1. Save this template to your school network or computer and alter it for your own assessment design orcopy 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 —Practical technique: Improvising — intervention in a text; process drama
Context
Insert context
Task
Insert task and/or stimulus material
Supporting documentation
  • Succinct explanation of student choices about management and shaping of the dramatic languages in relation to purpose, context and meaning must be included.
  • The explanation is written by the student after the improvisation.

Conditions for Forming: Improvising — intervention in a text; process drama
Year 11
Individual
  • Length: 2 minutes
  • Stimulus material: context or text familiar to students
  • Intervention provided immediately before the assessment
  • 0–2 minutes class time for planning immediately before assessment
Group
  • Length: 3–6 minutes of dramatic action (every student actively contributing)
  • Maximum of four students in each group
  • Stimulus material: context or text familiar to students
  • Intervention provided immediately before the assessment
  • 0–2 minutes class time for planning immediately before assessment

Year 12
Individual
  • Length: 3 minutes
  • Stimulus material: context or text familiar to students
  • Intervention provided immediately before the assessment
  • 0–2 minutes class time for planning immediately before assessment
Group
  • Length: 4–6 minutes of dramatic action (every student actively contributing)
  • Maximum of four students in each group
  • Stimulus material: context or text familiar to students
  • Intervention provided immediately before the assessment
  • 0–3 minutes class time for planning immediately before assessment

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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, and 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
/
  • 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.

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