11–12Drama 11–12 Syllabus (2025)
The new Drama 11–12 Syllabus (2025) is to be implemented from 2027 and will replace the Drama Stage 6 Syllabus (2009).
2026
- Plan and prepare to teach the new syllabus
2027, Term 1
- Start teaching the new syllabus for Year 11
- Start implementing new Year 11 school-based assessment requirements
- Continue to teach the Drama Stage 6 Syllabus (2009) for Year 12
2027, Term 4
- Start teaching the new syllabus for Year 12
- Start implementing new Year 12 school-based assessment requirements
2028
- First HSC examination for the new syllabus
Content
Life Skills
Through collaborative curriculum planning, it may be decided that Life Skills outcomes and content are the most appropriate option for some students with intellectual disability.
Students explore how Loading use dramatic Loading , processes, and elements to communicate meaning. Using a dramatic practitioner as inspiration, they Loading an ensemble work. Students apply the practitioner’s Loading and Loading to Loading the meaning of their own ensemble work.
Engage with stories represented in a dramatic practitioner’s work
Explore connections between a dramatic practitioner’s work and their own experiences
Use Loading and role-play to explore ideas or experiences
Experiment with Loading or styles used in a dramatic practitioner’s work
Select a dramatic form or style for a performance informed by a dramatic practitioner’s work
Collaboratively Loading scenes to tell a story for a performance
Demonstrate safe interaction when collaborating with others
Demonstrate self-advocacy skills when collaborating with others
Engage with others’ ideas and contributions when developing a performance
Engage with a range of stimuli to generate ideas when developing a performance
Use role-play and improvisation to collaboratively develop Loading and characters for a performance
Collaboratively develop dialogue and narration for a performance
Loading to determine where tension and emotional impact should be highlighted in a performance
Make collaborative choices about set, costume, lighting, props, sound or technology for a performance
Apply Loading used by a dramatic practitioner
Safely interact with others during a performance
Participate in a performance for an audience
Collaborate onstage in a performance with an awareness of others
Participate in the staging or production of performance
Use elements of performance inspired by a dramatic practitioner’s work
Apply elements of performance such as Loading and Loading to engage an audience
Recognise storytelling as a form of expression
Recognise that personal experience can inform performance
Express personal preferences about a dramatic practitioner’s choice of form or style
Respond to Loading Loading by a dramatic practitioner
Communicate how a dramatic practitioner’s work shapes a personal understanding of the world
Reflect on the process of developing a performance to express an idea or emotion
Offer and respond to feedback when communicating about collaborative work
Communicate a personal response to participating in a performance
Identify opportunities and challenges when participating in a performance
Reflect on the relationship between performer and audience in performance