Year 7

Record of Exploration

Name Lotte Gilbert-Wooldridge

Form 7B
 CHEATING
3 I can work with other people in my class.
I listen to others’ ideas when rehearsing.
I can rehearse a basic drama strategy with my
group.
I can be part of a group that can plan to use
technical equipment in their piece of drama.
4 I can work helpfully & without my teacher’s help,
with other people in my class.
I can contribute an idea when we are rehearsing.
I can make use of basic drama strategies when
creating my piece of drama.
I can plan for the use of technical equipment in
my piece of drama.
5 I can work supportively and confidently with
other people in my class.
I can contribute ideas when we are rehearsing.
I can choose which drama strategies to use when
we are creating our piece of drama.
I can choose appropriate technical effects when
creating my piece of drama.
6 I can always work helpfully and & sensitively,
without my teachers help.
I can contribute appropriate and imaginative
ideas when rehearsing.
I can choose appropriate and imaginative drama
strategies when creating our piece of drama.
I can choose appropriate and imaginative
technical effects when creating our piece of
drama.
7 I can work with different people in my class,
testing their ideas out sensitively.
I can make use of my own and other’s ideas in a
positive and imaginative way when rehearsing.
I can choose appropriate and imaginative drama
strategies, which will effectively communicate
our ideas.
I can choose appropriate and imaginative
technical effects that communicate our meaning
and ideas.
PERFORMING
I can take part in a piece of drama and attempt
to stay in character the whole way through.
I can try to make my voice heard in performance.
I can try to show what my character is feeling
through my facial expressions.
I can face the audience for some of my
performance.
I can take part in a piece of drama and stay in
character for some of the performance.
I can make my voice heard by the audience in
performance.
I can try to show what my character is feeling
through my body language and facial
expressions.
I can try to set out my piece of drama so that the
audience can see the action.
I can take part in my piece of drama, staying in
character the whole way through.
I can try out different ways of using my voice in
performance.
I can try out different ways of using my body
language and facial expressions in performance.
I can set out my piece of drama so that the
audience can see the action.
I can stay in character when performing, even
when the piece does not go as planned.
I can choose, use and maintain appropriate vocal
skills and accents to show my character in
performance.
I can choose, use and maintain appropriate
movement skills to show my character in
performance.
I can set out my piece of drama appropriately so
that the staging fits in with the intentions of the
piece.
I can stay in character when the performance
does not go as planned, adapting the piece
where necessary.
I can use my voice competently and imaginatively
to show a variety of emotions in my
performance.
I can use my movement skills competently and
imaginatively to show a variety of emotions in
my performance.
I can imaginatively set out various pieces of
drama, using different forms of staging that are
appropriate to the piece of drama.
EVALUATING
I can say what I liked about a performance.
I can talk about important moments for the
audience in the drama.
I can say what I liked about my own piece of
drama.
I can say what I liked about others’ work.
I can use basic drama words when
evaluating.
I can try to explain the effect the piece has on the
audience.
I can say what went well, when evaluating my
own piece of drama.
I can say what went well when evaluating others’
work.
I can use drama words in a full sentence when
evaluating.
I can explain the effect a piece of drama has on
the audience.
I can say what went well and what needs
improving, when evaluating my own piece of
drama.
I can say what went well and what needs
improving when evaluating other’s work.
I can use more complex drama terms when
evaluating.
I can understand and explain how the group tried
to make the audience feel.
I can suggest areas for improvement when
evaluating my own piece of drama.
I can suggest areas for improvement, when
evaluating others’ work.
I can use complex drama terms with confidence
and understanding when evaluating.
I can evaluate how effectively a group engages
with and affects the audience.
I can understand the effectiveness of my piece
and how to improve aspects of it when
evaluating my own piece of drama.
I can understand the reasons for the
effectiveness of a piece of drama and help others
to improve.
 I can work effectively with different people in my
8 class, testing their ideas out sensitively and
taking a lead in moving the work forward.
I can make use of my own and other’s ideas in a
positive and imaginative way when rehearsing,
asking questions that are significant in the
development of the work.
I can choose varied, appropriate and imaginative
drama strategies, which will effectively
communicate our ideas.
I can choose varied, appropriate and imaginative
technical effects that communicate our meaning
and ideas.
I can work highly effectively with different people
9 in my class, testing their ideas out sensitively and
taking a significant lead in moving the work
forward.
I can make use of my own and other’s ideas in a
positive, insightful and imaginative way when
rehearsing, asking questions that are significant
in the development of the work and refining it
with careful attention to detail.
I can choose varied, appropriate and imaginative
drama strategies, which will effectively
communicate our ideas and create changes of
pace and atmosphere.
I can choose varied, appropriate and imaginative
technical effects that communicate our meaning
and ideas and create changes of pace and
atmosphere.
I can stay in character when the performance
does not go as planned, adapting the piece
where necessary and working supportively with
other members of the group to allow the
performance to move forward.
I can use my voice expressively and imaginatively
to show a variety of emotions in my
performance.
I can use my movement skills expressively and
imaginatively to show a variety of emotions in
my performance.
I can experiment imaginatively with different
forms of staging that help to convey my dramatic
intentions more effectively.
I can stay in character when the performance
does not go as planned, adapting the piece
where necessary and working supportively with
other members of the group to allow the
performance to move forward seamlessly.
I can use my voice expressively, imaginatively
and in a nuanced way to show a wide variety of
emotions in my performance.
I can use my movement skills expressively,
imaginatively and with a high level of control to
show a wide variety of emotions in my
performance.
I can experiment imaginatively with different
staging configurations that are completely fitting
to my dramatic intentions and enhance the
communication of my ideas to the audience.
I can use a wide range of complex drama terms
with confidence and understanding when
evaluating.
I can evaluate how effectively a group engages
with and affects the audience, supporting my
judgements with clear justification.
I can analyse the effectiveness of my piece and
how to improve aspects of it when evaluating my
own piece of drama.
I can analyse the effectiveness of a piece of
drama and help others to improve specific
elements of their work.
I can use a wide range of complex drama terms
with confidence, understanding and insight when
evaluating.
I can evaluate how effectively a group engages
with and affects the audience, supporting my
judgements with clear and detailed justification.
I can analyse the effectiveness of my piece and
how to improve aspects of it in a precise and
detailed way when evaluating my own piece of
drama.
I can analyse the effectiveness of a piece of
drama in a precise and detailed way and help
others to improve and refine specific elements of
their work.
 Drama (from the Greek drao = to do)
Theatre (from the Greek theatron = to behold)

This workbook will allow you to monitor your progress and set yourself targets, so that you will know how to
reach your potential.

Below is a table to record your grades throughout the year. Your teacher will assess your attainment every
half term, after you have considered the levels opposite and given yourself a mark.

Your Grade Teacher’s Grade

Baseline Assessment 3

Autumn #1 4

Autumn #2

Spring #1

Spring #2

Summer #1

Summer #2

Autumn Interim Report Grade:

Spring Interim Report Grade:

Summer Interim Report Grade:

Full Report Grade:

 Autumn #1

Introduction to Year 7
Aims & Objectives: To learn about ways of Key Words:
working in Drama and to explore the use of  Role play
core drama techniques.  Dialogue
 Narration
 Spoken thoughts
 Still image
 Concentration
 Communication
 Creativity
 Confidence
 Cooperation
Drama conventions / strategies / elements used:
Still image, spoken thoughts, narration, role play

During this scheme of work, I have enjoyed: During this scheme of work, I have found
difficult:

 Still image  Confidence

 Spoken thoughts
 Narrating

The skills I have developed are: My two targets to improve are:

 Communication
 Some acting skills

 Creativity
 Cooperation


Extracurricular / special events record:

Examples of when I have achieved in Drama through CREATING, PERFORMING AND
EVALUATING are:
CREATING:

PERFORMNG:

EVALUATING:

The highlighted words are areas of Drama where I feel I need to further develop my skills:
CPE
Creating Performing Evaluating
The 5 Cs
Concentration Communication Co-operation
Contribution Creativity Confidence
PLTS
Team Worker Independent Enquirer Effective Participant
Reflective Learner Self-Manager Creative Thinker
Autumn #2

Developing Character

Aims & Objectives: To learn about the Key Words:

rehearsal and performance skills needed to  Characterisation
create a believable character.  Hero
 Villain
 Conscience
 Contrast
 Gait
 Sound effect
 Embody
 Monologue

During this work i have enjoyed:

 Characterisation
 Hero
 Villain
 Conscience
 Contrast
 Gait
 Sound effect
 Embody
Monologue
During this scheme of work, I have enjoyed: During this scheme of work, I have found
difficult:

 Acting  Characterisation

 Monologue 

The skills I have developed are: My two targets to improve are:

 





Extracurricular / special events record:

Examples of when I have achieved in Drama through CREATING, PERFORMING AND

EVALUATING are:
CREATING:

PERFORMNG:

EVALUATING:
The highlighted words are areas of Drama where I feel I need to further develop my skills:
CPE
Creating Performing Evaluating
The 6 Cs
Concentration Communication Co-operation
Contribution Creativity Confidence
PLTS
Team Worker Independent Enquirer Effective Participant
Reflective Learner Self-Manager Creative Thinker
Spring #1

Aims & Objectives: Key Words:









Drama conventions / strategies / elements used:

During this scheme of work, I have enjoyed: During this scheme of work, I have found
difficult:

 

 
The skills I have developed are: My two targets to improve are:








Extracurricular / special events record:

Examples of when I have achieved in Drama through CREATING, PERFORMING AND

EVALUATING are:
CREATING:

PERFORMNG:

EVALUATING:
The highlighted words are areas of Drama where I feel I need to further develop my skills:
CPE
Creating Performing Evaluating
The 6 Cs
Concentration Communication Co-operation
Contribution Creativity Confidence
PLTS
Team Worker Independent Enquirer Effective Participant
Reflective Learner Self-Manager Creative Thinker
Spring #2

Aims & Objectives: Key Words:









Drama conventions / strategies / elements used:

During this scheme of work, I have enjoyed: During this scheme of work, I have found
difficult:

 

 
The skills I have developed are: My two targets to improve are:








Extracurricular/ special events record:

Examples of when I have achieved in Drama through CREATING, PERFORMING AND

EVALUATING are:
CREATING:

PERFORMNG:

EVALUATING:
The highlighted words are areas of Drama where I feel I need to further develop my skills:
CPE
Creating Performing Evaluating
The 6 Cs
Concentration Communication Co-operation
Contribution Creativity Confidence
PLTS
Team Worker Independent Enquirer Effective Participant
Reflective Learner Self-Manager Creative Thinker
Summer #1

Aims & Objectives: Key Words:









Drama conventions / strategies / elements used:

During this scheme of work, I have enjoyed: During this scheme of work, I have found
difficult:

 

 
The skills I have developed are: My two targets to improve are:








Extracurricular / special events record:

Examples of when I have achieved in Drama through CREATING, PERFORMING AND

EVALUATING are:
CREATING:

PERFORMNG:

EVALUATING:
The highlighted words are areas of Drama where I feel I need to further develop my skills:
CPE
Creating Performing Evaluating
The 6 Cs
Concentration Communication Co-operation
Contribution Creativity Confidence
PLTS
Team Worker Independent Enquirer Effective Participant
Reflective Learner Self-Manager Creative Thinker
Summer #2

Aims & Objectives: Key Words:









Drama conventions / strategies / elements used:

During this scheme of work, I have enjoyed: During this scheme of work, I have found
difficult:

 

 
The skills I have developed are: My two targets to improve are:








Extracurricular / special events record:

Examples of when I have achieved in Drama through CREATING, PERFORMING AND

EVALUATING are:
CREATING:

PERFORMNG:

EVALUATING:
The highlighted words are areas of Drama where I feel I need to further develop my skills:
CPE
Creating Performing Evaluating
The 6 Cs
Concentration Communication Co-operation
Contribution Creativity Confidence
PLTS
Team Worker Independent Enquirer Effective Participant
Reflective Learner Self-Manager Creative Thinker
PLTS
PLTS Personal and Learning Thinking Skills