In Level A students are exposed to drama to assist them to attend to and explore the world around them with as much independence as possible. They experience how drama can represent the world and...
In Level A students are exposed to drama to assist them to attend to and explore the world around them with as much independence as possible. They experience how drama can represent the world and represent ideas about the world. They experience dance and are encouraged to use gestures and body movements to react and respond to the world around them. They experience drama as audiences.
Students become aware of role and situation as they listen and respond as characters. They explore voice and movement to create role. They learn about focus and react to an element of a drama. They participate as an audience and experience various dramas.
As they experience drama, students are exposed to a range of cultures, times and locations. Students learn about safety in dramatic play and in interaction with other actors.
By the end of Level A, students participate in dramatic play. They react to aspects of drama they make, perform and view.
In Level B, students experience and respond to drama. They explore how drama can represent the world and make drama to represent elements of the world. They share their drama with peers and experience...
In Level B, students experience and respond to drama. They explore how drama can represent the world and make drama to represent elements of the world. They share their drama with peers and experience drama as audiences.
Students experience different roles and situations related to real life and everyday experiences. They explore voice and movement to create role. They experience drama as a performer and audience.
As they explore drama, students experience drama from a range of cultures, times and locations. Students learn about safety in dramatic play and personal space through their interaction with other actors.
By the end Level B, students make and share drama through dramatic play and improvisation.
Students communicate likes and dislikes in response to elements of drama they make, perform and view.
In Level C, students explore drama. They learn about how drama can represent the world and that they can make drama to represent their ideas about the world. They share their drama with peers and...
In Level C, students explore drama. They learn about how drama can represent the world and that they can make drama to represent their ideas about the world. They share their drama with peers and experience drama as audiences.
Students become aware of role and situation as they listen and respond as fictional characters. They explore sound and movement to create role. They learn about focus and identifying the main idea of the drama. As audiences they recognise that the purpose of drama is to share it with others.
As they experience drama, students draw on drama from a range of cultures, times and locations. Students learn about safety in dramatic play and in interaction with other actors.
By the end of Level C, students make and share simple drama that communicates an idea, feeling and/or experience.
Students communicate ideas about drama and reasons why people share drama by answering yes/no questions.
In Level D, students explore drama. They learn about how drama can represent the world and that they can make drama to represent their ideas about the world. They share their drama with peers and...
In Level D, students explore drama. They learn about how drama can represent the world and that they can make drama to represent their ideas about the world. They share their drama with peers and experience drama as audiences.
Students become aware of role and situation as they listen and respond as characters. They explore voice and movement to create role. They learn about focus and identifying the main character and location of the drama. As audiences they recognise that the purpose of drama is to share it with others.
As they experience drama, students draw on drama from a range of cultures, times and locations. Students learn about safety in dramatic play and in interaction with other actors.
By the end of Level D, students make and share drama that communicates major elements of stories or experiences.
Students provide a simple explanation about the characteristics of drama they make, perform and view.
In Foundation, students explore drama and learn about how they can make drama to communicate ideas and stories. They share their drama with peers and experience drama as audiences.
Students are introduced...
In Foundation, students explore drama and learn about how they can make drama to communicate ideas and stories. They share their drama with peers and experience drama as audiences.
Students are introduced to processes that assist them to make drama about real and imagined situations. They learn that drama involves pretending that what is happening in the drama is real.
Drama in the local community is the focus for learning. Students talk about their observations of drama they see in their community, on television and film and online.
Students learn about safety in dramatic play and in interaction with others.
By the end of Foundation, students make and perform drama that communicates ideas and stories.
Students discuss characters and situations in drama they make, perform and view.
In Levels 1 and 2, students continue their exploration and learning about how ideas and stories can be imagined and communicated through drama. They improvise and create roles, characters and situations...
In Levels 1 and 2, students continue their exploration and learning about how ideas and stories can be imagined and communicated through drama. They improvise and create roles, characters and situations and learn about focus and identifying the main idea of the drama. They share their drama with peers and experience drama as audiences.
Drama in the local community is the focus for learning. Students also draw on drama from other cultures, times and locations. As they make and respond to drama, students explore meaning and interpretation, forms and elements and social and cultural contexts of drama. They make simple evaluations of drama expressing what they enjoy and why.
Students learn about safety in dramatic play and in interaction with other actors.
By the end of Level 2, students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.
Students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama.
In Levels 3 and 4, students learn by making and responding to drama, independently and collaboratively, with their peers and teachers.
Through activities that focus on sharing and communicating,...
In Levels 3 and 4, students learn by making and responding to drama, independently and collaboratively, with their peers and teachers.
Through activities that focus on sharing and communicating, students extend their understanding of role and situation as they offer, accept and extend their ideas in improvisation and process drama. Through dramatic play, role-play, character development, movement and mime activities they learn about focus, tension, space and time in their own and others’ drama. They use elements of drama, story structures and language to shape ideas through dramatic action and present their drama to audiences.
Students learn about drama from a range of cultures, times and locations, both in their local community and in other locations. As they make and respond to drama, students explore social and cultural contexts of drama and make personal evaluations of their own and others’ drama.
Students maintain safety in dramatic play and in interaction with other actors. Their understanding of the role of the artist and of the audience builds upon their experience from the previous band.
By the end of Level 4, students use relationships, tension, time and place and narrative structure when improvising and performing devised and scripted drama. They use performance skills to communicate ideas and create a sense of time and place in their drama.
Students describe and discuss similarities and differences between drama they make, perform and view. They discuss how they and others organise the elements of drama to shape drama and communicate ideas to an audience.
In Levels 5 and 6, students continue to make, perform view devised and scripted drama, independently and collaboratively with their peers, teachers and communities.
Students develop character through...
In Levels 5 and 6, students continue to make, perform view devised and scripted drama, independently and collaboratively with their peers, teachers and communities.
Students develop character through voice and movement and extend their understanding and use of situation, focus, tension, space and time. They explore language and ideas to create dramatic action and consider mood and atmosphere in performance. They use conventions of story and other devices such as dramatic symbol to communicate meaning and shape and sustain drama for audiences.
Students continue their learning about drama from a range of cultures, times and locations, both in their community and in other locations. As they make and respond to drama, students explore social and cultural contexts of drama considering how different types of drama develop narrative, drive dramatic tension and use performance styles and symbolism to communicate ideas
Students maintain safety in dramatic play and in interaction with other actors. Their understanding of the roles of artists and audiences builds upon previous bands as students engage with more diverse performances.
By the end of Level 6, students use the elements of drama to shape character, voice and movement in improvisation, play-building and performances of devised and scripted drama for audiences.
Students explain how dramatic action and meaning is communicated in drama they make, perform and view. They explain how drama from different cultures, times and places influences their own drama making.
In Levels 7 and 8, students make and respond to drama independently, and with their peers, teachers and communities.
Students build on their understanding of role, character and relationships....
In Levels 7 and 8, students make and respond to drama independently, and with their peers, teachers and communities.
Students build on their understanding of role, character and relationships. They use voice and movement to sustain character and situation. They use focus, tension, space and time to enhance drama. They incorporate language and ideas and use devices such as dramatic symbol to create dramatic action and extend mood and atmosphere in performance. They shape drama for audiences using narrative and non-narrative dramatic forms and production elements.
Students engage with more diverse performances exploring and drawing on drama from a range of cultures, times and locations They identify similarities and differences and begin to learn about ways that traditional and contemporary styles of drama evolve and are sustained.
As they make and respond to drama, students explore ways meaning is created in drama and consider social, cultural and historical influences of drama. They evaluate directors’ intentions, expressive skills used by actors and actor-audience relationships in drama they view and perform.
By the end of Level 8, students devise, interpret and perform drama. They manipulate the elements of drama, narrative and structure to control and communicate meaning. They apply different performance styles and conventions to convey status, relationships and intentions. They use performance skills, stagecraft and design elements to shape and focus relationships with an audience.
Students identify and analyse how the elements of drama are used, combined and manipulated in different styles, and apply this knowledge in drama they make and perform. They evaluate how they and drama practitioners from different cultures, times and locations communicate meaning and intent through drama.
In Levels 9 and 10, students develop more sophisticated approaches to making and responding to drama independently, in small groups, and with their teachers and communities. They continue to explore...
In Levels 9 and 10, students develop more sophisticated approaches to making and responding to drama independently, in small groups, and with their teachers and communities. They continue to explore drama as an art form through improvisation, scripted drama, rehearsal and performance.
Students refine and extend their understanding and use of role, character, relationships and situation. They extend the use of voice and movement to sustain belief in character. They maintain focus and manipulate space and time, language, ideas and dramatic action. They experiment with mood and atmosphere, use devices such as contrast, juxtaposition and dramatic symbol and modify production elements to suit different audiences.
Students continue to engage with diverse performance styles and ways of presenting drama. They explore and drama from a range of cultures, times and locations as sources of ideas for their practice.
As they make and respond to drama, students explore meaning and interpretation, forms and elements and how drama can influence and challenge. They evaluate actors’ success in expressing the directors’ intentions and the use of expressive skills in drama they view and perform and identify characteristics of performance and theatrical styles.
Students maintain safety in drama and in interaction with other actors and extend their exploration of ways that they and others nurture, develop and sustain drama practice.
By the end of Level 10, students develop and sustain different roles and characters to realise dramatic intentions and engage audiences. They perform devised and scripted drama in different forms, styles and performance spaces. They plan, direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and structure in directing and acting and apply stagecraft. They use performance and expressive skills to convey dramatic action and meaning.
Students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use experiences of drama practices from different cultures, places and times to evaluate drama.
