Drama / Year 9 and 10 / Creating and making

Curriculum content descriptions

improvise and devise drama, and interpret scripted drama, using elements of drama and conventions to shape and manipulate dramatic action and convey intended ideas, perspectives and/or meaning (AC9ADR10C01)

  • using a teacher-provided framework such as stimulus material (imagery, text, questions, form/style, conventions, character list, narrative outline) and working collaboratively to devise drama in response to the framework; for example, drama that explores a theme such as solidarity, “my place”, or responds to issues identified from another learning area
  • considering contexts such as audiences, viewpoints, intentions or purposes, style/form, as part of planning interpretations of scripted drama
  • conveying the tensions in stories, ideas, characters, relationships, actions and dialogue through manipulation of elements of drama, such as language, movement and symbol, to engage audiences and elicit responses
  • devising drama that presents a range of perspectives or responses to an event, question or situation; for example, presenting the same story from the perspective of different characters, using non-linear structures or conventions such as narrator/chorus, or introducing a new character to disrupt “agreed” understandings
  • scripting scenes initially developed through improvisation or process drama and using play-building techniques to develop the scenes; for example, scenes for a music theatre work
  • considering use of props, set items or digital tools to enhance communication of meaning in their drama
General capabilities
  • Personal and social capability Personal and Social capability
  • Critical and creative thinking Critical and Creative Thinking
ScOT terms

Theatrical genres,  Drama (Literature),  Plots (Stories),  Devised drama,  Improvisation (Acting)


How to be funny

What is the key to being funny? As Tim Ferguson explains, if you can laugh, you can write comedy. Has something funny happened to you lately? Or is there something in particular that you find puzzling or amusing about the world around you? Put your thoughts on paper and experiment with telling your story in different ways. ...


Hannie Rayson on writing complex roles for women

Watch as Hannie Rayson describes her early desire to write multidimensional, complex roles for women in her plays. What was this in response to?  Why is it important for audiences to see female characters as well as male characters driving drama in plays? 


Melodrama characterisation

Discover the dramatic form and acting styles of melodrama through the exploration of stock characters and how to act in a melodrama style with large emotions and gestures. Perform various characters through a scripted performance.


Characterisation – status and movement

Explore characterisation through observation, status and movement to communicate meaning. Students will create a character through performance.


Lights up

Learn the fundamentals of lighting design with lighting designer Lincoln Gidney. Explore how to apply stage lighting conveys meaning and apply this knowledge and understanding to design lighting or a scene.


Let's act out

Develop skills in preparing and performing a character monologue.


Lights, camera, action!

Students explore screenwriting for video drama.


Tune in and tune up

Tune in and tune up your acting skills with these fun drama warm up games that will strengthen you vocally, physically and imaginatively.


Exploring themes with David Williamson

Watch this clip to learn about David Williamson's background and what themes fascinate him as a playwright. What ideas does he enjoy exploring in his plays?


David Williamson on inspiration

Listen as David Williamson explains where he finds inspiration for his plays. What are his aims as a playwright?


Musical theatre – drama

Discover the dramatic style of musical theatre through performance. Explore the origins and theatrical conventions and techniques of musical theatre as a performance style. Students will create a character performance based on a musical theatre piece.


Characterisation stereotypes

Develop and build engaging characters through stereotypes and using through role play and improvisation using voice, body and dialogue. Perform a devised character scenario to engage an audience.



Develop skills in characterisation through personal storytelling through monologues.


Be on the Safe Side Year 9-10 The Arts (Drama)

This is a unit of work that uses the rail network to explore the characters, situations, viewpoints and actions that occur in this setting; there is a focus on how to behave safely on and around the rail network. Learning opportunities include scripting, performing and revising a drama performance as well exploration of ...


Creation Myth Play Scripts

In this lesson, students will explore different cultures’ supernatural explanations for human existence. Templates such as a Cultural Creation Myth Comparison Organizer are provided. Students will make comparisons between creation myths then write an original creation myth play script to perform for an audience.


Staging Shakespeare: How do you stage a comedy scene?

In this lesson, students will explore the nature of comedy by informally staging the opening scenes from William Shakespeare’s play, As You Like It. Students will apply a variety of stylistic approaches to stage scenes from the play, then perform for an audience.


Character Building

In this teaching activity, students analyse popular characters and methods of characterization used by writers. They apply these methods to create a profile and illustration of an original character. They will then write a short script.


Adapting a Musical

How can stories transform into a musical theatre adaptation? In this teaching activity, students will develop a musical from a book, play, or short story. They will bring the story to the stage through movements and song by analysing elements of a story and adopting creative team roles.