Drama Subject Outline (for Teaching in 2013)

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Drama

2013 Subject Outline

Stage 1 and Stage 2

Published by the SACE Board of South Australia,60 Greenhill Road, Wayville, South Australia 5034

Copyright SACE Board of South Australia 2010

First published 2010

Reissued for 2011 (published online October 2010,printed January 2011), 2012, 2013

ISBN 978 1 74102 661 0 (online Microsoft Word version)ref: A207763


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This subject outline is accredited for teaching at Stage 1 from 2010 and at Stage 2 from 2011

CONTENTS

Introduction......................................................................................................................... 1

Purposes of the SACE.................................................................................................1

Subject Description......................................................................................................1

Capabilities...................................................................................................................2

Literacy in Drama.........................................................................................................4

Numeracy in Drama.....................................................................................................4

Aboriginal and Torres Strait Islander Knowledge, Cultures, and Perspectives.............5

Stage 1 Drama

Learning Scope and Requirements....................................................................................8

Learning Requirements................................................................................................8Content.........................................................................................................................8

Assessment Scope and Requirements.............................................................................10

Evidence of Learning..................................................................................................10

Assessment Design Criteria.......................................................................................10

School Assessment....................................................................................................11

Performance Standards.............................................................................................14

Assessment Integrity.................................................................................................. 17

Support Materials.............................................................................................................18

Subject-specific Advice..............................................................................................18Advice on Ethical Study and Research......................................................................18

Stage 2 Drama

Learning Scope and Requirements..................................................................................20

Learning Requirements..............................................................................................20

Content.......................................................................................................................20

Assessment Scope and Requirements.............................................................................24

Evidence of Learning..................................................................................................24

Assessment Design Criteria.......................................................................................25

School Assessment....................................................................................................26

External Assessment..................................................................................................28

Performance Standards.............................................................................................30

Assessment Integrity.................................................................................................. 34

Support Materials.............................................................................................................35

Subject-specific Advice..............................................................................................35

Advice on Ethical Study and Research......................................................................35


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INTRODUCTION

PURPOSES OF THE SACE

The South Australian Certificate of Education (SACE) is designed to enable students to:

develop the capabilities to live, learn, work, and participate successfully in a changing

world plan and engage in a range of challenging, achievable, and manageable learning

experiences, taking into account their goals and abilities

build their knowledge, skills, and understanding in a variety of contexts, for example,schools, workplaces, and training and community organisations

gain credit for their learning achievements against performance standards.

SUBJECT DESCRIPTION

Drama may be undertaken as a 10-credit subject or a 20-credit subject at Stage 1, and asa 10-credit subject or a 20-credit subject at Stage 2.

Telling stories and representing our humanity to each other are basic human activities.They are the essence of drama. Students learn by participating in creative problem-solving; generating, analysing, and evaluating ideas; developing personal interpretationsof texts; learning to set goals and working collaboratively to achieve them; rehearsing,workshopping, and improvising solutions; as well as presenting their product orperformance.

Students have the opportunity to develop their curiosity and imagination, creativity,individuality, personal identity, self-esteem, and confidence. They also have opportunitiesto improve their skills in experimentation, communication, self-discipline, collaboration,teamwork, and leadership. Students learn to acknowledge and respect diversity anddifferent perspectives on the world.

Drama is a dynamic, collaborative process, stemming from experimentation, that involves

intuition and analysis. Students analyse texts and other materials, performances, andtheir own learning. Drama enables students to acquire the skills and understanding togenerate creative and imaginative solutions to the challenge of staging theatrical works.Drama values the exploration of all forms of learning, integrating the creative with thephysical and the intellectual. As students experience diverse perspectives and challengetheir own imaginations, they have the opportunity to develop confidence in the validity oftheir own ideas.

Drama involves working collaboratively to manipulate words and images to createmeaning that is shared with an audience. The exploration of drama through participating,viewing, and critiquing is an important part of the process of achieving an artistic andsocially and culturally relevant production. It provides the context through which studentsmay gain insights into the world in which they live, while reflecting on their own lives.

Drama 2013 Subject Outline Stage 1 and Stage 2 1


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Drama is used to express shared beliefs, record experiences, present concepts, andexplore opinions and feelings. It encompasses historical, cultural, and communitydiversity, while informing and nourishing empathy and humanity.

The study of Drama allows students the opportunity to explore a range of world theatretraditions, including contemporary and Indigenous Australian theatre, as well as theatricalwork from diverse cultural and community groups. It allows students to examine drama inthe social, political, cultural, and economic life of local and global communities, in the pastand present, and to consider its possible role in the future.

CAPABILITIES

The aim of the SACE is to develop well-rounded, capable young people who can makethe most of their potential. The capabilities include the knowledge and skills essential forpeople to act in effective and successful ways.

The five capabilities that have been identified are:

communication

citizenship

personal development

work

learning.

The capabilities enable students to make connections in their learning within and acrosssubjects in a wide range of contexts.

In Drama the main emphasis is on developing the capabilities for communication,citizenship, personal development, and learning, which are reflected in the learningrequirements, the content, the assessment requirements, and the performance

standards.

Communication

In this subject students develop their capability for communication by, for example:

using appropriate forms of communication, such as written, visual, oral, and

technology-based, in the process of analysing, creating, researching, making,evaluating, responding to, and appraising dramatic works

extending skills in communication with a variety of audiences (peers, teacher, and thepublic), through a variety of forms and methods

extending dramatic vocabulary particular to a range of specialised dramatic roles in

order to express and communicate ideas

exploring texts that display a range of stylistic, cultural, and formal conventions

building skills in creating and presenting dramatic products through which they

communicate their own and other peoples ideas, thoughts, opinions, and feelings.

Citizenship

In this subject students develop their capability for citizenship by, for example:

understanding the role that drama plays in representing and shaping personal, social,political, and cultural identities

nurturing their ability to empathise with others as they explore a variety of storiesthrough dramatic texts and workshops



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exploring world theatre traditions and extending global awareness and theirappreciation of cultural diversity

understanding contemporary issues and ideas by exploring contemporary dramatic

forms exploring artistic, social, environmental, political, and economic issues, and interpreting

these through drama

recognising and respecting Indigenous histories and cultures through dramatic worksand forms

building their awareness of cultural identity by exploring ideas, thoughts, feelings,values, and beliefs in dramatic works.

Personal Development

In this subject students develop their capability for personal development by, for example:

building self-confidence through learning to trust their intuition, using creative impulses,

taking risks, having confidence in their decisions, and achieving success throughparticipation and expression

building skills and strategies to increase resolve and resilience and to accomplishpersonal goals

exploring a variety of learning styles, for example

emotional, musical/rhythmic, bodily/kinaesthetic, verbal/linguistic, spatial, visual,intrapersonal, and interpersonal intelligence

integrating different forms of creative expression, including speech and movement

intellectual analysis and thinking, and critical and intuitive responses

expressing their personal voice by exploring dramatic works and experiences and

communicating those responses, observations, and opinions to others

evaluating and reflecting on their own participation in the development of dramaticworks.

Work

In this subject students develop their capability for work by, for example:

building skills and abilities (e.g. thinking laterally and divergently, solving interpersonalproblems, being flexible and open to ideas, and establishing and working to deadlines)as they relate to employability in the performing arts sector and elsewhere

working individually and collaboratively through the creative process to find solutions toproblems

extending skills and insights into the nature and patterns of working understanding ethical, moral, and legal issues related to the performing arts

appreciating the contribution that dramatic artists make to local, national, and globalindustries.

Learning

In this subject students develop their capability for learning by, for example:

experiencing a range of dramatic texts, styles, or interpretations arising from specificcultural, political, historical, or social contexts

working through the phases of the creative process, including conceptualisation,exploration, experimentation, refinement, creation, evaluation, and resolution

responding to a variety of audiences through different methods of expression



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responding creatively to the ideas, themes, feelings, values, beliefs, and opinions ofdramatic practitioners in the present and in the past

developing skills and abilities associated with the use of both traditional and

contemporary performing arts practices, techniques, and technologies exploring concepts, styles, forms, and genres in the performing arts sector

building lifelong learning skills and nurturing an enjoyment of drama.

LITERACY IN DRAMA

In Drama, students have opportunities to develop skills in literacy by:

explaining and justifying their ideas and approaches as they experiment, plan, analyse,and make aesthetic decisions about their dramatic practice

using appropriate and effective language and correct terminology when involved in arange of dramatic activities

using appropriate language conventions of grammar, spelling, and punctuation interpreting specific instructions in relation to a particular dramatic activity or context

presenting ideas, thoughts, opinions, and feelings in a variety of forms

using information and communication technologies to research, conceptualise, explore,experiment with, refine, create, and evaluate a range of dramatic works

communicating ideas, opinions, feelings, and thoughts expressed through the dramaticarts, and gained through the appraisal of dramatic works.

NUMERACY IN DRAMA

In Drama, students have opportunities to develop skills in numeracy by:

using measurements to quantify, explore, conceptualise, and analyse the physical

world through a dramatic context

using spatial sense and geometric reasoning to visualise, represent, and make sense ofdramatic works and texts

applying quantitative concepts to estimate quantities of materials required for specifictasks and projects

using digital technology in the timing, sequencing, and staging of performing artsproducts

using systems of graphical representation, such as timelines, plans, technical drawings,graphical illustrations, charts, maps, and diagrams, to communicate ideas

estimating costs, recording expenditure, and keeping budgets

gathering and analysing data on audiences, such as demographics and attendancetrends.

ABORIGINAL AND TORRES STRAIT ISLANDER KNOWLEDGE,CULTURES, AND PERSPECTIVES

In partnership with Aboriginal and Torres Strait Islander communities, and schools andschool sectors, the SACE Board of South Australia supports the development of high-quality learning and assessment design that respects the diverse knowledge, cultures,and perspectives of Indigenous Australians.

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The SACE Board encourages teachers to include Aboriginal and Torres Strait Islanderknowledge and perspectives in the design, delivery, and assessment of teaching andlearning programs by:

providing opportunities in SACE subjects for students to learn about Aboriginal andTorres Strait Islander histories, cultures, and contemporary experiences

recognising and respecting the significant contribution of Aboriginal and Torres StraitIslander peoples to Australian society

drawing students attention to the value of Aboriginal and Torres Strait Islanderknowledge and perspectives from the past and the present

promoting the use of culturally appropriate protocols when engaging with and learningfrom Aboriginal and Torres Strait Islander peoples and communities.



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LEARNING SCOPE AND REQUIREMENTS

LEARNING REQUIREMENTS

The learning requirements summarise the knowledge, skills, and understanding thatstudents are expected to develop and demonstrate through their learning.

In this subject, students are expected to:

1. demonstrate and explain skills and techniques related to on-stage roles and/or off-stage roles

2. work both independently and collaboratively to conceive, create, develop, interpret,and express dramatic works

3. demonstrate and communicate knowledge and understanding of the theories, skills,techniques, and technologies of drama

4. respond to performed drama and dramatic texts in a reflective manner

5. demonstrate knowledge and understanding of a range of dramatic roles, theirinterdependence, and their impact on an audience

6. select, analyse, and interpret information, concepts, and ideas for dramatic purposes

7. communicate dramatic ideas to an audience through a variety of forms and methods.

These learning requirements form the basis of the:

learning scope

evidence of learning that students provide

assessment design criteria

levels of achievement described in the performance standards.

CONTENT

Stage 1 Drama may be taken as a 10-credit subject or a 20-credit subject.

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Stage 1 Drama


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For both a 10-credit subject and a 20-credit subject, teachers develop a teaching andlearning program based on the following three areas of study:

Presentation of Dramatic Works

Dramatic Theory and Practice Individual Investigation and Presentation.

Teachers may choose to structure a program that connects two or more areas togetherwith a common practitioner, genre, theme, or style, but this is not a requirement.


Students participate in the planning, rehearsal, and performance of a dramatic work. Thisarea of study is intended to provide students with an overview of the process of creatingand presenting a dramatic work with other people. The dramatic work can be an originalwork, or excerpts from, or a complete, established work.

Students participate in a collaborative group production that involves two or morestudents. Students adopt the role of an on-stage or off-stage practitioner to develop

performance works that are presented to an audience (e.g. peers, other classes orschools, parents, or the wider community). Students investigate, develop, and drawtogether the knowledge, skills, language, and expertise necessary to engage with theaudience. Students review and evaluate the processes and outcomes of a group dramaticpresentation.

Dramatic Theory and Practice

Students explore the ways in which theories and practices have shaped, and continue toshape, drama. Through written, oral, and practical tasks, students deepen andpersonalise their understanding of the topics covered. Topics could include the study of:

texts (performed and written)

film

a particular practitioners role (e.g. directing, lighting design, make-up design)

a specific dramatic theory, genre, or style

a particular dramatic period, or the drama of a particular culture.

Individual Investigation and Presentation

Students choose and investigate an area of study in the dramatic arts that is of interest tothem. A students own cultural background, dramatic ability, prior knowledge, andexperience may be a starting point for this area of study.

Students investigate, research, develop, and demonstrate their understanding of an area

of interest by creating a product (e.g. a performance, a design brief), for a real orhypothetical presentation. In this area of study, students learn to discuss, analyse, andreflect on dramatic elements in their own work and/or the work of other people. Theyexplore the ways in which theatre styles enhance the relationship of textactoraudience,from the perspective of writer, director, designer, or technician.

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ASSESSMENT SCOPE AND REQUIREMENTS

Assessment at Stage 1 is school based.

Teachers design a set of assessments that enable students to demonstrate theknowledge, skills, and understanding they have developed to meet the learningrequirements of the subject. These assessments provide students evidence of learning.

EVIDENCE OF LEARNING

The following assessment types enable students to demonstrate their learning inStage 1 Drama:

Assessment Type 1: Performance

Assessment Type 2: Folio

Assessment Type 3: Investigation and Presentation.

For a 10-credit subject, students should provide evidence of their learning through threeor four assessments. Each assessment type should have a weighting of at least 20%.Students undertake:

one major performance or two minor performances

at least one assessment for the folio

at least one investigation and presentation.

For a 20-credit subject, students should provide evidence of their learning through six toeight assessments. Each assessment type should have a weighting of at least 20%.Students undertake:

one major performance or two minor performances

at least one assessment for the folio

at least one investigation and presentation.

ASSESSMENT DESIGN CRITERIA

The assessment design criteria are based on the learning requirements and are used byteachers to:

clarify for the student what he or she needs to learn

design opportunities for the student to provide evidence of his or her learning at thehighest possible level of achievement.

The assessment design criteria consist of specific features that:

students should demonstrate in their learning

teachers look for as evidence that students have met the learning requirements.



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For this subject the assessment design criteria are:

knowledge and understanding

application

analysis.

The specific features of these criteria are listed below.

The set of assessments, as a whole, must give students opportunities to demonstrateeach of the specific features by the completion of study of the subject.

Knowledge and Understanding

The specific features are as follows:

KU1 Knowledge and understanding of practical skills and techniques relevant to specificpractitioners on-stage or off-stage roles.

KU2 Knowledge and understanding of different dramatic roles, their interdependence,

and their impact on an audience.

KU3 Understanding of the theories, skills, techniques, and technologies of drama.

ApplicationThe specific features are as follows:

Ap1 Selection and application of methods, forms, and techniques related to on-stageroles and/or off-stage roles.

Ap2 Experimentation with, and exploration of, appropriate creative methods andtechniques to conceive, develop, create, interpret, and express dramatic works.

Ap3 Collaborative and/or independent work through a range of dramatic forms and

processes as an on-stage or off-stage practitioner.Ap4 Communication of dramatic ideas to an audience through a variety of forms and

methods.

AnalysisThe specific features are as follows:

An1 Investigation and analysis of the students own dramatic works and the dramaticwork of others.

An2 Integration of skills, techniques, knowledge, and understanding related to on-stageor off-stage roles.

An3 Analysis of, and reflective response to, dramatic concepts and works.

An4 Analysis of the ideas, concepts, and intentions of a dramatic practitioner or source.

SCHOOL ASSESSMENT

Assessment Type 1: Performance

Students participate in a group dramatic performance. For both a 10-credit subject and a20-credit subject, students undertake one major performance or two minor performances.Together, the two minor performances form a single assessment. The development ofstudents as actors or as off-stage practitioners is encouraged through a study of text andcharacterisation.



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The group dramatic performance offers students opportunities to engage with differentviews, cultures, and societies. Students develop an understanding of the rehearsal andperformance process, and ways of developing self-confidence and the ability to work withand understand the views of other people. The creative process is fostered and

developed through continuous self-evaluation of work, as well as reflection on the work ofother students in the class.

A students involvement in performance may be in one or more of the following areas:

acting

design (set, costume, make-up, lighting, sound, and publicity and promotions)

dramaturgy

front-of-house

multimedia/film and video

stage management

scriptwriting.

Each student is assessed on:

either

a focused performance of between 5 and 10 minutes in total in an on-stage role (in one

major or two minor performances)

or

a presentation of between 5 and 10 minutes in total about an off-stage role (in onemajor or two minor performances).

Students who work off-stage should discuss their roles and provide evidence of theirinvolvement through a presentation or an interview with the teacher.

For this assessment type, students provide evidence of their learning primarily in relation

to the following assessment design criteria: knowledge and understanding

application.

Assessment Type 2: Folio

For both a 10-credit subject and a 20-credit subject, students prepare and present a foliocontaining at least one assessment on dramatic theory and practice. The assessment(s)may be in written, oral, or multimodal form.

Written assessments could include:

character studies

research projects reports

reviews

directorial/design concepts

essays

text-based studies

other appropriate tasks.Oral assessments could include:

workshops

improvisations

tutorials



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oral presentations

practical demonstrations.

Drawings and designs may be included as part of this assessment.

The folio should be a maximum of 2000 words if written or a maximum of 12 minutes iforal, or the equivalent in multimodal form. Students may also include in their folio anysupporting evidence that has not been assessed in Assessment Types 1 and 3.

For this assessment type, students provide evidence of their learning primarily in relationto the following assessment design criteria:


analysis.

Assessment Type 3: Investigation and Presentation

Students undertake at least one investigation and presentation for both a 10-credit

subject and a 20-credit subject.

Students investigate an area of interest within the dramatic arts. They may researchdramatic elements, social issues, genres, and important events in the history of drama.Students apply their research in one or more of the following areas:

acting


dramaturgy

front-of-house


stage management

scriptwriting directing.

Students give a presentation of a maximum of 10 minutes in which they demonstrateapplication of the knowledge and skills they have acquired through their investigation.The presentation could take a variety of forms, although it should be dramatic in nature.



application

analysis.

PERFORMANCE STANDARDS

The performance standards describe five levels of achievement, A to E.

Each level of achievement describes the knowledge, skills, and understanding thatteachers refer to in deciding, on the basis of the evidence provided, how well a studenthas demonstrated his or her learning.

During the teaching and learning program the teacher gives students feedback on, andmakes decisions about, the quality of their learning, with reference to the performancestandards.



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Students can also refer to the performance standards to identify the knowledge, skills,and understanding that they have demonstrated and those specific features that they stillneed to demonstrate to reach their highest possible level of achievement.

At the students completion of study of a subject, the teacher makes a decision about thequality of the students learning by:

referring to the performance standards

taking into account the weighting given to each assessment type

assigning a subject grade between A and E.

Teachers can use a SACE Board school assessment grade calculator to help them toassign the subject grade. The calculator is available on the SACE website(www.sace.sa.edu.au).



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Performance Standards for Stage 1 Drama

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Knowledge and Understanding Application Analysis

A Broad and in-depth knowledge and understanding ofpractical skills and techniques relevant to specificpractitioners on-stage or off-stage roles.

Comprehensive knowledge and understanding ofdifferent dramatic roles, their interdependence, and

Focused and highly skilled selection and application ofmethods, forms, and techniques related to on-stageroles and/or off-stage roles.

Insightful experimentation with, and exploration of,appropriate creative methods and techniques toconceive, develop, create, interpret, and expressdramatic works.

Focused, productive, and sustained collaborative andindependent work through a range of dramatic forms

and processes as an on-stage or off-stage practitioner.

Highly effective communication of dramatic ideas to anaudience through a variety of forms and methods.

Perceptive investigation and analysis of the studentsown dramatic works and the dramatic work of others.

Thoughtful, productive, and sustained integration ofskills, techniques, knowledge, and understandingrelated to on-stage or off-stage roles.

Insightful analysis of, and reflective response to,dramatic works and dramatic concepts.

Comprehensive analysis of the ideas, concepts, and

intentions of a dramatic practitioner or source.

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B Thorough knowledge and understanding of practicalskills and techniques relevant to specific practitionerson-stage or off-stage roles.

Detailed knowledge and a mostly clear understandingof different dramatic roles, their interdependence, and

Skilled and well-informed selection and application ofmethods, forms, and techniques related to on-stageroles and/or off-stage roles.

Thoughtful experimentation with, and exploration of,appropriate creative methods and techniques toconceive, develop, create, interpret, and expressdramatic works.

Mostly productive, collaborative, and independent workthrough a range of dramatic forms and processes as an

on-stage or off-stage practitioner.

Effective communication of dramatic ideas to anaudience through a variety of forms and methods.

Well-informed investigation and analysis of thestudents own dramatic works and the dramatic work ofothers.

Mostly thoughtful and productive integration of skills,techniques, knowledge, and understanding related toon-stage or off-stage roles.

Well-informed analysis of, and reflective response to,dramatic works and dramatic concepts.

Thoughtful analysis of the ideas, concepts, andintentions of a dramatic practitioner or source.

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C Knowledge and generally clear understanding of thekey practical skills and techniques appropriate tospecific practitioners on-stage or off-stage roles.

Knowledge and generally clear understanding ofdifferent dramatic roles, their interdependence, and

Informed selection and application of methods, forms,and techniques related to on-stage roles and/or off-stage roles.

Experimentation with, and exploration of, the essentialcreative methods and techniques to conceive, develop,create, interpret, and express dramatic works.

Competent collaborative and independent work througha range of dramatic forms and processes as an on-stage or off-stage practitioner.

Communication of dramatic ideas to an audiencethrough a variety of forms and methods.

Informed investigation and analysis of the studentsown dramatic works and the dramatic work of others.

Integration of the essential skills, techniques,knowledge, and understanding related to on-stage oroff-stage roles.

Informed analysis of, and reflective response to,dramatic works and dramatic concepts.

Considered analysis of the ideas, concepts, and

intentions of a dramatic practitioner or source.

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D Knowledge of some basic practical skills andtechniques relevant to specific practitioners on-stageor off-stage roles.

Some recognition and understanding of aspects ofdramatic roles and their impact on an audience.

Recall and partial application of aspects of methods,forms, or techniques related to on-stage roles and/oroff-stage roles.

Some basic experimentation with, or exploration of,aspects of methods or techniques to conceive, develop,create, interpret, or express dramatic works.

Some basic collaborative and independent work as anon-stage or off-stage practitioner.

Some disjointed description of aspects of dramaticideas to an audience.

Some consideration of the students own dramaticworks and the dramatic work of others. Considerationtends towards description.

Partial integration of some basic skills, techniques,knowledge, and understanding related to on-stage oroff-stage roles.

Description of, or descriptive response to, dramaticworks and dramatic concepts.

Description and some attempted analysis of the ideas,concepts, and intentions of a dramatic practitioner orsource.

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E Limited knowledge of any p ractical skills or techniquesrelated to practitioners on-stage or off-stage roles.

Identification of one or more aspects of dramatic rolesand their impact on an audience.

Identification of aspects of theories, skills, techniques,

Attempted application of aspects of methods, forms, ortechniques that may be related to on-stage roles and/oroff-stage roles.

Attempted exploration of one or more aspects of amethod or technique related to dramatic works.

Limited collaborative or independent work as an on-stage or off-stage practitioner.

Attempted description of an aspect of one or more

dramatic ideas to an audience.

Brief or disjointed description of one or more dramaticworks.

Attempted demonstration of one or more skills ortechniques related to an on-stage or off-stage role.

Limited description of, or descriptive response to, oneor more dramatic works or dramatic concepts.

Basic summary of one or more ideas or intentions of adramatic practitioner or source.

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ASSESSMENT INTEGRITY

The SACE Assuring Assessment Integrity Policy outlines the principles and processesthat teachers and assessors follow to assure the integrity of student assessments. This

policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACEPolicy Framework.

The SACE Board uses a range of quality assurance processes so that the gradesawarded for student achievement in the school assessment are applied consistently andfairly against the performance standards for a subject, and are comparable across allschools.

Information and guidelines on quality assurance in assessment at Stage 1 are availableon the SACE website (www.sace.sa.edu.au).



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SUPPORT MATERIALS

SUBJECT-SPECIFIC ADVICE

Online support materials are provided for each subject and updated regularly on theSACE website (www.sace.sa.edu.au). Examples of support materials are sample learningand assessment plans, annotated assessment tasks, annotated student responses, andrecommended resource materials.

ADVICE ON ETHICAL STUDY AND RESEARCH

Advice for students and teachers on ethical study and research practices is available inthe guidelines on the ethical conduct of research in the SACE on the SACE website(www.sace.sa.edu.au).



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LEARNING SCOPE AND REQUIREMENTS

LEARNING REQUIREMENTS

The learning requirements summarise the knowledge, skills, and understanding thatstudents are expected to develop and demonstrate through their learning.

In this subject, students are expected to:

1. develop, communicate, and apply knowledge and skills in conceiving, developing,creating, interpreting, evaluating, and presenting dramatic works

2. demonstrate and communicate knowledge and understanding of the theories,concepts, skills, techniques, and technologies of drama

3. respond to performed drama and dramatic texts in an analytical and reflective manner,using arts-specific terminology

4. work both independently and collaboratively to achieve dramatic outcomes

5. apply knowledge, understanding, and analysis of the interdependent nature of dramaand dramatic elements

6. investigate, integrate, analyse, and evaluate information, concepts, and ideas to

communicate for dramatic purposes

7. communicate and articulate ideas to an audience, through a variety of forms andmethods.

These learning requirements form the basis of the:

learning scope

evidence of learning that students provide

assessment design criteria

levels of achievement described in the performance standards.


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CONTENT

Stage 2 Drama may be taken as a 10-credit subject or a 20-credit subject.

For a 10-credit subject, teachers develop a teaching and learning program based on thefollowing three areas of study:

Review and Reflection

Interpretative Study

Presentation of Dramatic Works.

For a 20-credit subject, teachers develop a teaching and learning program based on thefollowing four areas of study:

Group Analysis and Creative Interpretation



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Interpretative Study

Presentation of Dramatic Works.

Group Analysis and Creative Interpretation (20-credit subject only)

In this area of study, students work in groups to analyse a play-script or the work of adramatic innovator, and devise creative interpretations of these works in practical andcollaborative ways to create Assessment Type 1: Group Presentation.

Teachers, in negotiation with their students, decide on the play-script or dramaticinnovator from the recommended list published in the operational information on theDrama subject page of the SACE website (www.sace.sa.edu.au), and start this processby teaching students about the chosen area of study.

If a play-script is chosen for Assessment Type 1, a dramatic innovator must be chosen for

Assessment Type 3. If a dramatic innovator is chosen for Assessment Type 1, aplay-script must be chosen for Assessment Type 3. The play-script chosen must not bewritten by the selected dramatic innovator. For example, if Brecht is chosen as a dramaticinnovator, Mother Courage is not an appropriate choice of play-script.

Teachers who want to select a play-script or a dramatic innovator beyond the list providedmust submit their choice to the SACE Board for approval. See the operational informationon the Drama subject page of the SACE website (www.sace.sa.edu.au) for details .

Students adopt one or more of the roles described on page 27 of this subject outline indeveloping a group dramatic work that is presented to an audience. Students investigate,develop, and draw together the knowledge, skills, language, and expertise necessary toengage with their audience through their practitioners role(s).

Teachers advise and guide groups about successful strategies throughout the process.


In this area of study, students expand their knowledge and understanding of drama as aperforming art, developing their skills of observation, analysis, and criticism, and theirability to apply arts-specific terminology. Students have the opportunity to use theknowledge and experience they acquire to reflect on, and evaluate, the work they haveviewed.

Students have the opportunity to review, analyse, and evaluate their own learning andinvolvement in the dramatic performance or presentation (group or individual).

Interpretative StudyThis area of study gives students the opportunity to explore in depth a specific play-scriptor the work of a dramatic innovator. In doing so, they learn to investigate, analyse, andcommunicate their interpretation of concepts and ideas about play-scripts and innovators.

Students who investigate and respond to a play-script adopt the role of a director, actor,or designer. Students who investigate and respond to a dramatic innovator create aquestion that they answer through their study.

Teachers, in negotiation with their students, choose a play-script or dramatic innovatorfrom the recommended list in the operational information on the Drama subject page ofthe SACE website (www.sace.sa.edu.au), and start this process by teaching studentsabout the chosen area of study.

http://www.sace.sa.edu.au/http://www.sace.sa.edu.au/


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If a play-script is chosen for Assessment Type 3, a dramatic innovator must be chosen forAssessment Type 1. If a dramatic innovator is chosen for Assessment Type 3, a play-script must be chosen for Assessment Type 1. The play-script chosen must not be writtenby the selected dramatic innovator. For example, if Brecht is chosen as a dramatic

innovator, Mother Courage is not an appropriate choice of play-script.

Teachers who want to select a play-script or dramatic innovator beyond the list providedmust submit their choice to the SACE Board for approval. See the operational informationon the Drama subject page of the SACE website (www.sace.sa.edu.au) for details.


For a 10-credit subject, students undertake a group performance or a related off-stagepresentation.

For a 20-credit subject, students undertake:

either

a group performance or a related off-stage presentation

or

an individual performance or presentation.

Within the study of the performance or presentation, students explore dramatic elements,social issues, genres, and important events in the history of drama. Teachers, innegotiation with their students, decide on the play-script or focus for the performance orpresentation. In the case of a group performance or presentation, the teacher acts asdirector. In the case of an individual performance or presentation, the teacher providesstudents with support and advice commensurate with the level given to studentsundertaking the group performance or presentation.

A play-script chosen for Assessment Types 1, 2, or 3 must not be used in Assessment

Type 4. However, the focus for the performance or presentation may be an extension ofthe concepts, genres, styles, and/or influences explored in Assessment Types 1, 2, or 3.

The play-script chosen for Assessment Type 4 may be:

a different work by a dramatic innovator or playwright studied for Assessment Types 1,2, or 3

or

a work by a different dramatic innovator or playwright, who may be, but is not requiredto be, on the recommended list.

Group Performance or Related Off-stage Presentation

The group performance or related presentation gives students the opportunity to workwith others, participating in the planning, rehearsal, and performance of a dramatic work.It is intended to provide students with an overview of the process of creating andpresenting a dramatic work with other people.

Students adopt the role of a practitioner in developing a performance work that ispresented to an audience of peers, other classes or schools, parents, or the widercommunity. The product takes the form of a collaborative group production that involvestwo or more students. Students investigate, develop, and draw together the knowledge,skills, language, and expertise necessary to engage with the audience through apractitioners role.

Students extend their understanding of the rehearsal and performance process, and waysof developing self-confidence and an ability to work with and understand the views of



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other people. The creative process is fostered and developed through continuous self-evaluation of work, as well as reflection on the work of other students in the class.

Individual Performance or Presentation (20-credit subject only)The individual performance or presentation allows students to investigate and developknowledge and skills in a chosen area or areas of specialisation within the dramatic arts.Determining the content and processes for the individual performance or presentationinvolves a high degree of creativity and individual decision-making. An analysis of astudents cultural background, dramatic ability, prior knowledge, and experience may be asuccessful starting point for this process. Through their involvement in investigation,development, and presentation, students have the opportunity to consider and engagewith differing views.

Students adopt the role of a practitioner in developing a performance work that ispresented to an audience of peers, other classes or schools, parents, or the widercommunity. The product takes the form of an individual performance or presentation.

Students investigate, develop, and draw together the knowledge, skills, language, andexpertise necessary to engage with the audience through a practitioners role.

Students extend their understanding of the rehearsal and performance process, and waysof developing self-confidence, independent learning skills, and an ability to understandthe views of other people. The creative process is fostered and developed throughcontinuous self-evaluation of work, as well as reflection on the work of others.



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ASSESSMENT SCOPE AND REQUIREMENTS

All Stage 2 subjects have a school assessment component and an external assessmentcomponent.

Teachers design a set of school assessments that enable students to demonstrate theknowledge, skills, and understanding they have developed to meet the learning

requirements of the subject. These assessments provide students evidence of learning inthe school assessment component.

EVIDENCE OF LEARNING

The following assessment types enable students to demonstrate their learning inStage 2 Drama:

10-credit Subject

School Assessment (70%)

Assessment Type 2: Folio (30%)

Assessment Type 3: Interpretative Study (40%)External Assessment (30%)

Assessment Type 4: Performance (30%)

20-credit subject

School Assessment (70%)

Assessment Type 1: Group Presentation (20%)


Assessment Type 3: Interpretative Study (20%)

External Assessment (30%)

Assessment Type 4: Performance (30%).For a 10-credit subject, students should provide evidence of their learning through fourassessments, including the external assessment component. Students undertake:

one report and one review for the folio

one interpretative study

one performance or one presentation.

For a 20-credit subject, students should provide evidence of their learning through six toeight assessments, including the external assessment component. Students undertake:

one group presentation

one report and at least two reviews for the folio



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one interpretative study

one performance or one presentation.

ASSESSMENT DESIGN CRITERIA

The assessment design criteria are based on the learning requirements and are used by:

teachers to clarify for the student what he or she needs to learn

teachers and assessors to design opportunities for the student to provide evidence ofhis or her learning at the highest possible level of achievement.

The assessment design criteria consist of specific features that:

students should demonstrate in their learning

teachers and assessors look for as evidence that students have met the learningrequirements.

For this subject the assessment design criteria are: knowledge and understanding

application

analysis

evaluation.

The specific features of these criteria are listed below.

The set of assessments, as a whole, must give students opportunities to demonstrateeach of the specific features by the completion of study of the subject.

Knowledge and Understanding


KU1 Knowledge and understanding of the processes of creating and presentingdramatic works, including on-stage and off-stage roles.

KU2 Knowledge and understanding of theories, concepts, meanings, and intentionsapplicable to drama, dramatic roles, and dramatic works.

Application


Ap1 Experimentation, exploration, and consideration of dramatic texts, theories,practitioners, and concepts to inform the creation, development, and/or

presentation of dramatic work(s).

Ap2 Application of dramatic processes, skills, and techniques that develop conceptualinterpretations for practical or hypothetical dramatic work(s).

Ap3 Collaborative and/or independent work to achieve dramatic outcomes thatdemonstrate understanding of dramatic roles and skills.

Ap4 Communication, using appropriate language, terminology, and technologiesspecific to drama and dramatic roles.

Analysis




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An1 Investigation, analysis, and integration of information, concepts, and ideas tocommunicate for a dramatic purpose.

An2 Analysis of, and reflective response to, performed drama and dramatic texts, usingarts-specific terminology.

An3 Analysis of the interdependent nature of drama and dramatic elements.

An4 Appraisal and consideration of the anticipated response of an intended audience.

Evaluation


E1 Reflection on and appraisal of students own dramatic works and the dramatic workof others.

E2 Reflection on the synthesis of information, concepts, and ideas in the creation ofdramatic works.

E3 Evaluation of a range of diverse dramatic texts, theories, practitioners, andconcepts to inform the development and/or presentation of dramatic work(s).

SCHOOL ASSESSMENT

Assessment Type 1: Group Presentation (20%)

(20-credit subject only)

For a 20-credit subject, students undertake one group presentation.

Students take part in a group presentation, but are assessed individually. The grouppresentation could take a variety of forms, including, for example, a live performance or

film, a workshop, or a tutorial. Students demonstrate their knowledge and understandingof the play-script or dramatic innovator through the process of practical application.

The play-script or dramatic innovator chosen in this task must not be the same as thatselected for Assessment Type 3. See Group Analysis and Creative Interpretation in theContent section.

For the purpose of this assessment, a group of students is defined as a minimum of twoand a maximum of five members. The length of the presentation depends on the numberof students involved. For groups of two, presentations should be a maximum of8 minutes; for groups of three, a maximum of 10 minutes; for groups of four, a maximumof 12 minutes; and for groups of five, a maximum of 15 minutes.

The teacher acts as a supervisor and facilitator in this group presentation, advising

students on, and supporting their choice of, successful strategies. However, neither theteacher nor any outside person should assume the role of director.

Students have a shared and equal responsibility for the creation of the final presentation.During the preparation of the group presentation, students keep a record of evidence thatis submitted either before or after the group presentation. The record of evidence canprovide supporting evidence for the assessment of their analysis, and the demonstrationof their knowledge, understanding, and application. The record of evidence may be oral(e.g. a discussion or commentary), written (e.g. production journal), or multimodal.

A students involvement in this area of study may focus on one or more of the following:

acting

design (set, costume, make-up, lighting, sound, publicity and promotions)



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dramaturgy

front-of-house


scriptwriting directing.



application

analysis.


For a 10-credit subject, students undertake one report and one review. For a 20-credit

subject, students undertake one report and at least two reviews.

Report

The report focuses on the students own experiences of making dramatic work(Assessment Type 4: Performance). Students expand their knowledge and understandingof drama as a performing art, and develop skills of observation, analysis, and criticism,and the ability to apply arts-specific terminology.

Review

During the program of study, students view, review, and analyse a range of live orrecorded theatrical performances. Students have the opportunity to use the knowledgeand experience they acquire to reflect on, and evaluate, the work they have viewed.

For a 10-credit subject, the review must be of live theatre or recorded live theatre. For a20-credit subject, one review must be of live theatre or recorded live theatre; the othermay be of a current film (i.e. one that has been released in the year of study).

The review(s) can be either of a single production, or a compilation of a number of viewedperformances relating to an aspect, or aspects, of a range of productions.

For a 10-credit subject, the folio should be a maximum of 2000 words if written or amaximum of 10 minutes if oral, or the equivalent in multimodal form.

For a 20-credit subject, the folio should be a maximum of 4000 words if written or amaximum of 20 minutes if oral, or the equivalent in multimodal form.

For this assessment type, students provide evidence of their learning primarily in relation

to the following assessment design criteria: analysis

evaluation.

Assessment Type 3: Interpretative Study

For a 10-credit subject, students undertake one individual interpretative study, weightedat 40%.

For a 20-credit subject, students undertake one individual interpretative study, weightedat 20%.



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Students who investigate and respond to a play-script adopt the role of a director, actor,or designer. Students who investigate and respond to a dramatic innovator create aquestion that they answer through their study.

The play-script of dramatic innovator chosen in this task must not be the same as thatselected for Assessment Type 1. See Interpretative Study in the Content section.

Students must provide evidence of how they have applied their knowledge of theplay-script or dramatic innovator investigated. Students may provide relevant evidence,including research or influences from additional sources such as visual material,sketches, diagrams, displays, poems, novels, audio, music, songs, film/video excerpts,live performance excerpts, staged readings, or any other material that supports theirconceptual understanding and demonstrates evidence of their learning. A bibliographyand appropriate acknowledgment of sources must be used in this assessment.

The interpretative study should be a maximum of 1500 words if written or a maximum of9 minutes if oral, or the equivalent in multimodal form.



application

analysis.

EXTERNAL ASSESSMENT

Assessment Type 4: Performance (30%)

For a 10-credit subject, students undertake a group performance or a related off-stage

presentation.For a 20-credit subject, students undertake:

either

a group performance or a related off-stage presentation

or

an individual performance or presentation.

Group Performance or Related Off-stage Presentation

Students participate in a live group performance, in an on-stage or off-stage role, anddevelop an understanding of the rehearsal and performance process.



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Each student is assessed on:

either

a focused group performance as an on-stage performer

or an individual presentation about an off-stage role related to the group performance.

On-stage performers should present a focused performance of between 10 and15 minutes; students who work off-stage should spend a maximum of 15 minutespresenting evidence relevant to their specific off-stage role.

A students involvement in a group performance or a related off-stage presentation maybe in one of the following areas:

acting

design (set, costume, make-up, lighting, sound, publicity and promotions)

dramaturgy

front-of-house multimedia/film and video

stage management.

Individual Performance or Presentation (20-credit subject only)

Students choose an area of study that they research and investigate, with the intention ofdeveloping a dramatic product.

Students undertake a live dramatic performance or presentation of a maximum of15 minutes in whatever practitioner role they have chosen, to demonstrate theirapplication of the knowledge and skills they have acquired through their area of study.

The focus of the performance or presentation could take inspiration from a range of

influences or stimuli such as poems, novels, songs, pieces of music, rituals, play texts,genres, styles of theatre, or dramatic practitioner(s). Students are encouraged to considerways of making their performance or presentation dramatic in nature.

Students may select from and explore a variety of media to incorporate in theirperformance or presentation, such as audio, songs, music, podcasts, film/video, liveperformance, PowerPoint presentations, photographs, sketches, diagrams, displays,staged readings, collages, DVDs, CD-ROMs, written material, or a combination of these.The performance or presentation must include an integration of knowledge andunderstanding, and a discussion of the processes the student has undertaken to reachthe outcome.

When using different media to support their presentation, students should ensure thattheir project sits firmly within the scope of the dramatic arts and does not shift into other

areas such as dance, music, or art.

A students involvement in the individual performance or presentation may be in one ofthe following areas:

acting


dramaturgy

front-of-house


stage management

scriptwriting



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directing.

Students who choose to take the role of director in their individual performance orpresentation do not direct their peers in the group performance or related presentation.

Students may work with a group such as a Stage 1 class or other younger year groups tofacilitate their role.

For this assessment type, students provide evidence of their learning in relation to thefollowing assessment design criteria:


application.

PERFORMANCE STANDARDS

The performance standards describe five levels of achievement, A to E.

Each level of achievement describes the knowledge, skills, and understanding thatteachers and assessors refer to in deciding, on the basis of the evidence provided, howwell a student has demonstrated his or her learning.

During the teaching and learning program the teacher gives students feedback on, andmakes decisions about, the quality of their learning, with reference to the performancestandards.

Students can also refer to the performance standards to identify the knowledge, skills,and understanding that they have demonstrated and those specific features that they stillneed to demonstrate to reach their highest possible level of achievement.

At the students completion of study of each school assessment type, the teacher makesa decision about the quality of the students learning by:

referring to the performance standards assigning a grade between A+ and E or the assessment type.

At the students completion of study of the subject, the teacher uses a SACE Boardschool assessment grade calculator to combine the grades for the school assessment

types and determine the students school assessment grade in the range A+ to E. The

calculator is available on the SACE website (www.sace.sa.edu.au).

In the external assessment, assessors use the performance standards to make adecision about the quality of students learning, based on the evidence provided.

The students school assessment and external assessment are combined for a final

result, which is reported as a grade between A+ and E.



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Performance Standards for Stage 2 Drama

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Knowledge andUnderstanding

Application Analysis Evaluation

A In-depth knowledge and understandingof the processes of creating andpresenting dramatic works, including on-stage and off-stage roles.

Extensive and sustainedexperimentation, exploration, andconsideration of dramatic texts, theories,practitioners, and concepts to inform thecreation, development, and/orpresentation of dramatic work(s).

Integrated and sustained application ofdramatic processes, skills, and

techniques that develop conceptualinterpretations for practical orhypothetical dramatic work(s).

Focused and sustained collaborativeand/or independent work to achievedramatic outcomes, demonstrating aperceptive understanding of dramaticroles and skills.

Highly effective and integratedcommunication, using appropriatelanguage, terminology, and technologiesspecific to drama and dramatic roles.

Comprehensive investigation, analysis,and integration of a broad range ofinformation, concepts, and ideas tocommunicate for a dramatic purpose.

Astute analysis of, and reflectiveresponse to, performed drama anddrama texts, using arts-specificterminology.

Insightful analysis of the interdependentnature of drama and dramatic elements.

Perceptive appraisal and considerationof the anticipated response by anintended audience.

Critical reflection on and in-depthappraisal of self-created and othersdramatic work(s).

Insightful reflection on the synthesis ofinformation, concepts, and ideas in thecreation of dramatic works.

Focused and critical evaluation of avariety of diverse dramatic texts,theories, practitioners, and concepts toinform the development and/orpresentation of dramatic work(s).

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B Some depth in knowledge and clearunderstanding of the processes ofcreating and presenting dramatic works,including on-stage and off-stage roles.

Well-informed experimentation,exploration, and consideration ofdramatic texts, theories, practitioners,and concepts to inform the creation,development, and/or presentation ofdramatic work(s).

Integrated application of dramaticprocesses, skills, and techniques thatdevelop conceptual interpretations forpractical or hypothetical dramaticwork(s).

Sustained collaborative and/orindependent work to achieve dramaticoutcomes, demonstrating a well-considered understanding of dramaticroles and skills.

Well-considered communication, usingmostly appropriate language,terminology, and technologies specific todrama and dramatic roles.

Thorough investigation, analysis, andintegration of a range of information,concepts, and ideas to communicate fora dramatic purpose.

Well-informed analysis of, and reflectiveresponse to, performed drama anddrama texts, using arts-specificterminology.

Well-considered analysis of theinterdependent nature of drama anddramatic elements.

Well-informed appraisal andconsideration of the anticipatedresponse by an intended audience.

Well-considered reflection on andappraisal of self-created and othersdramatic work(s).

Well-considered reflection on thesynthesis of information, concepts, andideas in the creation of dramatic works.

Critical evaluation of different dramatictexts, theories, practitioners, and

concepts to inform the developmentand/or presentation of dramatic work(s).

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C Knowledge and informed understandingof the key processes for creating andpresenting dramatic works, including on-stage and off-stage roles.

Informed experimentation, exploration,and consideration of dramatic texts,theories, practitioners, and concepts toinform the creation, development, and/orpresentation of dramatic work(s).

Competent application of dramaticprocesses, skills, and techniques forpractical or hypothetical dramaticwork(s).

Competent collaborative and/orindependent work to achieve dramaticoutcomes, demonstrating a consideredunderstanding of dramatic roles andskills.

Considered communication, usingappropriate language, terminology, andtechnologies specific to drama anddramatic roles.

Competent investigation, analysis, andintegration of information, concepts, andideas to communicate for a dramaticpurpose.

Informed analysis of, and reflectiveresponse to, performed drama anddrama texts, using arts-specificterminology.

Considered analysis of theinterdependent nature of drama anddramatic elements.

Informed appraisal and consideration ofthe anticipated response by an intendedaudience.

Considered reflection on and appraisalof self-created and others dramaticwork(s).

Considered reflection on someintegration of dramatic information,concepts, and ideas to create dramaticworks.

Recognition and some evaluation of

dramatic texts, theories, practitioners,and concepts to inform the developmentand/or presentation of dramatic work(s).

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D Some knowledge and understanding ofsome basic processes of creating andpresenting dramatic works, including on-stage and off-stage roles.

Some experimentation, exploration, orconsideration of aspects of dramatictexts, theories, or practitioners to informthe creation, development, and/orpresentation of dramatic work.

Some application of aspects of dramaticprocesses, skills, and techniques forpractical or hypothetical dramatic

work(s).

Some collaborative and/or independentwork to achieve dramatic outcomes,demonstrating basic understanding ofaspects of dramatic roles and skills.

Some communication, using aspects ofthe language specific to drama anddramatic roles.

Some consideration and description ofinformation and ideas to communicatefor a dramatic purpose.

Some descriptive and personalisedresponse to performed drama anddrama texts, using some arts-specificterminology.

Some understanding andacknowledgment of the interdependentnature of drama and dramatic elements.

Some consideration and understandingof how an audience may respond.

Expression of unsubstantiated opinionsabout a self-created or others dramaticwork.

Identification and description of dramaticinformation, concepts, and/or ideas thatmay have some relevance to creatingdramatic works.

Recall and some description of aspectsof dramatic texts, theories, orpractitioners that may inform thedevelopment and/or presentation ofdramatic work.

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E Awareness of some of the processes ofcreating and presenting dramatic works.

Identification of one or more aspects of atheory, concept, meaning, or intention

Attempted exploration or considerationof aspects of a dramatic text, theory, orpractitioner in the creation, development,or presentation of a dramatic work.

Attempted application of aspects of oneor more dramatic processes, skills, ortechniques.

Emerging collaborative or independentwork skills, demonstrating awareness ofone or more aspects of dramatic roles orskills.

Attempted communication, usingelements of the language specific todrama or dramatic roles.

Attempted description of information orideas to communicate for dramaticpurposes.

Attempted response to a performeddrama or drama text, using someelements of arts-specific terminology.

Limited acknowledgment of theinterdependent nature of drama anddramatic elements.

An awareness that the audience shouldbe considered.

Limited statement of personal opinionabout self-created or others dramaticwork.

Attempted description of one or moreaspects of dramatic information,concepts, or ideas.

Limited description of one or moreaspects of a dramatic text, theory, orpractitioner role.

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ASSESSMENT INTEGRITY

The SACE Assuring Assessment Integrity Policy outlines the principles and processesthat teachers and assessors follow to assure the integrity of student assessments. This

policy is available on the SACE website (www.sace.sa.edu.au) as part of theSACE Policy Framework.

The SACE Board uses a range of quality assurance processes so that the gradesawarded for student achievement, in both the school assessment and the externalassessment, are applied consistently and fairly against the performance standards for asubject, and are comparable across all schools.

Information and guidelines on quality assurance in assessment at Stage 2 are availableon the SACE website (www.sace.sa.edu.au).



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SUPPORT MATERIALS

SUBJECT-SPECIFIC ADVICE

Online support materials are provided for each subject and updated regularly on theSACE website (www.sace.sa.edu.au). Examples of support materials are sample learningand assessment plans, annotated assessment tasks, annotated student responses, andrecommended resource materials.

ADVICE ON ETHICAL STUDY AND RESEARCH

Advice for students and teachers on ethical study and research practices is available inthe guidelines on the ethical conduct of research in the SACE on the SACE website(www.sace.sa.edu.au).

Documents

Drama Subject Outline (for Teaching in 2013)