Assessment and reporting in Drama

Schools are required to submit to NESA a grade for each student based on their achievement at the end of the course.

Teachers use professional, on-balance judgement to allocate grades based on the Common Grade Scale for Preliminary courses.

Teachers consider all available assessment information, including formal and informal assessment, to determine the grade that best matches each student’s achievement at the end of the course.

See ACE (Assessment, Certification and Examination rules and requirements) for further information.

Assessment programs must reflect course components and weightings

The course components and component weightings for Year 11 are mandatory.

Schools may determine specific elements of their assessment program

Schools have authority to determine the number, type of task and the weighting allocated to an assessment task. Schools may also follow the sample assessment programs provided by NESA.

Sample assessment program

NESA’s sample Year 11 formal school-based assessment program for Drama includes:

• 3 assessment tasks, including:
  • a formal written exam.

The recommended weighting for any individual task is 20% to 40%.

NESA requires schools to submit a school-based assessment mark for each Year 12 candidate in a course. Formal school-based assessment tasks should reflect the syllabus outcomes and content. The mark submitted by the school provides a summation of each student’s achievement measured at several points throughout the course.

A school’s program of school-based assessment includes both mandatory and non-mandatory elements.

See ACE (Assessment, Certification and Examination rules and requirements) for further information.

Assessment programs must reflect course components and weightings

The course components and component weightings for Year 12 are mandatory.

Schools may determine specific elements of their assessment program

Schools have authority to determine the number, type of task and the weighting allocated to an assessment task. Schools may also follow the sample assessment programs provided by NESA.

Sample assessment program

NESA’s sample Year 12 formal school-based assessment program for Drama includes:

• 4 assessment tasks, including:
  • a minimum weighting for an individual task of 10%
  • a maximum weighting for an individual task of 40%
  • one task that is a formal written exam with a maximum weighting of 30%.

Formal written exam task

This task may assess a broad range of course content and outcomes. Schools may choose to replicate the timing and structure of the HSC exam.

If a school includes the development of the externally assessed group performance and individual project in conjunction with the written paper, the combined weighting of the tasks should not exceed 30%.

As part of the Group Performance, each student is required to keep a logbook as a record of their involvement in the production process. The logbook may be assessed as part of school- based assessment. Teachers must regularly date and sign student logbooks.

As part of the Individual Project, each student is required to keep a logbook as a personal record of the process and development of their work. Schools will use the logbook as evidence of student progress and authorship of student work as it develops over time. The logbook may be used as part of school-based assessment.

Group Performance and Individual Project logbooks must be submitted to the school and retained by the school until Term 2 of the following year. Logbooks may be requested by NESA to be used to verify a student’s work. Logbooks are not part of the external exam mark.

Please see the specific requirements for the Group Performance logbook and Individual Project logbook in the relevant sections below.

Certification of student work

Schools must have procedures in place that will allow effective supervision of the development of students’ Group Performances and Individual Projects. Students, teachers and school principals are required to certify that all submitted works are the student’s own work. Certification of student work is required in line with NESA procedures and requirements. Refer to: HSC rules and procedures guide.

Students will be required to certify that the Individual Project is their own original work, and that any material drawn from other sources and any outside assistance is acknowledged. Teachers must certify that any submitted work is the student’s own, that any words, ideas, designs, products or workmanship of others has been acknowledged appropriately, that the work has been completed under their supervision, and that the rules and procedures described here and in the ACE website have been followed.

Adjustments in response to a disability are not considered ‘outside assistance’ and do not need to be recorded on supporting documentation that is submitted to NESA. Schools should follow school and sector protocols for recording adjustments. Where a student with disability has been provided with outside assistance in addition to an adjustment, the outside assistance must be acknowledged, as outlined above. Further information can be found in Adjustments to assessment for students with disability.

Principals must be able to endorse the teacher’s declaration that the work:

• has been done under the teacher’s supervision
• is the student’s own work consistent with earlier drafts and other examples of the student work
• was completed by the due date.

The teacher must keep a brief written record of each student’s progress throughout the project. This should not be submitted with the project, but may be requested in exceptional circumstances where the examiners require further information. This record should be retained in the school, together with assessment records. A Practical Project: Record of Student’s Progress proforma is available to download from Schools Online.

Certification is completed via Schools Online. Students are required to sign a hard-copy declaration for the Group Performance and for the Individual Project which schools must retain until June of the following year.

The teacher and the role of director

The teacher is required to act as a supervisor and facilitator for developing student work, using a variety of strategies, including advice, assistance and negotiation. However, at no time should the teacher, or any other adviser, including outside tutors, assume the role of director. Directorial vision and choices that drive and influence the work, are to rest entirely with the student.

Copyright

The following general references to copyright, academic honesty and issues of malpractice in the HSC apply to the Group Performance and Individual Project.

• All My Own Work
• Certifying HSC practical component
• Practical exam rules
• ACE 10.1 Malpractice
• ACE 2.5 HSC practical exams
• Aboriginal and Torres Strait Islander principles and protocols.

Time and word limits

The Group Performance and Individual Projects have time, word-length and/or other requirements (see details below). Students are to work within these requirements to ensure they do not breach the exam rules. Performances and projects that are substantially under duration, length or have required items missing may not fully address all or some of the marking criteria. The examiners will stop performances that go over time, and material that exceeds the stipulated word lengths or other requirements will be disregarded.

Content

Schools should refer to practical exam rules for advice regarding the content of HSC performances and submitted works.

Prohibited weapons, replicas and other related articles

Schools should refer to ACE 2.5 HSC practical exams to ensure students’ work and performances comply with these important requirements.

Mobile phones, laptops and other digital devices

Schools should refer to the HSC exam equipment list regarding mobile phones and HSC exams.

Should a student choose to use a mobile phone, laptop or digital device as a prop or to play a backing track or sound effects, they must demonstrate to examiners that the device is in flight mode with no connection to the internet.

Each student will collaborate with a group to devise, and perform in, a piece of original theatre. As a starting point for the Group Performance, students must choose ONE topic from the current Topic List – Group Performance. This list of topics is published in the Course prescriptions for Drama Stage 6 2025–2027. Teachers must ensure they are referencing the current HSC course prescriptions list.

The Group Performance will be a piece of original theatre which:

• is a complete theatrical statement demonstrating a sense of dramatic shape and structure
• provides an opportunity for each student to demonstrate his or her performance skills
• is performed by no fewer than 3 and no more than 6 students
• is 8–12 minutes in duration.

Criteria for examining the Group Performance

For the Group Performance, a mark out of 10 is awarded for each of the three criteria, giving a total mark out of 30.

Criteria 1: Performance skills appropriate to the style or form (10 marks)

• vocal dynamics: projection, clarity, tone, pitch, pace
• movement dynamics: control, energy, spatial awareness
• timing: control of delivery, responses to cues, awareness of rhythms.

Criteria 2: Sustaining and developing role/character (10 marks)

• belief/conviction/energy
• complexity/dimension
• interaction with other characters or roles

Criteria 3: Structure and dramatic coherence (10 marks)

• effective use of dramatic elements and performance conventions
• performance as part of an ensemble
• establishing and maintaining a clear intention and an appropriate relationship with the audience in the context of the performance space
• demonstration of innovation, flair and integrity in the dramatic work
• effective use of the space in the context of the performance style.

The Group Performance is individually marked. The performance of others in the group will neither advantage nor disadvantage what others achieve through their choices and performance.

The development of the Group Performance will be assessed by the teacher as part of the school assessment.

Start date

Work on the Group Performances should commence at the start of Term 2 of the HSC year.

Logbook for the Group Performance

As part of the Group Performance, each student is required to present a logbook of his/her involvement in, and reflections on, the development of the performance. However, the logbooks will not be used as part of the external exam mark.

As a personal record of the student’s involvement in the production process, the logbook may be assessed as part of the school assessment mark for the Group Performance. Teachers should date and sign logbooks, but assessment marks and comments should be recorded separately.

The logbook should provide:

• a record of initial ideas shared
• a record of research and reading undertaken and how this contributed to the development process
• an ongoing description and analysis of problems encountered and strategies used to develop solutions
• a record of critical feedback received from test audiences such as fellow students, parents and friends, teachers and assessors of works-in-progress and reflections on this feedback
• comments on aspects of staging, lighting and design, where applicable
• a record of the final product such as a script or scenario.

Group collaboration

Teachers should consider the following techniques in relation to the management of the group:

• offering students an option to determine who they work with for the Group Performance. For example students could be asked to privately nominate to the supervising teacher one student they wish to work with.
• explicit teaching of skills in collaboration, good communication, negotiation and conflict resolution prior to the Group Performance process.
• suggesting students establish a simple, agreed code of conduct for positive group work.

All students are required to participate in the Group Performance. Some students with disability may require adjustments to participate in the Group Performance, including strategies to assist them to communicate and collaborate with others.

Illness/misadventure

Formal applications to NESA for illness/misadventure for the Group Performance cannot be made until the HSC performance date. For internal school assessment teachers should follow their school policy and guidelines.

If an Illness/Misadventure application is sought on the day of the Group Performance exam due to the absence of a student, the school must advise NESA, and have all students in the group complete an Illness/Misadventure form. HSC exams will not be re-scheduled due to illness or misadventure.

Use of an understudy

Schools must apply to NESA to use an understudy with the exception of small candidature schools (see below). We will approve only under the following circumstances:

• When a member of the group is not regularly attending class and/or rehearsal due to illness or misadventure.
• In extreme cases where group cohesiveness has irrevocably broken down and a range of mediation has proved unsuccessful.

Understudies must be another student at the school who is not in Year 12. Students acting as an understudy must not be involved in the development of the Group Performance.

If a student leaves a group that is between 4–6 students early in the Group Performance process, an understudy is not permitted to be used as there is sufficient time to adjust the piece around the remaining students.

To request the use of an understudy, the principal must write to:

Drama Coordinator
Marking and Quality NESA
Email: hscpracticals@nesa.nsw.edu.au

The email should:

1. outline the reasons why the school is seeking approval from NESA for the use of an understudy
2. describe the mitigations employed by the school and the result of these mitigations
3. be signed by the principal.

If the use of an understudy is approved by NESA, the approval letter must be kept on file at the school and shown to the HSC Drama examiners on request.

Small candidature schools (less than 3 students)

For the Group Performance, schools with an HSC Drama class of less than 3 students provide additional students (or a student) from the school who are NOT Year 12 students or students attempting an HSC course that year, to create a group of 3.

A school with a single HSC Drama candidate provides 2 additional students. A school with 2 HSC Drama candidates provides ONE additional student. Additional students must not contribute to the development of the Group Performance.

Small candidature schools need not apply to NESA for approval to provide these required additional students as this is automatically approved.

Students will undertake a project in ONE of the following areas:

• Critical Analysis
• Design
• Performance
• Scriptwriting
• Video Drama

The Individual Project will be determined by negotiation between the student and the teacher at the beginning of the HSC course. Teachers will assess the process of development of the Individual Project as part of the school assessment.

Course prescriptions and exclusions

Students undertaking Individual Project: Critical Analysis (Director’s Folio) or Individual Project: Design (Costume, Lighting, Promotion and Program, or Set) must select as the basis for their work ONE text from the Text List for Individual Projects, published in the Drama Stage 6 course prescriptions available on the NESA website. Teachers must ensure they are referencing the current HSC course prescriptions list.

When choosing their Individual Project, students must ensure that they do not choose a topic or text that they are studying in Drama or in any other of their HSC courses. For example, they may not use extracts from a text being studied in English for the Individual Project: Performance, or a playwright being studied in Ancient History for the Individual Project: Critical Analysis (Applied Research Report). Teachers should ensure that students do not submit the same project for any other HSC subject.

Students must work within the requirements of their chosen Individual Project as described below.

Rationale

For each Individual Project students will be required to present a 300-word rationale clearly explaining the intention of the project and the approach that has been taken.

The rationale is considered a part of the project and must be submitted to examiners with the project/performance. While not marked externally, it is referred to in the marking process to confirm the intent of the student’s work.

There are two approaches to the rationale, depending on the project.

For the Individual Projects that require the conceiving of a directorial interpretation and vision for the project, the rationale should be an explanation of the student’s directorial concept. A directorial concept should provide an analysis of the central action of the drama and a consistent and coherent interpretation and vision for the production.

In the other project areas – Critical Analysis (Portfolio of Theatre Criticism), Critical Analysis (Applied Research Report), Performance, and Scriptwriting – the rationale should be an explanation of the overall intention of the project. This includes the approach taken and the reasons leading to final decisions.

For submitted Individual Projects, submit the Rationale with the project. All logbooks are retained at the school until Term 2 of the following year. We may  request the logbooks  to verify a student’s work.

Logbook for the Individual Project

As part of the Individual Project, each student is required to present a logbook of his/her reflections on the development of their work. Schools collect and retain logbooks until Term 2 of the following year. Teachers may assess logbooks as part of the school’s internal assessment, but logbooks will not be used as part of the external exam mark.

Teachers should date and sign logbooks, but assessment marks and comments should be recorded separately.

The logbook is a documentation of the process of the Individual Project and should provide:

• a clear statement of intention, agreed to by the student and the teacher, in the form of a contract
• the motivations for selecting the project
• the ideas and approaches used
• evidence of research and selection of resources
• support material used, including sketches, clippings, photographs and other sources
• decisions made and solutions to problems
• the extent to which original intentions were achieved
• drafts and redrafts with explanations for any changes in direction
• evaluations and constructive advice from advisers and/or audiences
• personal reflections and evaluations.

Individual Project – damaged work

If a student’s Individual Project is damaged prior to submission, the school should contact NESA for advice.

Individual Project options and making changes

Individual Project options must be notified to NESA via Schools Online. Students may change their Individual Project option after mid-July when Schools Online closes via a written request signed by the student, supervising teacher and principal. Email the request to hscpracticals@nesa.nsw.edu.au .

Students may not present an Individual Project: Performance in lieu of another unfinished project, or resubmit work undertaken in the Preliminary course for the HSC exam.

This project must be completed in ONE of the following areas:

1. Director’s Folio
2. Portfolio of Theatre Criticism
3. Applied Research

Individual Project: Critical Analysis (Director’s Folio)

This project comprises a folio of work based on one of the texts listed on the current Design/Critical Analysis (Director’s Folio) in the Drama Stage 6 course prescriptions.

The submitted folio should be 3500 words in length. Annotated scripts are not a requirement of this project.

The project must include:

• a 300-word rationale in the form of a director’s concept/vision
• a comprehensive discussion of the director’s concept/vision integrating the dramatic and theatrical elements
• descriptions and explanations of key theatrical elements, features, effects or images which contribute to dramatic meaning
• an analysis of the text and discussion of the research that has influenced the ideas for the production
• an outline of the design concepts for set, costumes and lighting
• a discussion of the approach to working with actors in rehearsal
• a statement about the intended experience for the audience.

Criteria for examining the Individual Project: Critical Analysis (Director’s Folio)

For the Individual Project: Critical Analysis (Director’s Folio), a mark out of 10 is awarded for each of the 3 criteria, giving a total mark out of 30.

Criteria 1: Directorial concept/vision (10 marks)

• originality, clarity and practicality of the director’s concept/vision
• effective communication of the director’s concept/vision
• effective use of key theatrical elements, features, effects or images which contribute to dramatic meaning
• integration and unity of dramatic and theatrical elements.

Criteria 2: Analysis and synthesis of research (10 marks)

• effective understanding and interpretation of the text
• selection of the textual and support material and analysis of research contributing to the idea of the production
• clarity in presenting the material.

Criteria 3: Production experience (10 marks)

• skill in conceiving a dramatic and theatrical experience for the audience
• appropriateness and effectiveness of rehearsal techniques
• use of design elements to create dramatic meaning.

Individual Project: Critical Analysis (Portfolio of Theatre Criticism)

This project comprises 4 reviews of live theatre performances attended during the HSC course. Each review should be 800 words in length and use a style appropriate for theatre criticism.

The project must include:

• a 300-word rationale
• 4 reviews.

The reviews should each be comprised of:

• a statement describing the impact and importance of the production
• a discussion of significant aspects of the production
• information about the style, design and ideas in the production
• contributions made by the different members of the creative team that produced it
• a well-supported and analytical judgement of the quality of the production
• a style appropriate for theatre criticism.

Publication format

The Portfolio of Theatre Criticism must be the result of attending 4 theatre performances during the HSC course. The reviews may be done in a range of styles suitable for theatre criticism. The Portfolio of Theatre Criticism may be for a real or hypothetical publication.

Exclusions

Students may provide theatre criticism for plays listed on the Text List for Individual Projects. Students should not provide theatre criticism for plays studied as part of Studies in Drama and Theatre or plays studied in their HSC English course(s) or any other of their HSC courses.

Musicals/musical theatre/opera

Students may undertake a critical analysis of a musical/musical theatre/opera provided the focus of the analysis and criticism remains on the dramatic elements of the production and not the musical features. Selecting productions for theatre criticism should allow students enough scope to demonstrate skills in analysis, evaluation and judgement about live theatre performances.

Amateur, interstate and international productions

The Portfolio of Theatre Criticism can cover any theatrical event professional or amateur and be based on live theatre performances locally or from interstate or overseas.

Criteria for examining the Individual Project: Critical Analysis (Portfolio of Theatre Criticism)

For the Individual Project: Critical Analysis (Portfolio of Theatre Criticism), a mark out of 10 is awarded for each of the 3 criteria, giving a total mark out of 30.

Criteria 1: Selection and evaluation (10 marks)

• identifying the style, design and ideas in the production
• evaluating the significant aspects of the production
• distinguishing and commenting on the different ways the script, the director, designers and performers contribute to the production.

Criteria 2: Analysing and synthesising (10 marks)

• skill in analysing specific aspects of the production
• evidence of knowledge/research into understanding of the script/style of theatre
• coherent critical statements about the production.

Criteria 3: Language and style (10 marks)

• clarity, appropriateness and flair of reviewing style(s)
• coherence of structure.

Individual Project: Critical Analysis (Applied Research Project)

The submitted project should be approximately 3500 words in length.

The Applied Research Project will take the form of a structured report on the results of investigative research into the work of ONE of the following:

• an individual artist, performance group or theoretician in drama
• a specific dramatic text or production
• a theatre arts body
• a critical or technical issue in drama or theatre.

The project must be based on a specific research hypothesis, clearly articulated in the rationale, and must present the results of the research in a way that clearly addresses the hypothesis. It should include, in separately titled sections:

• a 300-word rationale outlining the approach that has been taken
• an outline of the hypothesis
• a survey of the area of study, based on background research (including reading, diagrams, interviews and/or practical work as appropriate) showing how the hypothesis arises from questions raised by that research
• a description of the research tasks undertaken and a summary of the information collected
• an analytical discussion of the results
• a conclusion referring to the original hypothesis.

Criteria for examining the Individual Project: Critical Analysis (Applied Research Project)

For the Individual Project: Critical Analysis (Applied Research Project), a mark out of 10 is awarded for each of the 3 criteria, giving a total mark out of 30.

Criteria 1: Hypothesis and conclusion (10 marks)

• structuring a clear and coherent original hypothesis
• evidence of appropriate research for the development of the hypothesis
• drawing conclusions from the research.

Criteria 2: Analysis and synthesis (10 marks)

• effectiveness of research undertaken
• selection of the material and analysis of the research supporting the hypothesis.

Criteria 3: Execution (10 marks)

• effectiveness in presenting and organising the project
• clarity and accuracy in the use of language.

A Design project involves students in selecting ONE of the set plays listed on the current Individual Project Text List, Drama Stage 6 course prescriptions available on the NESA website.

The project must be completed in ONE of the following areas:

• Costume
• Lighting
• Promotion and Program
• Set

Individual Project: Design (Costume)

This project consists of:

• a 300-word rationale in the form of a director’s concept/vision
• renderings of costumes for at least 2 different characters
• a minimum of 4 to a maximum of 6 costume renderings in total. These renderings can be in media such as watercolour, coloured pencils or markers, collage or a computer-aided design submitted as hard copy. The renderings must be separately mounted on cardboard at least A3 size (297 x 420 mm), but no larger than A1 (594 x 841 mm). The figures depicted should be at least 300 mm in height. All characters rendered and the scenes in which they appear must be identified.
• support material attached to the renderings, which includes fabric swatches and/or colour samples and any special construction information
• preliminary sketches and/or written descriptions of at least 4 other costumes required for the production.

Note: Students should NOT make costumes or include any dolls dressed in costumes in this Individual Project.

Digital renderings

The renderings for Costume Design may be done by hand or digitally produced. All digital images must be printed for submission to NESA.

Mounting requirements

There is no requirement to frame costume design renderings. Costumes should be submitted on a simple cardboard mount. Glass is not permitted, as it can become a WHS issue during marking.

Criteria for examining the Individual Project: Design (Costume)

For the Individual Project: Design (Costume), a mark out of 10 is awarded for each of the 3 criteria, giving a total mark out of 30.

Criteria 1: Design concept/vision (10 marks)

• effective interpretation of the play realised in a directorial concept/vision
• integrity, originality and clarity in the design concept/vision
• selection of appropriate characters and scenes to communicate the concept/vision.

Criteria 2: Appropriateness (10 marks)

• understanding of the characters/roles – social standing, period, place
• suitability to the dramatic and technical needs of the characters/roles
• effectiveness of colours, textures and fabric types to each costume.

Criteria 3: Execution (10 marks)

• realisation of the design concept/vision in the presentation
• clarity and flair in renderings
• clear and effective support material.

Individual Project: Design (Lighting)

This project will include:

• a 300-word rationale in the form of a director’s concept/vision
• a lighting plan for 2 scenes in the play where the lighting contributes to the dramatic impact of significant moments
• a cue sheet and running script indicating the lighting state changes and cue points in the 2 scenes.

The lighting plan must be drawn to a scale of 1:25 and may be presented as a computer-aided design submitted as hard copy. It should include:

• a floor plan of the stage indicating significant set features
• a plan showing the location of the lantern positions
• an indication of gel colours and lanterns used for the production and the area that each light covers
• a list and description of the lanterns and gels used for the lighting of the 2 chosen scenes and a description of their impact on the dramatic action, mood and style

Criteria for examining the Individual Project: Design (Lighting)

For the Individual Project: Design (Lighting), a mark out of 10 is awarded for each of the 3 criteria, giving a total mark out of 30.

Criteria 1: Design concept/vision (10 marks)

• effective interpretation of the play realised in a directorial concept/vision
• integrity, originality and clarity in the design concept/vision
• effective visualisation of the lighting design to contribute to the dramatic impact of significant moments.

Criteria 2: Appropriateness (10 marks)

• effectiveness of the lighting states and changes that enhance the dramatic action, mood and style
• choice of lantern, position, gel colour and intensity to realise the purpose of the illuminations
• effectiveness of the lighting in enhancing visual elements of the set (where appropriate).

Criteria 3: Execution (10 marks)

• realisation of the design concept/vision in the presentation
• clarity and accuracy of the lighting plan, cue sheet and prompt copy.

Individual Project: Design (Promotion and Program)

This project may be for a real or hypothetical theatre company and will include:

• a 300-word rationale in the form of a director’s concept/vision
• a poster which is a colour rendering of at least A3 (297 x 420 mm) size but no larger than A1 (594 x 841 mm). The design may be rendered by hand or produced as a computer design submitted as hard copy
• a flyer which includes 150 words of promotional copy
• a program which contains a profile of the theatre company, its target audience, information about the playwright, the history of the play, the directorial approach and any other information relevant to the production
• a 500-word media feature story about the production, such as a researched article or interview which previews the production or an aspect of the production.

Note: Promotion and program designs may be for a real or hypothetical theatre company. Designs and promotional copies for a school production must NOT be used. Posters should not be framed or placed behind glass. Glass is not permitted, as it can become a WHS issue during marking.

Criteria for examining the Individual Project: Design (Promotion and Program)

For the Individual Project: Design (Promotion and Program), a mark out of 10 is awarded for each of the 3 criteria, giving a total mark out of 30.

Criteria 1: Design concept/vision (10 marks)

• effective interpretation of the play realised in a directorial concept/vision
• integrity, originality and clarity in the design concept/vision
• use of visual components to communicate the concept/vision.

Criteria 2: Appropriateness and execution of visual elements (10 marks)

• effectiveness of design elements in each visual item of promotional material in conveying a dramatic interpretation of the production
• understanding the purpose of each item of visual promotional material
• effectiveness of visual promotional material in communicating the profile of the theatre company to its target audience.

Criteria 3: Appropriateness and execution of written materials (10 marks)

• use of written materials to communicate the design concept/vision
• understanding the purpose of each item of the written promotional material
• effectiveness of written materials in communicating the profile of the theatre company to its target audience.

Individual Project: Design (Set)

The set design must be for an identified established and known performance space and will consist of:

• a 300-word rationale in the form of a director’s concept/vision
• a 3-D model built to a scale of 1:25 or computer-aided design submitted as hard copy which depicts the set design. The model or computer-aided design must be a precise miniature or representation of the stage and setting and should include human figures to convey proportion. The model must be of sturdy construction and a fixed assembly. The packaged weight of the project must not exceed 15 kilograms
• a floor plan of the set design in the scale of 1:25 with an indication of the performance space’s dimensions, audience configuration and sightlines
• a description and diagrams of any set or scenic changes in the production.

Criteria for examining the Individual Project: Design (Set)

For the Individual Project: Design (Set), a mark out of 10 is awarded for each of the 3 criteria, giving a total mark out of 30.

Criteria 1: Design concept/vision (10 marks)

• effective interpretation of the play realised in a directorial concept/vision
• integrity, originality and clarity in the design concept/vision
• effective visualisation of the whole play in the design concept/vision.

Criteria 2: Appropriateness (10 marks)

• practicality of the design of the performer and audience sightlines, entrances, levels
• effectiveness of the design to realise the needs of the play
• dramatic effectiveness in the use of the stage space, texture, colour and composition.

Criteria 3: Execution (10 marks)

• realisation of the design concept/vision in the construction and presentation
• clarity and accuracy of the floor plans, diagrams and explanations
• precision in the construction of the model or computer-aided design.

The Individual Project: Performance will consist of:

• a 300-word rationale
• a solo performance of 6–8 minutes duration based on:
  • excerpts or a combination of excerpts from one or more scripts or dramatised texts or the student’s own self-devised material
  • a realisation of a coherent theatrical statement demonstrating a clear sense of dramatic purpose, shape and structure.

The performance must be an individual performance. There should be no other students onstage or offstage accompanying the performance with live music, vocal sound effects or acting as a prompt.

The Individual Project: Performance will be presented to the visiting examiners on the same occasion as the exam of the Group Performance.

Use of excerpts

The construction of the monologue is open to broad interpretation. Excerpts from an existing script linked with student-devised work is possible, while noting Criteria for Examining the Individual Project: Performance – Criteria 3, structure and dramatic coherence (see below). The performance should be a complete and satisfying theatrical journey.

Use of HSC course prescription texts

HSC course prescription texts may be used as material for student performances as long as students are not studying the text for any HSC course.

Musicals, musical theatre

Students may select repertoire from a musical theatre style for the Individual Performance. However, the focus of the Individual Performance is to develop a coherent theatrical performance demonstrating a clear sense of dramatic purpose, shape and structure rather than to focus on musical aspects of the performance.

Criteria for examining the Individual Project: Performance

For the Individual Project: Performance, a mark out of 10 is awarded for each of the 3 criteria, giving a total mark out of 30.

Criteria 1: Performance skills appropriate to the style or form (10 marks)

• vocal dynamics: projection, clarity, tone, pitch, pace
• movement dynamics: control, energy, spatial awareness
• timing: control of delivery, responses to cues, awareness of rhythms.

Criteria 2: Sustaining and developing role/character (10 marks)

• belief/conviction/energy
• complexity/dimension
• clarity in presentation of character(s) or role(s)

Criteria 3: Structure and dramatic coherence (10 marks)

• effective use of performance elements
• establishing and maintaining a clear intention and an appropriate relationship with the audience in the context of the performance space
• integrity, originality and clarity in analysis, interpretation and presentation of the chosen material
• realisation of a coherent theatrical performance
• effective use of space in the context of the performance style.

This project will involve writing a script for a complete play for live performance.

The project will include:

• a 300-word rationale
• a script for a complete play which is of approximately 15 minutes running time (15–25 pages)
• stage directions in sufficient detail to show the practicability for a live production
• scriptwriting conventions such as character/role list and dialogue formatting.

The script must be typed on A4 paper with double spacing in a clear and easily read font equivalent to Times New Roman 12 point.

Criteria for examining the Individual Project: Scriptwriting

For the Individual Project: Scriptwriting, a mark out of 10 is awarded for each of the 3 criteria, giving a total mark out of 30.

Criteria 1: Concept (10 marks)

• originality, clarity and sustained theatrical concept
• stylistic and thematic coherence of the script
• structural cohesion.

Criteria 2: Dramatic action (10 marks)

• effective choice and shaping of dramatic and theatrical elements
• development of clear and purposeful dramatic action
• effectiveness in engaging the audience.

Criteria 3: Dramatic language (10 marks)

• use of language effectively to create characters and relationships
• use of language effectively to describe visual and/or aural imagery and effects appropriate to the stylistic demands of the play
• use of language to create subtextual, symbolic and thematic meaning.

This project will involve the preparation of a short but complete Video Drama which will be a narrative developed by the student. Video Drama does not have to be a completely original idea or narrative as required in the Group Performance. However, the narrative must be treated in such a way that the student can demonstrate they have adapted and developed the work for the Individual Project: Video Drama in an original way. The criteria for examining the Individual Project: Video Drama refer to originality and clarity of directorial vision.

Where a student has adapted or re-interpreted the work of another for the Individual Project: Video Drama, they must acknowledge sources as part of the requirements for academic honesty in the HSC.

The project will include:

• a 300-word rationale in the form of a director’s concept/vision for the Video Drama
• A Video Drama which must be 5–7 minutes in length and submitted as a digital file on a USB stick or thumb drive. The file format should be AVI, MP4 or WMV.

The video must be:

• able to be viewed directly from the USB (any associated applications must run on current Apple or Windows operating systems directly from the USB)
• designed for playback requiring no specialist hardware or software
• tested to ensure playback is enabled. A different computer than that used to develop the work should be used for testing.

Use of actors

Teachers and students are advised to use Year 11 or Year 10 students where possible when selecting actors for Video Drama from the candidate’s school.

Students should not act in their own Video Drama as candidates are required to demonstrate directorial vision, scriptwriting, direction of production and dramatic action as part of the requirements for this project. Given these requirements, students should focus their attention on making decisions about camera operations, and managing crew, resources and actors during production. It may be difficult for students to provide evidence that the video is their own work if they are appearing as a featured actor.

Director of photography

Originality, clarity of directorial vision form part of the marking criteria for Video Drama. It is possible to use another person to operate the camera, for example on a 2-camera shot; however, directorial vision includes being responsible for framing of dramatic action, shot selection, camera movement, focus, lighting, sound capture etc. Logbooks and supporting paperwork should document and substantiate that the student was responsible for these directorial decisions. This evidence may be requested by NESA to substantiate and verify the project.

Use of stock footage or the work of others

The Video Drama must be the student’s own work.

The criteria for examining the Individual Project: Video Drama refers to originality and clarity of directorial vision. The criteria for this project assess the student’s ability to direct the action of the film by creating their own mise en scène through the selection and composition of production elements (location, lighting, costume, casting). The student must also demonstrate their ability to use the camera to capture the action and their ability to edit the footage and apply post-production effects as appropriate.

Any use of appropriated or outsourced material should be in keeping with the conceptual intent of the work and be essential to the work. Any such material should be kept to an absolute minimum and students must acknowledge all source material in keeping with the requirements of Academic Honesty in the HSC, All My Own Work and Copyright in both their logbook and in the end credits.

Credits

The Individual Project: Video Drama should include credits where students can acknowledge sources and other contributions to the project. Where a student has adapted or re-interpreted the work of another for the Individual Project: Video Drama, they must acknowledge sources as part of the requirements for Academic Honesty in the HSC. The credits are included in the total running time for Video Drama of between 5-7 minutes.

Criteria for examining the Individual Project: Video Drama

For the Individual Project: Video Drama, a mark out of 10 is awarded for each of the 3 criteria, giving a total mark out of 30.

Criteria 1: Narrative/directorial vision (10 marks)

• originality and clarity of the directorial vision
• clarity and integrity of screen writing and narrative structure (including character setting and plot development) that promotes audience engagement in the drama
• ability to control the elements of drama in the narrative.

Criteria 2: Production (10 marks)

• framing the dramatic action, including shot selection, coverage and variety, camera movement, angles, focus, shot length, shot size light and perspective to create dramatic meaning
• directing the dramatic action for the screen
• controlling production elements including location sound, lighting, location, costume and casting.

Criteria 3: Post-production (10 marks)

• editing the film for dramatic meaning with particular reference to tension, pace and mood
• designing the sound to support dramatic meaning
• making appropriate choices in post-production effects to support dramatic meaning.

Exam dates

Drama Group Performances and Individual Project: Performances will be examined by visiting examiners from NESA towards the end of Term 3. Exams are generally scheduled between 8:30 am and 5:00 pm.

Schools will be notified of their particular marking dates and times via Schools Online. Principals and HSC Drama teachers will receive an email when this information is made available. Detailed information for teachers preparing for the HSC Drama performance exams is provided to schools close to the exam date. Specific requirements for the exam may vary from year to year. As such, teachers and schools must ensure they follow the instructions provided by NESA for the exam’s current year.

Schools Online

HSC Drama teachers should have a Schools Online profile with appropriate access. They are also required to supply their email address in order to receive communications direct from NESA. Teachers should see their principal to ensure they have been provided with the appropriate access to their school’s Schools Online account.

Certification

Detailed instructions on how to certify Drama Performances and Projects are available via:

• Schools Online » Downloads » Memos and Documents » HSC Practical Certification

Students are required to complete and sign a declaration that the performance/project is all the student’s own work. This declaration should also be signed by the HSC Drama teacher and retained at the school until 30 June of the following year. In Drama, students are required to sign multiple declarations – teachers must ensure that each student is provided with the correct declarations to sign.

Daily schedule

Schools must prepare a detailed schedule of all group and individual performances using the Daily Schedule template provided in accordance with each school’s exam schedule. If marking is scheduled for more than one day, a separate schedule must be completed for each day. Schools are expected to follow the specific dates and times on their NESA marking advice, which is provided to each school prior to the exam. Student numbers rather than student names should be included on programs. Times for scheduled breaks should also be included. Some flexibility to the program may be required but will be negotiated by examiners where necessary. Total time allocated for exam of the Group Performance is 35 minutes, including the Performance and interaction. Total time allocated for exam of the Individual Performance is 15 minutes.

The Examiners

The marking team will usually comprise 2 or 3 examiners who will wear an official NESA ID card with their photograph displayed. Other NESA officers may also attend for part or the entire program, and will identify themselves to the school on arrival. The principal or school representative must brief the examiners on the following issues:

• Emergency or evacuation procedures
• First aid procedures
• Hazard reporting procedures.

Exam venue/performance space

The exam area should be an indoor school venue such as a small to medium-size room. The area should be free of noise or interruption. Sectioning off the performance area will help to reduce interruptions. Examiners require desks and sufficient light for writing during performances. Desks should be placed together in an area where examiners can see and hear effectively. Audience members should not be placed directly near examiners.

Student audience

The school should provide a student audience for all group and individual performances as an audience is integral to a drama performance. The actor–audience relationship established and manipulated by the performer informs the marking criteria. The audience must not exceed 30 students. Members of the public and HSC students in any course are NOT permitted to be part of the audience.

Supervision

Teachers must be present to supervise candidates, crew and the audience throughout the exam and to ensure there are no interruptions or disturbances. In the event of an emergency, the supervising teachers are responsible for ensuring the school’s emergency procedures are followed.

Supervising teachers must ensure that the exam is not recorded by any means.

Briefing of students

Teachers must ensure that students are well briefed about how the performance exams will be conducted. A document titled ‘What to expect during your Drama Performance Exam’ is available to students via Students Online.

Production effects and crew

Costumes, sets, lighting, video, film, sound and technical support should be minimal in all performances, and limited to those essential to a work’s meaning. Performances that rely on technical or special effects will not get extra credit. Students who are not current HSC students can operate lighting and technical equipment, and set and remove props. Teachers, ancillary staff, parents and members of the public may NOT be involved in the production in any way. There must be no prompts, reading from scripts, extra students on stage, or additional students performing live music.

A stage crew of students who are not HSC students may be used to set and remove props. Teachers may not perform any technical operations during the performances but may assist students with moving minimal props or stage dressing before and after each performance.

Group Performance exam

Group Performance photo sheet

One sheet is to be completed for each Group Performance. These can be downloaded from:

• Schools Online » Downloads » Memos and Documents » HSC Practical Exams Advice

Teachers are to circle the group’s topic at the top of the sheet and insert a photograph of each member of the group in character and a brief description of the character/role. Three copies of each sheet are to be handed to the examiners.

Identifying performers

Student identification occurs before each Group Performance. Students are asked to line up in the order of photographs on the group photo sheets. Examiners record descriptions of students before the performance begins. Students wearing the same costumes should attach something, such as a coloured band, to assist identification by examiners during the performance. If students are to change costumes during the performance, the examiners should be informed.

Interaction

A brief interaction between examiners and students will follow each Group Performance, to confirm the examiners’ impressions of the Group Performance. The interaction may take place in the performance space or in a room nearby. The audience or any other person must not be present during the interaction. The interaction is not marked, and students should not spend time preparing for it. Following interactions with students, examiners need time to confer. Confidentiality during this time must be respected. There is no interaction following Individual Performances.

Performance exam checklist

Teachers should ensure they have the following documents prepared before the day of the exam, and available for examiners:

• Drama Performance Exam Daily Schedule
• Three copies of the Group Performance Photo Sheet for each Group Performance
• Each student’s Rationale for their Individual Performance. A rationale is not required for the Group Performance.
• Illness/misadventure details if relevant.

Some students with disability may require adjustments to access the Individual Project and/or Group Performance on the same basis as students without disability. This could include scaffolds, visual prompts, collaborating online, additional time, modified equipment and assistive technology. Where an adjustment is required, it is the school’s responsibility to provide the adjustment. Decisions about appropriate adjustments should be made collaboratively with parents/carers and the student, if applicable.

Examiner/Marker aware

In addition, schools may request an Examiner/Marker Aware be provided so that a student’s disability can be noted and taken into account when conducting the exam. This provision does not involve variation to the marking guidelines. The request for Examiner/Marker Aware should be made through NESA’s HSC disability provisions application process.

Further information can be found in adjustments to assessment for students with disability.

Students undertaking the Life Skills course will study selected outcomes and content informed by a collaborative curriculum planning process. Assessment should provide opportunities for students to apply their knowledge, understanding and skills to a range of situations or environments. Students undertaking Life Skills courses are not required to complete formal assessment tasks. Teachers are best able to determine the progress of the student.

Students may demonstrate achievement in relation to Life Skills outcomes independently, with adjustments or with support. The type of adjustments and support will vary according to the particular needs of the student and the requirements of the activity.

Further information can be found in Life Skills.

Drama Life Skills

Students undertaking Drama Life Skills are not required to participate in a Group Performance or complete an Individual Project. However, where students are undertaking their course in an integrated classroom with students completing the Stage 6 Drama course, opportunities can be provided for students to participate in the Group Performance and/or present an Individual Performance. In this case, due to scheduling requirements, schools should let NESA know by contacting:

Drama Coordinator
Marking and Quality, NESA
Email: hscpracticals@nesa.nsw.edu.au

The performance of the student undertaking Drama Life Skills will not be marked.

Where it is meaningful and appropriate for students undertaking Drama Life Skills to complete an individual performance and be viewed by examiners, schools should contact the Drama Coordinator at NESA, preferably by the end of Term 2 of the examining year. Examiners will not provide feedback on these individual performances and the performance will not be marked.