By exploring this resource, students will:

• identify and understand the function of the logbook and rationale in the development of the individual project

• get an overview of the 10 plays on the current text list for individual projects (2025-2027)

• investigate the 10 individual project options

• examine the NESA requirements for each of the drama individual projects

• learn from the approaches of former HSC drama students who have previously completed a range of individual projects

• engage with the marking criteria and NESA marking guidelines for some of the individual projects

• identify their own strengths and areas of interest in drama

• apply their understanding of these strengths and the project requirements to create a shortlist of individual projects for development in the HSC drama course.

This resource can be used to support the selection and development of the HSC drama individual project.

The resource can be used with Year 12 drama cohorts or adapted for individual student needs.

Teachers can set standalone activities from the resource, or work through the entire series of individual project activities.

As students progress through the online content in this module, teachers can interact with students to provide feedback using a shared online platform, such as Google Classroom, or in face-to-face lessons.

Teachers can set more specific timelines for students and can add resources and/or feedback tasks to differentiate learning.

The individual project worth 30 marks is a component of the HSC drama external examination. 

The development of the individual project is also assessed by the teacher formatively and/or summatively as part of the school-based assessment. 

Students may begin work on the individual project from the start of the HSC year and continue developing and refining the project up until the advised NESA submission date.

Through the individual project students learn how to develop and present a project in an area of interest identified during study in the preliminary course. They use the knowledge, skills and experiences acquired in the preliminary course to select an area in which to specialise. 

Students then learn how to develop concepts, express their intentions and work creatively to realise the individual project. They learn how to develop and utilise skills appropriate to the area in which they are working, whether critical reviews of performances, dramaturgy, direction, design, performance, scriptwriting or film making. They learn how to manipulate theatrical elements and conventions to achieve their aims. 

In preparing their approach to the individual project, students learn how to plan, evaluate, structure and refine their work in a presentation that meets the criteria of their chosen project. Students chart the process of their project in a logbook. They learn how to reflect upon, record, interpret and synthesise research, edit preliminary drafts, adapt work to specifications of time or length, and to submit work that meets the project requirements. 

The Individual Project will take one of five forms. Students choose one of 10 individual project options within these forms.