DR5 Noughts & Crosses: text, characters and context personal learning checklist
Eduqas GCSE Drama C690QS · Components 3 · Specification 2.3 Section A
Use your actual centre-approved stimulus, practitioner or genre, contrasting play and qualifying live production. Practical work and extended writing need evidence and teacher judgement.
Name ____________________ Class __________ Date __________
Tick one box per statement. Red: need help. Amber: partly confident. Green: can do independently.
| I can | Red | Amber | Green |
|---|---|---|---|
| Text, world and context | |||
| Identify the specified adaptation and distinguish text from other versions. | |||
| Explain the fictional racial hierarchy and institutional discrimination. | |||
| Connect a researched social or historical parallel to the play with appropriate qualifications. | |||
| Distinguish published text from one production's interpretation. | |||
| Discuss harmful behaviour and sensitive material without endorsing stereotypes. | |||
| Relationships and dramatic functions | |||
| Analyse Sephy and Callum's changing objectives, agency and relationship. | |||
| Explain Kamal's public and private power using located text evidence. | |||
| Analyse Jasmine and Minerva's roles within the Hadley family. | |||
| Analyse Meggie, Ryan and Jude's family roles and changing responses. | |||
| Explain Lynny's dramatic function and the family's response with sensitivity. | |||
| Explain a smaller role's contribution to the extract and wider text. | |||
| Dramatic journey and turning points | |||
| Explain the opening relationship, household rupture and school integration. | |||
| Connect family loss, militant action, bombing and legal consequences without endorsing harm. | |||
| Distinguish Ryan's legal sequence from Callum's later fate. | |||
| Explain separation, passing time and missed communication. | |||
| Analyse kidnapping, coercion and divided allegiance with located evidence. | |||
| Explain pregnancy, public accounts, arrest and Kamal's proposed deal. | |||
| Interpret the ending's tragedy and qualified possibility of change. | |||
| Form, language and themes | |||
| Explain episodes, narration, direct address and time shifts in the play. | |||
| Explain tragic and social-critical features without treating other plays as identical. | |||
| Analyse language, dialogue and stage directions using accurate references. | |||
| Connect themes and recurring motifs to contrasting moments. | |||
Next revision priority: __________________________________________________