Emerging

Developing

Securing

Mastering

Collaboration

Is beginning to take a lead role. Contributes imaginative ideas to group work with confidence. Sometimes is able to develop the ideas of others.

 

Contributes ideas with confidence and is supportive of the ideas of others

 

Works well with others, making positive contributions. Occasionally contributes ideas.

 

Takes a supportive role. Relies on working with the ideas of others. Sometimes opts out.

 

Script Work

Is beginning to analyse and interpret text with some level of insight and understanding; often uses this to realise characters effectively in performance.

 

Shows some understanding when interpreting text; occasionally can use this to realise characters in performance.

 

Can interpret text at times however sometimes lacks confidence in applying this understanding to characterisation.

 

Shows a basic level of understanding when interpreting text. Can lack confidence in applying this to characterisation.

 

Improvisation

Improvises and devises performances in pairs or as part of an ensemble which is beginning to include tension, contrast and make an effective use of dialogue.

 

Can work with others when improvising and devising; some thought is given to creating tension, contrast and effective dialogue.

 

When improvising and devising performances there is sometimes a lack of confidence in creating tension and contrast. Dialogue is attempted.

 

When improvising and devising performances there is a lack of confidence in creating tension and contrast. Dialogue is attempted but not always successful.

 

Commitment

Stays in role with focus and shows a clear attempt at commitment to character.

 

Is on task most of the time; is focused and, at times, confident in role.

 

Occasionally lacks confidence in sustaining a role during performance.

 

Becomes easily distracted. Lacks confidence and/or focus in sustaining a role during performance.

 

Vocal Work

Is beginning to confidently use tone, volume, pace, pitch, pause and vocal expression in performance, speaking with a degree of control and clarity.

 

Tone, volume, pace, pitch, pause and vocal expression are considered at times when performing. Speaks with control and clarity some of the time.

 

Understands how tone, volume, pace, pitch, pause and vocal expression can be used in performance but does not always consider them when performing.

 

Tone, volume, pace, pitch and pause are occasionally considered when creating a role but there is a lack of effort and/or confidence in using them.

 

Physical skills

Is beginning to use body language, facial expression, gesture, eye-contact, posture, gait, movement, mime, space and levels to realise a role effectively with a degree of control and clarity.

Body language, facial expression, gesture, eye-contact, posture, gait, movement, mime, space and levels are considered at times in order to realise a role. Control and clarity of movement is varied.

Understands how body language, facial expression, gesture, eye-contact, posture, gait, movement, mime, space and levels can be used to realise a role but does not always consider them when performing.

Body language, facial expression, gesture, eye-contact, posture, gait, movement, mime, space and levels are occasionally considered when creating a role but there is a lack of confidence and/or effort in applying them.

Rehearsal skills

Uses the time in rehearsal well to develop and polish a piece of work. Is able to reflect on work in some depth and at times can refine it.

Uses the time in rehearsal well most of time to develop and polish a piece of work. Is able to reflect on work and can occasionally refine it.

Uses time in rehearsal well some of the time. Reflection on work can, at times, lack depth. May struggle to act on advice and refine it most of the time.

Struggles to use rehearsal time effectively. Finds it difficult to reflect on work or refine it.

Exploration

Is beginning to use a range of drama techniques including still image, thought-tracking, cross-cutting, physical theatre, narration, flashback, hot-seating and soundscape with a degree of competence and confidence.

Uses a range of drama techniques including still image, thought-tracking, cross-cutting, physical theatre, narration, flashback, hot-seating and soundscape with some degree of confidence.

Attempts a range of drama techniques including still image, thought-tracking, cross-cutting, physical theatre, narration, flashback, hot-seating and soundscape however, sometimes lacks confidence in application.

Struggles with using drama techniques such as still image, thought-tracking, cross-cutting, physical theatre, narration, flashback, hot-seating and soundscape. Lacks focus and/or confidence in application.

Evaluation

Can confidently articulate strengths and offer thoughtful ways to improve own work and the work of others; uses this to improve work with a good degree of success.

Can articulate strengths and offer thoughtful ways to improve own work and the work of others most of the time; uses this to improve the work with some success.

Can give an opinion on a piece of drama and offer ways to improve; occasionally attempts to use this to improve own work however, this is not always successful.

Comments on what was liked about a performance when asked although struggles to articulate how it could be improved or be constructive.