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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Making
EXPLORING, DEVISING, SHAPING AND INTERPRETING

LEVEL 1
^ can take part in a wide range of 'pretend' activities when ^ explore situations and stories through imaginative play.
^ will respond to other characters in role.
^ is able to pretend to be a character, demonstrating emotion through actions and language.

LEVEL 2
^ can take part in a range of drama activities and use simple theatre devices/techniques, e.g. narration and still image.
^ will explore problems in an imagined world and make up plays from stories or other stimuli.
^ is able to use the dialogue in existing texts as well as create ~ own.

LEVEL 3
^ can devise plays from a range of stimuli.
^ will respond to the use of drama techniques to deepen the role or understanding of the situation, e.g. hot seating.
^ is able to 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 ~ story or situation.

LEVEL 4
^ can work confidently in groups using a range of drama techniques to explore situations and devise dramas for different purposes.
^ will plan and structure plays that make use of a range of techniques and forms to express ~ ideas, e.g. narration in story theatre, mask work, and mime in physical theatre.
^ is able to actively interpret the work of playwrights.
^ writes and perform ~ own simple scripts, demonstrating an understanding of some correct theatre conventions.
^ can establish a character, with control over movement and voice.
 
LEVEL 5
^ can explore and interpret ideas, issues and relationships in ~ drama work, and structure it using appropriate dramatic forms, e.g. documentary drama, and conventions such as the use of the aside.
^ will combine their 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, e.g. a CD player, an overhead or data projector and lights.
^ interprets and rehearse extracts from a range of scripted plays.
^ is able to write scripts or short plays based on devised work, using appropriate theatre conventions.
 
LEVEL 6
^ can devise dramas in various forms, based on a range of challenging issues and themes.
^ will give and accept suggestions and ideas during the rehearsal process.
^ is able to make plays which employ symbolic representations or effects to communicate meaning.
^ creates and represent clearly defined characters from the written work, add depth and consider motivation.

LEVEL 7
^ can create performances for different audiences and purposes using various genres, styles and traditions, such as a chorus from Greek theatre or costume from Kabuki theatre.
^ will contribute creatively to the devising and collective authorship of ~ own dramas.
^ is able to make considered use of appropriate theatrical devices and technical effects to establish atmosphere and enhance the whole presentation, e.g. using simple props as symbols throughout the piece or creating specific colours in stage lighting and costume.
^ interprets material from assorted sources, including both classic and contemporary texts, creating pieces of drama which can both educate and entertain. 

LEVEL 8
^ can experiment with, explore and use without prompting, a wide range of theatre resources, techniques, genres and traditions.
^ will collaborate sensitively with others in creating performance pieces that are challenging, structured and appropriate for their intended audience.
^ is able to make use of appropriate software to develop and translate ideas for performance.
^ demonstrates imagination and considered justification when interpreting a range of texts.
 
EXCEPTIONAL PERFORMANCE
^ can organise ~ own work confidently, either as part of an ensemble or a solo piece.
^ will often lead and direct others in rehearsal.
^ is able to 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 performer, director or designer.
^ can demonstrate an awareness of different levels of meaning through ~ use of metaphor and symbol.


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Performing
PRESENTING AND PRODUCING

LEVEL 1
In presenting and producing drama ^ can work with other pupils in presentations, e.g. a puppet play.
^ will participate in whole class dramas.
^ can begin to recognise the need to practice ~ plays to make them better.
# is able to take turns speaking ~ parts and, in small groups, act out familiar stories, which ^ can communicate to friends.

LEVEL 2
In presenting and producing drama ^ can prepare and learn a few lines in their plays.
^ will 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, e.g. adopting a more 'formal' tone when the situation requires it.

LEVEL 3
In presenting and producing drama ^ can act out improvised dramas and existing scripts, creating characters that are clearly different, and experiment with voice, gesture, costumes and staging.
^ will communicate their work as part of a group, learning lines and sharing the different functions needed to present the play, e.g. making and using props effectively, creating sound effects or operating simple lighting effects, for instance, with torch light.

LEVEL 4
In presenting and producing drama ^ can select and operate a range of simple theatre technologies to create the right space for their drama and to enhance their work.
^ will learn lines, collaborate with others and organise simple presentations.
^ can experiment with their voices and movement, to create or present different characters in performance.

LEVEL 5
In presenting and producing drama ^ can organise a short, clear and coherent performance for an audience.
^ will use an increasing range of different drama techniques, effects and theatre conventions in the plays they present.
^ can improve and refine their acting, directing or technical contribution through the rehearsal process.

LEVEL 6
In presenting and producing drama ^ can organise and present performances to a range of audiences for different purposes and in a range of styles.
^ will make good use of available technology to enhance and support their productions.
^ can select and control appropriate vocal and movement skills, with some subtlety and develop them in rehearsal.

LEVEL 7
In presenting and producing drama ^ can refine ~ work in rehearsal, work and develop a piece of devised work and transcribe it into a scripted scene.
^ will make full use of the available performance space and resources in ~ productions.
^ can combine sound and silence, movement and stillness, light and darkness to create a powerful piece of theatre.

LEVEL 8
In presenting and producing drama ^ can work productively as part of an ensemble, demonstrating control and subtlety in their performances.
^ will improvise, rehearse and perform theatre pieces, demonstrating understanding of the skills of the performer, technician or director.

EXCEPTIONAL PERFORMANCE
In presenting and producing drama ^ can direct, design or stage-manage different styles of plays imaginatively and thoughtfully.
^ will demonstrate 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.


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Responding
EVALUATING AND APPLYING KNOWLEDGE AND UNDERSTANDING

LEVEL 1
In responding to drama # can demonstrate their knowledge of the key differences between a play and a story.
^ is developing ~ ability to reflect on the situation or character both in and out of role.
^ can say why ^ adopted a particular movement or voice when ^ talk about ~ drama work.
^ is able to explain in simple terms why ^ liked a performance ^ saw or heard, or paint a picture of ~ favourite character in the drama.
^ will find ways of expressing pleasure in moments of performance that have impact.

LEVEL 2
In responding to drama # can recognise different kinds of dramas, e.g. a television 'soap' and their own 'fantasy' play.
^ is developing ~ ability to explain in simple terms how atmosphere is created in plays.
^ can talk about why they made certain decisions in their play and discuss how ~ work, and that of others, could be improved by more practice or better staging.
^ is able to make simple connections between the dramas ^ experiences and ~ own life.

LEVEL 3
In responding to drama # can discuss ~ work and the work of others, showing understanding of different forms and making use of some specialist terms, e.g. pantomime, melodrama and shadow puppets.
^ is developing ~ ability to understand how meaning can be shown through the simple use of symbol, metaphor or imagery, e.g. using height and distance to indicate status and relationships.
^ can both in and out of role, comment 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.

LEVEL 4
In responding to drama # can demonstrate an awareness of some theatre traditions from different times and places, e.g. Kathakali dance drama, Greek or Tudor theatre.
^ is developing ~ ability to discuss the themes or issues in the drama and the way they were presented.
^ can reflect on and evaluate ~ own and other pupils' work, suggest improvements and use correct basic theatre terminology.
^ is able to comment on how intended effects have been achieved, e.g. the use of silence.

LEVEL 5
In responding to drama # can relate, compare and contrast their work with drama from other times and cultures.
^ is developing ~ ability to discuss the way that ideas are presented and represented, how plots are developed and characters portrayed.
^ can compare different interpretations of the same text, e.g. extracts from two videos of the same play.
^ is able to use technical terms when talking or writing about dramas they have seen or participated in.

LEVEL 6
In responding to drama # can discuss and give reasons for their preferences in drama, based on their knowledge of theatre past and present, e.g. the use of stock characters drawn from commedia dell'arte.
^ is developing ~ ability to use correct terminology to describe their own work and begin to analyse how actors, technicians and directors have achieved specific effects or communicated ideas, emotions and feelings.

LEVEL 7
In responding to drama # can make connections between ~ own work and wider theatre traditions
^ is developing ~ ability to show initiative in seeking information about ~ drama work from a range of sources, e.g. the internet.
^ can recognise and articulate strengths and weaknesses in a piece of work, suggesting areas for improvement.

LEVEL 8
In responding to drama # can demonstrate a knowledge of theatre from different times, places and cultures.
^ is developing ~ ability to write and talk about plays in performance, showing a good knowledge of theatre conventions and devices, e.g. the use of soliloquy in Shakespeare or the distancing effects in the work of Brecht.
^ can analyse drama in performance, using appropriate language and theatre vocabulary to suggest improvements.

EXCEPTIONAL PERFORMANCE
In responding to drama # can demonstrate a good knowledge and understanding of the cultural, historical and social context of drama ^ is in or sees.
^ is developing ~ ability to use theatre terminology accurately and effectively.
^ can evaluate ~ work and that of others, supporting ~ comments with reasoned arguments which draw on ~ knowledge of theatre forms and practitioners.

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Targets
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 their 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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