Level 6 drama achievement objectives
Indicators are examples of the behaviours and capabilities that a teacher might expect to observe in a student who is achieving at the appropriate level. Teachers may wish to add further examples of their own.
For any terminology used in the achievement objectives, or the indicators, check (and download) the
Arts Online Drama Glossary.
Understanding drama in context (UC)
- investigate the forms and purposes of drama in different historical or contemporary contexts, including New Zealand drama.
- Explores and articulates forms and ideas that inform different examples of New Zealand drama from historical and contemporary contexts.
- Reads and discusses New Zealand plays or scenes from them from historical and contemporary perspectives.
- Identifies the intentions of a playwright and the purpose of a play or form of theatre in the society of the time.
- Views live theatre, and examines how elements, techniques, conventions, and technologies have been used to communicate with the audience.
Developing practical knowledge in drama (PK)
- select and use techniques, conventions, and technologies in a range of dramatic forms.
- In scripted and devised contexts, uses drama techniques (voice, body, movement, space) to communicate a believable character, to communicate a moral message in an abstract way, and to create a sense of time or location.
- Explores the design process when using set, costume, lighting, make-up, props; makes items that can be used in performance (for example, a costume or prop required for a scene).
- Experiments with the use of drama conventions to create focus, mood and tension, and to tell a story.
- Plays with drama technologies such as digital projection or lighting to heighten or intensify the mood, focus, or tension in a devised scene/work.
Developing ideas in drama (DI)
- research, evaluate, and refine ideas in a range of dramatic forms to develop drama.
- Creates own short dramas, scenes, and performances based on ideas from what they have read, experienced, or imagined.
- Experiments with elements and conventions to structure their own work in a variety of ways.
- Creates a drama, and identifies and critiques the conventions used in relation to the intended purpose of the work.
- Identifies an issue and explores ways of creating a drama that highlights the issue in a way that will have an impact.
Communicating and interpreting in drama (CI)
- perform and respond to drama and make critical judgments about how elements, techniques, conventions, and technologies are used to create form and meaning in their own and others’ work.
- Uses voices, bodies, movement, and space in a variety of ways to communicate characters, situations, relationships; to tell stories; and to express themes and ideas.
- Evaluates how skilful and/or effective the use of drama elements, conventions, techniques, and technologies are within their own and their peers’ performances.
- Views a performance and discusses, in pairs, the use of drama techniques to create characters and situations; explains how the use of conventions observed in a performance help to highlight or reveal moments of tension or changing moods and so on.
Context elaborations are possible contexts for learning, with a suggestion of how they might be used with the focus achievement objective.
The listed context elaborations are examples only. Teachers can select and use entirely different contexts in response to local situation, community relevance, and students’ interests and needs.
Assessment for qualifications
At the time of publication, achievement standards were in development to align them with The New Zealand Curriculum. Please ensure that you are using the correct version of the standards by going to the
The NZQA subject-specific resources pages are very helpful. From there, you can find all the achievement standards and links to assessment resources, both internal and external.
Aligned level 1 achievement standards were registered for use in 2011 and level 2 for use in 2012; level 3 will be registered for use in 2013.
It is important to remember that not all learning in drama needs to be assessed. There is value in drama creation and the exploration of genre and style that may not be assessed but could be a valuable step towards more complex work in the following year of study.
Last updated August 18, 2015