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 view a minimum of two (2) different live theatre performances.
Δ If extenuating circumstances mean that you are unable to access live theatre, you MUST apply to TASC through Quality Assurance to approve an alternative.
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.
For a full description of courses at a complexity level of 3, please refer to Levels of Complexity - Tasmanian Senior Secondary Education document on the TASC website.
This course has a size value of 15. Upon successful completion of this course (i.e., a Preliminary Achievement (PA) award or higher), a learner will gain 15 credit points at Level 3 towards the Participation Standard of the Tasmanian Certificate of Education (TCE).
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:
Δ Style can be understood as the manner in which theatre or drama is performed, encompassing approaches such as naturalism, realism, expressionism, absurdity, modernism, and classical forms.
‡ Genres can be defined as the specific category or types of theatre or drama, encompassing various forms such as comedy, drama, tragedy, historical drama, experimental theatre, verbatim and satire.
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:
Follows work-safe practices and theatre etiquette by:
Δ stagecraft elements: spatial awareness of self and others in performance, listening to others 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 AnalysisΔ
This area focuses observing, identifying, analysing and discussing the work of others, including:
Δ If extenuating circumstances mean that you are unable to access live theatre, you MUST apply to TASC through Quality Assurance to approve an alternative.
Practical and Theoretical Drama
Skill Development
Analysis and Reflection
Major Public Performance
External Practical Assessment
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 on the TASC website.
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 TASC to ensure there is:
Process
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, 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 be comprised of the following 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.
Δ Thematic linking is the thread that unifies the play extract and solos into a continuous performance. Effective thematic linking strengthens intention, continuity, and overall performance quality.
It should:
Δ All linking material must be prepared, rehearsed, and included in exam booklets. Unrehearsed improvisation should be avoided.
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:
| Standard Element | Rating A | Rating B | Rating C |
|---|---|---|---|
| E01 - Audibility and projection | 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 |
| E02 - Vocal expression and style | 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 |
| E03 - Breath control and vocal health | 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 |
| E04 - Intonation and character intention | 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 |
| E05 - Use of voice for context, genre and style | 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:
| Standard Element | Rating A | Rating B | Rating C |
|---|---|---|---|
| E01 - Character depth and traits | presents well developed character(s) with distinct physical and emotional characteristics appropriate to context | presents character(s) with clear physical and emotional traits | presents characters that are different from self, with limited physical and emotional traits |
| E02 - Physical expression and emotion | uses sustained body, gesture and expression effectively to convey character, subtext and inner emotion for duration of performance | uses consistent body, gesture and expression appropriately to convey character and basic motivation in a performance | uses body, gesture and expression to convey character in a performance |
| E03 - Consistency and development | sustains and develops character consistently for the duration of drama work | sustains and adapts character within drama work | sustains character within drama work |
| E04 - Characterisation techniques and style | selects and uses characterisation techniques 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:
| Standard Element | Rating A | Rating B | Rating C |
|---|---|---|---|
| E01 - Improvisation and character development | 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 |
| E02 - Feedback and development | seeks, responds to and incorporates relevant feedback about elements of dramaΔ to improve and develop own dramatic works | responds to and incorporates relevant feedback about elements of dramaΔ to improve own drama works | uses feedback about elements of dramaΔ to develop own drama works |
| E03 - Characterisation and voice in performance | 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 |
| E04 - Technical production‡ skill | 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 |
| E05 - Stagecraft§ and style integration | 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 |
| E06 - Manipulation of drama elementsΔ | 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. |
Δ 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:
| Standard Element | Rating A | Rating B | Rating C |
|---|---|---|---|
| E01 - Leadership and decision making | 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 |
| E02 - Collaboration and ensemble awareness | consistently 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 |
| E03 - Teamwork and support | collaborates effectively by recognising and supporting individual strengths and weaknesses to achieve group goals and resolve issues impacting group objectives | collaborates appropriately with others using various strategies to support and achieve group goals | collaborates with others to achieve goals and strategies to address issues affecting group success |
| E04 - Collaborative problem-solving | effectively identifies and resolves problems through collaboration | contributes to resolving problems through collaboration | uses given collaborative strategies to address issues affecting achievement of group goals |
| E05 - Constructive feedback | 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 |
| E06 - Workplace safety | consistently follows workplace safety requirements and procedures in a drama space. | follows workplace safety requirements and procedures in a drama space. T | follows workplace safety requirements and procedures in a drama space. |
The learner:
| Standard Element | Rating A | Rating B | Rating C |
|---|---|---|---|
| E01 - Vocal skills and genre awareness | 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 |
| E02 - Technical conventionsΔ | 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 |
| E03 - Devising and creativity | selects, uses and refines devised skills and creative elements appropriate to the theme, genre and style of dramatic works | selects and uses devised skills and creative elements appropriate to the theme, genre and style of dramatic works | uses creative elements appropriate to the theme, genre and style of dramatic works |
| E04 - Props and costume use | 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. |
Δ 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:
| Standard Element | Rating A | Rating B | Rating C |
|---|---|---|---|
| E01 - Focus and stage presence | 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 |
| E02 - Perform with ensemble awareness | engages audience with sensitivity, while supporting group members within the intention of the performance | engages audience, while supporting group members within the intention of the performance | engages the audience without drawing inappropriate focus |
| E03 - Performance skills and commitment | 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 |
| E04 – Use of eye contact | reacts using appropriate eye contact during performance | reacts while sustaining appropriate eye contact during performances | uses eye contact appropriately during performances |
| E05 - Memorisation and accuracy | 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:
| Standard Element | Rating A | Rating B | Rating C |
|---|---|---|---|
| E01 – Written accuracy | accurately and effectively uses grammar, spelling and punctuation to enhance clarity and effectiveness of written responses | accurately uses grammatical conventions, spelling and punctuation in written responses | uses grammatical conventions, spelling and punctuation to achieve clarity in written responses |
| E02 – Theatrical terminology and clarity | critically selects relevant concepts and theatrical terminology to clarify and augment communication | selects and applies relevant concepts and theatrical terminology to appraise and develop ideas for own work | selects and applies concepts and common theatrical terminology when appraising own work |
| E03 - Reflection on performance technique | effectively reflects in writing on a wide range of performance techniques and ideas to explain in detail, own dramatic work | appropriately reflects in writing on a range of performance techniques to develop ideas and explain own dramatic work | reflects in writing on performance techniques to develop and explain own dramatic work |
| E04 – Own work in context | 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 |
| E05 – Acknowledgement of sources | clearly and consistently 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 |
| E06 – Referencing conventions | applies referencing conventions and methodologies with a high degree of accuracy | applies referencing conventions and methodologies correctly | applies basic referencing conventions and methodologies with occasional inaccuracies |
| E07 - Reference lists | 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:
| Standard Element | Rating A | Rating B | Rating C |
|---|---|---|---|
| E01 – Written conventions | 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 |
| E02 – Terminology and idea clarity | 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 |
| E03 – Dramatic elementsΔ | evaluates the degree to which a range of dramatic elements were successful, and provides detailed, informed justification for opinions | critically assesses the degree to which a range of dramatic elements were successful, and provides justification for opinions | assesses the degree to which dramatic elements were successful, and provides justification for opinions |
| E04 - Evaluates drama as a performance art | evaluates drama as a performance art with reference to historical and cultural contexts | analyses drama as a performance art with reference to historical and cultural contexts | discusses drama as a performance art with reference historical and cultural contexts |
| E05 - Acknowledgement of sources | clearly and consistently 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 |
| E06 – Referencing conventions | applies referencing conventions and methodologies with a high degree of accuracy | applies referencing conventions and methodologies correctly | applies referencing conventions and methodologies followed with occasional inaccuracies |
| E07 - Reference lists | creates appropriate, well-structured reference lists/bibliographies. | creates appropriate, structured reference lists/bibliographies. | creates appropriate reference lists/bibliographies. |
Δ 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 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 for Education, Children and Young People (DECYP) will develop and regularly review and revise the curriculum. Course evaluation is informed by the experience of the course’s implementation, delivery and assessment. More information about course evaluation can be found on the Years 9 to 12 website.
The accreditation for this course has been renewed from 1 January 2026.
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.
Version 1a: Accreditation renewed without amendment on 22 June 2023 for the period 1 January 2025 until 31 December 2025.
Version 2: Accreditation renewed with amendments from 1 January 2026. Updates and changes to clarify Access, Learning Outcomes, Content, Work Requirements and Standards. Element Titles have been added to Standards. Minor administrative updates have been applied.
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)
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 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)
SDD315120 Drama TASC Exam Paper 2024.pdf
(2024-11-12 05:17pm AEDT)
SDD315120 Drama Assessment Report 2024.pdf
(2025-03-03 10:19am AEDT)
SDD315120 Drama External Assessment Specifications.pdf
(2025-03-17 11:57am AEDT)