clear and informed informed description about: description about: guided description about: statements about: description about: what happens in drama what happens in drama what happens in drama what happens in drama what happens in drama made, performed and made, performed and made, performed and made, performed and made, performed and viewed viewed viewed viewed viewed where and why there is where and why there is where and why there is where and why there is where and why there is drama drama drama drama drama Responding clear and informed informed identification of identification of some guided identification of directed identification of identification of some some elements of drama elements of drama some elements of drama some elements of drama elements of drama improvisation and making of improvisation and making of improvisation and making of improvisation and making of improvisation and making of dramatic play, with skilful dramatic play, with effective dramatic play, with use of: dramatic play, with guided dramatic play, with directed and effective use of: use of: use of aspects of: use of aspects of: role role role role role situation situation situation situation situation Forming focus focus focus focus focus presentation of cohesive presentation of drama, with presentation of drama, with presentation of drama, with presentation of drama, with Making drama, with skilful and effective use of: use of: guided use of aspects of: directed use of aspects of: effective use of: role role role role role situation situation situation situation situation focus focus focus focus Performing focus Key shading emphasises the qualities that discriminate between the AP–BA descriptors AP applies the curriculum content; demonstrates a thorough understanding of the required knowledge; demonstrates a high level of skill that can be transferred to new situations MC makes connections using the curriculum content; demonstrates a clear understanding of the required knowledge; applies a high level of skill in situations familiar to them, and is beginning to transfer skills to new situations WW works with the curriculum content; demonstrates understanding of the required knowledge; applies skills in situations familiar to them EX exploring the curriculum content; demonstrates understanding of aspects of the required knowledge; uses a varying level of skills in situations familiar to them BA becoming aware of the curriculum content; demonstrates a basic understanding of aspects of required knowledge; beginning to use skills in situations familiar to them
Responding clear and informed description about: what happens in drama made, performed and viewed where and why there is drama informed description about: what happens in drama made, performed and viewed where and why there is drama description about: what happens in drama made, performed and viewed where and why there is drama guided description about: what happens in drama made, performed and viewed where and why there is drama statements about: what happens in drama made, performed and viewed where and why there is drama clear and informed identification of some elements of drama informed identification of some elements of drama identification of some elements of drama guided identification of some elements of drama directed identification of some elements of drama Making Forming improvisation and making of dramatic play, with skilful and effective use of: role situation focus improvisation and making of dramatic play, with effective use of: role situation focus improvisation and making of dramatic play, with use of: role situation focus improvisation and making of dramatic play, with guided use of aspects of: role situation focus improvisation and making of dramatic play, with directed use of aspects of: role situation focus Performing presentation of cohesive drama, with skilful and effective use of: role situation focus presentation of drama, with effective use of: role situation focus presentation of drama, with use of: role situation focus presentation of drama, with guided use of aspects of: role situation focus presentation of drama, with directed use of aspects of: role situation focus Key shading emphasises the qualities that discriminate between the AP–BA descriptors AP MC WW EX BA applies the curriculum content; demonstrates a thorough understanding of the required knowledge; demonstrates a high level of skill that can be transferred to new situations makes connections using the curriculum content; demonstrates a clear understanding of the required knowledge; applies a high level of skill in situations familiar to them, and is beginning to transfer skills to new situations works with the curriculum content; demonstrates understanding of the required knowledge; applies skills in situations familiar to them exploring the curriculum content; demonstrates understanding of aspects of the required knowledge; uses a varying level of skills in situations familiar to them becoming aware of the curriculum content; demonstrates a basic understanding of aspects of required knowledge; beginning to use skills in situations familiar to them