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• Accept, develop and sustain roles appropriate
to a variety of drama situations;
• show some understanding of issues of authenticity
and stereotyping;
• show evidence of effective co-operation in
working towards the resolution of more complex problems,
issues and tasks.
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• Show confidence in adopting, developing and
sustaining roles;
• lead others in a group towards the effective
resolution of complex problems, issues and tasks in a range
of drama activities;
• respond to a range of stimuli by offering
appropriate suggestions about developing a drama situation;
• show increased understanding of issues of
authenticity and stereotyping.
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More challenging and complex situations should be presented
to pupils for investigation and experimentation. Teachers
may wish to use stimulus material in order to develop specific
skills. At this stage, pupils should be encouraged to experiment
with movement and language appropriate to develop the character
they are portraying. Opportunities should be given for pupils
to consider and discuss issues to be developed as part of
the planning process. Pupils should be presented with situations
which allow them to be actively involved in problem-solving
and finding solutions to set tasks. For example, pupils
may be asked to resolve how a character handles a particular
situation; or to negotiate various endings for an improvisation;
or to discuss improvements to work already carried out.
They should be prepared to rehearse their work to take account
of suggested improvements and set tasks should be extended
so that pupils have a greater awareness of the development
process of drama. Through group discussion, pupils should
be encouraged to enhance their work by making use of available
resources.
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