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 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.
# is a friendly student who works with enthusiasm and regularly contributes to class discussion.
"
Making
^ takes part in a wide range of “pretend” activities when ^ explores situations and stories. 
^ responds to other characters in role. 
^ pretends to be a character, demonstrating emotion through actions and language.
^ can devise plays from a range of stimuli. 
^ responds to the use of drama techniques to deepen the role or understanding of the situation, eg hot seating. 
^ can select appropriate lighting or simple symbolic props, sets or costumes, and understand their effect. 
^ chooses vocabulary and movement to match the person, place and time required by his story or situation.
^ works confidently in groups using a range of drama techniques to explore situations and devises dramas for different purposes. 
^ can plan and structure plays that make use of a range of techniques and forms to express ~ ideas, for example, narration in story theatre, mask work, and mime in physical theatre. 
^ can actively interpret the work of playwrights. 
^ writes and performs ~ own simple scripts, demonstrating an understanding of some correct theatre conventions. 
^ is able to establish a character, with control over ~ movement and voice.
^ can explore and interpret ideas, issues and relationships in ~ drama work, and structure it using appropriate dramatic forms, for instance documentary drama, and conventions such as the use of the aside. 
^ can combine ~ skills and knowledge of drama to devise plays of different types for different purposes. 
^ is able to sustain a defined character for a reasonable amount of time. 
^ can select and use a range of available technical resources for dramatic effects. 
^ can interpret and rehearse extracts from a range of scripted plays.
^ writes scripts or short plays based on devised work, using appropriate theatre conventions.
^ can devise dramas in various forms, based on a range of challenging issues and themes. 
^ gives and accepts suggestions and ideas during the rehearsal process. ^ is able to use symbolic representations or effects to communicate meaning. 
^ can create and represent clearly defined characters from written work, add depth and consider motivation.
^ can create performances for different audiences and purposes using various genres, styles and traditions, such as a chorus from Greek theatre.
^ contributes creatively to the devising and collective authorship of ~ dramas. ^ makes considered use of appropriate theatrical devices and technical effects to establish atmosphere and enhance the whole presentation, for example, using simple props as symbols throughout the piece or creating specific colours in stage lighting and costume. 
^ is able to interpret material from assorted sources, including both classic and contemporary texts, creating pieces of drama which can both educate and entertain.
^ can experiment with, explore and use without prompting, a wide range of theatre resources, techniques, genres and traditions. 
^ collaborates sensitively with others in creating performance pieces that are challenging, structured and appropriate for ~ intended audience. 
^ is able to make use of appropriate software to develop and translate ideas for performance. 
^ shows imagination and considered justification when interpreting a range of texts.
^ organises his own work confidently, either as part of an ensemble or a solo piece. 
^ often leads and directs others in rehearsal. 
^ can use a very wide range of different conventions, devices and techniques to create a desired effect on an audience. 
^ shows subtlety as well as panache in ~ dramatic interpretation of texts, either as a performer, director or designer. 
^ demonstrates an awareness of different levels of meaning through ~ use of metaphor and symbol.

"
Performing
^ works with other pupils in presentations. 
^ participates in whole class Drama activities. 
^ recognises the need to rehearse ~ Drama to make it better. 
^ waits ~ turn to speak ~ parts. 
^ can act out familiar stories.
^ can prepare and learn a few lines in ~ plays. 
^ can add simple theatrical effects such as a sound effect or significant prop to enhance the work ~ performs to others. 
^ can use ~ voice and body to create characters and atmospheres, employing language appropriate to the role or character, eg adopting a more ‘formal’ tone when the situation requires it.
^ can act out improvised dramas and existing scripts, creating characters that are clearly different from ~, and experiment with voice, gesture, costumes and staging. 
^ can communicate ~ work as part of a group, learning lines and sharing the different functions needed to present the play, eg making and using props effectively, creating sound effects or operating simple lighting effects, for instance, with torch light.
^ can select and operate a range of simple theatre technologies to create the right space for their drama and to enhance ~ work. ^ can learn lines, collaborate with others and organise simple presentations. 
^ experiments with ~ voice and movement, to create or present different characters in performance.
^ can organise a short, clear and coherent performance for an audience. 
^ is able to use an increasing range of different drama techniques, effects and theatre conventions in the plays ^ presents.  
^ is able to improve and refine ~ acting, directing or technical contribution through the rehearsal process.
^ is able to organise and present performances to a range of audiences for different purposes and in a range of styles. 
^ makes good use of available technology to enhance and support their productions. 
^ selects and controls appropriate vocal and movement skills, with some subtlety and develops them in rehearsal.
^ can refine work in rehearsal and transcribe a piece of devised drama into a scripted scene. 
^ is able to make full use of the available performance space and resources in ~ productions. 
^ combines sound and silence, movement and stillness, light and darkness to create a powerful piece of theatre.
^ works productively as part of an ensemble, demonstrating control and subtlety in ~ performances. 
^ can improvise, rehearse and perform theatre pieces, demonstrating understanding of the skills of the performer, technician or director.
^ is able to direct, design or stage-manage different styles of plays imaginatively and thoughtfully. 
^ demonstrates high standards in all aspects of crafting performance pieces. 
^ can create or help others to create and sustain a range of complex characters in performance.

"
Responding
# is aware of the differences between a play and a story. 
# can reflect on the situation or character both in and out of role.  
# can say why ^ adopts a particular movement or voice when ^ talks about ~ Drama work. 
# can say in simple why ^ liked a performance, and can find ways of expressing pleasure in moments of others’ performance.
# can recognise different kinds of dramas, eg a television ‘soap’ and ~ own ‘fantasy’ play. 
# can explain in simple terms how atmosphere is created in plays. 
# can talk about why ^ made certain decisions in ~ play and discuss how ~ work, and that of others, could be improved by more practice or better staging. 
# makes simple connections between the dramas ^ experiences and ~ own life.
~ can discuss ~ work and the work of others, showing understanding of different forms and making use of some specialist terms, eg pantomime, melodrama and shadow puppets. 
# understands how meaning can be shown through the simple use of symbol, metaphor or imagery, eg using height and distance to indicate status and relationships. 
Both in and out of role, # comments thoughtfully on the drama and suggest ways of improving it. 
# is able to reflect on the action taken by characters in the drama and consider alternative responses.
# demonstrates an awareness of some theatre traditions from different times and places, for instance Kathakali dance drama, Greek or Tudor theatre. 
# can discuss the themes or issues in the drama and the way they were presented. ^ reflects on and evaluates ~ own and other pupils’ work, suggests improvements and uses correct basic theatre terminology. 
# can comment on how intended effects have been achieved, eg the use of silence.
# relates compares and contrasts ~ work with drama from other times and cultures. 
# can combine ~ skills and knowledge of drama to devise plays of different types for different purposes. 
# can discuss the way that ideas are presented and represented, how plots are developed and characters portrayed. 
# is able to compare different interpretations of the same text, for example, extracts from two videos of the same play. 
# can select and use a range of available technical resources for dramatic effects. 
# uses technical terms when talking or writing about dramas ^ has seen or participated in.
# can interpret and rehearse extracts from a range of scripted plays. 
# writes scripts or short plays based on devised work, using appropriate theatre conventions.
# can discuss and give reasons for ~ preferences in drama, based on ~ knowledge of theatre past and present, for example, the use of stock characters drawn from commedia dell’arte. 
# uses correct terminology to describe ~ own work and has begun to analyse how actors, technicians and directors have achieved specific effects or communicated ideas, emotions and feelings.
# is able to make connections between ~ own work and wider theatre traditions. 
# shows initiative in seeking information about ~ drama work from a range of sources, such as the internet. 
# recognises and articulates strengths and weaknesses in a piece of work, suggesting areas for improvement.
# demonstrates knowledge of theatre from different times, places and cultures. 
# can write and talk about plays in performance, showing a good knowledge of theatre conventions and devices, for instance the use of soliloquy in Shakespeare or the distancing effects in the work of Brecht. 
# is able to analyse drama in performance, using appropriate language and theatre vocabulary to suggest improvements.
# demonstrates a good knowledge and understanding of the cultural, historical and social context of drama ^ is in or sees. 
# uses theatre terminology accurately and effectively. 
# evaluates her work and that of others, supporting her comments with reasoned arguments which draw on her knowledge of theatre forms and practitioners.

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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.
"
Progression
If you are Level 1 you need to work on the following to get to Level 2:
Get involved so that you use your body, voice and movement as if you are the character of the drama and try to stay in role throughout.
Be able to explain why you felt something you or someone else did was good.
Know what you wanted to achieve in your drama and how it was done.
Have other ideas for how the work could have been done.

If you are Level 2 you need to work on the following to get to Level 3:
Give ideas to your group (or class).
Try different ways of exploring characters and ways of working.
Stay in role throughout the drama.
Support others when devising/rehearsing drama - don't break the mood!
Show confidence if you have a small role.
Learn the words for the sort of drama you are doing.
Talk about the themes and ideas in your group.


If you are Level 3 you need to work on the following to get to Level 4:
Find out about the subject of the drama and tell the others.
Be able to write a simple script and know what stage directions are.
Create a character that is not like yourself on the outside - grumpy, cheeky etc.
Realise and show that different types of drama need to be acted in different ways.
Know how to create an atmosphere for your drama and try to do it.
Know the meaning of character, thought tracking, monologue, still image.


If you are Level 4 you need to work on the following to get to Level 5:
Show imagination in developing drama so that you are not content with the first idea.
Work sensitively with other people in your group/class so that you enhance the work.
Use the acting space with an awareness that the audience has to see and hear you and understands your intended meaning.
Show an understanding of how 'what the drama is about' matches 'how it is created and performed' (eg sad things should not be like pantomime).
You should be able to recognise and use theatre/drama words and use them to describe drama that you see.
You should be able to give workable ideas for people to make the work better.
You should be able to say how you could make your work better and be able to do that.
You should be able to give alternative ideas for how the work could be done.
You should be able to compare your work with other work you have seen (either on TV or in seeing other professional or older students' work).

If you are on Level 5 you need to work on the following to get to Level 6:

You should be able to experiment with appropriate different ways of showing feelings and responses in drama.
You should be able to challenge other people's ideas sensitively or extend their ideas into better drama.
You should be able to work in a variety of small groups and show how dramatic signs and symbols can be used to create meaning (eg a missing child's coat which is left to show that the child is not yet found, or kneeling with outstretched arms to show the beggar's plea to the passers-by).
You should be able to create a distinct/appropriate role and show commitment to the drama through-out.
You should know how to use your voice so that it can change tone or pace, show a different register from your own,
Be able to explain different types of drama using the right vocabulary.
Be able to say whether the effects or style was appropriate for the content of the drama.


Levels 6 to 8 - Targets for improvement

If you are on Level 6 you need to work on the following to get to Level 7:

Rehearse and devise your work carefully, and be willing to make changes and modifications throughout using research and experimentation to do this.
Be able to work on a drama for a specified audience organising and directing part of (or all) of the work.
Be imaginative in interpreting, shaping and structuring the drama using a range of forms and styles.
Be able to work in the abstract and employ different concepts through the use of language, sound, space, gesture, text and form.
Work responsibly and sensitively with others, maintain your role and responsibilities for a devised piece of work for another class.
You should be able to create clear and imaginative interpretations of character, situation and narrative.
You should be able to use a range of technical and other sound resources to enhance your performance(s).
You should understand the relationship between form and content.
You should understand dramatic structure and be able to analyse plots and characters using the appropriate terminology.
You should be able to analyse how effects were achieved, saying what was intended and whether it had been achieved.
You should be able to consider how a drama about a particular issue/theme could be adapted for a different audience.
You should be able to make connections with different forms and cultural traditions and state your considered preferences.

If you are on Level 7 you need to work on the following to get to Level 8:

You should be able to research and record in your working notebook the psychology and context of the characters and experiment with how these can be realised/visualised in performance.
You should be able to solve problems in the divising process by offering solutions which demonstrate awareness of the skills of the group.
You should be able to explore and use a range of genres, forms and styles in shaping and recording your ideas for producing devised work.
You should be able to independently make use of different techniques, skills, concepts and conventions when devising, interpreting and directing plays.
You should be able to work effectively with others with increasing independence in performing plays for different purposes and audiences.
You should show insight into the narrative and the motivation and behaviour of characters through the effective use of a range of drama skills, techniques and concepts.
You should use a range of techniques, skills and conventions and apply dramatic concepts to communicate meaning in appropriate ways, with insight.
You should perform drama which shows sound understanding the way form can be used in original ways.
You should use the language and conventions of theatre criticism when evaluating professional and amateur productions seen.
In regular written evaluations, write clearly about your own contribution to the drama using appropriate language and identifying why and how it could be improved.
Critically evaluate how the organisation and structure of plays contributes to dramatic effect
Recognise the work of a range of playwrights and theatre artists.

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Final
A very impressive year. Well done!

Overall, an impressive year - keep up the good work!

Overall, a very good year. Well done!

Overall, a good year.

A reasonable year overall - but ^ really needs to work on ~ areas of weakness next year.
"