Drama / Year 7 and 8 / Developing practices and skills

Curriculum content descriptions

reflect on their own and others’ drama to inform choices when manipulating elements of drama and/or conventions to shape dramatic action (AC9ADR8D02)

  • reflecting, independently and in class discussion, upon the action created in order to evaluate and analyse what was effective and make decisions about what would be done differently in future; for example, discussing whether the purpose was achieved, whether the action was engaging, whether the elements could have been managed differently for better effect, and which of the elements worked well to make meaning clear
  • seeking, accepting and responding to feedback to inform choices about use of elements of drama and/or conventions; for example, using Viewpoints to develop questions such as “How did the performer use language/movement to make their character believable?”, “What ideas/perspectives/meaning did the drama communicate?”, “What do you think will/could/should happen next?”, “How would you describe the relationship/s between the characters in this scene?”
  • developing understanding of human behaviours and emotions using appropriate boundaries, by recalling and re-enacting past experiences and people they have observed in situations relevant to the text or content being used; asking “What did my/their body do?”, “How did my/their voice sound/communicate meaning in the situation?”, “How can I adapt my facial expression, posture, gesture, movement and voice/vocalisation to portray age, power or attitude?”, “How can I express character relationships through vocal dynamics, eye contact, distance and space?”
  • reflecting on how performance skills are used to communicate perspectives; for example, how performance skills can be used in drama that seeks to communicate ideas such as perpetuating or challenging unequal power relationships and oppression
General capabilities
  • Critical and creative thinking Critical and Creative Thinking
  • Personal and social capability Personal and Social capability
ScOT terms

Rehearsal (Performance),  Drama (Literature),  Drama (Arts),  Themes (Texts)


I like to move it, move it!

Engage the body to tell stories and entertain audiences. Explore the techniques of expressive physical movement to communicate ideas and create dramatic meaning. Students devise a story using mime, movement and gesture.


Beats and rhymes

This class develops your vocal skills for performance. Write a Slam Poem or a Rap and then perform them for an audience.


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.


Stories in the dark

This resource is designed to support Stage 4 drama students in understanding the characteristics of good radio plays and learning to use vocal expression to create clear and engaging characters. They will rehearse, perform and record a short radio play that can be shared with an audience.


Drop the mic – hip hop and Shakespeare

A fresh and fun approach to Hip Hop theatre exploring, words, rhythm, movement, voice and creative writing. Drop The Mic Hip Hop Theatre class aims to develop voice, rhythm, physicality and character skills.


Make ‘em laugh

See how effective comedy is in communicating ideas and engaging an audience. Good performances will have moments of humour and seriousness in order to provide variety and interest in the stories being told.


Lights, camera, action!

Students explore screenwriting for video drama.


Be on the Safe Side Year 7-8 The Arts (Drama)

This is a unit of work that uses the concept of rail safety and the setting of the rail network to explore character, roles and situations; there is a particular focus on bullying and the bystander effect. Learning opportunities for students include scripting, performing and revising their own drama. The resource includes: ...


Film it! Screenwriting

Screenwriting is the act of writing what's known as a script or screenplay for film, television and web series. It involves a special set of rules that makes it different from a book or play. This module of Film It covers formatting, scene writing, script structure, themes, and character. Writing the script is part of ...


Find advice as to how to help your students learn to creatively critique each other's work

Find advice as to how to help your students learn to creatively critique each other's work. The resource includes useful questions that can be used as a structure for critique and review.


Australian collection

This database features a selection of Australian artworks from QAGOMA. The searchable database provides artwork images, background information about the artist and the artwork, classroom activities, a glossary of key terms and curriculum alignment information for teachers. Search results can be refined by theme, period, ...


Indigenous Australian collection

This federated search from the QAGOMA database features a selection of Aboriginal and Torres Strait Islander artworks from the collection. The searchable database provides artwork images, background information about the artist and the artwork, a map of major Indigenous regions in Australia, classroom activities, a glossary ...