Curriculum Suitability

NSW Syllabus Outcomes and Indicators

FAIRYTALE FIASCO!

  • Students embark upon a fairy tale adventure.  In this lesson students further consolidate their understanding of structure and features of a narrative.  Students discuss characters, setting, orientation, problem, resolution. Throughout the lesson students will respond to various elements of drama. Students will be immersed in wide range of music and experience how music affects mood/atmosphere.
  • Students use their imagination, move through a dream tunnel to fairyland, where they discover a mischievous witch has cast a back to front spell. Each student wears a costume, either pigs, wolves, cats, mice, dwarves, witches or dragons.
  • Students have opportunity to explore characterisation techniques and engage in the storyline by using their imagination.  Characters go on a journey to find the cauldron where they are able to reverse the spell.  Students work towards working collaboratively in groups, utilising facial and vocal expression and body language. Drama teacher reinforces the need to use whole body/face and vocal range in order to achieve meaning to the action of the drama and to introduce the element of tension.
  • Students work towards confidently performing in front of the class.

    OUTCOMES ES1

    Creative Arts – Drama DRA ES1-1, DRA ES1-2, DRA ES1-3, DRA ES1-4 Music MUES1.1, MUES1.3 Dance DAES1.1, DAES1.2 PD/H/PE  V1-V6, COES1.1, INES1.3 English – Speaking and Listening (communicating) ENe-1A, ENe-6B

    OUTCOMES STAGE 1

    Creative Arts – Drama DRA S1-1, DRA S1-2, DRA S1-3, DRA S1-4 Music MUS1.1, MUS1.3 Dance DAS1.1, DAS1.2 PD/H/PE  V1-V6, COS1.1, INS1.3 English – Speaking and Listening (communicating) EN1-1A, EN1-6B

    OUTCOMES STAGE 2

    Creative Arts – Drama DRA S2-1, DRA S2-2, DRA S2-3, DRA S2-4 Music MUS2.1, MUS2.3 Dance DAS2.1, DAS2.2 PD/H/PE  V1-V6, COS2.1, INS2.3 English – Speaking and Listening (communicating) EN2-1A, EN2-6B

TIDDALICK

  • Students will discuss the Aboriginal Dreamtime and that Tiddalick the Frog is a Dreamtime story.  During the lesson students and the teacher will re-tell perform the Dreamtime story using puppets, costumes, clapping sticks and music.
  • Students will have opportunity to explore the physicality of the different animals in the story. Students will explore using their bodies to create various animals.
  • The teacher will narrate the story and each child will wear a character costume, either emu, kangaroo, cockatoo, kookaburra, frilled neck lizard, wombat or koala. Students explore various dramatic devices to bring their characters to life.

    OUTCOMES ES1

    Creative Arts – Drama DRA ES1-1, DRA ES1-2, DRA ES1-3, DRA ES1-4 Music MUES1.1, MUES1.3 Dance DAES1.1, DAES1.2 PD/H/PE  V1-V6, COES1.1, INES1.3 English – Speaking and Listening (communicating) ENe-1A, ENe-6B

    OUTCOMES STAGE 1

    Creative Arts – Drama DRA S1-1, DRA S1-2, DRA S1-3, DRA S1-4 Music MUS1.1, MUS1.3 Dance DAS1.1, DAS1.2 PD/H/PE  V1-V6, COS1.1, INS1.3 English – Speaking and Listening (communicating) EN1-1A, EN1-6B Geography GE1.1

    OUTCOMES STAGE 2

    Creative Arts – Drama DRA S2-1, DRA S2-2, DRA S2-3, DRA S2-4   Music MUS2.1, MUS2.3, Dance DAS2.1, DAS2.2 PD/H/PE  V1-V6, COS2.1, INS2.3 English – Speaking and Listening (communicating) EN2-1A, EN2-6B Geography GE1.1

THE BODY INVESTIGATORS

  • Students dramatise being FBI agents, full body investigators.  FBI agents are shrunk down to size as take a journey inside the human body entering via the nostril. The purpose is to learn about healthy lifestyle choices and how poor choices can negatively affect internal organs. Various drama techniques are utilised including mime and movement. Students dress up in costume as either neurons in the brain, oxygen molecules in the lungs, red and white blood cells in the circulatory system, gastric stomach juices in the digestive system.
  • The character Bazza (played by the class teacher) is making a series of unhealthy choices in regards to drinking, eating, sleeping, exercise, lifestyle, students through music, drama learn how this affects Bazza’s body internally. Students discuss how Bazza can improve health.
  •  In this fun energetic lesson students learn amount of water, sleep, exercise, fruits and vegetables they need to maintain a healthy body and mind.

    OUTCOMES ES1

    Creative Arts – Drama DRA ES1-1, DRA ES1-2, DRA ES1-3, DRA ES1-4 Music MUES1.1, MUES1.3 Dance DAES1.1, DAES1.2 PD/H/PE V1-V6, ALS1.6, GDS1.9, SLS1.13, PHS1.12, COES1.1, INES1.3 English – Speaking and Listening (communicating) ENe-1A, ENe-6B

    OUTCOMES STAGE 1

    Creative Arts – Drama DRA S1-1, DRA S1-2, DRA S1-3, DRA S1-4 Music MUS1.1, MUS1.3 Dance DAS1.1, DAS1.2 PD/H/PE V1-V6,  ALS1.6, GDS1.9, SLS1.13, PHS1.12, COES1.1, INES1.3 English – Speaking and Listening (communicating) EN1-1A, EN1-6B

    OUTCOMES STAGE 2

    Creative Arts – Drama DRA S2-1, DRA S2-2, DRA S2-3, DRA S2-4   Music MUS2.1, MUS2.3, Dance DAS2.1, DAS2.2 PD/H/PE V1-V6, ALS2.6, GDS2.9, SLS2.13, PHS2.12, COS2.1, INS2.3  English – Speaking and Listening (communicating) EN2-1A, EN2-6B

    OUTCOMES STAGE 3

    Creative Arts – Drama DRA S3-1, DRA S3-2, DRA S3-3, DRA S3-4   Music MUS3.1, MUS3.3, Dance DAS3.1, DAS3.2 PD/H/PE V1-V6,  ALS3.6, GDS3.9, SLS3.13, PHS3.12, COS3.1, INS3.3  English – Speaking and Listening (communicating) EN3-1A, EN3-6B

UNDER THE SEA

  • Students in this lesson explore caring and protecting marine environments.  They explore how humans are negatively affecting marine ecosystems, with an emphasis and focus on how plastic negatively impacts sea creatures.  Students discuss measures we can take to protect under the sea and how these positive actions are vitally important for future generations.
  • Students use their imagination to bring the under the sea setting to life, along with the use of music and costume.  Students dress up as either divers, octopuses, jellyfish, sharks / dolphins, sea weed.  The teacher narrates the story, telling how the deep-sea divers carelessly dropped their lunch plastic bags into the water.  The story moves onto reveal how the plastic bags affect the entire ecosystem.
  • Each group performs a scene in the story.  Further information on characterises of animals are discussed and used a springboard for body language, characterisation when performing their scene. The teacher reinforces the need to use whole body/face and vocal range in order to achieve meaning to the action of the drama and to introduce the element of tension.

    OUTCOMES ES1

    Creative Arts – Drama DRA ES1-1, DRA ES1-2, DRA ES1-3, DRA ES1-4 Music MUES1.1, MUES1.3 Dance DAES1.1, DAES1.2 PD/H/PE  V1-V6, COES1.1, INES1.3
    English – Speaking and Listening (communicating) ENe-1A, ENe-6B Science Ste-8NE  

    OUTCOMES STAGE 1

    Creative Arts – Drama DRA S1-1, DRA S1-2, DRA S1-3, DRA S1-4 Music MUS1.1, MUS1.3 Dance DAS1.1, DAS1.2 PD/H/PE  V1-V6, COS1.1, INS1.3
    English – Speaking and Listening (communicating) EN1-1A, EN1-6B Science ST1-10W Geography GE1.1

MINIBEASTS

  • Students to explore garden environment and mini beasts using costume, movement, characterisation and music.
  • Students will explore 6 different mini beasts’ habitats.
  • Students will dress up as either: Ladybugs, Butterflies, Dragonflies, Spiders, Slaters, Grasshoppers, Caterpillar puppets, Worm puppets.
  • Habitats include: pond, flower garden, compost heap.
  • Students engage in mime and movement as the teacher narrates a caterpillar story, reinforcing the life cycle of a caterpillar.
  • Teacher pretends that he or she is going for a walk in the garden, each group of animals engages in a scene.  Students further explore characteristics if each mini beast during this time.  Focus on body language.
  • Students participate in 2 games, ant game, predator game. Behaviour of ants – teamwork and ways in which mini beasts camouflage are reinforced.  Further option to explore a bee hive, collecting pollen from the flowers to make honey.
  • Students discuss how to care for the natural environment and the mini beasts. Discussion focusing on the importance of recycling and composting.

    OUTCOMES ES1

    Creative Arts – Drama DRA ES1-1, DRA ES1-2, DRA ES1-3, DRA ES1-4 Music MUES1.1, MUES1.3 Dance DAES1.1, DAES1.2 PD/H/PE V1-V6, ALS1.6, GDS1.9, SLS1.13, PHS1.12, COES1.1, INES1.3 English – Speaking and Listening (communicating) ENe-1A, ENe-6B Science Ste-8NE Geography GEe-1, GEe-2

    OUTCOMES STAGE 1

    Creative Arts – Drama DRA S1-1, DRA S1-2, DRA S1-3, DRA S1-4 Music MUS1.1, MUS1.3 Dance DAS1.1, DAS1.2 PD/H/PE V1-V6,  ALS1.6, GDS1.9, SLS1.13, PHS1.12, COES1.1, INES1.3 English – Speaking and Listening (communicating) EN1-1A, EN1-6B

    OUTCOMES STAGE 2

    Creative Arts – Drama DRA S2-1, DRA S2-2, DRA S2-3, DRA S2-4   Music MUS2.1, MUS2.3, Dance DAS2.1, DAS2.2 PD/H/PE V1-V6, ALS2.6, GDS2.9, SLS2.13, PHS2.12, COS2.1, INS2.3  English – Speaking and Listening (communicating) EN2-1A, EN2-6B Science ST1-10W Geography GE1.1, GE1.2

    OUTCOMES STAGE 3

    Creative Arts – Drama DRA S3-1, DRA S3-2, DRA S3-3, DRA S3-4   Music MUS3.1, MUS3.3, Dance DAS3.1, DAS3.2 PD/H/PE V1-V6,  ALS3.6, GDS3.9, SLS3.13, PHS3.12, COS3.1, INS3.3  English – Speaking and Listening (communicating) EN3-1A, EN3-6B

JOURNEY INTO SPACE

  • Students take a journey into outer space.
  • Students review a map of the solar system. Different planets and their features are discussed.
  • Students board a rocket ship where they are blasted off to Neptune and Venus. Students’ imaginations are engaged, mime, movement, body language, vocal techniques are explored and students experience how these drama tools bring to life the space journey.
  • First stop Neptune. Students dress up as either astronauts, ice, wind, stars or moons. Drama teacher narrates the story, astronauts explore Neptune in their space suits and mime floating in a gravity free atmosphere. Each group performs a scene in the story. The features and atmosphere on Neptune are brought to life and in a dramatic, engaging fashion.
  • Students board rocket shop and head off to Venus.  On Venus, the students dress up as either astronauts, stars, moon, sulphur gas, lightning / storm. Teacher narrates the story and prompts each group to act out their scene.  Astronauts continue on their exploratory journey to discover the key feature of Venus. Students are encouraged to move, mime imaginatively and if required commit to their character by using suitable body language and vocal technique.

    OUTCOMES ES1

    Creative Arts – Drama DRA ES1-1, DRA ES1-2, DRA ES1-3, DRA ES1-4 Music MUES1.1, MUES1.3 Dance DAES1.1, DAES1.2 PD/H/PE V1-V6, ALS1.6, GDS1.9, SLS1.13, PHS1.12, COES1.1, INES1.3 English – Speaking and Listening (communicating) ENe-1A, ENe-6B

    OUTCOMES STAGE 1

    Creative Arts – Drama DRA S1-1, DRA S1-2, DRA S1-3, DRA S1-4 Music MUS1.1, MUS1.3 Dance DAS1.1, DAS1.2 PD/H/PE V1-V6,  ALS1.6, GDS1.9, SLS1.13, PHS1.12, COES1.1, INES1.3 English – Speaking and Listening (communicating) EN1-1A, EN1-6B

    OUTCOMES STAGE 2

    Creative Arts – Drama DRA S2-1, DRA S2-2, DRA S2-3, DRA S2-4   Music MUS2.1, MUS2.3, Dance DAS2.1, DAS2.2 PD/H/PE V1-V6, ALS2.6, GDS2.9, SLS2.13, PHS2.12, COS2.1, INS2.3  English – Speaking and Listening (communicating) EN2-1A, EN2-6B

    OUTCOMES STAGE 3

    Creative Arts – Drama DRA S3-1, DRA S3-2, DRA S3-3, DRA S3-4   Music MUS3.1, MUS3.3, Dance DAS3.1, DAS3.2 PD/H/PE V1-V6,  ALS3.6, GDS3.9, SLS3.13, PHS3.12, COS3.1, INS3.3  English – Speaking and Listening (communicating) EN3-1A, EN3-6B

DINOSAURS

  • Students explore five different dinosaurs using drama:  movement, mime, characterisation.
  • Students get into character by dressing up as one of the following dinosaurs: Brachiosaurus, Tyrannosaurus rex, Triceratops, Pterodactyl, Stegosaurus.
  • Teacher narrates a story, each group of dinosaurs acts out a scene, children get into character, exploring each dinosaur’s unique features and their unique habitats.  Drama and music bring each scene to life.
  • Teacher then narrates a story titled the Egg Story.  Each child takes an egg out of the lucky dip bag, teacher then narrates the story of how the different dinosaurs use their various characteristics to care for the eggs. the eggs hatch, children become hatchling dinosaurs. Further exploration of mime and movement. Dinosaurs need to go in search of food, water and shelter – habitat concepts are further consolidated.

    OUTCOMES ES1

    Creative Arts – Drama DRA ES1-1, DRA ES1-2, DRA ES1-3, DRA ES1-4 Music MUES1.1, MUES1.3 Dance DAES1.1, DAES1.2 PD/H/PE V1-V6, ALS1.6, GDS1.9, SLS1.13, PHS1.12, COES1.1, INES1.3 English – Speaking and Listening (communicating) ENe-1A, ENe-6B Science Ste-8NE Geography GEe-1, GEe-2

    OUTCOMES STAGE 1

    Creative Arts – Drama DRA S1-1, DRA S1-2, DRA S1-3, DRA S1-4 Music MUS1.1, MUS1.3 Dance DAS1.1, DAS1.2 PD/H/PE V1-V6,  ALS1.6, GDS1.9, SLS1.13, PHS1.12, COES1.1, INES1.3 English – Speaking and Listening (communicating) EN1-1A, EN1-6B Science ST1-10W Geography GE1.1, GE1.2

JUNGLE ANIMALS

  • Students explore the jungle environment and jungle animals using costumes, movement, characterisation and music.
  • Costumes include: Iguana, tarantula, scarlet macaw puppet, spider monkey, jaguar
  • Students explore the structure and characteristics of a jungle and the habitat of each animal and what they eat and move. Focus on music and vocabulary to build the scene.
  • Teacher narrates a story, using the boa constrictor puppet. The snake finds a party invitation under the leaves. Each animal has to bring a unique gift from the jungle. Students are encouraged to commit to their characters, move and vocalise in character.

    OUTCOMES ES1

    Creative Arts – Drama DRA ES1-1, DRA ES1-2, DRA ES1-3, DRA ES1-4 Music MUES1.1, MUES1.3 Dance DAES1.1, DAES1.2 PD/H/PE V1-V6, ALS1.6, GDS1.9, SLS1.13, PHS1.12, COES1.1, INES1.3 English – Speaking and Listening (communicating) ENe-1A, ENe-6B

    OUTCOMES STAGE 1

    Creative Arts – Drama DRA S1-1, DRA S1-2, DRA S1-3, DRA S1-4 Music MUS1.1, MUS1.3 Dance DAS1.1, DAS1.2 PD/H/PE V1-V6,  ALS1.6, GDS1.9, SLS1.13, PHS1.12, COES1.1, INES1.3 English – Speaking and Listening (communicating) EN1-1A, EN1-6B

    OUTCOMES STAGE 2

    Creative Arts – Drama DRA S2-1, DRA S2-2, DRA S2-3, DRA S2-4   Music MUS2.1, MUS2.3, Dance DAS2.1, DAS2.2 PD/H/PE V1-V6, ALS2.6, GDS2.9, SLS2.13, PHS2.12, COS2.1, INS2.3  English – Speaking and Listening (communicating) EN2-1A, EN2-6B

CIRCUS

  • In this lesson students will use a range of performance skills to create a real life circus.
  • The students start the lesson by observing picture of the following characters and animals that they will witness in their own circus performance. With the help of a teachers the students will help set up and create a Big Top tent as their warm up.
  • The following costumes are provided: Tightrope Walkers, Lions, Tigers, Clowns, Prancing Ponies and Elephants.
  • The teacher plays the role of the Ring Master who then can narrate call upon the circus performers and animals to come into the middle and perform. Students experiment with verbal cues, pitch, volume, tone and pace to gauge audience response and engagement levels.
  • This lesson allows students the opportunity to use interactions skills such as turn taking, listening and speaking.
  • At the end of this lesson this lesson it is time for the grand finale in which all students get a chance to perform one more trick, say goodbye to their audience and jump through the ring of fire.

    OUTCOMES ES1

    Creative Arts – Drama DRA ES1-1, DRA ES1-2, DRA ES1-3, DRA ES1-4 Music MUES1.1, MUES1.3 Dance DAES1.1, DAES1.2 PD/H/PE V1-V6, ALS1.6, GDS1.9, SLS1.13, PHS1.12, COES1.1, INES1.3 English – Speaking and Listening (communicating) ENe-1A, ENe-6B

    OUTCOMES STAGE 1

    Creative Arts – Drama DRA S1-1, DRA S1-2, DRA S1-3, DRA S1-4 Music MUS1.1, MUS1.3 Dance DAS1.1, DAS1.2 PD/H/PE V1-V6,  ALS1.6, GDS1.9, SLS1.13, PHS1.12, COES1.1, INES1.3 English – Speaking and Listening (communicating) EN1-1A, EN1-6B

TERRA AUSTRALIS

  • Students get a chance to witness and be a part of 5 different time periods in Australian history. Students’ imaginations are engaged, mime, movement, body language, vocal techniques are explored and students experience the challenges of building our national identity.
  • Events covered include the hardships of the goldfields, Eureka Stockade, early explorers and the capture of Ned Kelly.
  • Costumes provided include: miners, miner’s wives, explorers, camels, police and The Kelly gang.
  • Students are then split into groups given their characters and given time to rehearse their scenes. Students work towards confidently performing in front of the class. The teacher will narrate each scene providing the information of the year and significant event surrounding this time in Australian history.

    OUTCOMES STAGE 2

    Creative Arts – Drama DRA S2-1, DRA S2-2, DRA S2-3, DRA S2-4 PD/H/PE V1-V6, ALS2.6, GDS2.9, SLS2.13, PHS2.12, COS2.1, INS2.3   English – Speaking and Listening (communicating) EN2-1A, EN2-6B History HT2-3. HT2-4

    OUTCOMES STAGE 3

    Creative Arts – Drama DRA S3-1, DRA S3-2, DRA S3-3, DRA S3-4 PD/H/PE V1-V6, ALS3.6, GDS3.9, SLS3.13, PHS3.12, COS3.1, INS3.3   English – Speaking and Listening (communicating) EN3-1A, EN3-6B

HABITAT HELPERS

  • Students engage in exploring a range of environmental concerns. Drama teacher plays the role of Earth Girl Super hero.  Earth Girl takes the students on a journey, travelling to different countries, exploring each locations’ environmental concerns. Earth Girl empowers every student, so as they gain the understanding that they can help make the world a better place by being an environmental super hero.
  • Earth Girl narrates the story. As they explore each location, each group performs a scene, focusing on the action of the drama, on the communication of emotions, students are encouraged to use body language and gesture, contributing tension to the performance. Great Barrier Reef – plastic pollution; Sumatra – tree logging and how this affects the orangutans, use of palm oil; Antarctica – over fishing and effects on fragile ecosystem, sustainability for the future; Tasmania – careless campers who affect the fragile ecosystem.  Students learn how to leave no footprint, caring and respecting the environment.
  • Students dress as super heroes and discuss and act out ways to help stop these issues.  Other local environmental concerns are explored and Earth Girl further empowers the students so they are confident in their knowledge in ways in which they can make a difference.

    OUTCOMES ES1

    Creative Arts – Drama DRA ES1-1, DRA ES1-2, DRA ES1-3, DRA ES1-4 Music MUES1.1, MUES1.3 Dance DAES1.1, DAES1.2 PD/H/PE V1-V6, ALS1.6, GDS1.9, SLS1.13, PHS1.12, COES1.1, INES1.3  Science Ste-8NE Geography GEe-1, GEe-2

    OUTCOMES STAGE 1

    Creative Arts – Drama DRA S1-1, DRA S1-2, DRA S1-3, DRA S1-4 Music MUS1.1, MUS1.3 Dance DAS1.1, DAS1.2 PD/H/PE V1-V6,  ALS1.6, GDS1.9, SLS1.13, PHS1.12, COES1.1,  INES1.3 Science ST1-8ES, ST1-9ES, ST1-2VA, ST1-11LW Geography GE1-1 GE1.2

    OUTCOMES STAGE 2

    Creative Arts – Drama DRA S2-1, DRA S2-2, DRA S2-3, DRA S2-4 PD/H/PE V1-V6, ALS2.6, GDS2.9, SLS2.13, PHS2.12, COS2.1, INS2.3

     

     

S.O.S – Students Observing Sustainability

  • Students review a map of the world and locate the different destinations.  Students fly to their destinations where they get into character with either a costume or puppet. The Great Barrier Reef: fish, plastic monster; Sumatra: tree loggers, orangutan; Antarctica: fish, whales, fisherman; Tasmania Tasmanian, platypus; Paraguay – poor children.

    OUTCOMES STAGE 2

    Creative Arts – Drama DRA S2-1, DRA S2-2, DRA S2-3, DRA S2-4 PD/H/PE V1-V6, ALS2.6, GDS2.9, SLS2.13, PHS2.12, COS2.1, INS2.3

    OUTCOMES STAGE 3

    Creative Arts – Drama DRA S3-1, DRA S3-2, DRA S3-3, DRA S3-4 PD/H/PE V1-V6, ALS3.6, GDS3.9, SLS3.13, PHS3.12, COS3.1, INS3.3

CRANKY PANTS’ CHRISTMAS

  • In this lesson, the fundamental spirit of Christmas is reinforced – giving, sharing, caring using characterisation, costumes and music.
  • Two teachers perform in character. Mary Christmas and Cranky Pants (Bah Humbug).  Mary Christmas invites children to a Christmas Party.  Students and Mary Christmas prepare for the party however Cranky Pants is adamant he does not like Christmas and chooses to fly on a rocket ship to the moon. This complication allows students to determine the effect of tension and points of conflict in shaping the drama.
  • Students dress in one of the following costumes: Magicians for Christmas magic, Christmas lights for sparkly lights, clowns for Christmas laughter, elves for Christmas food, love bugs for Christmas love.
  • Mary Christmas narrates the story, each group perform a scene, during this performance time students bring their character to life with characterisation techniques, vocal expression, facial expression to convey emotion and body language. Students shape dramatic action and to create meaning using character.
  • After each scene, Cranky Pants reacts by slowly realising the magic of Christmas.
  • Thoughtful Mary Christmas does not want Cranky Pants to be lonely on the moon at Christmas and invites him to their Christmas Party. Cranky Pants accepts but can’t get to earth as his rocket ship has run out of fuel.  So, Mary and all the students board their rocket ship and bring Cranky Pants to earth.
  • Everyone joins in the Christmas dance and Cranky Pants thanks all the characters for teaching him the true meaning of Christmas.

    OUTCOMES ES1

    Creative Arts – Drama DRA ES1-1, DRA ES1-2, DRA ES1-3, DRA ES1-4 Music MUES1.1, MUES1.3 Dance DAES1.1, DAES1.2   PD/H/PE V1-V6, ALS1.6, GDS1.9, SLS1.13, PHS1.12, COES1.1, INES1.3 English – Speaking and Listening (communicating) ENe-1A, ENe-6B

    OUTCOMES STAGE 1

    Creative Arts – Drama DRA S1-1, DRA S1-2, DRA S1-3, DRA S1-4 Music MUS1.1, MUS1.3 Dance DAS1.1, DAS1.2 PD/H/PE V1-V6,  ALS1.6, GDS1.9, SLS1.13, PHS1.12, COES1.1, INES1.3 English – Speaking and Listening (communicating) EN1-1A, EN1-6B

    OUTCOMES STAGE 2

    Creative Arts – Drama DRA S2-1, DRA S2-2, DRA S2-3, DRA S2-4   Music MUS2.1, MUS2.3, Dance DAS2.1, DAS2.2 PD/H/PE V1-V6, ALS2.6, GDS2.9, SLS2.13, PHS2.12, COS2.1, INS2.3  English – Speaking and Listening (communicating) EN2-1A, EN2-6B