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 —Practical technique: Demonstrating a devised concept
Context
Insert context
Task
Insert task and/or stimulus material
Supporting documentation
  • Students provide succinct notes indicating choices about management and shaping of the dramatic languages in relation to purpose, context and meaning.
  • Teacher may provide students with a template to support the organisation of notes.
  • Annotations may be written by the student after demonstrating their response to reflect decisions made during the demonstration.

Conditions for Forming: Demonstrating a devised concept
Year 11
Individual
  • Length: 3–4 minutes for demonstrating the devised concept
  • Stimulus material sourced and provided by student or teacher
  • Preparation time: At least two weeks in and outside of class time for devisor. If the devisor requires student actors to support their demonstration:
­Student actors are selected by the teacher immediately before the devisor demonstrates their response
­10–15 minutes immediately before the devisor demonstrates their response for devisor to explain concept to student actors and for actors to read through text
  • Teacher consultation during two weeks preparation time

Year 12
Individual
  • 4–6 minutes for demonstrating the devised concept
  • Stimulus material sourced and provided by student or teacher
  • Preparation time: At least two weeks in and outside of class time for devisor. If the devisor requires student actors to support their demonstration:
­student actors are selected by the teacher immediately before the devisor demonstrates their response
­10–15 minutes immediately before the devisor demonstrates their response for devisor to explain concept to student actors and for actors to read through text
  • Teacher consultation during two weeks preparation time

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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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