Drama is a Level 3 course requiring successful completion of Drama Level 2 or considerable experience in the performing arts
Learners study four compulsory units in Skills Development, Exploring and Devising, Presenting and Reflecting and Live Theatre Analysis. Both ensemble and solo work are external assessment requirements as well as a written exam. This course may lead to further study in Theatre Performance Level 3.
On successful completion of this course, learners will be able to:
Due to the significance placed on ensemble work a minimum of three (3) learners are required for a provider to offer this course. A group of at least three candidates is required for external assessment purposes.
Learners must attend at least three (3) different live theatre performances. These will be live, not recordings of video/filmed performances. At least two (2) of the three (3) live theatre performances will not be school/college productions.
Drama – Foundation Level 2 is a pathway course leading to study of Drama Level 3.
Drama Level 3 may be used as a pathway course leading to study of Theatre Performance Level 3.
The study of Drama Level 3 is relevant to learners who wish to pursue further study at tertiary level, in vocational educational training (VET) settings or to pursue industry or community related pathways.
This course has a complexity level of 3.
At Level 3, the learner is expected to acquire a combination of theoretical and/or technical and factual knowledge and skills and use judgement when varying procedures to deal with unusual or unexpected aspects that may arise. Some skills in organising self and others are expected. Level 3 is a standard suitable to prepare learners for further study at tertiary level. VET competencies at this level are often those characteristic of an AQF Certificate III.
This course has a size value of 15.
There are four (4) compulsory areas of study in this course:
Area 1 – Skills Development
Area 2 – Exploring and Devising
Area 3 – Presenting and Reflecting
Area 4 – Live Theatre Analysis
These areas may be delivered as discrete units or run concurrently throughout the year.
Area 1 – Skills Development
This area focuses on the development of core skills in voice, physical movement, improvisation and character development, group dynamics, memorisation, and incorporation of Drama terms and vocabulary, including:
Area 2 – Exploring and Devising
This area focuses on using drama skills, techniques and processes to explore, devise and communicate ideas in a drama form, including:
* ‘Style’ may be interpreted as how the theatre/drama is done (such as naturalism, realism, expressionism, absurdity, modernism, classical).
‘Genre’ may be interpreted as the kind or sort of theatre/drama (comedy, courtroom drama, tragedy, historical, satirical, docudrama).
Area 3 – Presenting and Reflecting
This area focuses on the presentation of polished drama works to an audience, and the ability to reflect and comment on personal drama experiences, involving and including:
* Stagecraft elements: spatial awareness of self and others in performance, listening to others in performance, use of eye contact, audience awareness, solving of unexpected problems in performance, management of personal prop, costume and set items.
Area 4 – Live Theatre Analysis
This area focuses observing, identifying, analysing and discussing the work of others, including:
Learners undertaking this course will participate in a range of practical drama experiences, both solo and in a group situation. Learners must perform from memory and all work will be presented on set deadlines.
Tasks will be based on text and learner-devised work will also be included. Learners are required to participate in a major public performance based either on a published text or a piece of learner-devised theatre, which is experimental in form, structure or theme. Learners are required to write about this production for both internal and external assessment purposes.
Learners will be required to undertake a role as part of an ensemble in the rehearsal and performance of a text based production for a public performance. A second performance experience will be for external assessment purposes.
Learners will record regular reflections about their learning over the course of the year. These reflections will provide an indication of the learner’s progress through the drama performance and skills development tasks.
Learners will attend a minimum of three live theatre performances and submit a written response on these performances, employing formal essay style.
Following the Skills Development work, learners will participate in a whole class production based on a genre or theatre practice from a published play script, published or devised Children’s Theatre script or Devised Documentary script, with a polished performance outcome to help build drama and group skills. Emphasis will be placed on the place of the play text and playwright in Theatre History, an exploration of social, political or cultural context as relevant and the influence of this information on the production elements.
Further work throughout the year on monologues, duologues, small scenes from play scripts and related text linked thematically by devised drama processes with culminating performance outcomes, will serve as skill development and preparation for the practical external assessment.
Throughout the year learners will attend live theatre productions, in addition to the viewing of the work of peers; to be followed by class discussions, forums, critique style reflections and essay writing skill development in order to complete a minimum of three live theatre reviews.
GENERAL WORK EXPECTATIONS
This course requires a class of learners to undertake and fulfil the role of a performer working as a member of a group, and individually. Individual learners must be aware that such roles involve expectations that they will:
In addition to any penalties a provider may choose to impose on an individual who fails to meet these expectations, learners must be aware that failure to meet these expectations will have adverse effects on their assessment outcomes. For example, a learner who has not memorised lines may be penalised for this in the assessment of Criterion 6. A learner who does not know and understand their blocking and other elements of stagecraft in an assessed performance may be penalised for this in the assessment of Criterion 3. A learner who arrives late, unprepared or who fails to appear may be penalised for this in the assessment of Criterion 4 as they have failed to support the group.
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.
The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.
A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.
Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.
Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.
TASC will supervise the external assessment of designated criteria which will be indicated by an asterisk (*). The ratings obtained from the external assessments will be used in addition to internal ratings from the provider to determine the final award.
The following processes will be facilitated by the Office of TASC to ensure there is:
Process
The Office of TASC gives course providers feedback about any systematic differences in the relationship of their internal and external assessments and, where appropriate, seeks further evidence through audit and requires corrective action in the future.
Additionally, the Office of TASC may select to undertake scheduled audits of this course and its work requirements (Provider standards 1, 2, 3 and 4).
The external assessment for this course will comprise:
Theoretical Assessment Overview
The examination will comprise two components:
Practical Assessment Overview
The Practical Assessment will comprise two components:
The group performance will be of a published play. It may be an extract.
The solo performance will be a memorised performance of an item. The item will be a published prose or poetry or monologue.
For further information see the current external assessment specifications and guidelines for this course available in the Supporting Documents below.
The assessment for Drama Level 3 will be based on the degree to which the learner can:
* = denotes criteria that are both internally and externally assessed
This criterion is both internally and externally assessed.
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| modifies and manipulates audibility of voice appropriate to space and dramatic work | adjusts audibility of voice appropriate to the space | uses voice that is audible and appropriate to the space |
| uses a full range of vocal techniques to communicate context and subtext | explores and adjusts pitch, pace and pause to create mood and meaning | uses pitch, pace and pause to support meaning |
| controls and adjusts diaphragmatic breathing for safe vocal delivery and creative vocal delivery | controls and adjusts breath for safe vocal delivery | controls breath for safe vocal delivery |
| uses vocal intonation to assist audience’s understanding of text and/or character intention and motivation | uses intonation to communicate author’s intention and/or character’s motivation | uses intonation to convey the meaning of the text |
| selects and uses voice flexibly to convey context, genre and style. | selects and uses voice appropriate to context, genre and style. | uses voice appropriate to context, genre and style. |
These standard elements refer to vocal skills such as:
This criterion is both internally and externally assessed.
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| presents fully developed characters with different physical and emotional characteristics | presents a range of credible characters | presents characters that are different from self |
| uses body, gesture and expression to convey character, subtext and inner emotion for duration of performance | uses body, gesture and expression to convey character and basic motivation | uses body, gesture and expression to convey character |
| sustains and develops a character for the full duration of drama work | sustains and adapts a character within drama work | sustains character within drama work |
| selects and uses characterisation to communicate context, genre and style. | uses characterisation to communicate context, genre and style of text. | uses elements of characterisation to communicate context, genre and style of text. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| uses and builds upon a range of improvisational skills in development of a range of characters | uses improvisation in development of a range of characters | uses improvisation to enhance character |
| seeks, responds to and incorporates relevant feedback about elements of drama* to improve and develop own dramatic works | responds to and incorporates relevant feedback about elements of drama* to improve own drama works | uses feedback about elements of drama* to develop own drama works |
| explores and refines ideas and intentions through characterisation and voice to communicate drama works | explores and communicates ideas through characterisation and voice | communicates ideas through characterisation and voice |
| selects, uses and manipulates technical production elements** to develop and enhance drama works | selects and uses technical production elements** appropriately to develop drama works | uses technical production elements** appropriately for drama works |
| selects and uses drama stagecraft skills*** with control and consistency as an integral part of the form, style and intention of drama works | uses drama stagecraft skills*** to communicate ideas and intentions of drama works | uses drama stagecraft skills*** to support the intention of drama works |
| selects, uses and manipulates drama elements* to develop, advance and enhance drama works. | selects and uses elements of drama* to create and develop drama works. | uses elements of drama* to create drama works. |
* Elements of Drama: focus, tension, timing, rhythm/movement, contrast, mood, space, language, sound, symbol, conflict, climax, improvisation, characterisation and role play.
** Technical Production Elements: lighting, sound and music, set, properties, costume, makeup and AV design.
*** Drama Stagecraft Skills: spatial awareness of self and others within the performing space, listening to others in performance, use of eye contact in performance, audience awareness, solving of unexpected problems in performance, management of personal prop, costume and set items.
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| facilitates group in planning, developing and presenting agreed drama works, analysing and selecting most appropriate dramatic options | co-ordinates planning, developing and presenting agreed drama works | uses self-management strategies in planning, developing and presenting drama works |
| adjusts own actions to serve and enhance group dramatic intent | appropriately adjusts own actions to serve group dramatic intent | adjusts own actions to serve group dramatic intent |
| works collaboratively with others, recognises individual strengths and weaknesses, and supports others in achieving agreed goals | works collaboratively with others, and supports group and individuals to achieve agreed goals | works collaboratively with others to achieve agreed goals |
| effectively employs a range of collaborative strategies to address issues affecting achievement of group goals | employs a range of collaborative strategies to address issues affecting achievement of group goals | employs some collaborative strategies to address issues affecting achievement of group goals |
| in an appropriate manner, gives group members constructive, insightful relevant feedback on, and suggestions about, their dramatic techniques and interpretations | in an appropriate manner, gives group members constructive, detailed and relevant feedback on their dramatic techniques and interpretations | in an appropriate manner, gives group members some relevant feedback on their dramatic techniques and interpretations |
| follows workplace safety requirements and procedures in a drama space. The learner correctly identities and appropriately reacts to potential hazards in a drama environment. | follows workplace safety requirements and procedures in a drama space. The learner correctly identities and appropriately reacts to potential hazards in a drama environment. | follows workplace safety requirements and procedures in a drama space. The learner correctly identities and appropriately reacts to potential hazards in a drama environment. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| selects, adapts and refines vocal drama skills appropriate to style, period, context and genre of dramatic works | selects and adapts vocal drama skills appropriate to style, period and genre of dramatic works | uses vocal skills appropriate to style, period and genre of dramatic works |
| uses and develops a range of appropriate theatrical conventions* in performance | uses theatrical conventions* appropriate to the style of performance | uses theatrical conventions* in performance as directed |
| selects, uses and refines physical movement skills, gesture and facial expression to convey context, genre and style of dramatic works | selects and uses physical movement skills and gesture appropriate to context, genre and style of dramatic works | uses physical movement skills appropriate to genre and style of dramatic works |
| selects, adapts and uses prop and costume items in context appropriate to the genre and style of dramatic works. | selects and uses prop and costume items in context appropriate to the genre and style of dramatic works. | uses prop and costume items in context appropriate to the genre and style of dramatic works. |
* Theatrical conventions: the specific actions, techniques or style an actor, writer or director employs to create a desired dramatic effect specific to the style, period and/or genre.
This criterion is both internally and externally assessed.
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| shares drama works in an engaged manner, demonstrating sustained focus and energy appropriate to character | shares drama works with sustained focus and energy appropriate to character | shares drama works with focus and energy appropriate to character |
| engages audience with sensitivity, while supporting group members within the intention of the performance | engages audience, while supporting for group members within the intention of the performance | engages the audience without drawing inappropriate focus |
| uses drama skills with control and commitment as an integral part of the form, style and intention of the performance | uses drama skills to support the form, style and intention of the performance | uses drama skills to present a polished performance |
| reacts using appropriate eye contact during performance | reacts while sustaining appropriate eye contact during performances | uses eye contact appropriately during performances |
| accurately delivers memorised dramatic works. | accurately delivers memorised dramatic works with minimal inaccuracy. | delivers memorised dramatic works with minimal inaccuracy and/or prompts. |
This criterion is both internally and externally assessed.
Rating 'A'
The learner reflects on and critically analyses own drama works. The learner:
Rating ‘B’
The learner reflects on and analyses own drama works. The learner:
Rating ‘C’
The learner reflects on own drama works. The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| accurately uses grammatical conventions, spelling and punctuation in written responses | accurately uses grammatical conventions, spelling and punctuation in written responses | uses grammatical conventions, spelling and punctuation to achieve clarity in written responses |
| critically selects relevant concepts and performance specific terminology to clarify and augment communication | selects and applies relevant concepts and dramatic terminology to appraise and develop ideas for own work | selects and applies concepts and some dramatic terminology when appraising own work |
| reflects in writing on a wide range of performance techniques and ideas to explain in detail, own dramatic work | reflects in writing on a range of performance techniques to develop ideas and own dramatic work | reflects in writing on performance techniques to develop and explain own dramatic work |
| evaluates own drama work within relevant reference to text, its context and its relationship to performance | appraises own drama work within detailed reference to text, its context and its relationship to performance | appraises own drama work within reference to text and its context |
| clearly identifies information, images, ideas and words of others used in the learner’s work | clearly identifies information, images, ideas and words of others used in the learner’s work | differentiates information, images, ideas and words of others from the learner’s own |
| clearly identifies sources of the information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are followed with a high degree of accuracy | clearly identifies sources of the information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are followed correctly | identifies the sources of information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are generally followed correctly |
| creates appropriate, well structured reference lists/bibliographies. | creates appropriate, structured reference lists/bibliographies. | creates appropriate reference lists/bibliographies. |
This criterion is both internally and externally assessed.
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| accurately uses grammatical conventions, spelling and punctuation in written responses | accurately uses grammatical conventions, spelling and punctuation in written responses | uses grammatical conventions, spelling and punctuation to achieve clarity in written responses |
| uses relevant concepts and theatrical terminology to clarify ideas and convey appropriate meaning when discussing drama works | uses relevant concepts and theatrical terminology to convey appropriate meaning when discussing drama works | uses some concepts and theatrical terminology when discussing drama works |
| evaluates the degree to which a wide range of production and performance techniques were successful, and provides detailed, informed justification for opinions | critically assesses the degree to which a range of production and performance techniques were successful, and provides justification for opinions | assesses the degree to which some production and performance techniques were successful, and provides justification for opinions |
| critically analyses drama as a performance art with reference to a wide range of appropriate dramatic elements*, and historical and cultural contexts | analyses drama as a performance art with reference to a range of appropriate dramatic elements*, and historical and cultural contexts | discusses drama as a performance art with reference to a limited range of dramatic elements*, and historical and cultural contexts |
| clearly identifies information, images, ideas and words of others used in the learner’s work | clearly identifies information, images, ideas and words of others used in the learner’s work | differentiates information, images, ideas and words of others from the learner’s own |
| clearly identifies sources of the information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are followed with a high degree of accuracy | clearly identifies sources of the information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are followed correctly | identifies the sources of information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are generally followed correctly |
| creates appropriate, well structured reference lists/bibliographies. | creates appropriate, structured reference lists/bibliographies. | creates appropriate reference lists/bibliographies. |
* Dramatic elements include: design and technical skill delivery in: lighting, sound and music, set, properties, costume, makeup and or AV; directorial shaping of performance; and effectiveness of acting performances. Learners will identify, understand and discuss the links between these dramatic elements.
Drama Level 3 (with the award of):
EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 13 ratings (8 from the internal assessment, 5 from the external assessment).
The minimum requirement for an award in Drama Level 3 are as follows:
EXCEPTIONAL ACHIEVEMENT (EA)
11 ‘A’ ratings, 2 ‘B’ ratings (4 ‘A’ ratings, 1 ‘B’ rating from external assessment)
HIGH ACHIEVEMENT (HA)
5 ‘A’ ratings, 5 ‘B’ ratings, 3 ‘C’ ratings (2 ‘A’ ratings, 2 ‘B’ ratings, 1 ‘C’ rating from external assessment)
COMMENDABLE ACHIEVEMENT (CA)
7 ‘B’ ratings, 5 ‘C’ ratings (2 ‘B’ ratings, 2 ‘C’ ratings from external assessment)
SATISFACTORY ACHIEVEMENT (SA)
11 ‘C’ ratings (4 ‘C’ ratings from external assessment)
PRELIMINARY ACHIEVEMENT (PA)
6 ‘C’ ratings
A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.
The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.
In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.
Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.
Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.
The accreditation period for this course is from 1 January 2020 to 31 December 2025.
During the accreditation period required amendments can be considered via established processes.
Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian senior secondary curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.
Version 1 – Accredited on 26 June 2019 for use from 1 January 2020 to 31 December 2022. This course replaces Drama (SDD315115) that expired on 31 December 2019.
Accreditation renewed on 22 June 2023 for the period 1 January 2025 until 31 December 2025 without amendment.
SDD315115 TASC Exam Paper 2018.pdf
(2018-11-22 12:28pm AEDT)
SDD315115 - Assessment Panel Report 2018.pdf
(2019-02-05 05:19pm AEDT)
SDD315115 - TASC Exam Paper 2019.pdf
(2020-07-21 03:19pm AEST)
SDD315115 Assessment Report 2019.pdf
(2020-02-07 10:42am AEDT)
Drama Practical Assessment Coverpage Proforma.docx
(2020-03-20 02:45pm AEDT)
SDD315120 Drama TASC Exam Paper 2020.pdf
(2020-11-11 06:54pm AEDT)
SDD315120 Assessment Report 2020.pdf
(2021-01-13 10:44am AEDT)
SDD315120 Drama TASC Exam Paper 2021.pdf
(2021-11-13 12:32pm AEDT)
2022 Consideration SDD315120 Drama.pdf
(2022-05-02 04:24pm AEST)
SDD315120 Assessment Report 2021.pdf
(2022-05-31 09:58am AEST)
SDD315120 Drama External Assessment Specifications.pdf
(2023-05-18 09:49am AEST)
SDD315120 Drama TASC Exam Paper 2022 .pdf
(2022-11-15 08:37am AEDT)
SDD315120 Assessment Report 2022.pdf
(2023-03-02 10:13am AEDT)
SDD315120 Drama TASC Exam Paper 2023.pdf
(2023-11-09 04:57pm AEDT)
SDD315120 Drama Assessment Report 2023.pdf
(2024-02-28 11:53am AEDT)
2024 Drama and Theatre Performance Practical Timetable NORTHWEST.pdf
(2024-08-12 11:24am AEST)
2024 Drama and Theatre Performance Practical Timetable SOUTH.pdf
(2024-08-12 11:25am AEST)
2024 Drama and Theatre Performance Practical Timetable NORTH.pdf
(2024-08-26 01:06pm AEST)
SDD315120 Drama TASC Exam Paper 2024.pdf
(2024-11-12 05:17pm AEDT)