11–12Drama Life Skills 11–12 Syllabus (2025)

Drama Life Skills 11–12 provides opportunities for students to engage with a range of dramatic works and participate in devising and creating works to develop an appreciation and enjoyment of the arts. Students develop skills in receptive and expressive communication, self-advocacy and self-expression as well as collaboration skills which they meaningfully apply in a range of everyday contexts.

Through the study of Drama Life Skills 11–12, students:

• engage with, devise, stage and perform dramatic works from a range of dramatic contexts
• develop their understanding and expression through safe, collaborative and creative dramatic processes
• use drama to express themselves and communicate ideas and emotions to an audience
• identify and use dramatic elements
• develop knowledge and skills to appreciate the arts and engage with drama events in the community
• develop skills to communicate and collaborate with others.

Drama Life Skills Year 11 and Year 12

The following focus areas can be studied throughout Year 11 (120 hours) and Year 12 (120 hours):

• Forms and styles
• Improvising and devising
• Scripts in practice
• Australian drama and theatre
• Approaches to drama and theatre
• Drama project.

For Drama Life Skills:

• Students are required to demonstrate achievement of one or more Drama Life Skills 11–12 outcomes.
• Outcomes and content should be selected to meet the particular needs of individual students.
• The focus areas provide possible frameworks for addressing the Drama Life Skills 11–12 outcomes and content and are suggestions only. Teachers have the flexibility to select, group and sequence outcomes and content to meet the needs, strengths, goals, interests and prior learning of their students.
• Focus areas may be taught discretely or through integrated programs of study.
• There is an opportunity throughout the course for students to engage with one or more dramatic works and/or practitioners, including dramatic works by Aboriginal and/or Torres Strait Islander Peoples. A dramatic practitioner refers to someone engaged in the practices of drama, such as an actor, playwright, director, designer, stage manager or deviser.
• The focus area Drama project provides opportunities for students to engage in an individual or collaborative drama project.
• Examples provided in the content are suggestions only. Teachers may use the examples provided or use other examples to meet the particular needs of individual students.

The study of dramatic works

The study of dramatic works in Drama Life Skills 11–12 Syllabus enhances students’ knowledge, understanding and skills, broadening their perspective and enriching their dramatic expression.

The study of dramatic works gives students experience of:

• a range of forms, styles and conventions specific to purpose and audience
• Aboriginal and Torres Strait Islander dramatic practitioners and works
• diverse artistic, cultural, social and personal contexts
• live and recorded productions.

Aboriginal and Torres Strait Islander Cultural and creative Practices in Drama

Across Year 11 and Year 12, students engage with drama from a broad range of conventions, forms and styles, including Aboriginal and Torres Strait Islander dramatic practitioners and works. This content supports students to engage with Aboriginal and Torres Strait Islander histories, Cultures and perspectives.

The study of works by Aboriginal and Torres Strait Islander Peoples should consider the following.

Cultural context and connection to Country or Place

• Students explore how dramatic works reflect relationships to Country or Place, kinship systems and Community values. These connections shape creative choices and guide how meaning is made through dramatic conventions, forms and styles.

Historical and political perspectives

• Students explore how dramatic works respond to historical experiences. They consider how works by Aboriginal and Torres Strait Islander Peoples reflect historical and social change and invite reflection on Cultural identity, resilience and continuity.

Representation, identity and voice

• Students explore how Aboriginal and Torres Strait Islander practitioners express identity and share perspectives through drama. They consider the importance of self-representation and how dramatic works challenge stereotypes and offer alternate viewpoints.

Creative and collaborative processes

• Students investigate how dramatic elements are used in ways that reflect Cultural Practices and collective Story telling. They consider the role of collaboration, consultation and Community involvement in the creation and performance of works.

Ethical and respectful engagement

• Students engage with Aboriginal and Torres Strait Islander works in ways that respect Cultural protocols and integrity. This includes understanding the importance of permissions, Cultural ownership, Indigenous Cultural and Intellectual Property (ICIP) and respectful representation when studying or performing these works.

Social and Cultural dialogue

• Students reflect on how Aboriginal and Torres Strait Islander drama contributes to broader social and Cultural conversations. They consider the role of performance in truth-telling and promoting understanding across communities.

Language and Story sharing

• Students explore the role of language in dramatic works, including Aboriginal and Torres Strait Islander Languages and their role in shaping voice, identity and meaning. They consider how language is used, reflecting on how meaning and Cultural authority are embedded in language.

Intercultural collaboration

• Students consider how Aboriginal and Torres Strait Islander practitioners collaborate with other practitioners. They consider how these works navigate issues of representation, authorship and Cultural safety.

Contemporary expressions and innovation

• Students explore how contemporary Aboriginal and Torres Strait Islander practitioners adapt traditional Practices into new forms, technologies and performance contexts.

Audience and reception

• Students reflect on how Aboriginal and Torres Strait Islander works are received by diverse audiences and how these impact meaning-making.

Documenting dramatic processes 

Documenting the development of creative and critical ideas in Drama Life Skills 11–12 supports students to develop, refine and shape dramatic works. Through documentation, students strengthen their aesthetic knowledge and understanding, supporting their growth as dramatic practitioners. Students can document the development of their ensemble performance and/or Drama project including:

• development of creative intent through research, planning, reflection, decisions and judgements
• development of ideas, concepts and directorial vision
• application of dramatic processes and elements in different dramatic contexts
• experimentation with dramatic form, style and meaning
• exploration of how dramatic meaning can be communicated for an audience
• refinement of creative decisions.

Students can document dramatic processes using written text, videos, images, graphic organisers, sounds or sensory stimulus.

Safety and risk management

Schools are required to ensure they follow Loading  in delivering the Drama Life Skills 11–12 Syllabus.