S1 Drama:
Reporting Window 1

The topics we have covered in this reporting window are:

Drama Skills

·   Movement (Mime) – Term One

The teaching and exploration of mime is a valuable part of early drama education. Learners have been exploring physical theatre as they learn to use controlled movement to act out a scene or tell a story. Through these innovative and engaging activities pupils have been empowered to explore their own creativity whilst getting a boost to their confidence without the pressure of dialogue. 

·   Drama Conventions – Term Two

Learners have devised and created dramas in groups from stimuli adding basic Drama Conventions such as flashback/flashforward, mime, aside, improvisation, and slow motion to the dramas they create. Learners have continued to build on their movement skills whilst beginning to introduce basic dialogue to their drama work. They have also been developing skills in devising work from a stimulus and learning the importance of rehearsal before sharing their work.

The majority of work covered in S1 Drama is based around CfE Level 3 outcomes. The majority of learners at this stage of S1 are working at Third B or above. Learners working below this level continue to be offered classroom support with CfE Level 3 content to ensure progression in learning. 

Working Level and Working Grade descriptions for S1 Drama:

Third A: Making excellent progress at CfE Level 3, performing well against all the outcomes covered. Learners always create, develop, and sustain a realistic or stylised character through the use of voice, movement and language. They can develop ideas from a range of stimuli, and can contribute to devising, rehearsing, and presenting drama or scripts. Learners will always respond to the experience of drama by discussing their thoughts and feelings and can give and accept constructive comment on their own and others’ work. 

Third B: Making good progress at CfE Level 3, performing well against most of the outcomes covered. Learners mostly create, develop and sustain a realistic or stylised character through the use of voice, movement and language. They mostly develop ideas from a range of stimuli, and can usually contribute to devising, rehearsing, and presenting drama or scripts. Learners will try to respond to the experience of drama by discussing their thoughts and feelings and generally will give and accept constructive comment on their own and others’ work.

Third C: Making reasonable progress at CfE Level 3, performing well against some of the outcomes while finding others more challenging. Learners sometimes create, develop and sustain a realistic or stylised character through the use of voice, movement and language. They occasionally develop ideas from a range of stimuli, and sometimes contribute to devising, rehearsing and presenting drama or scripts. At times, learners try to respond to the experience of drama by discussing their thoughts and feelings and occasionally will give and accept constructive comment on their own and others’ work.

Third D: Making some progress at CfE Level 3 but finds many aspects of the course challenging. Learners have some difficulty in creating, developing and sustaining a realistic or stylised character through the use of voice, movement and language. They require support to develop ideas from a range of stimuli, and to contribute to devising, rehearsing and presenting drama or scripts. Learners find responding to the experience of drama by discussing their thoughts and feelings challenging and very occasionally will give and accept constructive comment on their own and others’ work. 

Second A to D: While continuing to be exposed to CfE Level 3 outcomes the majority of the work can be very challenging, and most tasks require further explanation and to be broken down into smaller, simplified versions in order to make progress and build confidence.