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
-I can create different
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 2
Heading towards a Grade 3
Heading towards a Grade 4/5
National Expectations
Heading towards a Grade 6
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
-I can create different
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
-I can create different
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?
Did the performer keep their concentration?
How prepared were the students performers? Did they know what to say, had they planned the piece?
How prepared were the students performers? Did they know what to say, had they planned the piece?
Did the story make sense?
Did the story make sense?
Did they use any drama techniques? If so, what were they?
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 facial expressions, body language, gesture and levels?
How well did they use their voice?
How well did they use their voice?
Overall, how did the performance go?
Overall, how did the performance go?
If the performers had the chance to perform again, what advice would you give?
If the performers had the chance to perform again, what advice would you give?
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 3
Name of the Student Assessor
Half Term 4
Did the performer keep their concentration?
Did the performer keep their concentration?
How prepared were the students performers? Did they know what to say, had they planned the piece?
How prepared were the students performers? Did they know what to say, had they planned the piece?
Did the story make sense?
Did the story make sense?
Did they use any drama techniques? If so, what were they?
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 facial expressions, body language, gesture and levels?
How well did they use their voice?
How well did they use their voice?
Overall, how did the performance go?
Overall, how did the performance go?
If the performers had the chance to perform again, what advice would you give?
If the performers had the chance to perform again, what advice would you give?
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 5
Name of the Student Assessor
Half Term 6
Did the performer keep their concentration?
Did the performer keep their concentration?
How prepared were the students performers? Did they know what to say, had they planned the piece?
How prepared were the students performers? Did they know what to say, had they planned the piece?
Did the story make sense?
Did the story make sense?
Did they use any drama techniques? If so, what were they?
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 facial expressions, body language, gesture and levels?
How well did they use their voice?
How well did they use their voice?
Overall, how did the performance go?
Overall, how did the performance go?
If the performers had the chance to perform again, what advice would you give?
If the performers had the chance to perform again, what advice would you give?
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
Drama Progress Booklet
Half Term 2: 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
Drama Progress Booklet
Half Term 3: 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
Drama Progress Booklet
Half Term 4: 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
Drama Progress Booklet
Half Term 5: 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
Drama Progress Booklet
Half Term 6: 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