Progression in Drama
Pupils will:
Collaborationperseverance, absorption, managing distractions, interdependence / Exploring/Devising
Planning, imagining, reasoning, capitalising, questioning revising / Performance Skills
Interdependence, absorption, perseverance, managing distractions, distilling, empathy / Use & Understanding of Drama Medium/Form
Imagining, making links, questioning, capitalising / Evaluation
Reflection, empathy, revising, distilling, meta learning
Year 7 / Listen silently and attentively to the ideas of others.
Contribute their own ideas to group and class discussion, being absorbed in the task.
Manage distractions when working with others in a pair or small group in order to create a piece of drama.
Support others in the class by behaving appropriately and respectfully. / Use imagination to make decisions about setting, character and plot.
Create characters that are appropriate to the piece.
Rehearse and revise ideas to improve the drama.
Notice the strengths and weaknesses of their work and make decisions about how to improve it. / Present work to the class as part of a group.
Use voice, spoken language and movement to create a character and communicate a dramatic situation.
Be absorbed when performing so that the group’s ideas are communicated to others.
Show resilience when alternative ideas are suggested by staff or other pupils and be prepared to make changes. / Be introduced to and begin to use explorative strategies (e.g. still image, thought-tracking) to communicate understanding.
Explore how different aspects of the drama medium can be used to communicate ideas (e.g. space/levels, movement/mime/gesture, voice & spoken language. / Comment constructively on the drama by identifying what they liked and suggesting what could be improved.
Reflect on their contribution to group work at the end of each unit in the form of a written profile.
Set and act upon a target for improvement.
Year 8 / Consider carefully the ideas of others and respond in a supportive manner.
Contribute well-thought out and developed ideas to group tasks.
Work with others in small group and whole class situations to create successful pieces of drama. / Decide upon imaginative and interesting settings, character and plot.
Create drama that includes moments of tension and contrast.
Use empathy to create developed and believable characters.
Rehearse and revise ideas, regularly questioning what is being communicated to an audience and making decisions about how to improve. / Perform in a variety of situations ranging from individual to whole class role-plays.
Stay in role when performing and manage distractions in whole class improvisations.
Create a role, using voice and movement to suggest character and situation. / Use explorative strategies to communicate understanding of character and situation.
Use the drama medium effectively to communicate ideas, giving consideration tothe shape and structure of the work. / Evaluate their own work and that of others by identifying its strengths and commenting on how the drama could be improved.
Explain how they have contributed to group work and developed their drama skills in a written profile at the end of each unit.
Recognise the importance of target-setting as a way to improve.
Year 9 / Understand how to collaborate effectively and take on different roles within a group.
Participate fully in group tasks, contributing ideas and responding to those of others.
Work responsibly within a variety of group formats, taking the lead when necessary/appropriate. / Explore a variety of themes/play scripts, showing empathy and understanding in discussion and practical work.
Create and develop short pieces of improvised and scripted drama as part of a group, thinking about the needs of an audience.
Use the rehearsal process to revise, develop and improve the drama. / Create and develop a role, giving a sense of character through vocal and physical expression.
Stay absorbed in role during a group performance, making sure that their contribution enhances the work as a whole.
Explore how technical effects, such as lighting, can contribute to a performance. / Make use of a variety of strategies to explore character/situation, demonstrating understanding and empathy.
Use the drama medium with increasing creativity, shaping the drama so that ideas are communicated clearly.
Learn how to use stage lighting & understand the effects that can be created. / Evaluate their own work and that of others, offering constructive advice for improvement.
Act uponthe advice of staff and other students in order to develop/improvethe drama.
Reflect on their own work in a written profile, showing understanding of how their contribution has had an impact on the drama and how they have made progress.
Year 10 / Be confident in group situations, proposing ideas, negotiating and responding to those of others.
Work as part of a team to create original pieces of drama for performance. / Explore a variety of stimulus material with increasing confidence, creativity and understanding.
Create, structure and develop ideas in imagined contexts, using the drama medium with imagination.
Devise a piece of drama for performance to an invited audience. / Create and develop a variety of roles, giving a clear idea of character through vocal and physical expression.
Explore how to use voice and movement to realise a role effectively.
Appreciate the importance of building a rapport with other actors in performance. / Explore a range of strategies, using them to demonstrate understanding of a theme or playscript.
Develop the ability to use the drama medium with imagination and creativity. / Evaluate their own work and that of others in lessons, showing a clear understanding of what makes an effective piece of drama. Offer clear, constructive advice for improvement.
Act upon feedback in order to develop, shape and improve the drama.
Structure written evaluative responses using drama terminology, commenting with understanding on how ideas have been explored using the drama medium.
Evaluate the work of professionals in a live theatre performance, showing understanding of how the various production elements impact on the audience.
.
Year 11 / Work with focus and commitment when exploring ideas in group and whole class situations.
Contribute ideas and respond to those of others, negotiating effectively in order to meet deadlines and achieve success.
Understand their responsibility within a performance and how their contribution impacts on the overall success of the group. / Explore scripts, themes and issues with confidence, creativity and understanding in practical contexts.
Plan and develop a piece of drama for performance to a visiting examiner, in response to agiven stimulus, drawing upon research material and using the drama medium imaginatively.. / Realise a character in performance using voice and movement expressively to communicate a role.
Communicate effectively with other actors in performance by building a rapport.
Show control over content/style and form in performance, clearly communicating the intentions of a piece. / Use a range of explorative strategies with confidence to demonstrate understanding of a theme or playscript.
Make imaginative use of the drama medium and elements of drama to communicate ideas.
Year 12 / Negotiate successfully with others during group tasks.
Be confident about taking the lead in group work but also value the advice and support of others.
Understand their responsibility within a group performance and build rapport with other actors on stage. / Explore practically the ideas of two contrasting playwrights.
Interpret a play script with an understanding of the playwright’s intentions.
Work with a teacher/director to explore how to interpret a text for performance.
Understand the importance of the rehearsal process and how to develop, modify and shape ideas to create a successful performance. / Fully realise a character physically & vocally in performance, showing an understanding of the playwright’s/director’s intentions.
Make appropriate use of tone, pace, pause, pitch, inflection and projection to realise a role.
Use gesture, movement, facial expression, poise and stillness with control and commitment.
Demonstrate excellent rapport with other actors consistently in performance. / Learn about and explore the ideas of theatre practitioners and understand their influence on theatre practice.
Appreciate how meaning is communicated in performance through a variety of elements.
Decide how to use aspects of the drama medium to communicate ideas in the most effective way. / Use the language of drama to discuss and reflect on the work of others, showing understanding of a playwright’s/director’s/actor’s intentions.
Take responsibility for advising, shaping and developing the work of others.
Evaluate a live theatre performance with confidence and fluency, demonstrating an informed, personal response.
Produce detailed written exploration notes in which they reflect on how the playwright’s intentions have been explored in the practical work. Present notes with clarity and insight.
Year 13 / Take the initiative in group and whole class work; direct others and lead workshops.
Recognise the skills and strengths of others and draw upon these when working collaboratively.
Take responsibility for planning & organising group tasks.
Be able to work independently of teachers / Create an original piece of drama, drawing upon a wide range of research.
Explore research through practical workshops, making decisions about the content, structure and form of the piece.
Manage time effectively (e.g. planning rehearsal schedule, organising lighting plot) / Embody a character physically & vocally, showing control and understanding of performance style.
Have a natural rapport with other performers
Communicate dramatic intention clearly to an audience / Draw upon the ideas of theatre practitioners and live performances to stimulate & inform the creative process.
Select appropriate drama strategies, forms and elements and apply them to their own practice/concepts (Think as a director). / Be self-reflective, recognising strengths & weaknesses in their work and respond accordingly.
Articulate and justify an opinion, drawing upon previous knowledge & experience.
Evaluate the drama process in a Structured Written Record, demonstrating an understanding of how the aims and objectives of a piece were achieved.
Respond to an opinion and present an informed argument.
Understand what is required by an exam question and selectthe most appropriate response.