KS3 - Drama Student Progress Booklet · KS3 - Drama Student Progress Booklet improvements you n Name:___Form_ End of Year 11 Target Grade___ Instructions Complete the ‘Achievements’

KS3 - Drama

Student Progress Booklet

Name:__________________Form______

End of Year 11 Target Grade________

Instructions

Complete the ‘Achievements’ and ‘Next Steps’ boxes every week for homework.

Ensure that you use neat handwriting and the presentation of your work stays at its best.

Achievements: Explain what you learnt in the lesson and the skills that you used. Explain the progress you have made since the previous lesson. Give examples and use the key words to help you.

Next Steps: Set yourself some targets for the next lesson and explain what you need to do to improve. You might want to write down any verbal feedback the teacher or class has given you during the lesson.

Peer Assessment: During each half term, it is up to you to find someone to complete your peer assessment. You can choose which piece of work you would like them to assess you on.

At the start of each lesson, have your booklet out in front of you so that you can remind yourself of the improvements you need to make. The teacher will also check that you have completed your homework.

Year

7 Heading

towards a

Grade 1

Heading towards a

Grade 2

Heading towards a

Grade 3

Heading towards a

Grade 4/5

National Expectations

Heading towards a

Grade 6

Heading towards an

Grade 7/8/9 Cre

atin

g

-I can take part

in some practical

activities, such as

games

-I need help from

a teacher to

create a scene

-I can take part in

practical activities

-I can create my own

simple scenes as part of a

group

-I can use the techniques

of Freeze Frame and

Mime

-I occasionally

contribute ideas.

-I can create scenes

that can tell a story that

is understandable to an

audience.

-I can use the technique

of narration

-I contribute good ideas

to a group

-I can create pieces of

drama that use

techniques to enhance

and structure the story,

for example freeze

frames, narration and

thought tracking.

-I can think of things

for my character to say

easily.

-I can lead a group and

come up with good ideas

from a starting point

-I can create different

genres of drama using

many techniques.

-I can keep the dialogue

(talking) between

characters going.

-I can lead a group as

well as supporting

others to improve their

ability


genres of drama that

are imaginative and

thought provoking

-I can create sustained

dialogue that is

realistic and fits with

the drama that I am

creating.

Perf

orm

ing

-I participate in a

performance

without saying

anything.

-I can participate in a

short performance using

voice and movement.

-I face the audience when

I perform.

-I participate in all

performances.

- I can perform a basic

character

I can stay in character

for a reasonable amount

of time.

-I can be heard when I

perform

-I think about the

audience when I perform

and I use the space well.

-I can perform a

character that is

different from me, using

voice and movement.

-I stay in character all

the time, when

performing.

-I can perform different

types of characters

using language and

movement that matches

my character.

-I use the space

purposefully so that

there is a reason why I

move.

-My concentration and

focus is very good.

-I can perform

imaginative and

realistic characters

using voice and

movement that matches

my character.

-My performance

creates an atmosphere

in the classroom that

matches the type of

drama

Eva

luat

ing

- I can say what I

like and don’t like.

-I can make a comment

about what the piece of

work was about

-I can talk about why I

made certain decisions

-I can use basic technical

terms

-I can recognise

strengths and

weaknesses in my own

and other peoples work

-I can give basic

suggestions about how

work could be improved.

-I can discuss basic

themes and issues

-I can evaluate

strengths and

weaknesses by giving

reasons

-I can give reasons for

why I like something or

dislike something

-I can explain how work

could be improved.

-I can evaluate the ways

that themes, issues and

ideas are used

-I can form an opinion

and evaluate how

characters are shown in

performance.

-I can use accurate and

appropriate terminology

-I can evaluate work in

progress and

performances to a good

level, giving examples

and justifications

Year 8

Heading towards a Grade 1



Heading towards a Grade 4/5

National Expectations


Heading towards a Grade 7/8/9

Cre

atin

g

-I can take part in

practical activities

-I can create my

own simple scenes

as part of a group

-I can use the

techniques of

Freeze Frame and

Mime

-I occasionally contribute

ideas.

-I can create scenes that

can tell a story that is

understandable to an

audience.

-I can use the technique

of narration

-I contribute good ideas

to a group

-I can create pieces of

drama that use

techniques to enhance

and structure the story,

for example freeze

frames, narration and

thought tracking

-I can think of things

for my character to say

easily.

-I can lead a group and

come up with good ideas

from a starting point


genres and styles of

drama using many

techniques.

-I can keep the dialogue

(talking) between

characters going.

-I can lead a group as

well as supporting others

to improve their ability


genres and styles of

drama that are

imaginative and thought

provoking

-I can create sustained

dialogue that is realistic

and fits with the drama

that I am creating.

-I am sensitive to

others when leading a

group

-I can create and

develop inventive pieces

of drama using

different styles, genres

and techniques.

-The dialogue I create

is developed and well

thought out, showing

meaning and emotion.

Perf

orm

ing

-I can participate

in a short

performance using

voice and

movement.

-I face the

audience when I

perform

-I participate in all

performances.

- I can perform a basic

character

I can stay in character

for a reasonable amount

of time.

-I can be heard when I

perform.

-I think about the

audience when I perform

and I use the space well.

-I can perform a

character that is

different from me, using

voice and movement.

-I stay in character all

the time, when

performing.

-I can perform

different types of

characters using

language and movement

that matches my

character.

-I use the space

purposefully so that

there is a reason why I

move.

-My concentration and

focus is very good.

-I can perform

imaginative and realistic

characters using voice

and movement that

matches my character.

-My performance

creates an atmosphere in

the classroom that

matches the type of

drama

-I can perform and

develop clearly defined

characters, adding

depth and consider

motivation for a

characters actions.

-My performance uses

voice and movement

effectively that it

creates and emotional

reaction from the

audience

Eva

luat

ing

-I can make a

comment about

what the piece of

work was about

-I can talk about

why I made

certain decisions

-I can use basic

technical terms

-I can recognise

strengths and weaknesses

in my own and other

peoples work

-I can give basic

suggestions about how

work could be improved.

-I can discuss basic

themes and issues

-I can evaluate

strengths and

weaknesses by giving

reasons

-I can give reasons for

why I like something or

dislike something

-I can explain how work

could be improved.

-I can evaluate the ways

that themes, issues and

ideas are used

-I can form an opinion

and evaluate how

characters are shown in

performance.

-I can use accurate and

appropriate terminology

-I can evaluate work in

progress and

performances to a good

level, giving examples and

justifications.

-I can evaluate decisions

made, the process, ideas

and skills used in

performance with

examples and detailed

justifications.

Drama Terminology (Key Words)

Exploratory Skills Performance

Techniques

Performance Skills Genres and Styles

Teacher in role Tension Levels Melodrama

Hot seating Improvisation Body Language Mime

Role on the wall Characterisation Gesture Media

Thought tracking Flashbacks Facial Expression Script Work

Diary entries Monologues Movement Forum Theatre

Discussion Freeze Frames Characterisation Physical Theatre

Research Mime Awareness of Audience Comedy

Evaluation Narration Voice projection Commedia Dell’arte

Interviewing Re-enactments Tone of Voice Non Naturalism

Role Play Non-Naturalism Pitch of Voice Naturalism and Realism

Planning Naturalism Accent Tragedy

Sensitivity Thought Tracking Exaggeration Kitchen Sink Drama

Blocking Dramatic Pause Staying in Role Pantomime

Responding to Stimuli Atmosphere Use of space Improvisation

Empathy Devising Use of Props

Character Status Stage Directions Use of Costume

Duologues

Greek Chorus

Peer Assessment – When you perform your work to the rest of the class or to another group, ask someone else to complete this table to help you understand the improvements that you might need to make. You can choose which piece of drama that you want someone else to assess you on. Name of the Student Assessor

Half Term 1

Name of the Student Assessor

Half Term 2

Did the performer keep their concentration?


How prepared were the students performers? Did they know what to say, had they planned the piece?


Did the story make sense?


Did they use any drama techniques? If so, what were they?


How well did they use facial expressions, body language, gesture and levels?


How well did they use their voice?


Overall, how did the performance go?


If the performers had the chance to perform again, what advice would you give?



Half Term 3


Half Term 4


















Half Term 5


Half Term 6

















Drama Progress Booklet

Half Term 1: Unit of Work_______________________________________________________________________________________

Date Achievements – What went well in the lesson? Did you make progress? Next Steps – What you need to improve. H2I Teacher Comment

Week 1

Week 2

Week 3

Target Grade:

Week 4

T+

T=

T-

Week 5

Week 6

QWC Areas to Improve MRI – Reflect on the terms work.

Proof read work thoroughly before handing in

Full stops, commas and capital letters – pg 65 in PPM

‘Was/’Were’ mix ups – pg 68 in PPM

Vary sentence structure – pg 60 to 61 in PPM

Presentation of work – pg 43 in PPM

Use more drama terminology (Key words) – front of this booklet




Week 1

Week 2

Week 3

Target Grade:

Week 4

T+

T=

T-

Week 5

Week 6











Week 1

Week 2

Week 3

Target Grade:

Week 4

T+

T=

T-

Week 5

Week 6











Week 1

Week 2

Week 3

Target Grade:

Week 4

T+

T=

T-

Week 5

Week 6











Week 1

Week 2

Week 3

Target Grade:

Week 4

T+

T=

T-

Week 5

Week 6











Week 1

Week 2

Week 3

Target Grade:

Week 4

T+

T=

T-

Week 5

Week 6








Documents

KS3 - Drama Student Progress Booklet · KS3 - Drama Student Progress Booklet improvements you n Name:_____Form_____ End of Year 11 Target Grade_____ Instructions Complete the ‘Achievements’

KS3 - Drama Student Progress Booklet · KS3 - Drama Student Progress Booklet improvements you n Name:___Form_ End of Year 11 Target Grade___ Instructions Complete the ‘Achievements’