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Clare Mount SpecialistSports College

Role Models and Catalysts for Change

Progression in Drama (Spectrum Steps)




Þ Take part in some different pretend situations.

Þ Listen to someone else's ideas.

Þ Offer ideas for pretend situations.


Þ Work in a small group to make a piece of drama.

Þ Make plays from stories.

Þ Include simple theatre devices/techniques e.g. narration and still-image in plays.


Þ Organise a short, clear, coherent performance for an audience.

Þ Devise drama from a range of stimuli e.g. poems, objects, pictures.

Þ Explore an idea using different techniques, strategies and the drama medium.


Þ Organise and manage a group effectively as a director.

Þ Actively interpret a short script.

Establish a character with control over movement and voice


Þ Respond to techniques like hot seating and thought tracking to deepen a role.

Þ Create extended dramas with a clear structure.

Þ Combine skills and knowledge of drama to devise plays of different types for different purposes.


Þ Actively interpret the work of playwrights.

Þ Experiment with, explore and use independently a range of theatre resources, techniques, genres and traditions.

Þ Collaborate sensitively with others in creating performance pieces that give structured and  appropriate for intended audience.




Þ Say what I liked about my drama.

Þ Know the difference between a story and a play.

Þ Identify a favourite character


Þ Say what was good about a performance.

Þ Suggest a way to improve a performance.

Þ Say why a movement or expression was used.


Þ Recognise different kinds of drama e.g. pantomime, television soap.

Þ Identify what made a performance good.

Þ Discuss how my work and the work of others could be improved e.g. more practice, use music.


Þ Use the vocabulary of drama when talking about my own or others’ work.

Þ Discuss how the story or theme has been presented.

Þ Reflect on own performance and how the meaning was communicated


Þ Write (discuss) the way that ideas are presented, plots developed and characters shown.

Þ Compare different interpretations of the same text.

Þ Use technical terms when writing or talking about dramas you have seen or participated in.


Þ Analyse how actors, directors and technicians communicated ideas, emotions and feelings.

Þ Make connections between own work and wider theatre traditions.

Þ Evaluate drama in performance supporting judgements with appropriate language/vocabulary demonstrating knowledge of the elements and medium of drama.



Þ Take part in a short role play.

Þ Take turns speaking a part.

Þ Work with others in presentations.


Þ Face the audience when performing.

Þ Use body and voice to show character.

Þ Use costume and props to make characterisation clearer.


Þ Respond to other characters in role with words and movement.

Þ Think about how the acting space is being used.

Þ Create characters different from yourself using voice, movement and facial expression.


Þ Project my voice.

Þ Use gesture, levels and proxemics with awareness of the effect.

Þ Sustain a defined character for the whole performance.


Þ Improve and refine acting, directing or technical contribution through the rehearsal process.

Þ Perform showing awareness of different dramatic styles, e.g. comedy, realistic, surrealistic.

Þ Choose and make full use of performance space.


Þ Combine sound/silence, movement/stillness, light/darkness and contrasting characters to present powerful theatre.

Þ Work productively as part of an ensemble demonstrating control and subtlety in performance.

Þ Demonstrate high standards in all aspects of crafting performance pieces.