DORSET LEA POLICY FOR VERY ABLE AND GIFTED PUPILS

Supplementary guidance

CHECKLISTS FOR IDENTIFICATION

Contents

Generic checklists page 2

Identification: subject specific approaches

English page 3
mathematics page 4
science page 4
D and T page 5
ICT page 6
history page 7
geography page 8
modern foreign languages page 9
art and design page 10
music page 10
RE page 11
PE page 12
Drama page 13

Also available:

Identification of very able and gifted children

Please note this document my be downloaded from the Dorset CC website on

Very Able and Gifted Pupils www.dorset-cc.gov.uk/educ/vagp

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Generic checklists

The strengths and weaknesses in the use of checklists have been identified in the
general guidance on identification, but they remain a useful approach to promoting a
shared agreement on the criteria in use in the school and across neighbouring
schools. Teachers are encouraged to consider the following checklists and to amend
them in the light of their own experiences, to form part of their schools policy and
approach to identification.

In primary schools most identification will be made across or outside curriculum

subjects, and the use of an agreed generic checklist is recommended. Two such
checklists are provided below. In neither case is there an agreed pass mark or cut-
off point, but each can be used to indicate strengths and areas of high ability.

Generic checklist: example 1

A Learns easily
B Original, imaginative, creative
C Persistent, resourceful, self-directed
D Inquisitive, sceptical
E Informed in unusual areas often beyond their years
F Artistic
G Outstanding vocabulary, verbally fluent
H Musical
I Independent worker, shows or takes the initiative
J Good judgement, logical
K Versatile, many interests
L Shows unusual insights
M Shows high level of sensitivity, empathy
N Has excellent sense of humour
O Exhibits unusually extroverted or introverted behaviour within a group
P Unusually high motivation and self-expression
Q Speed and agility of thought and preference for verbal rather than written
expression
R Shows leadership qualities
S Socially adept
T Physical
U Behavioural indicators

Generic checklist: example 2

Gifted and talented pupils are a diverse group and their range of attainment will be
varied. However, they are more likely than most pupils to:
think quickly and accurately;
work systematically;
generate creative working solutions;
work flexibly, processing unfamiliar information and applying knowledge,
experience and insight to unfamiliar situations;
communicate their thoughts and ideas well;
be determined, diligent and interested in uncovering patterns;
achieve, or show potential, in a wide range of contexts;
be particularly creative;

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 show great sensitivity or empathy;
demonstrate particular physical dexterity or skill;
make sound judgements;
be outstanding leaders or team members;
be fascinated by, or passionate about, a particular subject or aspect of the
curriculum;
demonstrate high levels of attainment across a range of subjects or within a
particular subject or aspects of work.

Identification of very able and gifted children: subject specific approaches

The best practice in the schools visited .. was shown by specialist teachers who
followed their professional instincts. Essentially they reflected on pupils performance
in informal tasks and activities to see what it demonstrated about the approaches to
learning
(Providing for Gifted and Talented Children, OfSTED, 2001)

As pupils gain more experience of working in specific subjects, teachers will begin to
identify differences in their performance, often observing high ability in particular
areas. Towards the beginning of secondary education schools are advised to use not
only generic checklists, but also subject specific checklists to identify high ability.

Exemplars of subject specific checklists are provided as a starting point for

discussions within curriculum areas, schools and/or pyramids of schools. They could
form a useful part of a school or departmental review of identification and provision
for very able and gifted pupils.

The checklists include exemplars from the QCA website (NC) www.nc.uk.net/gt and
the Excellence in Cities initiative (EiC).

Checklist for identifying very able and gifted pupils in English

Pupils who are gifted in English are likely to show some or all of the following
characteristics.
Creative flair
writing or talking in imaginative and coherent ways
elaborating on and organising content to an extent that is exceptional for their
age
Stamina and perseverance
using any suitable opportunities to produce work that is substantial and obviously
the product of sustained, well-directed effort
Communicative skills
involving and keeping the attention of an audience by exploiting the dramatic or
humorous potential of ideas or situations in imaginative ways
taking a guiding role in helping a group to achieve its shared goals, while showing
sensitivity to the participation of others
writing with a flair for metaphorical or poetic expression
grasping the essence of particular styles and adapting them to their own
purposes
expressing ideas succinctly and elegantly, in ways that reflect an appreciation of
the knowledge and interests of specific audiences
using ICT to research ideas and create new text

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Ability to take on demanding tasks
researching, comparing and synthesising information from a range of different
sources, including ICT
engaging seriously and creatively with moral and social themes expressed in
literature
Arguing and reasoning
creating and sustaining accounts and reasoned arguments at a relatively abstract
or hypothetical level, in both spoken and written language
grasping the essence of any content and reorganising it in ways that are logical
and offer new syntheses or insights
justifying opinions convincingly, using questions and other forms of enquiry to
elicit information and taking up or challenging others' points of view
Awareness of language
understanding the nature of language and showing a special awareness of
features such as rhyme, intonation or accent in spoken language, and the
grammatical organisation of written texts
showing an interest and enthusiasm for language study, including an awareness
of the relationship between the sounds and words of different languages that are
not apparent to most of their peers.

Checklist for identifying very able and gifted pupils in mathematics

Pupils show their special talents in mathematics in a range of ways and at varying
points in their development. Pupils who are gifted in mathematics are likely to:
learn and understand mathematical ideas quickly;
work systematically and accurately;
be more analytical;
think logically and see mathematical relationships;
make connections between the concepts they have learned;
identify patterns easily;
apply their knowledge to new or unfamiliar contexts;
communicate their reasoning and justify their methods;
ask questions that show clear understanding of, and curiosity about,
mathematics;
take a creative approach to solving mathematical problems;
sustain their concentration throughout longer tasks and persist in seeking
solutions;
be more adept at posing their own questions and pursuing lines of enquiry.

Checklist for identifying very able and gifted pupils in science

Pupils who are gifted in science are likely to:

be imaginative
read widely, particularly science or science fiction
have scientific hobbies and/or be members of scientific clubs and societies
be extremely interested in finding out more about themselves and things around
them
enjoy researching obscure facts and applying scientific theories, ideas and
models when explaining a range of phenomena
be able to sustain their interest and go beyond an obvious answer to underlying
mechanisms and greater depth

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 be inquisitive about how things work and why things happen (they may be
dissatisfied with simplified explanations and insufficient detail)
ask many questions, suggesting that they are willing to hypothesise and
speculate
use different strategies for finding things out (practical and intellectual) -- they
may be able to miss out steps when reasoning the answers to problems
think logically, providing plausible explanations for phenomena (they may be
methodical in their thinking, but not in their recording)
put forward objective arguments, using combinations of evidence and creative
ideas, and question other people's conclusions (including their teacher's!)
decide quickly how to investigate fairly and manipulate variables
consider alternative suggestions and strategies for investigations
analyse data or observations and spot patterns easily
strive for maximum accuracy in measurements of all sorts, and take pleasure, for
example, from reading gauges as accurately as possible (sometimes beyond the
accuracy of the instrument)
make connections quickly between facts and concepts they have learned, using
more extensive vocabulary than their peers
think abstractly at an earlier age than usual and understand models and use
modelling to explain ideas and observations. For example, key stage 3 pupils
may be willing to apply abstract ideas in new situations; key stage 4 pupils may
be able to use higher-order mathematical skills such as proportionality, ratio and
equilibrium with some complex abstract ideas when offering explanations
understand the concepts of reliability and validity when drawing conclusions from
evidence
be easily bored by over-repetition of basic ideas
enjoy challenges and problem solving, while often being self-critical
enjoy talking to the teacher about new information or ideas
be self-motivated, willingly putting in extra time -- (but they may approach
undemanding work casually and carelessly)
show intense interest in one particular area of science (such as astrophysics), to
the exclusion of other topics.

Checklist for identifying very able and gifted pupils in D and T

Pupils who are gifted in design and technology are likely to:
demonstrate high levels of technological understanding and application
display high-quality making and precise practical skills
have flashes of inspiration and highly original or innovative ideas
demonstrate different ways of working or different approaches to issues
be sensitive to aesthetic, social and cultural issues when designing and
evaluating
be capable of rigorous analysis and interpretation of products
get frustrated when a teacher demands that they follow a rigid design-and-make
process
work comfortably in contexts beyond their own experience and empathise with
users' and clients' needs and wants.

Teachers may identify pupils who are gifted in design and technology by:
performance at an unusually advanced national curriculum level for their age
group

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 the outcomes of specific tasks
evidence of particular aptitudes
the way pupils respond to questions
the questions that pupils ask themselves.
It is important for teachers to allow time for personal interaction with pupils. By
observing the techniques and strategies that pupils use to tackle problems, teachers
may pick up on gifts that do not come to light through more formal assessment
procedures. It is important to acknowledge that these pupils may wish to hide the
extent of their gifts.

Checklist for identifying very able and gifted pupils in ICT: example 1 (NC)

Pupils who are gifted in ICT are likely to:

demonstrate ICT capability significantly above that expected for their age
for example, key stage 2 pupils may be comfortable meeting the demands of the
key stage 3 curriculum
learn and apply new ICT techniques quickly
for example, pupils use shortcut keys for routine tasks effectively and
appropriately; they quickly apply techniques for integrating applications such as
mail merge and databases
use initiative to exploit the potential of more advanced features of ICT tools
for example, pupils investigate the HTML source code of a website and apply
features such as counters or frames to their own web designs
transfer and apply ICT skills and techniques confidently in new contexts
for example, having learned about spreadsheet modelling in a mathematical
context, they recognise the potential of applying a similar model in a science
investigation
explore independently beyond the given breadth of an ICT topic
for example, they decide independently to validate information they have found
from a website; having learned control procedures for a simple traffic light model,
they extend their procedure to include control of a pedestrian crossing
initiate ideas and solve problems, use ICT effectively and creatively, develop
systems that meet personal needs and interests
for example, they create an interactive fan club website that sends out a monthly
newsletter to electronic subscribers (either working on their own, or
collaboratively with peers)

Checklist for identifying very able and gifted pupils in ICT: example 2 (EiC)

Pupils who, among other characteristics:

learn new applications, including short cuts and elegant methods in them, at a
fast rate and have an intuitive approach to extending their use of applications
have the ability to grasp and premeditate structures, for example structures in
data and directories
are capable of visualising presentations when using ICT
are intrigued, rather than frustrated by problems, and show tenacity and creativity
when solving them
show a high level of confidence and independence in their use of ICT
have the inclination and appreciation to help others, including in explaining the
logic of the steps to take
show curiosity for example, about how hardware and software works or what
the components of web addresses mean.

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Checklist for identifying very able and gifted pupils in history

Pupils who are gifted in history are likely to show some or all of the following
characteristics.

Literacy
They may:
perform at levels of literacy that are advanced for their age;
show particular skill at inference and deduction when reading texts;
synthesise information to present a cogent summary;
use subject-specific vocabulary confidently;
follow and contribute effectively to a line of argument in discussion by making
relevant contributions and substantiating points with evidence;
access complex source materials with growing independence.
Historical knowledge
They may:
have an extensive general knowledge, including a significant amount of historical
knowledge;
develop with ease a chronological framework within which to place existing and
new knowledge;
demonstrate a strong sense of period as a result of study.
Historical understanding
They may:
grasp quickly the role of criteria in formulating and articulating a historical
explanation or argument;
understand and apply historical concepts to their study of history;
be able to draw generalisations and conclusions from a range of sources of
evidence;
seek to identify patterns and processes in what they study, while being aware of
the provisional nature of knowledge;
appreciate that answers arrived at depend largely on the questions asked;
recognise how other disciplines can contribute to the study of history and draw
readily on what they learn in other subjects to enhance their historical
understanding.
Enquiry
They may:
be able to establish and follow a line of enquiry, identifying and using relevant
information;
be good at reasoning and problem solving;
think flexibly, creatively and imaginatively;
show discrimination when selecting facts and evaluating historical evidence;
manipulate historical evidence and information well;
appreciate the nature of historical enquiry;
question subject matter in a challenging way;
be intrigued by the similarities and differences between different people's
experiences, times and places and other features of the past;
thrive on controversy, mystery and problems of evidence;
show resourcefulness and determination when pursuing a line of enquiry.

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Checklist for identifying very able and gifted pupils in geography

Pupils who are gifted in geography are likely to:

understand concepts clearly so that they can apply this understanding to new
situations in order to make interpretations, develop hypotheses, reach
conclusions and explore solutions
they understand geographical ideas and theories, and apply them to real
situations;
communicate effectively using both the written and spoken word
they communicate knowledge, ideas and understanding in ways that are
appropriate to the task and audience (for example, writing formal letters and
reports, producing brochures representing particular groups). They learn subject-
specific vocabulary, use it accurately and are able to define words;
reason, argue and think logically, showing an ability to manipulate abstract
symbols and recognise patterns and sequences
they use and apply mathematical principles (such as area, shape, spatial
distribution) and formulae (such as Spearman's rank correlation coefficient) to
solve geographical tasks and problems. They identify their own geographical
questions and establish sequences of investigation. They understand, and are
able to explain, complex processes and interrelationships (for example, within
and between physical and human environments);
enjoy using graphs, charts, maps, diagrams and other visual methods to present
information
they transform relief shown by contour lines into three-dimensional models in their
minds. They are competent and confident in using the wide range of visual
resources required in geography -- aerial photographs, satellite images, maps of
different types and scales, GIS systems and so on;
be confident and contribute effectively when taking part in less formal teaching
situations
they take part readily in role-play situations or simulations and enjoy contributing
to outdoor fieldwork;
relate well to other people, showing an ability to lead, manage and influence
others, appreciating and understanding others' views, attitudes and feelings.
they are willing to share their knowledge and understanding, and steer
discussion;
have a more highly developed value system than most pupils of their age
they have well-considered opinions on issues such as the environment and the
inequalities of life in different places;
have a wide-ranging general knowledge about the world
they have good knowledge of where places are in the world and of topical issues;
be able to transfer knowledge from one subject to another
they transfer their knowledge of physics, for example, to understanding climate.
Or they transfer knowledge of the industrial revolution from history to help explain
the location of industry in the UK;
be creative and original in their thinking, frequently going beyond the obvious
solution to a problem
for example, if faced with the problem of storm pipes being unable to cope with
sudden storm surges in an area, they might suggest taking measures like
afforestation to reduce storm surges, rather than proposing technical
improvements to the pipe system. If faced with the problem of congested roads,
they might suggest taxing cars more heavily, improving public transport or
changing land use patterns, rather than building bigger roads.

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At the primary level, pupils can only reveal their knowledge, understanding and skills
if they are given the necessary experiences and opportunities. So at key stages 1
and 2, it is probably more appropriate to concentrate on providing the types of
teaching and learning that challenge gifted pupils than to focus on identifying criteria
for defining abilities. Teachers might, for example, choose to emphasise an enquiry
approach that encourages pupils to plan their own learning, bearing in mind what
they might move on to next.

Checklist for identifying very able and gifted pupils in MFL: example 1 (NC)

Pupils who are gifted in modern foreign languages are likely to:
have a strong desire to put language together by themselves
they apply principles from what they have learned to new situations, transforming
phrases and using them in a different context, often with humour
show creativity and imagination when using language
they often extend the boundaries of their knowledge and work beyond what they
have learned, not wishing simply to respond and imitate, but to initiate exchanges
and to create new language
have a natural feel for languages
they are willing to take risks and see what works, knowing instinctively what
sounds right and what looks right; they are acutely and swiftly aware of the
relationship between sound and spelling
pick up new language and structures quickly
they may have excellent aural and oral skills and may be able to cope with rapid
streams of sound and identify key words at an early stage; they may also display
outstanding powers of retention, both immediately and from one lesson to the
next
make connections and classify words and structures to help them learn more
efficiently
they are able to evaluate new language critically, recognising the grammatical
function of words
seek solutions and ask further questions
they may test out their theories and seek to solve linguistic problems, sometimes
challenging the tasks set and trying to understand their relevance to the
language-learning process
have an insight into their own learning style and preference
they may say how they like to learn vocabulary or structures; they are clear about
the type of tasks they like doing; they may show or display an ability to work
independently, without supervision, and to make effective use of reference
material
show an intense interest in the cultural features of the language being studied
they may use idiom in the language itself and explore the history and the
traditions of the language; some pupils may wish to share their knowledge with
their peers

Checklist for identifying very able and gifted pupils in MFL: example 2 (EiC)

Pupils who, among other characteristics:

can hear sounds accurately and mimic precisely with minimum repetition
when speaking the foreign language, put words together, searching for natural
and graceful forms, rather than giving simple word responses
strive to deduce meaning, using the language they know to make sense of new
words

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 are quick to spot grammatical patterns and understand the function of words in a
sentence.

Checklist for identifying very able and gifted pupils in art and design

Pupils who are talented in art and design are likely to:
think and express themselves in creative, original ways
they want to follow a different plan to the other pupils, challenge the tasks given,
or extend the brief in seemingly unrelated or fantastic directions
have a strong desire to create in a visual form
they are driven by ideas, imagination, flights of fancy, humanitarian concerns,
humour or personal experience; they persevere until they have completed a task
successfully, with little or no intervention from the teacher
push the boundaries of normal processes
they test ideas and solve problems relating to concepts and issues; they explore
ways to depict ideas, emotions, feelings and meanings; they take risks without
knowing what the outcome will be; they change ideas to take into account new
influences or outcomes
show a passionate interest in the world of art and design
they are often interested in a specific culture (possibly relating to their own
cultural background or sense of identity), particular art forms, contemporary
culture or youth culture
use materials, tools and techniques skilfully and learn new approaches easily
they are keen to extend their technical abilities and sometimes get frustrated
when other skills do not develop at the same time
initiate ideas and define problems
they explore ideas, problems and sources on their own and collaboratively, with a
sense of purpose and meaning
critically evaluate visual work and other information
they make unusual connections between their own and others' work; they apply
ideas to their own work in innovative ways
exploit the characteristics of materials and processes
they use materials and processes in creative, practical and inventive ways; they
explore alternatives and respond to new possibilities and meanings
understand that ideas and meanings in their own and others' work can be
interpreted in different ways
they use their knowledge and understanding to extend their own thinking and
realise their intentions; they communicate original ideas, insights and views

Checklist for identifying very able and gifted pupils in Music: example 1 (NC)

Pupils who are talented in music are likely to:

be captivated by sound and engage fully with music
select an instrument with care and then be unwilling to relinquish the instrument
find it difficult not to respond physically to music
memorise music quickly without any apparent effort, be able to repeat more
complex rhythmical and melodic phrases given by the teacher and repeat
melodies (sometimes after one hearing)
sing and play music with a natural awareness of the musical phrase -- the music
makes sense
demonstrate the ability to communicate through music, for example to sing with
musical expression and with confidence

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 show strong preferences, single-mindedness and a sustained inner drive to make
music.

Pupils more often show their musical talent through the quality of their response than
the complexity of their response. Musical quality is very difficult to define in words, as
music is a different form of communication to language. The closest we can get is to
say that it 'sounds right': skills and techniques are used to communicate an intended
mood or effect. Therefore musical talent is at least as much about demonstrating a
higher quality response within levels as about attainment at higher levels. Musical
talent can be seen at every level of attainment.

Pupils who have a talent for music show a particular affinity with sound. This type of
talent is sometimes hard to identify, especially when it is not combined with more
general giftedness. It is however often most significant, since it may be a pupil's only
route to real success, increasing their self-esteem and motivation for other areas of
learning.

Checklist for identifying very able and gifted pupils in Music: example 2 (EiC)

Pupils who, among other characteristics:

are more attentive than others when music is played, ask questions and want to
discuss their own musical experiences
sing tunefully and with enthusiasm, repeating extracts of songs sung with them,
and enjoying the sharing and revisiting of the experience
are fascinated by the sounds of musical instruments, focus intently when they
see and hear them live, volunteer when offered the opportunity to play musical
instrument and are confident to display their skills to the rest of the
class
enjoy the composing activity and like to lead the group, looking around the rest of
the group and acknowledging when musical entries are made.

Checklist for identifying very able and gifted pupils in RE

Pupils who are gifted in RE are likely to:

show high levels of insight into, and discernment beyond, the obvious and
ordinary;
make sense of, and draw meaning from, religious symbols, metaphors, texts and
practices;
be sensitive to, or aware of, the numinous or the mystery of life, and have a
feeling for how these are explored and expressed;
understand, apply and transfer ideas and concepts across topics in RE and into
other religious and cultural contexts.

In more general terms, they may also:

have highly-developed skills of comprehension, analysis and research;
show quickness of understanding and depth of thought.
The identification of pupils who are gifted in RE should be approached on the basis
of distinct RE ability, skills, competencies and insights. The teacher's professional
judgement is crucial. RE teachers who know their pupils and their work, and bring
professional talent, expertise and awareness to the subject, are best placed to
identify gifted pupils. However, especially if not RE specialists themselves, they will
probably find it helpful to talk to other teachers.

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Giftedness in RE is not the same as being religiously gifted. Teachers may find it
helpful to consider how being gifted in RE compares with being gifted in sport, music,
mathematics or poetry

Checklist for identifying very able and gifted pupils in PE

Pupils who are talented in PE are likely to show many or all of the following
characteristics in their performance and approach to PE, sport and dance.
Approach to work
They may:
be confident in themselves and in familiar contexts
take risks with ideas and approaches, and be able to think 'outside the box'
show a high degree of motivation and commitment to practice and performance.
Effective performance
They may:
be intelligent, independent, thoughtful performers, actively forming and adapting
strategies, tactics or compositions
be able to reflect on processes and outcomes in order to improve performance,
understanding the close and changing relationship between skill, fitness and the
tactics or composition of their performance
be good decision-makers and able to take the initiative, often showing high levels
of autonomy, independence and leadership
be creative, original and adaptable, responding quickly to new challenges and
situations, and often finding new and innovative solutions to them.
Body skilfulness and awareness
They may:
have a high degree of control and coordination of their bodies
show strong awareness of their body in space
combine movements fluently, precisely and accurately in a range of contexts and
activities.

Some pupils may have unusual abilities in specific aspects of the programme of
study or areas of activity, such as:
evaluating and improving performance through leadership
acquiring, developing and performing advanced skills and techniques
conceptual understanding, shown through the sophisticated selection and
application of advanced skills, tactics and compositional ideas for their age
particularly high levels of fitness for their age, in both specific and general areas
specific strengths in general areas, such as games activities or dance activities.

Some pupils perform at high levels in sport or dance in the community, for example
basketball, high jump, jazz dance or sailing. In some cases, these pupils'
performance may be too specific to be easily related to the national curriculum level
descriptions for PE.

Teachers should be aware that age and physical maturation can lead to better
performance at certain ages and stages, but they are not a characteristic of talent in
PE and sport.

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Checklist for identifying very able and gifted pupils in Drama

Pupils who are gifted / talented in Drama are likely to show some or all of the
following characteristics.

General:
They
respond to drama tasks easily
suggest original, imaginative and creative approaches to tasks set.
look for different and unusual ways of working
have a range of drama information - often intuitively - which they bring to the
work
be verbally fluent and perceptive with the work being created
take the lead in group work and be comfortable as director and actor
identify impact on the audience
find solutions to drama based problems
are adaptable and versatile
empathise and understand how characters develop instinctively
are usually ( but not always ) extroverts and happy to perform their work
are highly motivated and expressive
articulate ideas clearly and are happy to share these with others
show leadership / directorial qualities
show very good social skills and ability to work in groups
are able to command presence on the stage as an individual performer ( we are
drawn to them from an audience viewpoint)( see X factor)
have good physical and vocal skills

Creative flair/dramatic potential

Pupils / students in drama may:
use imaginative and coherent speech
have organisation skills and ideas that are exceptional for their age
show a physical understanding of role and character above the normal level for
their age
bring highly imaginative and creative ideas to any / all group work or class
exercise
bring a developed drama knowledge and a sense of impact on the audience,
exceptional for their age
bring creative ideas linked to set, use of colour, costume, lighting and sound
which shows exceptional knowledge and understanding
show awareness of the dramatic potential - is it serious/ comic or another style /
genre?
Have an ability to create and develop characters often through spontaneous
improvisation.

Stamina and perseverance

Pupils:
will use time given to produce work which is substantial and obviously the product
of dramatically creative thinking and well directed effort
will often take part in extra curricular performance / production work which
needs time, commitment and understanding

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 will listen and appreciate directorial views from teachers and peers, to bring work
to a high level
will undertake appropriate and advanced levels of work to show their
understanding of role / character / situation or play / devised group work
will have their own high standards of what the work should be like and will
undertake what is necessary to achieve it.

Communication skills
He or she:
has strong understanding of how to impact on the audience
can communicate this to a group / cast with developed reasoning to support
suggestions
can keep and involve an audience by the use of developed characterisation or
drama skills and techniques ( which may or may not have been previously taught)
takes on guiding / directorial organisation role in classwork to achieve the group
goal
shows high level of sensitivity to both work being developed and others in the
group
may either produce written ideas or verbal ideas which show highly developed
expression this can be physical / emotional or verbal
understands and uses a range of styles and is able to adapt and develop these
as needed
is able to appreciate and perform with an audience point of view in mind and is
highly aware of the impact the work will have on the audience
can use ICT where appropriate in new and innovative ways are able to look to
multi media / sensory work in theatre and appreciate this.

Ability to take on demanding tasks

Pupils are:
able and willing to research beyond task set , aiming to further develop
understanding and appreciation
able to appreciate unusual styles of theatre gaining awareness of what has been
seen and appreciated and able to select from material seen and inform own work
able to see the dramatic potential of the work and take this forward in imaginative
, innovative and creative ways with little direction from teacher or a very open
stimulus / tasks
able to produce work which is significantly different from work associated with
their peer group / age
able to make suggestions linked to the work in hand which demonstrate
innovative ideas even if the means to create these are unknown
will consider / give ideas for technical areas even where their expertise may be
limited.

Arguing and reasoning for performance

Pupils are good at:
creating and using reasoned arguments which can develop the work creatively
and imaginatively
looking for methods to clearly make the work original and different and being able
to see this through logically and within the rehearsal process.

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The X factor
It is also true to note that with drama there is often a something which is impossible
to define which separates those talented in drama to those who simply work very
hard and acquire the skills needed. These individuals are simply those to whom
drama is a life blood and to whom we are naturally drawn when they perform on
stage, they show / have the X factor !

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