This document maps each of the 10 ESC Course modules to specific outcomes / strands / criteria across Australian state curricula and the International Baccalaureate. Where coverage is strong, it's tagged STRONG. Where it touches a strand but doesn't fully cover it, it's tagged PARTIAL. Codes shown are from the official curriculum documentation as of 2026.
Modules: 1 Stage Management · 2 Lighting · 3 Sound · 4 Risk Assessment · 5 Production Scheduling · 6 Capstone · 7 Lighting Design · 8 Sound Design · 9 Wardrobe · 10 Projection
One-page summary — what teachers and students get
| Framework | Year levels | Strands covered | Suitable for |
|---|
| ACARA (national) | F-10 Drama · F-10 Music | Making · Responding · technical/production process | F-10 drama/music teacher PD; partial classroom unit material |
| VCE (Victoria) | Units 1-4 | Theatre Studies (Production) · Music Performance · Drama | Units 1-4 Theatre Studies production component (units 3+4 score-counting); Year 11/12 drama production lab work |
| NSW | Stage 5 · Stage 6 | Drama (Making) · Music 1 (Performance, Composition contexts) | Stage 5 elective drama; Stage 6 HSC Drama (Group/Individual Projects production journals); Music 1 ensemble work |
| QLD | Years 11-12 (General Senior) | Drama General · Music General | Units 3-4 Drama (Production); Units 1-4 Music ensemble + performance |
| IB MYP | Years 1-5 (≈ Years 6-10) | Arts · Design | MYP Drama / Music units; MYP Design units involving live performance technology |
| IB DP | Years 11-12 | Theatre · Music | DP Theatre Production Proposal + Collaborative Project; DP Music ensemble + investigation |
ACARA Australian Curriculum National framework
ACARA structures Drama and Music as Years F-10 subjects with two broad strands: Making (creating + presenting) and Responding (analysing + critiquing). For senior secondary, ACARA defers to state authorities. ESC Course material covers ACARA outcomes at the Year 7-10 band most directly.
Drama strand — Years 7-10 (ACADRM)
| Module | Strand code | Outcome / description | Coverage |
|---|
| Module 1 | ACADRM048 | Develop roles, characters, voice and movement through dramatic action | PARTIAL Stage management framing; production-side support of dramatic action |
| Module 1 | ACADRM050 | Plan, structure and rehearse drama, exploring ways to engage an audience | STRONG Rehearsal management is core SM content |
| Modules 2 + 3 | ACADRM051 | Practise and refine the skills required to shape and sustain imagined worlds in performance, using techniques such as voice, movement, focus, energy, timing, and design elements | STRONG "Design elements" — lighting and sound directly |
| Module 1 | ACADRM053 | Perform devised and scripted drama making deliberate artistic choices and shaping... using design and theatre technologies | STRONG Calling the show; coordinating tech with performance |
| Module 4 | ACADRM054 | Plan and structure drama performances, considering audience, purpose, and setting (including OHS / safety in production) | STRONG Direct match: theatre risk assessment as part of production planning |
| Modules 5 + 6 | ACADRM055 | Analyse the ways in which playwrights, directors and designers communicate ideas... refining drama for performance | PARTIAL Production scheduling supports refinement-loop; capstone synthesises |
Code suffixes ACADRM048-055 correspond to the Drama Years 7-10 achievement standard band. Year 9-10 outcomes (ACADRM052-055) are the closest match for an ESC Course unit delivered in Year 10 elective drama.
Music strand — Years 7-10 (ACAMUM)
| Module | Strand code | Outcome / description | Coverage |
|---|
| Module 3 | ACAMUM097 | Improvise, compose, arrange and perform music using technologies in different forms and styles | PARTIAL Sound technology fundamentals support arrangement + performance |
| Modules 1, 5, 6 | ACAMUM099 | Plan and organise compositions and performances with attention to detail of structure, instrumentation, and audience engagement | STRONG Production scheduling + pit-orchestra planning + ensemble coordination |
| Modules 5 + 6 + EasyOrchestra widget | ACAMUM100 | Practise techniques for ensemble performance, attending to balance, blend, and presentation | STRONG Pit/band layout, sightlines for conductor, instrument family spacing |
VCE — Victorian Certificate of Education Years 11-12
Theatre Studies and Drama are separate VCE Studies in Victoria. Theatre Studies is the production-focused study; Drama is performance-focused. ESC Course aligns most closely with Theatre Studies and the production component of Drama, plus the ensemble / production aspects of Music Performance.
VCE Theatre Studies — Units 1-4 (VCAA Study Design 2024-2028)
| Module | Outcome ref | Outcome description | Coverage |
|---|
| Modules 1 + 5 + 6 | Unit 1 · O1 | Apply theatre production processes to interpret pre-modern playscripts | STRONG Production process taught end-to-end |
| Module 1 | Unit 1 · O2 | Demonstrate effective application of theatre production roles to a presentation of a play | STRONG Stage management is one of the named production roles |
| Modules 2 + 3 + 7 + 8 | Unit 2 · O1 | Use theatre production processes to interpret playscripts from the modern era | STRONG Lighting / Sound design + technical literacy |
| Modules 1, 4, 5 | Unit 3 · O1 | Apply theatre production processes... to interpret a play in production for an audience | STRONG Pre-pro through to opening night — core unit 3 content |
| Modules 1, 2, 3, 5 | Unit 3 · O2 | Apply skills associated with one theatre production role | STRONG Student selects ONE of: SM, LX, sound, set, costume — ESC covers SM/LX/sound deeply |
| Modules 6 + 7 + 8 | Unit 4 · O1 | Develop and present an interpretation of a script extract through application of theatre production process | STRONG Capstone is structured as exactly this |
| Module 4 | Unit 4 · cross-study | Health and safety considerations in production | STRONG Mandatory cross-study skill; ESC dedicates a full module |
VCE Theatre Studies Units 3+4 contribute to the ATAR. ESC Course material is suitable as classroom resource AND as PD for the teacher delivering the study. Cross-study skills (collaboration, OHS, technical literacy) are explicitly named in the study design — Module 4 maps directly.
VCE Music Performance — Units 1-4 (VCAA Study Design 2023-2027)
| Module | Outcome ref | Outcome description | Coverage |
|---|
| Modules 5 + 6 + EO | Unit 3 · O3 | Plan and develop a program of music suitable for performance, including considerations of staging, balance, and presentation | STRONG Pit/ensemble layout + scheduling |
| Module 3 | Unit 4 · O3 | Present a public performance using rehearsed techniques, technologies, and appropriate staging | PARTIAL Sound technology + staging fundamentals |
NSW Education Standards Authority (NESA) Stage 5 + 6
NESA structures Drama in Stage 5 (Years 9-10) and Stage 6 (Years 11-12 HSC). Music has Music 1, Music 2, and Music Extension at Stage 6. ESC Course supports Drama through the Group / Individual Project production journals and Music 1 through ensemble + technology contexts.
NSW Drama — Stage 6 (HSC syllabus)
| Module | Outcome ref | Outcome description | Coverage |
|---|
| Modules 1, 5, 6 | H1.1 | Uses acting skills to adopt and sustain a variety of characters and roles within a production... informed by an understanding of dramatic conventions | PARTIAL Production support of acting work |
| Modules 1, 2, 3 | H1.5 | Demonstrates directorial skills... informed by knowledge of dramatic structure and performance conventions | STRONG Calling-the-show + production coordination |
| Module 1 | H1.6 | Demonstrates skills in collaboration... within a production team | STRONG Core SM content |
| Modules 2 + 3 + 7 + 8 | H1.7 | Demonstrates skill in the application of theatrical conventions and stagecraft | STRONG Lighting + Sound technical chapters |
| Module 4 | H2.4 | Appreciates the dynamics... including safe working practices within a production context | STRONG Risk Assessment module is direct mapping |
| Module 6 (capstone) + 1 | H3.5 | Appreciates the contribution of all theatre workers to a successful production | STRONG Capstone integrates all production roles |
NSW Music 1 — Stage 6
| Module | Outcome ref | Outcome description | Coverage |
|---|
| Module 5 + EO widget | H4 | Articulates an aesthetic understanding of music through performance, composition, and analytical activities | PARTIAL Ensemble staging context |
| Module 3 | H8 | Demonstrates an understanding of musical technology through performance, composition, or musicology | STRONG Sound Fundamentals + Sound Design content |
Queensland Curriculum and Assessment Authority (QCAA) General Senior
QCAA General Senior subjects run across Units 1-4 in Years 11 and 12. Drama General and Music General are the relevant subjects. Each has assessable production / performance components that ESC Course directly supports.
QCAA Drama General
| Module | Unit / IA | Outcome / criterion | Coverage |
|---|
| Modules 1, 2, 3 | Unit 1 IA1 | Performance of a published play extract — students apply elements of drama and dramatic conventions, supported by basic production decisions | STRONG Technical production basics |
| Modules 1, 4, 5 | Unit 3 IA2 | Project — devised drama performance including production design and OHS | STRONG Direct match: planning + safety + scheduling for an internally assessed production |
| Module 6 | Unit 4 IA3 / EA | Performance + written examination assessing application of dramatic conventions | PARTIAL Synthesis capstone supports performance-prep + critical reflection |
QCAA Music General
| Module | Unit / IA | Outcome / criterion | Coverage |
|---|
| Modules 3, 5, 6 | Unit 2 IA1 | Performance — solo + ensemble, with attention to interpretation, presentation, and audience engagement | STRONG Ensemble seating + technical setup for performance |
| Module 3 | Unit 3 IA2 | Composition — using contemporary technology and production techniques | PARTIAL Sound technology fundamentals support composition decisions |
International Baccalaureate — Middle Years Programme MYP Years 1-5
The MYP runs across Years 6-10 (MYP Year 1 = Year 6). The arts subject is "Arts" with discipline strands including Drama and Music. The Design subject is separate and is where production-technology work tends to live in IB schools.
IB MYP Arts — Drama strand
| Module | Criterion | Outcome / criterion description | Coverage |
|---|
| Modules 1, 5, 6 | Criterion A | Investigating — research, analyse, and reflect on dramatic concepts and production processes | STRONG Module 6 capstone scaffolds research → plan |
| Modules 1, 4 | Criterion B | Developing — practical skills for performance and production, including safety | STRONG SM + risk assessment as practical skills |
| Modules 2, 3, 5 | Criterion C | Creating / Performing — application of skills and techniques in production | STRONG Lighting + sound + scheduling drives the production reality |
| Module 6 | Criterion D | Evaluating — critical reflection on own production and the work of others | PARTIAL Capstone reflection essay |
IB MYP Design
| Module | Criterion | Outcome / criterion description | Coverage |
|---|
| Module 6 | Criterion A | Inquiring and analysing — identify a need and gather information for a design solution | STRONG Capstone is structured as a design brief |
| Modules 4, 5 | Criterion B | Developing ideas — design specifications and detailed design drawings | STRONG SWMS, schedules, pit layouts ARE design specifications |
| Module 6 | Criterion C | Creating the solution — produce and document the solution | STRONG Portfolio submission is a documented solution |
International Baccalaureate — Diploma Programme DP Years 11-12
DP Theatre and DP Music both have substantial production / collaborative components that ESC Course supports.
IB DP Theatre (current syllabus, first assessment 2024)
| Module | Assessment task | Description | Coverage |
|---|
| Modules 1, 2, 3, 7, 8 | Production Proposal (HL/SL) | Develop a production proposal for a theatre tradition unfamiliar to the student — includes design + staging decisions | STRONG Technical design specifications across all production departments |
| Modules 1, 4, 5, 6 | Collaborative Project (HL/SL) | Devise and present an original piece in a group; document the process | STRONG SM + risk + scheduling are explicit collaborative-project requirements |
| Module 6 | Solo Theatre Piece (HL only) | Research a theatre theorist and apply their aesthetic to a 4-7 minute solo piece | PARTIAL Production framing supports presentation |
IB DP Music (first assessment 2022)
| Module | Assessment task | Description | Coverage |
|---|
| Modules 3, 5, 6 + EO widget | Performing (SL/HL) | Programme of solo/ensemble performance recorded; includes presentation context | STRONG Ensemble layout + sound technology |
| Modules 3, 8 | Experimenting (HL) | Production and arrangement using music technology | STRONG Sound Design + technology grounding |
Scope, version, and caveats
What this document is: a mapping of ESC Course Tier 1A (Modules 1-6) and Tier 1B (Modules 7-10) onto the most commonly-cited Australian and IB curriculum frameworks. Designed for use by Heads of Department in procurement / registration / accreditation conversations.
What this document is NOT: a guarantee that ESC Course substitutes for any state-mandated content. Curriculum frameworks evolve continuously; before a school adopts ESC Course as primary unit material, the HOD should cross-check the current published syllabus against the modules listed here. ESC Course's process literacy coverage is comprehensive; its genre / cultural / historical coverage is intentionally narrow (this is a production-technology course, not a drama history course).
Versions referenced:
- ACARA Drama F-10 v9.0 (current 2024+)
- ACARA Music F-10 v9.0 (current 2024+)
- VCAA VCE Theatre Studies Study Design (current 2024-2028)
- VCAA VCE Music Performance Study Design (current 2023-2027)
- NESA Stage 6 Drama Syllabus (current)
- NESA Stage 6 Music 1 Syllabus (current)
- QCAA Drama General Senior Syllabus (2025 edition)
- QCAA Music General Senior Syllabus (2025 edition)
- IB MYP Arts subject guide (current)
- IB MYP Design subject guide (current)
- IB DP Theatre subject guide (first assessment 2024)
- IB DP Music subject guide (first assessment 2022)
Tagging conventions: STRONG means the module covers the outcome substantively — the unit could be taught directly from this module's content. PARTIAL means the module touches the outcome but doesn't fully cover it — the module supports a unit that has additional locally-sourced content.
How to use this in a procurement conversation: circle the rows relevant to YOUR specific course offering at YOUR school. Attach this document to the purchase requisition. Show the principal / business manager that the spend is curriculum-aligned, not just professional-development discretionary.
Updates: this mapping is revised annually in line with curriculum authority updates. The current version is 1.0 (2026-05). The next scheduled review is 2026-12 ahead of the 2027 school year.