Drama

By the end of Foundation, students describe experiences, observations and feelings about the drama they encounter at school, home and in the community, identifying what they enjoy and why. They develop an understanding of characters and situations. Students use play, imagination, experimentation and selected dramatic elements to create drama. They make and share drama.

By the end of Level 2, students identify where they experience drama. Students describe where, why and how people across cultures, communities and other contexts experience drama. Students use expressive and performance skills to create drama works. They use the elements of drama to improvise and create drama works. Students present their work to audiences in informal settings.

By the end of Level 4, students identify and describe how expressive skills, performance skills and elements of drama are used to create, perform and experience drama works. They recall how drama is created and presented across cultures, times, places and other contexts, including the work of Aboriginal and Torres Strait Islander Peoples. Students experiment with the elements of drama when devising drama or interpreting scripts. They use the elements of drama and expressive and performance skills to create drama work using a range of forms to communicate ideas and meanings. They present and/or perform their work...

By the end of Level 6, students explore how the elements of drama and drama terminology are used in creating and presenting drama works. They describe how drama is created and presented across different cultures and contexts to communicate ideas, perspectives and meaning. Students identify how drama is used to continue and revitalise cultures, including the work of Aboriginal and Torres Strait Islander Peoples. They document their ideas and understanding of how the elements of drama are used to create drama works using drama terminology. Students work collaboratively and individually to create drama using the elements of...

By the end of Level 8, students analyse how the elements of drama and conventions of different styles are manipulated to create drama works they make or experience. They describe ways in which elements of drama, expressive and performance skills, and design areas across cultures, times, places and other contexts communicate ideas, perspectives and meaning, including the works of Aboriginal and Torres Strait Islander Peoples. Students describe how and why respectful approaches are used in creating, performing and/or responding to drama works. Students select, apply and demonstrate an understanding of styles and forms when making drama and...

By the end of Level 10, students analyse and evaluate how the elements of drama, expressive and performance skills, and conventions of styles are manipulated in drama they create, present and experience. They evaluate how and why theatre-makers across contexts and cultures use drama to challenge ideas and make meaning. Students evaluate how drama and theatre is used to celebrate and challenge perspectives in relation to Australian identity, including through the drama of Aboriginal and Torres Strait Islander Peoples. They work individually and collaboratively to apply and manipulate the use of the elements of drama and theatre...