Year 9: DRAMA
Grade Descriptors
| Performance Examination | Class Performance Skills | Written Tasks | Ensemble Skill Development | |
| A | Sophisticated, consistently focused understanding of skill in performance. Comprehensive group dynamic skills using initiative and co operation; outstanding consistent and focused level of participation. Thorough and detailed knowledge of analytical and reflective processes. | Sophisticated understanding of a variety of performance styles, using a range of dramatic elements and expressive skills, including voice, movement and gesture. | Sophisticated understanding of key concepts in written responses in a consistently detailed manner. | Sophisticated understanding of the process of developing performance work. Able to use this understanding consistently when in practical situations. Creative participation in groups; use of initiative and originality when negotiating with others. |
|---|---|---|---|---|
| B |
Clear and consistent understanding of skill in performance. Clear ensemble skills using initiative and co operation; clear level of participation. Clear knowledge of analytical and reflective processes. |
Clear understanding of a variety of performance styles, using a range of dramatic elements and expressive skills, including voice, movement and gesture. | Clear understanding of key concepts in written responses in a consistent manner. | Clear understanding of the process of developing performance work. Able to use this understanding when in practical situations. Effective participation in groups; clear demonstration of initiative when negotiating with others. |
| C |
Satisfactory understanding of skill in performance. Satisfactory level of ensemble skills working with others. Satisfactory knowledge of analytical and reflective processes. |
Satisfactory understanding of a variety of performance styles, using a range of dramatic elements and expressive skills, including voice, movement and gesture. | Satisfactory understanding of key concepts in written responses in a consistent manner. |
Satisfactory understanding of the process of developing performance work. Able to use this understanding when in practical situations. Satisfactory level of participation; able to demonstrate some initiative when working with others. |
| D |
Limited level of understanding of skill in performance. Limited level of ensemble skills working with others. Limited level of knowledge of analytical and reflective processes. |
Demonstrated a limited level of understanding of a variety of performance styles, utilising a range of dramatic elements and expressive skills, including voice, movement and gesture. | Limited level of understanding of key concepts in written responses. |
Limited level of understanding of the process of developing performance work. Limited level of participation; not always able to use initiative when working with others. |
| E |
Minimal understanding of skill in performance. Minimal level of ensemble skills working with others. Minimal knowledge of analytical and reflective processes. |
Minimal understanding of a variety of performance styles; unable to use a range of dramatic elements and expressive skills, including voice, movement and gesture. | Minimal understanding of key concepts in written responses. | Minimal understanding of the process of developing performance work. Minimal level of participation; did not use initiative when working with others. |
