Prior to implementing the Drama 7–10 Syllabus (2023), leaders will need to consider:

• the complexities for staff working across 2 syllabuses to teach drama 7–10 and the added complication of a staggered implementation structure (Syllabus differences include structure, language, outcomes and content)
• implications of multiple syllabus release dates across the subjects within creative arts and implementation structures staggered across multiple cohorts and subjects
• building teacher understanding about working with Aboriginal and Torres Strait Islander content when designing and delivering drama learning activities and assessment
• developing school processes and systems for effective task design and valid assessment of reduced outcomes (3 outcomes in Stage 4 and 6 outcomes in Stage 5)
• supporting teachers’ understanding of the principles of inclusive education, adjustments and access to the drama curriculum for all learners
• building teacher understanding of how subject-specific writing is defined in drama, including multimodal and embodied processes
• resource and budget implications, including:
  • providing time for staff to engage with syllabus expectations and build their skills and understanding to effectively teach and plan for syllabus requirements across 7–10 drama to implement in 2026
  • equipment to support the teaching and assessment of new elements of production content and outcomes, such as lighting, sound, set, costume and design tools
  • determining what resources are currently available to address new course requirements and purchasing additional scripted works
  • resources which enable students to engage in new syllabus content, including developing scripted drama from multimodal stimulus and research
  • equipment that enhances learning and supports all students to access the curriculum, such as screen readers, audiovisual material and other inclusive learning tools
• all decisions about curriculum options for students with disability should be made through the collaborative curriculum planning process
• before deciding that a student should access Life Skills outcomes and content, consider other ways of helping the student to engage with regular course outcomes. This may include a range of adjustments to teaching, learning and assessment activities. If the adjustments do not provide a student with sufficient access to some or all outcomes in Stages 4 and 5, a decision to access Life Skills outcomes and content in one or more courses might be appropriate
• some students with disability may find Years 7–10 courses based on Life Skills outcomes and content are the most appropriate options to follow for the RoSA.

The syllabus for Drama 7–10 is based on evidence summarised in the bibliography published by NESA. The evidence base highlights:

• the value of the collaborative, imaginative and embodied learning experiences involved in the exploration of the interrelated practices of making, performing and appreciating
• the importance of formative assessment and learning through experimentation, invention and reflection when making drama
• that diverse perspectives and identities can be shaped, expressed and communicated through performing drama
• that deep creative and critical thinking can be explicitly developed through the interpretation and appreciation of drama.

Knowledge of the syllabus and professional learning needs

• To what extent do staff understand the syllabus and the evidence underpinning the new syllabus?
• How will the new syllabus affect classroom practice? What is in place to support and evaluate this practice?
• What school practices and systems are in place to support teacher professional learning?
• How are these evaluated to maximise support for teachers?

Collaborative planning and development

• Which communities of practice does the school collaborate with to enhance teacher curriculum knowledge and pedagogy?
• Do staff have the skills and understanding to collaboratively undertake syllabus implementation?
• What explicit systems are in place to foster collaboration?

Resourcing and support

• What structures are in place for tailored professional support for all staff to strengthen curriculum implementation?
• What else might be required for this syllabus?
• What resources are required to commence syllabus implementation and meet planning, programming, assessing, and reporting requirements?

Ongoing evaluation and refinement

How is the new syllabus being used to lift teaching practice?

• NESA Drama 7–10 Syllabus (2023) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2023 (accessed 25/10/2023)
• NESA Teaching and learning support (2023)
• NESA Introduction to the Drama 7–10 Syllabus video (3:19)