11–12Drama 11–12 Syllabus (2025)

The Drama 11–12 Syllabus aligns with the Drama Life Skills 11–12 Syllabus to provide opportunities for integrated delivery.

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.

The organisation of the Drama 11–12 Syllabus reflects the central and interrelated practices of making, performing and critically reflecting. In Year 11, students build their knowledge, understanding and skills in dramatic contexts, dramatic processes and dramatic elements through the focus areas Forms and styles, Improvising and devising, and Scripts in practice. In Year 12, students synthesise and apply their knowledge, understanding and skills within and across the focus areas Australian drama and theatre, Approaches to drama and theatre, and in their creation of an Individual project.

Figure 1 shows the organisation of Drama 11–12.

Image long description: Three boxes represent the Year 11 focus areas: Forms and styles; Improvising and devising; and Scripts in practice. These boxes are linked by a line that interweaves the 3 content groups: Making; Performing; and Critically reflecting. A second set of 3 boxes represent the Year 12 focus areas: Australian drama and theatre; Approaches to drama and theatre; and Individual project. These boxes are linked by a line that interweaves the 3 content groups: Making; Performing; and Critically reflecting.

NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.

It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.

Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.

Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.