Mark scheme

Year 9
HT1
Skills to be assessed: Improvisation, Creating Drama

Criteria 1: Acting
The first criteria is related to the student’s capacity of acting in different
situations. At this level (Y9) they should be able to act in different situations,
while creating vivid characters, different than themselves. They should also
have developed higher acting skills and should be able to effectively use
them: being able to think in a situation different than the real one, being able
to effectively use the body and the voice, being able to portray a character
different than themselves. Whatever is below this expectation is rather
undeveloped for the current level they should be at and whatever goes over
this expectation is exceeding the current level.

Criteria 2: Creating a performance

The second criteria is related to the student’s capacity of creating a
short performance.They should be able to create a piece of drama starting
from a script, at a rather basic level. Whatever is below this expectation is
rather undeveloped for the current level they should be at and whatever goes
over this expectation is exceeding the current level.

Level Description
6  Generally clear vocal  Deeply understands the
articulation and projection; structure of a play and is
good physicality, use of the able to find multiple
performance space most alternatives when creating a
effectively performance starting from a
 Effective pacing, noticeable certain script
variation of emotional
 intensity
 Performs confidently and
 Is able to create an engaging
fluently; the portrayal of the
performance, good rapport
role is mostly consistent
with the audience

5  The vocal articulation and  Understands the structure of

projection is clear most of the a play and is able to find
times; physicality is on point alternatives when creating a
and used effectively; performance starting from a
effective use of the certain script
performance space  Is able to create a
 Good pacing, at least 2-3 performance with good
variations of emotional rapport with the audience
intensity
 Performs with a good degree
of confidence; the portrayal
of the role is consistent

4  The vocal articulation and  Understand the structure of a

projection is clear some play
times; physicality is used in  Is able to create a
accordance to what is performance with some
happening; good use of the rapport with the audience
performance space
 Good pacing, at least 1
variation of emotional
intensity
 Performs with a degree of
confidence; the portrayal of
the role is consistent at some
points
3  The vocal articulation and  Has basic understanding of
projection is rearely clear; the structure of a play
physicality is used in  Is able to create a
accordance to what is performance with poor
happening some times; rapport to the audience
decent use of the
performance space
 Good pacing, no variation of
emotional intensity
 Performs with a degree of
confidence at some points;
the portrayal of the role is
rarely consistent
2  The vocal articulation and  Has poor understanding of
projection is unclear most of the structure of a play
the times; physicality is rarely  Is able to create a
used in accordance to what performance with very poor
is happening; poor use of the rapport to the audience
performance space
 Poor pacing, no variation of
emotional intensity
 Performs with a low degree
of confidence at some points;
the portrayal of the role is
rather incosistent

1  The vocal articulation and  Barely understands the

projection is unclear; structure of a play
physicality is barely used in  Does not create rapport with
accordance to what is the audience
happening; very poor use of
the performance space
 Extremely poor pacing, no
variation of emotional
 intensity
 Performs with a low degree
of confidence; the portrayal
of the role is inconsistent

 Does not take part in the  Does not take part in the
Drama lesson or any Drama lesson or any
0 activities that happen during activities that happen during
the Drama lesson the Drama lesson