Assessment for Drama KS3
Baseline assessments for Years 7,8 & 9 will happen informally in class in the first half of term based on performance workshop work and notes of levels 1-9 will be taken in or around the first week of October in advance of Periodic 1 (p1). These as well as all subsequent drama assessments for written reports or periodics will consist of teacher observations on the fundamental skills required for Drama such as: group interaction, focus during performance and class work including short rehearsal or preparation sessions, creativity and commitment to roles during short improvised or scripted performances, response to teacher questioning and contribution to class discussions and quality and depth of reflective analysis (e.g. peer/self-assessment).
Subsequent tracking snapshots will be taken as follows:
Year 7 1st week of December (for periodic 2): Assessment of fundamental skills as above, including a performance assessment based on Slapstick, Mime and Movement.
1st week of March (p3) As above including a performance assessment based on physical theatre.
Mid-May: (for report) As above + Examination performances and written test in advance of written reports, based upon Shakespeare and a written test assessing their understanding of a defining a range of dramatic techniques used over the course of the year.
Year 8 1st Week of December (for periodic 2):: Assessment of fundamental skills as above, including a performance assessment based on creation of mood and atmosphere & sustaining characterisations.
1st week of March (p3): As above including a performance assessment based on short scripted group piece based on style of Melodrama.
Mid-May: (for report) As above + Examination performances and written test in advance of written reports, based upon Commedia dell’Arte.
Year 9. 1st week of December (for periodic 2): Assessment of fundamental skills as above, including a performance assessment based on understanding and practical application of skills designed to create of tension, creating and sustaining a character quite different from themselves, willing suspension of disbelief, line learning & effective reflection of own and others’ strengths and areas for development.
Late Jan: As above, including a performance assessment based on the play “Bouncers” which will assess student’s understanding and practical application of the creation of physical comedy, stereotypes, line learning, dramatic style and form, non-naturalism, narrative techniques and multi-roling.
Mid-March (for p3): As above, including a devised drama assessment. Response and creative interpretation based on a stimulus, theme or issue to link into PSHE curriculum if appropriate.