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 Early Stage 1 (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
  • English: ENE-OLC-01

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
  • English: EN1-OLC-01

Tiddalick the Frog

  • Students will discuss the Aboriginal Dreamtime and that Tiddalick the Frog is a Dreamtime story. During the lesson students and the teacher will re-enact the Dreamtime story using puppets, costumes 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 Early Stage 1 (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
  • English: ENE-OLC-01
  • HSIE – Geography: GEe-1
  • Science: STe-3LW-ST, Ste-6ES-S

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
  • English: EN1-OLC-01
  • HSIE – Geography: GE1-1
  • Science: ST1-4LW-S

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, DAES1.2e 1
  • English: ENE-OLC-01
  • PDPHE: PDe-6, PDe-7, PDe-8

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
  • English: EN1-OLC-01
  • PDPHE: PD1-7, PD1-8

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
  • English: EN2-OLC-01
  • PDPHE: PD2-7, PD2-8, PD2-10

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
  • English: EN3-OLC-01
  • PDPHE: PD3-6, PD3-7, PD3-8, PD3-10

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 both divers, fish, octopuses, jellyfish, sharks / dolphins, seaweed. 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
  • English: ENE-OLC-01
  • Science: STe-3LW-ST

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
  • English: EN1-OLC-01
  • HSIE – Geography: GE1-2
  • Science: ST1-4LW-S

Minibeasts

  • Students to explore garden environment and mini beasts using costume, movement, characterisation and music.
  • Students will explore 6 different minibeasts’ habitats.
  • Students will dress up as either: Ladybugs, Butterflies, Dragonflies, Spiders, Slaters, Grasshoppers, Caterpillar puppets, Worm puppets.
  • Habitats include: pond, flower garden, compost heap, river.
  • Students engage in mime and movement as they focus on wriggling, crawling, flying, hopping and jumping as the minibeasts in a garden environment.
  • 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 of each minibeast 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 minibeasts. 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
  • English: ENE-OLC-01
  • Science: STe-3LW-ST

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
  • English: EN1-OLC-01
  • Science: ST1-4LW-S

Terra Australis Oi Oi Oi

  • 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
  • English: EN2-OLC-01
  • PDPHE: PD2-10
  • HSIE – History:  HT2-2, HT2-3, HT2-5
  • HSIE – Geography: GE2-2

Outcomes Stage 3

  • Creative Arts – Drama: DRA S3-1, DRA S3-2, DRA S3-3, DRA S3-4
  • English: EN3-OLC-01
  • PDPHE: PD3-10
  • HSIE – History: HT3-2, HT3-3, HT3-4, HT3-5
  • HSIE – Geography: GE3-2

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 superhero.
  • 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 superheroes 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
  • English: ENE-OLC-01
  • HSIE – Geography: GEe-1, GEe-2
  • Science: STe-2DP-T, STe-3LW-ST

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
  • English: EN1-OLC-01
  • HSIE – Geography: GE1-1, GE1-2
  • Science: ST1-4LW-S, ST1-5LW-T, ST1-10ES-S

S.O.S – Students Observing Sustainability

  • This more sophisticated sustainability incursion starts in planet Pluto where the Plutonians receive a distressed SOS message from planet Earth. Building a bio-transporter they travel to earth to investigate key ecological hotspots that have contributed to the Earth’s demise. These hotspots are The Great Barrier Reef, Antarctica, Sumatra and Paraguay. The Plutonians realise they need to make You-Tube videos (pretend) for the humans about the degradation they witness and in this process of dramatization and group work, students are offered opportunities to discuss the problems and look at what local solutions can be found.Using dramatic techniques, children explore sustainability and the issues of de-forestation, pollution, land fill and over-fishing. During this incursion they connect with the local environment to discover that individual actions can have a cumulative effect on communities and provide global results.

Outcomes Stage 2

  • Creative Arts – Drama: DRA S2-1, DRA S2-2, DRA S2-3, DRA S2-4
  • English: EN2-OLC-01
  • PDPHE: PD2-10
  • HSIE – Geography: GE2-1, GE2-2, GE2-3
  • Science: ST2-4LW-S

Outcomes Stage 3

  • Creative Arts – Drama: DRA S3-1, DRA S3-2, DRA S3-3, DRA S3-4
  • English: EN3-OLC-01
  • PDPHE: PD3-10
  • HSIE – Geography: GE3-1, GE3-2, GE3-3
  • Science: ST3-4LW-S

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
  • English: ENE-OLC-01

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
  • English: EN1-OLC-01
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