1.
Save this template to your school network or computer and alter it for your own assessment design or copy the
below information into your school-based assessment instrument template.
2.
Delete the information that is not relevant to your assessment, e.g. if the task is for Year 11, delete the Year 12
conditions. Information is provided in tables so to delete, highlight the row you wish to remove, right click, and
select Delete Rows.
3.
Replace the red text with your school- and task-specific information.
4.
Ensure all information has been completed, i.e. no red text remains.
5.
Delete this instructional text.
Insert school-specific information, e.g. school name, logo
Drama
Forming — Non-practical technique: Devising — original dramatic concept
(written, spoken/signed or multimodal)
Context
Insert context
Task
Insert task and/or stimulus material
Supporting documentation
 Outline of the devised concept with annotations showing choices about management and
shaping of the dramatic languages in relation to purpose, context and meaning.
 For written responses, the dramatic concept created by the student must be included in the
student folio.
 For spoken/signed and multimodal responses, notes and other materials indicating choices
about management and shaping of the dramatic languages in relation to purpose, context
and meaning.
Conditions for Forming: Devising — original dramatic concept
Year 11
Individual
 Written: 800–1000 words
 Spoken/signed:3–4 minutes
 Multimodal: 3–5 minutes
 Annotated sketches, appendixes and referencing, when appropriate
 Various stimulus texts and other materials, provided by teacher and/or student
 Preparation time: 3–4 weeks class/home
 For written responses, teacher consultation and feedback on two drafts during preparation
time
 For spoken/signed and multimodal responses students may rehearse the delivery of their
dramatic concept
Year 12
Individual
 Written: 1000–1200 words
 Spoken/signed: 4–5 minutes
 Multimodal: 5–7 minutes
 Annotated sketches, appendixes and referencing, when appropriate
1
 Various stimulus texts and other materials, provided by teacher and/or student
 Preparation time: 3–4 weeks class/home
 For written responses, teacher consultation and feedback on two drafts during preparation
time
 For spoken/signed and multimodal responses students may rehearse the delivery of their
dramatic concept
2
1.
Replace the red text with your school- and task-specific information.
2.
Make the standards instrument-specific. (Words may not be added to the standards except in the case of skills of drama where the skill should be named, e.g. the skill of
directing.)
3.
The following words may be used in the singular: forms, styles, skills of drama, purposes, contexts.
4.
Ensure all information has been completed, i.e. no red text remains.
5.
Delete this instructional text.
Insert school-specific information (if required)
2
Forming
Instrument-specific standards matrix
3
Standard A
Standard B
Standard C
Standard D
Standard E
The student work has the following
characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:

perceptive and skilful
management of elements of
drama to create dramatic
action

skilful management of
elements of drama to
create dramatic action

management of elements
of drama to create
dramatic action

partial management of
aspects of elements of
drama to make dramatic
action

partial use of aspects of
elements of drama to
make dramatic action

perceptive and skilful use of a
range of conventions of forms
and styles, and skills of drama
to shape dramatic action

skilful use of a range of
conventions of forms and
styles, and skills of drama
to shape dramatic action

use of a range of
conventions of forms and
styles, and skills of drama
to shape dramatic action

partial use of conventions
of forms and styles, and
skills of drama to make
dramatic action

partial use of aspects of
conventions of forms and
styles, and skills of drama
to make dramatic action

insightful and skilful synthesis
of the dramatic languages,
purposes and contexts to
create dramatic action and
meaning.

skilful synthesis of the
dramatic languages,
purposes and contexts to
create dramatic action and
meaning.

synthesis of the dramatic
languages, purposes and
contexts to create
dramatic action and
meaning.

partial use of purposes
and contexts to make
dramatic action and
superficial meaning.

partial use of aspects of
purposes and contexts to
make dramatic action.