Curriculum Suitability

Linkages To The Australian Curriculum

S.O.S – STUDENTS OBSERVING SUSTAINABILITY

  • Students improvise dramatic scenes designed to persuade and inform others to take action for a sustainable planet (Cross Curriculum Priority, English)
  • Employing the use of costumes, props and puppets, they experiment with movement, voice and characterisation (English)
  • Develop skills in listening, speaking and reading as they share ideas and negotiate in collaborative situations (English)
  • Provide children with the opportunity to interpret non-verbal cues and choose appropriate vocabulary and vocal efforts to inform and entertain their audience (English)
  • Students apply interaction skills to coherently communicate their point of view to their peers (English)
  • In this workshop children build a strong personal and socially oriented ethical outlook with regard to the environment (General Capabilities).
  • The students rehearse and deliver presentations that reflect an understanding of diverse global cultures that recognise differences and commonalities (General Capabilities)
  • Foster a capacity for teamwork and an ability to think critically and creatively about the world in which they live (Geography)
  • Understanding the role of each citizen to reduce their carbon footprint with a positive message about how they can make a difference (Geography)

TIDDALICK THE FROG

  • Link to Aboriginal culture (cross curriculum priority)
  • A suggested text to read, view and interpret ie. An Aboriginal story (Language strand)
  • Recreating a text through performance (Literature strand)
  • Give students the opportunity to explore some of the meaning and teachings embedded in Dreamtime stories (Literature strand)
  • Understand that stories can be passed on to teach us how to live appropriately (Language strand)
  • Reflects the importance of sharing water as a precious commodity in the Aboriginal culture (cross curriculum priority)
  • Gives students the opportunity to use interaction skills ie. Turn taking, listening  (Literacy strand)

FAIRYTALE FIASCO!

  • Storytelling (Literature strand)
  • Example of a type of literary text, a fairytale in which students are able to identify some characteristic features ie. beginnings and endings eg ‘Once upon a time’ , ‘And they all lived happily ever after’ (Literature strand)
  • Retell familiar literary texts, ie fairytales through performance (Literature strand)
  • Students explore different ways of expressing emotions including verbal, visual and body language (Language strand)
  • Discuss and explore features of plot, character and setting  (Literature strand)
  • Use interaction skills of listening and taking turns (Literacy strand)
  • Discussion of beginnings (orientation), how the problem (complication) is introduced and solved (resolution) (Literature strand)
  • Understand that different types of texts have different text structures and language features,  Fairytale Fiasco! follows the narrative structure (Language strand)
  • Explore and recite poems, chants rhymes and songs, the spell in Fairytale Fiasco! (Literature strand)

MINIBEASTS

  • The study of living things – external features, body parts and their uses (Science Understanding strand)
  • Understand the needs of plants (Science Understanding strand)
  • Understand the needs of mini beasts (Science Understanding strand)
  • Understand that the way animals move depends on their size, shape and features eg Do they fly, jump, crawl or wriggle? Why? (Science Understanding)
  • Features of plants eg pollination (Science Understanding strand)
  • Caring for the environment (Science as Human Endeavour strand)
  • The sharing of observation and ideas through role play (Science Inquiry Skills strand)

MINIBEASTS IN MAGGIE’S GARDEN

  • The study of living things – how they grow, change and have similar offspring to themselves (Science Understanding strand)
  • Study of how living things can be grouped on the basis of observable features (Science Understanding strand)
  • The study of earth’s resources and how they’re used in a variety of ways eg In Maggie’s garden the importance of rain, and how  worms make tunnels so the rain can get to the plant’s root system (Science Understanding strand)
  • Use of science to care for the environment ie the discussion of Maggie’s organic garden (Science as Human Endeavour)
  •  The communication and sharing of observations and ideas through role play (Science Inquiry Skills strand)
  • Science knowledge helps people to understand the effects of their actions eg the use of pesticides versus organic gardens in Maggie’s garden (Science as Human Endeavour strand)

DINOSAURS

  • Understand that living things have basic needs – food, water, shelter (Science Understanding strand)
  • Understand that the way animals move is related to their size, shape and features (Science Understanding strand)
  • The study of living things – how they grow, change and have offspring similar to themselves (Science Understanding strand)
  • The study of living things – body parts and their uses, external features eg stegosaurus spiky tail is used for protection (Science Understanding)
  • Habitats and environments of living things (Science Understanding)
  • Change in habitats (Science Understanding)
  • The sharing of observation and ideas through role play (Science Inquiry Skills strand)

JUNGLE ANIMALS

  • Understand that living things have basic needs – food, water and shelter (Science Understanding strand)
  • Understand that the way animals move depends on their size, shape and features (Science Understanding strand)
  • The sharing of observation and ideas through role play (Science Inquiry Skills strand)
  • The study of living things – animals external features and their body parts and uses (Science Understanding strand)
  • Understanding of habitats (Science Understanding strand)

JUNGLE HABITAT UNDER THREAT

  • Study of living things that can be grouped together (Science Understanding strand)
  • Science knowledge and how it helps to understand the effects of humans actions on the environment – loggers destroying the jungle habitat (Science as Human Endeavour)

UNDER THE SEA

  • Understand that living things have basic needs – food, shelter and water (Science Understanding strand)
  • Exploration of the way living things move through water (Science Understanding strand)
  • Understand that the way animals move depends on their size, shape and physical features (Science Understanding strand)
  • The study of living things – external features, body parts and their uses (Science Understanding strand)
  • Understanding habitats (Science Understanding strand)
  • Caring for the environment ie protecting ocean life from pollution (Science as Human Endeavour strand)
  • The sharing of observations and ideas (Science Inquiry Skills strand)
  • Use of interaction skills including turn taking and listening (Literacy strand)

 JOURNEY INTO SPACE

  • The effect of temperature on environment (Science Understanding strand)
  • Observing changes that occur in the sky landscape (Science Understanding strand)
  • The sharing of observation and ideas through role play (Science Inquiry Skills strand)
  • Use of interaction skills including turn taking and listening (Literacy strand)

WHAT PLANET ARE YOU ON?

  • Earth and Space science – sun, rotation of the earth and how it causes night and day, moon (Science Understanding strand)

 TERRA AUSTRALIS OI OI OI

  • Gives students the opportunity to plan, rehearse and deliver presentations for a defined audience and purpose (Literacy strand)
  • Use of interaction skills by participating in speaking and listening situations (Literacy strand)
  • Exploration of the effects of changing voice tone, volume, pitch and pace in a formal context (Literacy strand)
  • Study of The First Fleet; reasons for, who travelled, experiences, crimes punishable, daily lives, social standing (Historical Knowledge and Understanding)
  • Use a range of communication forms eg oral to explain the past (Historical Skills strand)
  • Sequencing of people and events (Historical Skills strand)
  • The study of significant developments and events on a colony eg the gold rush, the Eureka stockade (Historical Knowledge and Understanding strand)
  •  The role that a significant individual or group played in shaping a colony eg explorers, bushrangers (Historical Knowledge and Understanding strand)

CIRCUS

  • Use of interaction skills by participating in speaking and listening situations (Literacy strand)
  • Gives students the opportunity to use interaction skills ie. Turn taking, listening  (Literacy strand)
  • Students explore different ways of expressing emotions including verbal, visual and body language (Language strand)
  • Exploration of the effects of changing voice tone, volume, pitch and pace in a formal context (Literacy strand)

 THE BODY INVESTIGATORS

  •  The study of the human body –features, body parts and their uses (Science Understanding strand)
  • The questioning, investigating and comparisons of different body systems (Science Inquiry Skills strand)
  • The communication and sharing of observations and ideas through role play (Science Inquiry Skills strand)
  • The study of the effects of people’s actions on their own bodies (Science as Human Endevour strand)
  • Use of interaction skills including turn taking and listening (Literacy strand)