Curriculum Suitability

Australian National Curriculum

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)