Drama
PRINT THIS PAGECurriculum
Foundation Level A
Foundation Level B
Foundation Level C
Foundation Level D
Foundation
Levels 1 and 2
Levels 3 and 4
Levels 5 and 6
Levels 7 and 8
Levels 9 and 10
By the end of Foundation Level A, students experience and attend to arts works they encounter at school, home and in the community.
They participate in the co-creation of arts works and contribute to the sharing of arts works with others.
Dance
Students interact with the elements of dance to develop an understanding of movement.
Drama
Students interact with the elements of drama and expressive skills.
Media Arts
Students interact with media arts forms, language...
By the end of Foundation Level B, students engage with arts works they encounter at school, home and in the community.
They participate in the co-creation of arts works that explore ideas and they identify their contribution to the presentation of arts works to others.
Dance
Students engage with the elements of dance to develop personal movement.
Drama
Students engage with the elements of drama and expressive skills to develop characters, situations and/or settings.
Media Arts
By the end of Foundation Level C, students respond to arts works they encounter at school, home and in the community.
They create arts works and present these to others.
Dance
Students explore the elements of dance and production elements to develop dance works.
They use their bodies, objects and/or materials when responding to personal experiences to create dance works.
Drama
Students explore stories and the elements of drama, expressive skills and production areas to...
By the end of Foundation Level D, students respond to stories, observations and ideas about arts works they encounter at school, home and in the community.
They create, share and present arts works with others.
Dance
Students explore the elements of dance and production elements to develop dance works that represent ideas.
They use movement and elements of dance to communicate ideas in dance works.
Drama
Students explore the elements of drama, expressive skills and...
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...
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...
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.
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...