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
Year 11
Students explore how spontaneous, unscripted action is used to generate, shape and refine new ideas and possibilities for dramatic work. Experimenting with movement, voice and relationships, students build imaginative and embodied work in response to a range of stimulus and contexts. Through discussion and rehearsal, they devise cohesive moments and engaging dramatic action. Students develop their understanding of how creative and critical dramatic processes are used to shape intention and dramatic meaning as they evaluate and refine their choices.
Collaborate safely and respectfully using agreed protocols, roles and responsibilities
Collaboratively develop and refine directorial concept and creative intent for devised and scripted works
Apply collaborative and improvisational approaches to enhance ensemble focus, energy and cohesion
Use research, images, stories and ideas to shape dramatic meaning
Collaborate to refine directorial concept and creative intent for devised and scripted works
Experiment with dramatic elements to refine and shape the dramatic journey for audience engagement
Adapt conventions, forms and styles through the devising process to shape dramatic meaning
Create and shape dramatic forms, styles and elements for audience engagement
Generate and refine creative and critical ideas to shape the creative intent of an ensemble
Apply safe and inclusive processes and protocols to support performers, practitioners and audience members for the staging and live performance of dramatic works
Perform with cohesion, energy, focus and intent to support the dramatic journey and communicate meaning through dramatic contexts
Embody character, roles and ideas with intention in rehearsal and performance
Control appropriate performance skills to communicate characters, roles, relationships and dramatic meaning
Apply blocking, proxemics, transitions and stage space to refine and focus intentional dramatic action to shape meaning and audience engagement
Reflect on research and stimulus used to generate ideas, images and concepts in devised works, considering dramatic contexts and perspectives
Assess the application of dramatic elements in improvised and devised dramatic works
Assess the dramatic contexts and processes applied in the development, refinement, rehearsals and performance of the ensemble work
Evaluate group choices and moments in performance to consider their impact on audience engagement and meaning
Document the impact of the creative and collaborative processes used to shape creative intent
Discuss dramatic moments and creative choices and use individual and collaborative feedback to refine dramatic work
Use safe processes to share ideas and provide feedback as a maker, performer and audience member