1. ‘My Future is already Written’
Y10 Monologues
Rehearsal and Development

2. What are my next stages of development? –
What questions should you be asking yourself?
Focus on the end goal – 2 minute performance of your
monologue
Am I considering how the audience should feel?
How have I made sure it is long enough?
How can I annotate my script to help it make sense to me?
What more do I need to find out about the subject? Where can I
find this information?

3. Assessment criteria
Area to be assessed Evidence Weighting
Creativity:
How have you responded
to the stimulus? How
does your idea link to the
theme?
• Students log book: The drama clearly links to the theme and
the students has considered a range of options when
selecting their subject matter
• Mind maps
• Role on the wall
25%
Development
What research have you
carried out? Have you
considered audience and
context? How? Is this
clear in the log book?
• Annotated scripts
• May be several versions of this showing how ideas have
developed through the project
• Engagement in class activities
25%
Performance Performance of the monologue lasting no more than 2 minutes 25%
Evaluation
The student is able to
relfect on their progress
500 word essay considering the process and how various
exercises helped you to develop a character. Use the tracking
sheet to help structure this.
Deadline for this is 1st lesson back in September.
25%

4. Grades calculated
Creativity 6/10
Development 4/10
Performance 8/10
Evaluation 7/10
Total 25/40 63%
A student achieves the score opposite
The achieve overall 63%
This equates to a
90-100% A*
80-90% A
70-80% B
60-70% C
50-60% D
These are used as a guideline only.
Grade boundaries can change each
year depending on the average marks
achieved by students across the UK.

5. Tracking your development – the basis of your 500
word essay
Activity How it helped me develop my monologue/how it helped
me develop my character
Mind maps How effective was this activity in helping me to develop ideas/my
character? What more did I need to know after completing the
task?
Role on the wall How did the task help me to consider the inner feelings and
thoughts of my character?
Hot seating How did listening and responding to peer questioning help me to
work in role and develop my character further? What was the
best question I asked/was asked?
Annotating the text How can annotating a text help me when performing? How have I
done this with my own text? Can I give an example? Why is this
important?
Seeing other examples of
text
How did the annotating tasks help me in structuring my own
work?
Other – mood boards etc. What other research did I do? What form did it take – audio,
visual, written material – to support my understanding of the
issue and contexts?

6. Evaluating the process
Mind Maps
Annotating scripts
Stimulus
Initial ideas
Role on the Wall
Hot Seating
Explorative Strategies
Collaboration with others
Performance
Further research