Stage It Educational Outcomes and Standards

In the United Kingdom, the learning standards related to acting and drama for students aged 9–12 typically align with the National Curriculum for England (Key Stage 2 and lower Key Stage 3) or equivalent frameworks in Scotland, Wales, and Northern Ireland. Drama and acting are integrated primarily through English, Art and Design, and PSHE (Personal, Social, Health, and Economic education). Key outcomes include the following:

1. Communication and Language Skills (English)

Speaking and Listening:

·       Develop confidence in speaking and listening through performance, discussion, and role play.

·       Use dramatic techniques to explore and convey characters, situations, and emotions.

Reading and Interpretation:

·       Understand and interpret texts through dramatization, enhancing comprehension and empathy.

Analyze and perform scripts, exploring themes, characters, and narrative structure.

2. Collaboration and Teamwork

·       Work collaboratively to devise, rehearse, and perform dramatic pieces.

·       Develop negotiation and decision-making skills by contributing to group projects.

3. Creativity and Imagination (Art and Design)

·       Explore imaginative storytelling and creative self-expression through drama.

·       Use drama to reinterpret stories or historical events creatively.

4. Empathy and Social Skills (PSHE and Citizenship)

·       Explore moral and ethical dilemmas through role-play and dramatic scenarios.

·       Understand diverse perspectives and cultures by performing and discussing characters and narratives from various contexts.

5. Critical Thinking and Problem Solving

·       Analyze and evaluate performances to understand elements like mood, tension, and audience engagement.

·       Reflect on their work and others' work to improve skills and performances.

6. Cultural Understanding

·       Explore plays and dramatic traditions from different time periods and cultures, including Shakespeare and contemporary works.

·       Foster appreciation for theatre as an art form.

Alignment with Broader Educational Goals:

·       Drama also contributes to spiritual, moral, social, and cultural development (SMSC) by encouraging self-expression, creativity, and an appreciation of literature and the arts.

Example frameworks by Nation:

·       England: National Curriculum for English (Key Stages 2 and 3) and Art and Design.

·       Scotland: Curriculum for Excellence – Expressive Arts and Literacy.

·       Wales: Curriculum for Wales 2022 – Expressive Arts and Languages, Literacy, and Communication.

·       Northern Ireland: The Northern Ireland Curriculum – Drama within Arts and Communication.

NATIONAL ARTS STANDARDS IN THEATER GRADES 5-8

Stage It addresses most or all of the following. Students:

·       Generate and conceptualize artistic ideas and work

·       Organize and develop artistic ideas and work

·       Refine and complete artistic work

·       Select, analyze, and interpret artistic work for presentation

·       Develop and refine artistic techniques and work for presentation

·       Convey meaning through the presentation of artistic work

·       Perceive and analyze artistic work

·       Interpret intent and meaning in artistic work

·       Apply criteria to evaluate artistic work

·       Synthesize and relate knowledge and personal experiences to make art

·       Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

NYC BLUEPRINT FOR TEACHING AND LEARNING IN THEATER K12

Stage It addresses most or all of the following.

·       Acting

·       Playmaking

·       Directing

·       Developing Theater Literacy

·       Making Connections through Theater

·       Working with Community/Resources

·       Exploring Careers and Lifelong Learning

NEW YORK STATE LEARNING STANDARDS IN THE ARTS GRADES 5-8

Stage It addresses most or all of the following. Students:

·       Generate and conceptualize artistic ideas and work

·       Organize and develop artistic ideas and work

·       Refine and complete artistic work

·       Select, analyze, and interpret artistic work for presentation

·       Develop and refine artistic techniques and work for presentation

·       Convey meaning through the presentation of artistic work

·       Perceive and analyze artistic work

·       Interpret meaning in artistic work

·       Apply criteria to evaluate artistic work

·       Relate and synthesize knowledge and personal experiences to inspire and inform artistic work

U.S COMMON CORE GRADES 5-8

1. Reading and Understanding Shakespeare's Text:

·       CCSS.ELA-LITERACY.RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

·       CCSS.ELA-LITERACY.RL.5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

·       CCSS.ELA-LITERACY.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

·       CCSS.ELA-LITERACY.RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

·       CCSS.ELA-LITERACY.RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

2. Understanding Shakespeare's Language and Figurative Language:

·       CCSS.ELA-LITERACY.L.5.4.A: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

·       CCSS.ELA-LITERACY.L.5.5.A: Interpret figurative language, including similes and metaphors, in context.

·       CCSS.ELA-LITERACY.RL.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

·       CCSS.ELA-LITERACY.RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

·       CCSS.ELA-LITERACY.RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

3. Analyzing Character Development:

·       CCSS.ELA-LITERACY.RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.

·       CCSS.ELA-LITERACY.RL.6.3: Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

·       CCSS.ELA-LITERACY.RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

·       CCSS.ELA-LITERACY.RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

4. Exploring Themes and Central Ideas:

·       CCSS.ELA-LITERACY.RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

·       CCSS.ELA-LITERACY.RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

·       CCSS.ELA-LITERACY.RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

·       CCSS.ELA-LITERACY.RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot.

5. Speaking and Listening Skills:

·       CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

·       CCSS.ELA-LITERACY.SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

·       CCSS.ELA-LITERACY.SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

·       CCSS.ELA-LITERACY.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

·       CCSS.ELA-LITERACY.SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

6. Integrating Visual and Performing Arts:

·       CCSS.ELA-LITERACY.RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

·       CCSS.ELA-LITERACY.RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

·       CCSS.ELA-LITERACY.RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject.

·       CCSS.ELA-LITERACY.RI.8.7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

7. Creative Writing and Script Adaptation (Optional):

·       CCSS.ELA-LITERACY.W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

·       CCSS.ELA-LITERACY.W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

·       CCSS.ELA-LITERACY.W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

·       CCSS.ELA-LITERACY.W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Stage It aligns with curriculum frameworks across New South Wales, Victoria, and Queensland by engaging students in structured drama practices that integrate performance, literacy, and reflective inquiry. Through ensemble-based acting, rehearsal processes, and culminating performances, students develop essential skills in communication, collaboration, empathy, and critical thinking while exploring classic literature. The program supports key outcomes in Drama and English, making it an effective cross-curricular resource for primary and middle years education.

New South Wales (NSW)

·       Aligned to NSW Education Standards Authority (NESA)

·       Syllabus: Creative Arts K–6 (Drama) + English K–6

Drama (Creative Arts K–6)

Performing

NESA Outcome: Students perform drama using movement, voice, and role.

Stage It Alignment:

• Choral speaking and ensemble acting

• Emotional expression and archetype work

• Culminating performance

Student Impact:

• Confident performance skills

• Clear vocal and physical expression

• Understanding of audience engagement

Making (Creating Drama)

NESA Outcome: Students devise and structure dramatic action.

Stage It Alignment:

• Tableau vivant and staging exercises

• Student interpretation of Shakespeare scenes

• Collaborative rehearsal process

Student Impact:

• Ability to create meaning through performance

• Understanding of narrative structure and dramatic tension

Appreciating (Responding)

NESA Outcome: Students reflect on and evaluate drama.

Stage It Alignment:

• Inquiry and reflection

• Discussion of themes (justice, fairness, betrayal)

Student Impact:

• Critical thinking about performance

• Ability to articulate meaning and intention

English (K–6)

Key Links:

• Speaking and Listening → performance and rehearsal dialogue

• Reading and Viewing → Shakespeare text interpretation

• Writing → paraphrasing and reflection

Student Outcomes:

• Improved comprehension of complex texts

• Expanded vocabulary and expressive language

• Stronger oral communication skills

Victoria (VIC)

·       Aligned to Victorian Curriculum and Assessment Authority (VCAA)

·       Victorian Curriculum F–10: Drama + English

Drama

Explore & Express Ideas

Curriculum Focus: Use drama to explore characters, situations, and ideas.

Stage It Alignment:

• Character embodiment through archetype pose

• Exploration of Shakespeare themes

Student Impact:

• Deeper understanding of character motivation

• Empathy and perspective-taking

Drama Practices

Curriculum Focus: Develop acting and rehearsal skills.

Stage It Alignment:

• Structured acting lessons

• Rehearsal cycle and blocking

Student Impact:

• Mastery of voice, movement, and space

• Understanding of rehearsal discipline

Present & Perform

Curriculum Focus: Rehearse and present drama to audiences.

Stage It Alignment:

• Full rehearsal-to-performance model

• Audience preparation and engagement

Student Impact:

• Confidence in live performance

• Awareness of audience perspective

Respond & Interpret

Curriculum Focus: Reflect on drama and meaning.

Stage It Alignment:

• Guided inquiry and metacognition

• Reflection on performance choices

Student Impact:

• Analytical thinking

• Ability to evaluate artistic work

English

Key Links:

• Literature → study of Shakespeare texts

• Literacy → speaking, listening, and interpretation

• Language → vocabulary and figurative language

Student Outcomes:

• Interpretation of classic literature

• Improved expressive communication

• Enhanced comprehension skills

Queensland (QLD)

Aligned to Queensland Curriculum and Assessment Authority (QCAA)

Australian Curriculum (implemented in QLD): The Arts (Drama) + English

Drama

Exploring & Responding

Curriculum Focus: Explore ideas and meaning through drama.

Stage It Alignment:

• Shakespeare story exploration

• Emotional and thematic analysis

Student Impact:

• Understanding of dramatic meaning

• Development of empathy

Developing Practices & Skills

Curriculum Focus: Build acting and collaborative skills.

Stage It Alignment:

• Movement and voice exercises

• Ensemble-based learning

Student Impact:

• Strong collaboration skills

• Control of physical and vocal expression

Creating & Making

Curriculum Focus: Devise and structure drama.

Stage It Alignment:

• Student-led staging decisions

• Interpretation of scripted texts

Student Impact:

• Creative problem-solving

• Ownership of learning

Presenting

Curriculum Focus: Perform for an audience.

Stage It Alignment:

• Culminating performance model

• Rehearsal and refinement process

Student Impact:

• Performance confidence

• Understanding of theatrical production

English

Key Links:

• Speaking & Listening → performance and rehearsal

• Literature → Shakespeare analysis

• Literacy → paraphrasing and comprehension

Student Outcomes:

• Strong oral language skills

• Improved text comprehension

• Engagement with complex literature

Cross-State Strengths

Across NSW, Victoria, and Queensland, Stage It consistently supports:

Core Curriculum Priorities

• Creative expression through drama

• Literacy development through performance

• Collaboration and social learning

• Critical and reflective thinking

General Capabilities (All States)

• Critical & Creative Thinking

• Personal & Social Capability

• Literacy

• Intercultural Understanding