1. Save thistemplate to yourschool network or computer and alter it for yourownassessment design or copy the below information intoyourschool-basedassessment instrument template.
  2. Delete the information thatis not relevant to yourassessment, e.g. if the taskis for Year 11, delete the Year 12 conditions. Information isprovided in tables so to delete, highlight the rowyouwish to remove, right click, and select DeleteRows.
  3. Replace the redtextwithyourschool- and task-specific information.
  4. Ensure all information has been completed, i.e. no redtextremains.
  5. Deletethisinstructionaltext.
Insert school-specific information, e.g. school name, logo
Drama
Forming — Non-Practical technique: Directing — directorial concept of a published playscript or excerpt (written, spoken/signed or multimodal)
(Deleteplayscript or excerpt depending on the instrument type)
Context
Insert context
Task
Insert task and/or stimulus material
Supporting documentation
  • For written responses, the directorial concept created by the student must be included in the student folio.
  • The published playscript used as the basis for the directorial concept with annotations indicating choices about management and shaping of the dramatic languages, and further notes in relation to purpose, context and meaning.

Conditions
Year 11 for written responses, the directorial concept created by the student must be included in the student folio
Individual
  • Written: 800–1000 words
  • Spoken/signed:3–4 minutes
  • Multimodal: 3–5 minutes
  • Playscript provided, plus annotations, appendixes and referencing, when appropriate
  • Stimulus: Published playscript or excerpt
  • Preparation time: 3–4 weeks class/home
  • Teacher consultation and feedback on two drafts during preparation time
  • For spoken/signed and multimodal responses students may rehearse the delivery of their dramatic treatment

Year 12 for Forming: Directing — directorial concept of a published playscript or excerpt
  • Individual
  • Written: 1000–1200 words
  • Spoken/signed:4–5 minutes
  • Multimodal: 5–7 minutes
  • Playscript provided, plus annotations, appendixes and referencing, when appropriate
  • Various stimulus texts and other materials, provided by teacher and/or student
  • Preparation time: 3–4 weeks class/home
  • Teacher consultation and feedback on two drafts during preparation time
  • For spoken/signed and multimodal responses students may rehearse the delivery of their dramatic treatment

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  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)
Instrument-specific standards matrix
Standard A / Standard B / Standard C / Standard D / Standard E
Forming / 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
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  • partial management of aspects of elements of drama to make dramatic action
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  • 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
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  • skilful use of a range of conventions of forms and styles, and skills of drama to shape dramatic action
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  • 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.
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  • 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.

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