KS3 Drama Report Comments (Years 7-9)
Drama covers devising and improvising from a stimulus, performing with vocal and physical skills and convincing characterisation, interpreting scripts and a playwright's intentions, collaborating in rehearsal, and evaluating their own work, others' work and live theatre using dramatic terminology.
Below are 13 sample sentences for KS3 (Years 7-9): two strengths and one next step for each of the 4 comment levels (Excellent / Good / Developing / Needs support), 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: Excellent · Good · Developing · Needs support · Writing tips
Fills in the name and pronouns on this page. Nothing is sent anywhere.
Excellent E
Strengths
- In early devising units, [Name] shapes a stimulus into an inventive structure and helps others see how the scenes link together.
- Rehearsals benefit from [Name]'s ideas, and [he/she/they] can lead a group tactfully, trying out alternatives until the strongest version of a scene emerges.
Next step
- A useful stretch would be to write and perform a short original monologue, using pause and pace to build tension for the audience.
Good G
Strengths
- Early devising units show that [Name] can build a simple storyline from a stimulus and keep the group's scene focused.
- In rehearsal, [Name] works productively with others, contributes ideas regularly and acts on feedback to improve the scene.
Next step
- A next step is to project more strongly when performing to the class, aiming the voice at the back wall so every line carries.
Developing D
Strengths
- With a model to follow, [Name] can turn a simple stimulus into a short group improvisation with a clear starting point.
- [Name] knows several techniques, such as freeze frame and thought-tracking, and with a model to follow can use them in a scene.
Next step
- Using a planning sheet for homework design projects, [Name] should note one idea each for costume, props and sound, with a reason for each.
Needs support N
Strengths
- Supported by a planning frame, [Name] is beginning to help the group turn a picture or object stimulus into a short scene.
- In group work, [Name] is starting to share ideas and listens carefully when the group plans and rehearses a scene.
Next step
- A good next step is to try hot-seating with a partner, using a short list of questions to answer in role.
Support at home
- When the chance arises, watching a free local performance, such as a school production or an outdoor event, gives your child more theatre to discuss.
How to write drama comments for KS3 (Years 7-9)
- Name the technique the student uses with purpose: freeze frame, thought-tracking, hot-seating or monologue. Saying what it achieved, such as revealing a character's feelings, shows understanding beyond joining in.
- Describe vocal and physical skills precisely: projection, pause, facial expression, use of levels. A target such as using pace and pause to build tension gives a younger student something specific to rehearse.
- For quieter students, credit rehearsal contributions as well as performance, such as suggesting an idea for a scene or giving useful feedback. Performing to an audience can then be a separate, gentle next step.
Watch out: Avoid equating confidence or volume with skill. A quiet student may make subtle, well-judged choices, so describe the decisions made and suggest a specific technique to develop rather than 'be more confident'.
The four levels describe how secure, accurate and independent the learning is, never a grade. Excellent suits precise, perceptive work that applies ideas to unfamiliar contexts; Good suits usually accurate with occasional guidance; Developing suits sometimes, or with a worked example; Needs support names what is emerging and the help that works. Show the level through the work rather than writing the level word.
What Drama covers
In these comments, drama covers these behaviours:
- devises and improvises drama from a stimulus
- performs with vocal and physical skills and convincing characterisation
- interprets scripts and a playwright's intentions
- collaborates productively in rehearsal and responds to feedback
- analyses and evaluates their own work, others' work and live theatre, using dramatic terminology
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How these sentences were made, and what has been checked: About these comments.