S3 Drama Report Comments (Scotland)

Drama covers creating drama through improvisation and devising from a stimulus, presenting with voice, movement and characterisation, using drama conventions and scripts, theatre arts such as lighting and sound, collaborating in rehearsal, and evaluating performances with drama vocabulary.

Below are 13 sample sentences for S3: two strengths and one next step for each of the 4 comment levels (Secure / Consolidating / Developing / Beginning), plus a tip for families. They are a small selection from the 288 drama sentences in the full pack. Copy one, then add a detail only you know about the student.

Jump to: Secure · Consolidating · Developing · Beginning · Writing tips

Student name Pronouns

Fills in the name and pronouns on this page. Nothing is sent anywhere.

Secure S

Strengths

During longer group projects, [Name] leads negotiation effectively, summarising different views, testing ideas in rehearsal and guiding the group towards a shared creative decision.
[Name] selects props and costume pieces with care and explains how each one tells the audience something about character, time or place.

Next steps:

Preparing a scripted extract and a contrasting devised piece to perform back to back would stretch [Name] to switch styles and keep each character distinct.

Consolidating C

Strengths

During group projects, [Name] often helps to keep discussion focused, summarising ideas and making sure decisions are agreed before rehearsal starts.
[Name] chooses simple props and costume pieces that suit the character and setting, and can explain why they were chosen.

Next steps:

Planning how a character changes from the start of a longer piece to the end, and showing that change through voice and posture, will add depth to [Name]'s acting.

Developing D

Strengths

In longer group projects, [Name] shares ideas and at times helps the group reach a decision, particularly when the task is broken into clear steps.
When prompted, [Name] can explain what a chosen prop or costume item shows the audience about a character.

Next steps:

Practising a short monologue in small sections, and adding gestures that fit each section, will help [Name] hold the audience's attention over a longer speech.

Beginning B

Strengths

When rehearsing longer scenes, [Name] is beginning to try changes in volume and pace to show how a character feels, with support from the teacher.
Guided by the teacher, [Name] is beginning to choose a simple prop or costume item that suits a character.

Next steps:

With a simple checklist of what to watch for, [Name] could note one acting choice and one theatre arts choice in a performance seen in class.

Support at home

Free events such as community performances, school shows or readings at your local library give your child a chance to see live performance and talk about it.

How to write drama comments for S3

In S3, describe more developed characterisation and staging: sustaining a role, using space and levels on stage, or making choices about lighting and sound. A target such as explaining the reason for each staging choice is clear.
Comment on work with scripts: does the pupil interpret lines, think about what a character means but does not say, and learn lines in good time? A next step could be annotating a script with notes on voice and movement.
Evaluation matters more in S3. Note whether the pupil can explain, with drama vocabulary, what worked in their own and others' performances and in live theatre, and set a target to support each point with an example.

Watch out: Avoid commenting on personality, such as being outgoing or shy. Describe what the pupil does in drama, such as using gesture to show status or contributing ideas when devising, so the next step is about a skill.

The four levels describe how secure, accurate and independent the learning is in what has been taught, never a CfE level. Secure suits detailed, accurate work applied to unfamiliar tasks; Consolidating suits a sound grasp with occasional guidance; Developing suits sometimes, or with a model or worked example; Beginning names what is starting to show and the support that helps. Show the level through the work rather than writing the level word.

What Drama covers

In these comments, drama covers these behaviours:

creates drama through improvisation and devising from a stimulus
presents with voice, movement and convincing characterisation
works with scripts and uses drama conventions and theatre arts
collaborates in rehearsal and responds to feedback
evaluates own and others' work and live performance using drama vocabulary

More Scottish secondary subjects comments

How these sentences were made, and what has been checked: About these comments.