Grade 10 Drama ADA2O | OSSD Online School
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Curriculum Coordinator and Learning Strategist
Dr. Karen McCloskey
MA, PhD, QM Quality Matters
Drama
ADA2O
Grade 10
Open

Drama

Find additional course details below, including delivery format, course availability, course duration, prerequisite, tuition fee, hardware/software requirements, etc.

ADA2O
Grade 10
Open

Drama

Find additional course details below, including delivery format, course availability, course duration, prerequisite, tuition fee, hardware/software requirements, etc.

Course Code

ADA2O

Course Name

Drama

Grade

Grade 10

Course Type

Open

Format

Asynchronous Delivery

Prerequisite

None

Tuition Fee

$500.00

Course Duration

At Your Own Pace (4 weeks to 12 months)

Credit Value

1.0

Availability

Start Anytime

Course Reviser/Developer

Dr. Karen McCloskey

Latest Revision Date

March 2026

Curriculum

ADA2O – The Ontario Curriculum, The Arts, Grades 9–10 (2010): Dramatic Arts

This course provides opportunities for students to explore dramatic forms, conventions, and techniques. Students will explore a variety of dramatic sources from various cultures and representing a range of genres. Students will use the elements of drama in creating and communicating through dramatic works. Students will assume responsibility for decisions made in the creative and collaborative processes and will reflect on their experiences.
Outlined below is a description of each unit, including what students will learn and the recommended hours for completion.
Unit Title & Description
Time Allocated
Unit 1: Stage Ready: Ensemble, Ethics and Audience Impact

Develop ensemble collaboration through improvisation, status exercises, and drama games. Apply the creative process to generate ideas from images, music, and contemporary issues. Explore elements and conventions of drama while establishing rehearsal norms, audience etiquette, and safe, ethical practices. Students devise and perform short ensemble pieces and reflect on their creative process.
35 Hours
Unit 2: Theatre as Social Voice: Drama and Society

Explore how drama communicates social perspectives and reflects cultural issues. Analyze dramatic works using the critical analysis process and apply drama conventions such as tableau, hot seating, and role on the wall to present contrasting viewpoints. Students examine how theatre influences audiences and communities while creating short performances that communicate social meaning.
35 Hours
Unit 3: Make It Happen: Production, Technology, Community & Careers

Investigate how production choices influence audience understanding in drama. Students practise voice and movement techniques, explore blocking and staging, and experiment with technical production elements such as lighting, sound, props, and set design. They develop rehearsal strategies, receive peer feedback, and create a production plan that integrates performance and technical design. Career connections in theatre and production are also introduced.
30 Hours

Final Exam/Culminating Task

Performance and Production Plan

Students create and record a short devised dramatic performance supported by a production plan explaining how technical elements shape audience focus and meaning. Students apply voice, movement, blocking, and design choices intentionally and reflect on how their production decisions influence the dramatic moment.
10 Hours
Total Hours
110 Hours
  • Improvisation and Creative Exploration: Students participate in improvisation and drama exercises independently to explore ideas, experiment with character choices, and develop confidence using drama techniques.
  • Creative Process and Devising Activities: Students apply the creative process to generate ideas from images, prompts, and contemporary issues, and develop short dramatic scenes that communicate a clear dramatic moment.
  • Drama Conventions and Characterization Activities: Students practise drama conventions such as tableau, role play, and characterization to explore perspectives and communicate dramatic meaning in performance.
  • Voice and Movement Performance Labs: Students experiment with tone, pace, pauses, emphasis, posture, gesture, and blocking to communicate character intentions and emotional shifts.
  • Independent Rehearsal and Performance Practice: Students rehearse scenes and dramatic moments independently while refining their voice, movement, and staging choices in preparation for recorded performances.
  • Peer Feedback and Reflection: Students participate in structured peer review activities by sharing rehearsal recordings and providing constructive feedback using appropriate drama terminology.
  • Critical Analysis and Reflection: Students analyse dramatic works and performances using the critical analysis process and reflect on their own creative decisions through written responses and discussion activities.
  • Production and Technical Design Exploration: Students explore production elements such as lighting, sound, props, and staging and create production plans that demonstrate how technical choices influence audience focus and mood.
  • Drama and Society Inquiry Activities: Students examine how drama reflects social perspectives and cultural issues through analysis, discussion, and short performance tasks.
  • Digital Learning and Media Tools: Students use digital tools to record performances, submit work, review peer performances, and reflect on their learning in the online course environment.
  • Differentiated Learning Opportunities: Students demonstrate learning through a range of formats including recorded performances, written reflections, discussion contributions, and visual planning documents.

Key Principles

  • Fairness, Transparency, and Equity: Clear criteria and varied demonstrations of learning across practical and theory components.
  • Support for All Students: Inclusive practices for students with special education needs, English language learners, and Indigenous learners.
  • Curriculum Alignment: Assessments anchored in A–C strands and Living Skills (collaboration, communication, problem solving).
  • Clear Communication: Criteria shared up front and revisited at check-points.
  • Ongoing & Varied Assessments: Observation, conversation, and product (performance, notes, reflections).
  • Descriptive Feedback: Timely, specific, and improvement-focused feedback aligned with goals.
  • Student Self-Assessment: Actor’s journal, peer feedback, and goal setting tied to rehearsals.
At Royal Ontario Academy, we believe that all OSSD students can benefit from a more accommodating online learning experience Accommodations allow for increased access to the course, without any changes to the knowledge and skills the student is expected to demonstrate.

An Individual Education Plan (IEP)is a personalized document that outlines a student’s learning needs, as well as the accommodations or services they require to succeed in their courses. At Royal Ontario Academy, our flexible online learning environment already addresses many common accommodation needs, but if a student requires additional support, our Principal is ready to help you!

– Students with Existing IEP: If a student has an existing IEP from another elementary or secondary school, Royal Ontario Academy can implement the listed accommodations, provided they are applicable within our online learning environment. To do so, a copy of the student’s IEP must be submitted to our Principal for review.
– Students Without IEP: If a student requires accommodations but does not currently have an IEP, our Principal will work with the student to assess their learning needs and develop a path forward. In this case, students will need to submit supporting documentation to help determine the appropriate accommodations.
– English Language Learners:– English Language Learners: Students who enroll at Royal Ontario Academy can provide information about their English language proficiency during the registration process. This information helps our teachers and Principal to tailor their teaching strategies and implement accommodations that support English language learners effectively.

For students and parents wishing to submit IEP documentation or request accommodations, please contact our Principal at info@royalontarioacademy.com

General Resources Students Should Have Access To

  • Video Recording Device – Students should have access to a smartphone, tablet, or computer with a camera to record rehearsal clips and performance submissions.
  • Document Creation Software – Students should have access to a program such as Google Docs, Microsoft Word, or another word-processing tool to complete written reflections and production plans.
    Google Docs: https://docs.google.com
    Microsoft Word: https://www.microsoft.com/microsoft-365/word
  • Basic Video Playback Software or App – Students should be able to watch and review their recorded performances in order to reflect on voice, movement, and staging choices.

Optional / Enrichment Resources

The following resources can help students explore acting techniques, theatre games, and dramatic storytelling in more depth.

1. What is ADA2O?
ADA2O is a Grade 10 Drama course at Open Course level.

2. What are 2O – (eg: 3M in AWQ3M )
2O for the ADA1O refers to the grade level and the course type. 2 refers to the th Grade and the second digit refers to the open course type.

3. What is the prerequisite for ADA2O?
None

4. How long does it take to complete the ADA2O online course?
The completion of the ADA2O course varies depending on the availability and pace of each student. However, the course can be completed in minimum of 4 weeks to maximum of 12 months.

5. Will my marks be sent directly to OUAC or OCAS?
Yes. We can send your ADA1O online course marks to OUAC (Ontario University’ Application Centre) or OCAS (Ontario College Application Service).

6. How lessons are delivered for the ADA2O?
At Royal Ontario Academy, course learning is asynchronously delivered for the ADA2O in various formats such as videos, question and answers, interactive tools, written notes, simulations, presentations, and external websites/links depending on the subject material of the course.

7. What is the withdrawal policy?
For students registered in Grade 9 and 10 courses, withdrawals can be made at any time and are not recorded on the Ontario Student Transcript (OST).

For students registered in Grade 11 and 12 courses, withdrawals made within 5 days of the issuance of the first (mid-term) report card from Royal Ontario Academy will result in the mark not being recorded on the Ontario Student Transcript (OST). Withdrawals after 5 days of the issuance of the first (mid term) report card will result in a “W” being entered in the “Credit” column of the OST, along with the mark at the time of withdrawal.

8. What is the due date of my course?
Since your course is self-paced, there are no set due dates, allowing you to progress at your own speed. However, please be mindful of any deadlines for university or college applications.

9. Can I earn my OSSD (Ontario secondary school diploma) credits through online courses?
Yes, you can earn your Ontario Secondary School Diploma (OSSD) credits fully online through Royal Ontario Academy. To earn OSSD credits, you will need to complete 30 credits (18 compulsory and 12 optional), pass the Ontario Secondary School Literacy Test, and fulfill 40 hours of community involvement.

Course Pricing

$500

/ 1 course

$850

 / 2 courses

Save 15%

$1200

 / 3 courses

Save 20%

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Contact Us

Have questions or need more information? Our team is here to help. Contact us today to learn more about our programs, services, and how Royal Ontario Academy can help you achieve your academic goals.

  • Email: info@royalontarioacademy.com
  • Phone: 647-205-3788
  • Hours: Monday to Friday, 9AM – 4PM (EST)
  • Address: Virtual, Everywhere and 121 Brunel Rd, Mississauga, Ontario, Canada L4Z 3E9