripted drama performances.
^ uses a range of technical and other sound resources to enhance performances.
^uses a range of techniques, skills and conventions and apply dramatic concepts to communicate meaning in appropriate ways, with insight.
^ uses the expressive potential of the elements of drama in communicating meaning of a range of texts.

REALISING A RANGE OF GENRES, STYLES AND FORMS INCLUDING NEW FORMS FOR DIFFERENT PURPOSES AND ADDRESSING DIFFERENT AUDIENCES
# is able to present ~ own stories using more than one form of drama - puppets, using a narrator, etc.
# is able to contribute to a range of performances using different forms such as puppet and shadow theatre, tableau, dance/drama etc.
# is able to engage confidently in a range of dramatic techniques structured by the teacher - forum drama, hot-seating, thought tracking etc.
# is able to perform drama that demonstrates understanding of the text (stimulus material) used, and begin to understand that form conveys content.
# is able to show basic understanding of the relationship between content and form.
# is able to communicate the intentions of the playwright through effective use and thinking, e.g. of timing, space and language.
# is able to perform drama which demonstrates understanding of the relationship between form and content.
# is able to perform drama which shows sound understanding of the way form can be used in original ways.
# is able to perform drama which demonstrates insight, originality and inspiration in interpretation to the audience.
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Responding
USING THE LANGUAGE AND VOCABULARY OF THEATRE WHEN TALKING ABOUT PLAYS AND ANALYSING PLOTS AND PERFORMANCES
# can use simple drama terms when talking about drama in which ^ has taken part or that ^ has seen.
# can express what ^ liked about a performance, e.g. explaining why ^ liked a particular character or scene.  
# can use simple drama terms, discuss the effectiveness of the drama, e.g. the performance of a play by a well-known playwright.
# can use a basic drama vocabulary, and ^ can write a response to a drama performance.
# can recognise and use a range of theatre terms and connect these with drama ^ sees, or in which ^ takes part, in and out of school.
# can talk about the ways in which the drama did or did not engage the feelings of those watching.
# can analyse how plots and characters are portrayed in different dramas using appropriate terminology.
# can use the language and conventions of theatre criticism when evaluating professional and amateur productions seen.
# can write insightfully about productions as a whole, showing recognition and appreciation of the different forms, genres, styles and cultural traditions that they see.

USING SPECIFIC CRITERIA TO REFLECT ON AND EVALUATE THEIR OWN AND OTHERS' PERFORMANCES, AND USING THESE RESPONSES TO ADAPT AND IMPROVE WORK 
^ will express and describe ~ feelings in response to the drama (e.g. after the performance of a visiting theatre group).
^ will reflect on ~ responses to ~ own drama, saying what ^ wanted to achieve and how it might be improved.
^ will comment sensitively on how intended effects have been achieved and suggest ways that ~ own and others' work could be improved.
^ will be prepared to accept the comments and ideas of others following a performance and use this to develop their work.
When creating and performing, ^ will reflect on ~ own and other pupils' drama work providing constructive responses and ideas for improving it.
During the devising process, ^ will reflect on work and use responses to develop it further.
^ will identify and analyse how effects were achieved, saying how they were intended and whether they were successful.
In regular written evaluations, ^ will write clearly about their own contribution to the drama, using appropriate language and identifying why and how it could be improved.
^ will use criteria (agreed by the group and in line with requirements) to evaluate ~ contribution to a group performance, including the whole rehearsal process.

UNDERSTANDING THE CONTENT EXPLORED IN THE DRAMA AND IDENTIFYING THE RELATIONSHIP BETWEEN IT AND THE FORM USED
^ can recognise key moments in the drama and be able to say why ^ used a particular voice or movement in interpreting character.
^ can suggest alternative forms of action from those shown in the drama.
In groups, ^ can reflect on the issues or themes that are being explored through the drama.
^ can connect the drama with other ways that the issue, theme or story could be explored in other art forms.
^ can reflect on different ways that the same content can be portrayed.
^ can reflect on whether the effects used were pertinent for the content of the drama.
^ can consider how a drama about a particular theme or issue could be adapted for a different audience.
^ can critically evaluate how the organisation and structure of plays contribute to dramatic effect.
^ can discuss and, as a theatre critic, evaluate whether the play in performance was appropriate for the content.

MAKING CONNECTIONS BETWEEN DIFFERENT STYLES, TRADITIONS AND GENRES, INCLUDING LIVE AND RECORDED DRAMA, AND UNDERSTANDING THE CULTURAL/HISTORICAL CONTEXT OF THE DRAMA
# is able to talk about dramas that ^ has seen, including TV drama, and make simple connections with situations in ~ own life.
# is able to recognise that there are different types of drama and make connections between some of them.
# is able to recognise and identify different genres in drama such as soap, documentary and pantomime.
# is able to recognise particular forms of cultural expression in drama such as carnival, ritual, street theatre, etc. make connections between their drama and that of a wider dramatic culture, including TV drama.
# is able to explain the characteristics of different types of drama.
# is able to talk about and explain preferences in drama, making connections with different forms and cultural traditions.
# is able to recognise the work of a range of playwrights and theatre artists.
# is able to talk about a wide range of theatre, showing good supporting knowledge.

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Targets
^ should aim to maintain the high quality of ~ work next year.
I hope ^ can sustain ~ current interest in and enthusiasm towards Drama.
I hope ^ can maintain ~ determination to understand all aspects of the work.
^ should aim to increase ~ confidence by  making an effort to be more involved in class discussion.
^ should try to take a more active part in practical drama work to improve ~ confidence in this area.
^ should make an effort to be more actively involved during lessons.
^ should aim to produce ~ best work at all times, and ensure a higher level of preparation.
^ needs to get back to the really high standard of the first half of this year.
^ needs to be more methodical in ~ approach to the subject and prepare carefully for performances if ^ wants to improve ~ standards next year.
I would like to see * put more consistent effort into ~ homework.
 ^ just needs to spend a little more time on  ~ homework.
^ should make an effort to concentrate more during discussion.
I would like to see * make more effort to avoid being distracted during lessons.
^ should try to improve the presentation of ~ written work.

CREATING TARGETS:
# should aim to respond to, research and experiment with stimulus material in greater depth.
# should aim work more supportively and creatively with others.
# should aim to be more detailed in ~ structuring and notating plays and performances.
# should focus on making dramatic action through experimenting with and shaping the elements of drama - spoken language, space, sound, gesture, text etc.

PERFORMING TARGETS:
^ should improve ~ ability to work supportively with others in performance.
^ should concentrate on interpreting narrative and portraying character in performance.
^ should develop ~ confidence in manipulating the different signs through which drama communicates meaning.
^ should aim to realise a range of genres, styles and forms including new forms for different purposes and addressing different audiences.

RESPONDING TARGETS:
~ focus should now be on using the language and vocabulary of theatre when talking about plays and analysing plots and performances.
~ target is to use more specific criteria to reflect on and evaluate ~ own and others' performances, and using these responses to adapt and improve work.
~ target is to better understand the content explored in the drama and to identify the relationship between this content and the form used.
~ target is to make connections between different styles, traditions and genres, including live and recorded drama, and understand the cultural/historical context of the drama.

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Summary
An outstanding year!  Very well done #.

An excellent year!  Keep up the good work #.

A very impressive year!  Well done #.

An impressive year!  Well done #.

Overall a good year.  Well done.

A pleasing year but an even higher standard could be achieved if ^ applied *self more fully.

A more consistent approach is needed if ^ is to achieve ~ potential.

A reasonable year although there is some room for improvement.

A satisfactory year but ^ should concentrate on improving ~ general performance.

A mixed year with some disappointing aspects.

# has to make a much greater effort next year!

A disappointing year.  # is clearly not achieving ~ potential in this subject!

^ will need to make much greater progress next year!

A very worrying year.  An improvement is necessary!

# has a great deal to learn about the skills and dedication required in Drama!
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