Drama ‘National Curriculum’ Levels
Each level should cover the skills of Responding, Making, Performing and Evaluating Drama.
Extract from NC Orders for English: 1999
Drama
To participate in a range of drama activities and to evaluate their own and others’ contributions, pupils should be taught to:
A - use a variety of dramatic techniques to explore ideas, issues, texts and meanings.
B - use different ways to convey action, character, atmosphere and tension when they are scripting and performing in plays (for example , through dialogue, movement, pace).
C - appreciate how the structure and organisation of scenes and plays contribute to dramatic effect
D - evaluate critically performances of drama that they have watched or in which they have taken part.
Level 1
Pupils work in a range of groups. They can respond appropriately to stimuli. Pupils engage in making pieces of drama alone and in groups. On occasions, pupils will share their work with others. They will evaluate the work of others on a simple level by stating preferences.
Level 2
Pupils begin to work confidently in a range of groups and situations. On occasions they are able to respond simply to a range of stimuli. Pupils engage in making pieces of drama and sometimes show awareness of the needs of their audience. Pupils will regularly share their work confidently with others. They will evaluate the work of others on a simple level by stating preferences.
Level 3
Pupils work confidently in a range of groups and situations. They are able to respond simply to a range of stimuli. Pupils work with focus to make pieces of drama and are aware of the need to adapt their work to the needs of an audience for performance. They will evaluate the work of others on a simple level, stating preferences and occasionally expanding on these.
Level 4
Pupils work confidently in a range of familiar and unfamiliar groups and situations. They are able to respond thoughtfully to a range of stimuli. Pupils work with clear concentration to make pieces of drama and begin to adapt their work to the needs of an audience for performance. They will evaluate their own work and that of others by stating preferences and expanding on these using the vocabulary of drama.
Level 5
Pupils work confidently in a range of familiar and unfamiliar groups and situations, suggesting ideas and leading discussions. They are able to respond thoughtfully to a range of stimuli. Pupils work with clear concentration to make pieces of drama. Pupils use their performance skills to engage the interest of the audience. They will evaluate their own work and that of others through the language of drama, showing understanding of how character, atmosphere and tension are created.
Level 6
Pupils work confidently in a wide range of groups and situations, leading discussions and building on others ideas. They are able to respond imaginatively to an increasing range of stimuli. Pupils work with clear concentration and some imagination to make pieces of drama. Pupils use their performance skills to engage the interest of the audience through their accuracy and expression. They will evaluate their own work and that of others through the language of drama, showing simple analysis of how character, atmosphere and tension are created.
Level 7
Pupils work confidently in all groups and situations, displaying strong group work skills. They respond imaginatively to an increasing range of stimuli. Pupils work with concentration and imagination to make pieces of drama. Pupils use their performance skills and the sequencing of events and scenes to engage and sustain the interest of the audience. They will evaluate their own work and that of others through the language of drama, using increasingly complex analysis of how character, atmosphere and tension are created.
Level 8
Pupils work confidently in all groups and situations, displaying strong group work skills. They respond imaginatively to a wide range of stimuli. Pupils work with concentration and imagination to make original pieces of drama. Pupils select and use performance skills and the sequencing of events and scenes to engage and sustain the interest of the audience. They will evaluate their own work and that of others through the language of drama, using increasingly complex analysis of how character, atmosphere and tension are created through movement, dialogue and pace.
Exceptional Performance
Pupils initiate and sustain a group response to a wide range of stimuli. They select appropriate conventions and Drama forms for the creation of original pieces of Drama. Performance skills are imaginatively controlled and employed to engage and affect the audience. Pupils take a leading role in the evaluation of their own and others work, demonstrating clear understanding of how the drama has been shaped and realised through sophisticated use of the language of Drama.