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Uxbridge High School

GCSE Grade Descriptors

The student creates and performs a very clear coherent performance using complex vocal and physical skills. Delivery is appropriate, consistent and purposeful. Competent vocal control demonstrated when applying use of clarity, pace, inflection, pitch and projection. Clear ability to create character(s)/role(s) that supports the communication of creative intent to the audience, with coherent focus, energy and confidence that contributes to the overall performance. Characterisation is developed and shows a range of mood and emotions. Individual performance demonstrates coherent understanding of style, genre, and theatrical conventions.

The student creates and performs a clear and coherent performance using imaginative vocal and physical skills. Delivery is appropriate and good vocal control is demonstrated. Competent use of vocal control, making good and original use of clarity, pace, inflection, pitch and projection. Good ability to create character(s)/role(s) that supports the communication of creative intent to the audience, with good focus, energy and confidence that contributes to the overall performance. Characterisation is developed and shows a range of mood and emotions. Individual performance demonstrates good understanding of style, genre, and theatrical conventions.

The student has clear ability to create character(s)/role(s) that supports the communication of creative intent to the audience, with good focus, energy and confidence that contributes to the overall performance. Characterisation is developed and shows a range of mood and emotions.  Individual performance demonstrates a good understanding and awareness of style, genre, and theatrical conventions.

The student creates a generally sound individual performance, demonstrating emerging ability to combine and apply good vocal and physical skills. Delivery is generally appropriate and consistent.  Adequate vocal control demonstrated when applying use of clarity, pace, inflection, pitch and projection. Adequate physical control demonstrated when applying use of space, gesture, stillness and stance.

The student creates a generally sound individual performance, demonstrating sound ability to combine and apply vocal and physical skills. Delivery is mainly appropriate and consistent.  Adequate and sound vocal control demonstrated when applying use of clarity, pace, inflection, pitch and projection. Sound physical control demonstrated when applying use of space, gesture, stillness and stance.

The student creates a generally effective individual performance, demonstrating emerging ability to combine and apply vocal and physical skills. Delivery is generally and mainly appropriate and consistent.  Adequate vocal control demonstrated when applying use of clarity, pace, inflection, pitch and projection.  Awareness of physical control demonstrated when applying use of space, gesture, stillness and stance.

The student has limited ability to create character(s)/role(s) that supports the communication of creative intent to the audience, with obvious lapses in focus, energy and confidence that detract from the overall performance. Characterisation is uneven and lacks development and range.  Individual performance demonstrates limited understanding of style, genre, and theatrical conventions.

The student has very limited ability to create character(s)/role(s) that supports the communication of creative intent to the audience, with obvious lapses in focus, energy and confidence that detract from the overall performance. Characterisation is uneven and lacks rehearsal, development and range.  Individual performance demonstrates very limited understanding of style, genre, and theatrical conventions.  Inconsistent physical control when applying use of space, gesture, stillness and stance.

The student creates a very basic individual performance, demonstrating very limited ability to combine and apply vocal and physical skills. Delivery is often inappropriate and inconsistent, with weak characterisation. Inconsistent vocal control demonstrated when applying use of clarity, pace, inflection, pitch and projection. Inconsistent physical control when applying use of space, gesture, stillness and stance.

SSA 

The student has a basic grasp of Drama Skills and how to use them effectively when devising a performance.

SSB 

The student has a basic grasp of Drama Skills and how to use them effectively when devising a performance and limited knowledge of core skills.

SSC 

The student has been capable of limited use of Drama Skills in performance and has needed revision of core skills.