Years 1 to 2
The Arts
ASARTDRAY12
Years 1 to 2 Drama Achievement Standard
4 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 2, students identify where they experience drama. They describe where, why and/or how people across cultures, communities and/or other contexts experience drama.
Students pretend and imagine as they create roles and situations in improvised drama and/or dramatic play. They perform their drama in informal settings.
The 4 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 2, students identify where they experience drama.
Content descriptorAC9ADR2E01 Exploring and responding
explore where, why and how people across cultures, communities and/or other contexts experience drama
Elaborations (4)
- Elaboration identifying where they might experience drama in their lives and community; for example, sharing experiences of attending drama performances at their school or taking part in drama in their community, and considering why these performances might have been created
- Elaboration recognising how drama can show feelings and ideas that people have about the world or personal experiences
- Elaboration asking questions about the drama they experience; for example, “How and why are these people making drama?”, “Where are they making drama?”, “What is the drama about?”
- Elaboration considering how drama communicates cultural knowledge in their own communities; for example, exploring how drama communicates stories, traditions and experiences that are important to people, such as drama that communicates stories from cultures, countries or regions in Asia
They describe where, why and/or how people across cultures, communities and/or other contexts experience drama.
Content descriptorAC9ADR2E01 Exploring and responding
explore where, why and how people across cultures, communities and/or other contexts experience drama
Elaborations (4)
- Elaboration identifying where they might experience drama in their lives and community; for example, sharing experiences of attending drama performances at their school or taking part in drama in their community, and considering why these performances might have been created
- Elaboration recognising how drama can show feelings and ideas that people have about the world or personal experiences
- Elaboration asking questions about the drama they experience; for example, “How and why are these people making drama?”, “Where are they making drama?”, “What is the drama about?”
- Elaboration considering how drama communicates cultural knowledge in their own communities; for example, exploring how drama communicates stories, traditions and experiences that are important to people, such as drama that communicates stories from cultures, countries or regions in Asia
Content descriptorAC9ADR2E02 Exploring and responding
explore examples of drama created and/or performed by First Nations Australians
Elaborations (5)
- Elaboration exploring when, where, how and why First Nations Australians use drama to share knowledge about their cultures; for example, during celebrations such as National Aboriginal and Torres Strait Islander Children’s Day, NAIDOC Week, Reconciliation Week or the acknowledgement of significant occasions including Sorry Day
- Elaboration exploring First Nations Australians’ use of drama to express connection to and responsibility for Country/Place, such as communicating knowledge about the local seasons, or storytelling to communicate knowledge to maintain unique ways of life
- Elaboration observing how the elements of drama such as place, language and movement are used in First Nations Australians’ cultural expressions that they experience; for example, through direct engagement or using resources created or co-created by First Nations Australians
- Elaboration exploring ways of communicating knowledge through stories; for example, learning about stories that communicate knowledge of the environment in their region, through direct engagement (co-creating drama to share the knowledge) or using resources created or co-created by First Nations Australians
- Elaboration co-creating a Welcome to Country (as appropriate) or an Acknowledgement of Country to perform before their drama class with a First Nations Australian person who has cultural authority, or using advice from a resource such as protocols from their school sector
Students pretend and imagine as they create roles and situations in improvised drama and/or dramatic play.
Content descriptorAC9ADR2C01 Creating and making
create and co-create fictional situations based on imagination and/or experience
Elaborations (9)
- Elaboration using puppets to create new stories, including stories that communicate their understanding of existing stories or personal experiences; for example, using puppets they have made from repurposed or recycled materials and/or puppets that are modelled on puppets used in an Asian culture
- Elaboration using learning from explorations of drama that communicates First Nations Australians’ connection to and responsibility for Country/Place to devise drama that communicates their own connection to and responsibility for place; for example, devising short scenes that communicate feelings about a “favourite” place or show how they care for a place in their community
- Elaboration using costume items and props to share information about their character with other participants in the drama when “in-role” during Readers’ Theatre
- Elaboration identifying situations drawn from stories, films, fantasy, history or personal experience that might be explored through dramatic play, process drama or puppetry
- Elaboration considering how unstructured materials might be used to create play spaces, or everyday clothing items might be used to symbolise roles (hats, coats, lab coats, briefcases, etc.)
- Elaboration contributing ideas and actions within whole group or small group improvisations as part of a process drama to support or extend the offerings of others, including teacher-in-role
- Elaboration communicating non-verbally by using facial expressions and movements to explore and show role and situation when participating in mime or movement-based drama
- Elaboration accepting the pretence situation established by others or participating in its active development; for example, by creating relevant props and suggesting relevant roles or additional situations to explore
- Elaboration using inquiry questions to propose situations to explore in dramatic play and process drama, such as “What else might happen to these characters?”, “What might happen next?”, “What might have happened before the story?”, “What if I was there?”
Content descriptorAC9ADR2D01 Developing practices and skills
use the elements of drama and imagination in dramatic play and/or process drama
Elaborations (6)
- Elaboration exploring a situation through dramatic play using familiar props; for example, empty containers (boxes, plastic bottles, food packaging), clothing or toys
- Elaboration understanding and employing appropriate drama terminology when discussing drama they have created and/or experienced; for example, using terms such as dramatic play, process drama, pretending, audience, theatre, performance, actors
- Elaboration understanding and employing own language and drama terminology relating to the elements of drama, including role, place, situation, language and movement
- Elaboration taking part in purposeful dramatic play focusing on creating roles and situations; for example, developing ideas from texts such as children’s literature or images
- Elaboration taking turns in offering and accepting ideas, and staying in a role when participating in improvised drama
- Elaboration brainstorming and discussing situations based on their experiences, such as situations related to games played during break time, and using these ideas to improvise drama
They perform their drama in informal settings.
Content descriptorAC9ADR2P01 Presenting and performing
share their drama in informal settings
Elaborations (3)
- Elaboration retelling a familiar story through acting and sharing with an audience
- Elaboration performing sequences of frozen images linked by transitions in order to communicate key scenes from a familiar story
- Elaboration considering their personal responses to drama experiences at school, in their homes or in their communities; for example, reflecting on their drama using questions such as, “What do you want your audience to think about your drama?”, “What did this drama make you think about?”, “How did you feel when making/watching the drama?”, and evaluating: “What did you like best in the drama? Why?”
This achievement standard describes the expected learning for Years 1 to 2 Drama. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Creating and making | Drama | 1 | 9 |
| Developing practices and skills | Drama | 1 | 6 |
| Exploring and responding | Drama | 2 | 9 |
| Presenting and performing | Drama | 1 | 3 |
| Total | 5 | 27 | |
Frequently Asked Questions
What should students know by the end of Years 1 to 2 Drama?
By the end of Year 2, students identify where they experience drama. They describe where, why and/or how people across cultures, communities and/or other contexts experience drama. Read the full standard
How many Content Descriptors support this standard?
5 Content Descriptors support this Achievement Standard (Creating and making: 1, Developing practices and skills: 1, Exploring and responding: 2, Presenting and performing: 1).
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.