The curriculum is structured around four interdependent strands, each of which involves making and responding.
| Strand | Explore and Express Ideas | Drama Practices | Present and Perform | Respond and Interpret |
|---|---|---|---|---|
|
Focuses on imagining and creating characters, roles and situations. Students respond to stimuli such as observation, feelings, experience, texts/playscripts, research and drama they have viewed as sources of ideas. They engage in dramatic play, role play, process drama and improvisation to explore dramatic possibilities and ways of creating dramatic action to communicate ideas and meaning. |
Focuses on developing knowledge and understanding of skills, techniques and processes for creating and sustaining characters, roles and situations in devised and scripted drama. Students use the elements of drama, forms and conventions to shape and structure drama, refining their work in response to feedback. | Focuses on applying acting, direction, design elements and stagecraft in performance spaces, rehearsing, and refining performances to communicate ideas and meaning to an audience. Students use voice, movement, gesture, performance and expressive skills and techniques and technologies to communicate ideas and meaning to an audience. | Focuses on describing, reflecting, questioning, analysing and evaluating as drama makers, designers, performers and audience. Students interpret texts and explore how contexts inform drama from diverse cultures, times and locations and how drama connects with other art forms and disciplines. |
In Drama, students progress along a curriculum continuum that provides the first achievement standard at Foundation and then at Levels 2, 4, 6, 8 and 10.
A 'Towards Foundation Levels A to D' curriculum is provided for students with disabilities or additional learning needs in this curriculum area.
