Grade 10 Theatre and Film Scheme of Work

Wk.	Lsn	Strand	Sub-strand	Lesson Learning Outcomes	Learning Experiences	Key Inquiry Question(s)	Learning Resources	Assessment Methods	Reflection
1	1	Theatre and Film Foundations	Introduction to Theatre and Film: meaning, elements, forms and roles in performance and screen production.	By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Theatre and Film Foundations.	Learners compare theatre and film forms, identify production roles and discuss how performance communicates ideas in society.	How can you apply Theatre and Film learning from Theatre and Film Foundations in real-life contexts?	Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.	Assess concept map, oral responses, production-role chart and reflection.	Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Introduction to Theatre and Film: meaning, elements, forms and roles in performance and screen production. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
2	1	Theatre and Film Foundations	Safety, ethics and audience awareness in theatre and film activities.	By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Theatre and Film Foundations.	Learners develop class safety routines, consent practices, respectful critique rules and audience etiquette for rehearsals and filming.	How can you apply Theatre and Film learning from Theatre and Film Foundations in real-life contexts?	Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.	Use safety checklist, participation observation and values journal.	Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Safety, ethics and audience awareness in theatre and film activities. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
3	1	Performance Skills	Voice and speech: breathing, projection, articulation, pace and expression.	By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Performance Skills.	Learners practise vocal warm-ups, tongue twisters, choral speaking and short scripted delivery for clarity and expression.	How can you apply Theatre and Film learning from Performance Skills in real-life contexts?	Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.	Assess voice rubric, peer feedback and teacher observation.	Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Voice and speech: breathing, projection, articulation, pace and expression. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
4	1	Performance Skills	Movement and body language: posture, gesture, facial expression, space and stage presence.	By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Performance Skills.	Learners explore movement exercises, tableaux and mime to communicate character, mood and action.	How can you apply Theatre and Film learning from Performance Skills in real-life contexts?	Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.	Use movement checklist, performance task and reflection.	Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Movement and body language: posture, gesture, facial expression, space and stage presence. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
5	1	Acting and Characterisation	Character development: objectives, motivation, relationships and believable behaviour.	By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Acting and Characterisation.	Learners analyse characters from short scenes and improvise choices that reveal motivation and relationships.	How can you apply Theatre and Film learning from Acting and Characterisation in real-life contexts?	Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.	Assess character profile, improvisation rubric and oral explanation.	Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Character development: objectives, motivation, relationships and believable behaviour. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
6	1	Acting and Characterisation	Improvisation: accepting offers, focus, spontaneity, listening and ensemble work.	By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Acting and Characterisation.	Learners perform guided improvisations and reflect on collaboration, focus and creative risk-taking.	How can you apply Theatre and Film learning from Acting and Characterisation in real-life contexts?	Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.	Use improvisation rubric, peer critique and learner journal.	Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Improvisation: accepting offers, focus, spontaneity, listening and ensemble work. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
7	1	Script and Story	Story structure: plot, conflict, setting, theme and dialogue.	By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Script and Story.	Learners analyse short scripts or film scenes and map story elements using locally relevant examples.	How can you apply Theatre and Film learning from Script and Story in real-life contexts?	Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.	Assess story map, discussion notes and exit ticket.	Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Story structure: plot, conflict, setting, theme and dialogue. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
8	1	Script and Story	Writing short scenes: dialogue, action, stage directions and screen directions.	By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Script and Story.	Learners write and revise a short scene for stage or screen with clear conflict and character intention.	How can you apply Theatre and Film learning from Script and Story in real-life contexts?	Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.	Use script rubric, peer review and corrected draft.	Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Writing short scenes: dialogue, action, stage directions and screen directions. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
9	1	Design and Production	Design elements: costume, props, make-up, set, sound and lighting.	By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Design and Production.	Learners create simple design plans using available materials and explain how design supports meaning.	How can you apply Theatre and Film learning from Design and Production in real-life contexts?	Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.	Assess design sketches, resource list and presentation.	Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Design elements: costume, props, make-up, set, sound and lighting. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
10	1	Design and Production	Basic film language: shots, angles, framing, camera movement and continuity.	By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Design and Production.	Learners storyboard a short sequence and practise capturing shots using available recording devices or simulations.	How can you apply Theatre and Film learning from Design and Production in real-life contexts?	Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.	Use storyboard checklist, shot-list task and teacher observation.	Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Basic film language: shots, angles, framing, camera movement and continuity. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
11	1	Theatre and Film Project	Term 1 project planning: short performance or film scene.	By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Theatre and Film Project.	Learners plan roles, script, design, rehearsal schedule, filming needs and assessment criteria for a short production.	How can you apply Theatre and Film learning from Theatre and Film Project in real-life contexts?	Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.	Assess project plan, role allocation, feasibility and safety notes.	Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Term 1 project planning: short performance or film scene. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
12	1	Theatre and Film Project	Term 1 project rehearsal, recording or performance.	By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Theatre and Film Project.	Learners rehearse, perform or record the planned short scene while documenting process and feedback.	How can you apply Theatre and Film learning from Theatre and Film Project in real-life contexts?	Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.	Use performance or production rubric, portfolio evidence and peer feedback.	Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Term 1 project rehearsal, recording or performance. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
13	1	Theatre and Film Foundations	End-term review, assessment and transition to directing and production management.	By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Theatre and Film Foundations.	Learners revise Term 1 work, complete assessment, organise portfolios and identify areas for improvement.	How can you apply Theatre and Film learning from Theatre and Film Foundations in real-life contexts?	Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.	File marks, records of work, teacher reflection and readiness notes.	Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on End-term review, assessment and transition to directing and production management. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Wk.

Lsn

Strand

Sub-strand

Lesson Learning Outcomes

Learning Experiences

Key Inquiry Question(s)

Learning Resources

Assessment Methods

Reflection

Theatre and Film Foundations

Introduction to Theatre and Film: meaning, elements, forms and roles in performance and screen production.

By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Theatre and Film Foundations.

Learners compare theatre and film forms, identify production roles and discuss how performance communicates ideas in society.

How can you apply Theatre and Film learning from Theatre and Film Foundations in real-life contexts?

Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.

Assess concept map, oral responses, production-role chart and reflection.

Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Introduction to Theatre and Film: meaning, elements, forms and roles in performance and screen production. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Theatre and Film Foundations

Safety, ethics and audience awareness in theatre and film activities.

By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Theatre and Film Foundations.

Learners develop class safety routines, consent practices, respectful critique rules and audience etiquette for rehearsals and filming.

How can you apply Theatre and Film learning from Theatre and Film Foundations in real-life contexts?

Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.

Use safety checklist, participation observation and values journal.

Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Safety, ethics and audience awareness in theatre and film activities. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Performance Skills

Voice and speech: breathing, projection, articulation, pace and expression.

By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Performance Skills.

Learners practise vocal warm-ups, tongue twisters, choral speaking and short scripted delivery for clarity and expression.

How can you apply Theatre and Film learning from Performance Skills in real-life contexts?

Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.

Assess voice rubric, peer feedback and teacher observation.

Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Voice and speech: breathing, projection, articulation, pace and expression. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Performance Skills

Movement and body language: posture, gesture, facial expression, space and stage presence.

By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Performance Skills.

Learners explore movement exercises, tableaux and mime to communicate character, mood and action.

How can you apply Theatre and Film learning from Performance Skills in real-life contexts?

Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.

Use movement checklist, performance task and reflection.

Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Movement and body language: posture, gesture, facial expression, space and stage presence. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Acting and Characterisation

Character development: objectives, motivation, relationships and believable behaviour.

By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Acting and Characterisation.

Learners analyse characters from short scenes and improvise choices that reveal motivation and relationships.

How can you apply Theatre and Film learning from Acting and Characterisation in real-life contexts?

Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.

Assess character profile, improvisation rubric and oral explanation.

Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Character development: objectives, motivation, relationships and believable behaviour. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Acting and Characterisation

Improvisation: accepting offers, focus, spontaneity, listening and ensemble work.

By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Acting and Characterisation.

Learners perform guided improvisations and reflect on collaboration, focus and creative risk-taking.

How can you apply Theatre and Film learning from Acting and Characterisation in real-life contexts?

Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.

Use improvisation rubric, peer critique and learner journal.

Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Improvisation: accepting offers, focus, spontaneity, listening and ensemble work. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Script and Story

Story structure: plot, conflict, setting, theme and dialogue.

By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Script and Story.

Learners analyse short scripts or film scenes and map story elements using locally relevant examples.

How can you apply Theatre and Film learning from Script and Story in real-life contexts?

Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.

Assess story map, discussion notes and exit ticket.

Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Story structure: plot, conflict, setting, theme and dialogue. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Script and Story

Writing short scenes: dialogue, action, stage directions and screen directions.

By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Script and Story.

Learners write and revise a short scene for stage or screen with clear conflict and character intention.

How can you apply Theatre and Film learning from Script and Story in real-life contexts?

Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.

Use script rubric, peer review and corrected draft.

Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Writing short scenes: dialogue, action, stage directions and screen directions. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Design and Production

Design elements: costume, props, make-up, set, sound and lighting.

By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Design and Production.

Learners create simple design plans using available materials and explain how design supports meaning.

How can you apply Theatre and Film learning from Design and Production in real-life contexts?

Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.

Assess design sketches, resource list and presentation.

Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Design elements: costume, props, make-up, set, sound and lighting. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Design and Production

Basic film language: shots, angles, framing, camera movement and continuity.

By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Design and Production.

Learners storyboard a short sequence and practise capturing shots using available recording devices or simulations.

How can you apply Theatre and Film learning from Design and Production in real-life contexts?

Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.

Use storyboard checklist, shot-list task and teacher observation.

Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Basic film language: shots, angles, framing, camera movement and continuity. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Theatre and Film Project

Term 1 project planning: short performance or film scene.

By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Theatre and Film Project.

Learners plan roles, script, design, rehearsal schedule, filming needs and assessment criteria for a short production.

How can you apply Theatre and Film learning from Theatre and Film Project in real-life contexts?

Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.

Assess project plan, role allocation, feasibility and safety notes.

Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Term 1 project planning: short performance or film scene. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Theatre and Film Project

Term 1 project rehearsal, recording or performance.

By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Theatre and Film Project.

Learners rehearse, perform or record the planned short scene while documenting process and feedback.

How can you apply Theatre and Film learning from Theatre and Film Project in real-life contexts?

Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.

Use performance or production rubric, portfolio evidence and peer feedback.

Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Term 1 project rehearsal, recording or performance. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Theatre and Film Foundations

End-term review, assessment and transition to directing and production management.

By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Theatre and Film Foundations.

Learners revise Term 1 work, complete assessment, organise portfolios and identify areas for improvement.

How can you apply Theatre and Film learning from Theatre and Film Foundations in real-life contexts?

Official KICD Grade 10 Senior School curriculum design, approved course materials, locally available resources, digital resources, charts, models, tools, and learner portfolios.

File marks, records of work, teacher reflection and readiness notes.

Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on End-term review, assessment and transition to directing and production management. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

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Week 1 , Lesson 1

Strand: Theatre and Film Foundations
Sub-strand: Introduction to Theatre and Film: meaning, elements, forms and roles in performance and screen production.
Learning Outcome: By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Theatre and Film Foundations.
Reflection: Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Introduction to Theatre and Film: meaning, elements, forms and roles in performance and screen production. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Week 2 , Lesson 1

Strand: Theatre and Film Foundations
Sub-strand: Safety, ethics and audience awareness in theatre and film activities.
Learning Outcome: By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Theatre and Film Foundations.
Reflection: Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Safety, ethics and audience awareness in theatre and film activities. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Week 3 , Lesson 1

Strand: Performance Skills
Sub-strand: Voice and speech: breathing, projection, articulation, pace and expression.
Learning Outcome: By the end of the lesson, the learner should be able to demonstrate Grade 10 Theatre and Film understanding, skills, values, and reflection related to Performance Skills.
Reflection: Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Voice and speech: breathing, projection, articulation, pace and expression. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.