WA Curriculum Links

One-off Incursion linkages

The Body Investigators

Pre-primary to Year 6

Health and Physical Education

  • The different parts of the body and where they are located (ACPPS002)
  • Actions that promote health, safety and wellbeing, such as: eating healthy food, practising appropriate personal hygiene routines (ACPPS006)
  • The benefits of healthy eating and regular physical activity on health and wellbeing (ACPPS018)
  • Physical changes to the body when exercising, such as: raised heart rate, increased breathing rate (ACPMP028)
  • Strategies and behaviours that promote health and wellbeing: personal hygiene practices, healthy eating, sufficient sleep, staying hydrated, regular physical activity (ACPPS018)
  • Positive responses to physical activity, such as a feeling of wellbeing (ACPMP028)
  • Ways in which the body reacts during physical activity (ACPMP028)
  • Actions in daily routines that promote health, safety and wellbeing: healthy eating, appropriate levels of physical activity(ACPPS036)
  • Benefits of regular physical activity and physical fitness to health and wellbeing: maintenance of a healthy weight, prevention of some diseases (ACPMP046)
  • Ways to be active in natural environments (ACPPS041)
  • Strategies to ensure safety and wellbeing at home and at school, such as: following school rules, identifying and choosing healthier foods for themselves (ACPPS036ACPPS040)
  • Benefits of regular physical activity and physical fitness to health and wellbeing: improved sleep, social contact (ACPMP046)
  • Ways in which regular physical activity in natural and built environments promotes health (ACPPS041)
  • Strategies that promote a safe, healthy lifestyle, such as: comparing food labels on products, increased physical activity, practising sun safety (ACPPS054)
  • Benefits of regular physical activity and physical fitness to physical, mental and emotional wellbeing: control of blood pressure, reduced risk of heart disease, reduced stress, improved concentration (ACPMP064)
  • Preventive health measures that promote and maintain an individual’s health, safety and wellbeing (ACPPS058)
  • Strategies that promote a healthy lifestyle, such as: improving the nutritional value in meals, increasing physical activity (ACPPS054)
  • Benefits of regular physical activity and physical fitness to health and wellbeing: control of weight and blood fats, such as cholesterol, improved concentration (ACPMP064)

Science

  • Living things have basic needs, including food and water (ACSSU002)
  • Pose and respond to questions about familiar objects and events (ACSIS014)
  • Share observations and ideas (ACSIS012)
  • Living things have a variety of external features (ACSSU017)
  • Living things grow, change and have offspring similar to themselves (ACSSU030)
  • Participate in guided investigations to explore and answer questions (ACSIS038)

Humanities and Social Sciences

  • Reflect on learning, identify new understandings and act on findings in different ways (e.g. suggest additional questions to be investigated, propose a course of action on an issue that is significant to them) (WAHASS63)
  • Reflect on learning, identify new understandings and act on findings in different ways (e.g. complete a KWL chart, propose action in response to new knowledge) (WAHASS39)

Fairytale Fiasco!

Pre-primary to Year 2

English

  • Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)
  • Identify some familiar texts and the contexts in which they are used (ACELY1645)
  • Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)
  • Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
  • Innovate on familiar texts through play (ACELT1831)
  • Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582)
  • Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)
  • Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)
  • Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
  • Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
  • Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary (ACELT1832)
  • Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
  • Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833)

Drama

  • Audience behaviour (paying attention to the development of a story) when viewing drama (ACADRR030)
  • Exploration and experimentation of three (3) elements of drama: voice (loud, soft, varying loud and soft), movement (big, small, use of facial expressions), role (fictional character)
  • Use of known stories and personal experiences to create drama with simple objects and available technologies (ACADRM029)
  • Use of dramatic action to sequence events communicating an idea, message or story (ACADRM027)
  • Exploration and experimentation of four (4) elements of drama: voice (loud, soft, varying loud and soft; pace and pitch), movement (big, small; use of facial expressions; gestures; posture), role (fictional character; listening and responding in role), situation (establishing a fictional setting and relating to it in role) to create drama (ACADRM028)
  • Personal responses using the elements of voice and movement in drama they view and make (ACADRR030)
  • Development of drama to communicate important personal events or fictional stories using objects, puppets, images and/or available technologies (ACADRM029)
  • Improvisation skills (establishing a situation) to develop dramatic action and ideas (ACADRM028)
  • Improvisation skills (contributing to the progression of action) to develop dramatic action (ACADRM028)
  • Performance skills (performing towards the audience, raising chin for good eye lines) when sharing drama with peers (ACADRM029)

Tiddalick the Frog

Pre-primary to Year 2

English

  • Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
  • Identify some features of texts including events and characters and retell events from a text (ACELT1578)
  • Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
  • Innovate on familiar texts through play (ACELT1831)
  • Respond to texts drawn from a range of cultures and experiences (ACELY1655)
  • Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)
  • Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

Drama

  • Audience behaviour (paying attention to the development of a story) when viewing drama (ACADRR030)
  • Exploration and experimentation of three (3) elements of drama: voice (loud, soft, varying loud and soft), movement (big, small, use of facial expressions), role (fictional character)
  • Use of known stories and personal experiences to create drama with simple objects and available technologies (ACADRM029)
  • Improvisation skills (contributing to the progression of action) to develop dramatic action (ACADRM028)
  • Performance skills (performing towards the audience, raising chin for good eye lines) when sharing drama with peers (ACADRM029)

Humanities and Social Sciences

  • The reasons some places are special to people and how they can be looked after, including Aboriginal and Torres Strait Islander Peoples’ places of significance (ACHASSK017)(ACHASSK016)
  • How the stories of families and the past can be communicated and passed down from generation to generation (e.g. photographs, artefacts, books, oral histories, digital media, museums) and how the stories may differ, depending on who is telling them (ACHASSK013)
  • Reflect on learning and respond to findings (e.g. discussing what they have learned) (WAHASS25)
  • Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
  • The ways in which Aboriginal and Torres Strait Islander Peoples maintain connections to their Country/Place (ACHASSK049)
  • Reflect on learning and respond to findings (e.g. discussing what they have learned) (WAHASS25)

Science

  • Living things have basic needs, including food and water (ACSSU002)
  • Pose and respond to questions about familiar objects and events (ACSIS014)

Habitat Helpers

Pre-primary to Year 2

Science

  • The reasons some places are special to people and how they can be looked after, including Aboriginal and Torres Strait Islander Peoples’ places of significance (ACHASSK017)(ACHASSK016)
  • How the stories of families and the past can be communicated and passed down from generation to generation (e.g. photographs, artefacts, books, oral histories, digital media, museums) and how the stories may differ, depending on who is telling them (ACHASSK013)
  • Reflect on learning and respond to findings (e.g. discussing what they have learned) (WAHASS25)
  • Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
  • The ways in which Aboriginal and Torres Strait Islander Peoples maintain connections to their Country/Place (ACHASSK049)
  • Reflect on learning and respond to findings (e.g. discussing what they have learned) (WAHASS25)

Drama

  • Audience behaviour (paying attention to the development of a story) when viewing drama (ACADRR030)
  • Exploration and experimentation of three (3) elements of drama: voice (loud, soft, varying loud and soft), movement (big, small, use of facial expressions), role (fictional character)
  • Use of known stories and personal experiences to create drama with simple objects and available technologies (ACADRM029)
  • Improvisation skills (contributing to the progression of action) to develop dramatic action (ACADRM028)
  • Performance skills (performing towards the audience, raising chin for good eye lines) when sharing drama with peers (ACADRM029)

Humanities and Social Sciences

  • The globe as a representation of the Earth on which Australia and other familiar countries can be located (ACHASSK014)
  • Identify prior knowledge about a topic (e.g. shared discussion, think-pair-share) (WAHASS01)
  • Pose and respond to questions about the familiar (WAHASS02)
  • Represent information gathered in different formats (e.g. drawings, diagrams, story maps, role-plays) (WAHASS07)
  • Draw conclusions based on discussions of observations (e.g. answer questions, contribute to guided discussions) (WAHASS08)
  • How weather (e.g. rainfall, temperature, sunshine, wind) and seasons vary between places, and the terms used to describe them (ACHASSK032)
  • Reflect on learning and respond to findings (e.g. discussing what they have learned) (WAHASS25)
  • Participate in decision-making processes (e.g. engage in group discussions, make shared decisions, share views) (WAHASS22)
  • Present findings in a range of communication forms, using relevant terms (e.g. written, oral, digital, role-play, graphic) (WAHASS23)
  • Reflect on learning and respond to findings (e.g. discussing what they have learned) (WAHASS25)

Under the Sea

Pre-primary to Year 2

Science

  • Living things have basic needs, including food and water (ACSSU002)
  • Pose and respond to questions about familiar objects and events (ACSIS014)
  • Living things have a variety of external features (ACSSU017)
  • Living things grow, change and have offspring similar to themselves (ACSSU030)

Humanities and Social Sciences

  • Reflect on learning and respond to findings (e.g. discussing what they have learned) (WAHASS25)

Drama

  • Use of dramatic action to sequence events communicating an idea, message or story (ACADRM027)
  • Exploration and experimentation of four (4) elements of drama: voice (loud, soft, varying loud and soft; pace and pitch), movement (big, small; use of facial expressions; gestures; posture), role (fictional character; listening and responding in role), situation (establishing a fictional setting and relating to it in role) to create drama (ACADRM028)
  • Personal responses using the elements of voice and movement in drama they view and make (ACADRR030)
  • Development of drama to communicate important personal events or fictional stories using objects, puppets, images and/or available technologies (ACADRM029)
  • Improvisation skills (establishing a situation) to develop dramatic action and ideas (ACADRM028)

Minibeasts

Pre-primary to Year 2

Science

  • Living things have basic needs, including food and water (ACSSU002)
  • Living things have a variety of external features (ACSSU017)
  • Living things grow, change and have offspring similar to themselves (ACSSU030)

Humanities and Social Sciences

  • Reflect on learning and respond to findings (e.g. discussing what they have learned) (WAHASS25)

Drama

  • Audience behaviour (paying attention to the development of a story) when viewing drama (ACADRR030)
  • Exploration and experimentation of three (3) elements of drama: voice (loud, soft, varying loud and soft), movement (big, small, use of facial expressions), role (fictional character)
  • Use of known stories and personal experiences to create drama with simple objects and available technologies (ACADRM029)
  • Improvisation skills (contributing to the progression of action) to develop dramatic action (ACADRM028)
  • Performance skills (performing towards the audience, raising chin for good eye lines) when sharing drama with peers (ACADRM029)

Students Observing Sustainability

Years 3-6

Humanities and Social Sciences

  • Identify current understanding of a topic (e.g. brainstorm, KWL chart) (WAHASS26)
  • Reflect on learning, identify new understandings and act on findings in different ways (e.g. complete a KWL chart, propose action in response to new knowledge) (WAHASS39)
  • Identify current understanding of a topic (e.g. brainstorm, KWL chart) (WAHASS26)
  • The importance of environments to animals and people, and different views on how they can be protected (ACHASSK088)
  • The natural resources (e.g. water, timber, minerals) provided by the environment and different views on how they can be used sustainably (ACHASSK090)
  • Use decision-making processes (e.g. share views, recognise different points of view, identify issues, identify possible solutions, plan for action in groups) (WAHASS36)
  • Present findings and conclusions in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic), appropriate to audience and purpose, using relevant terms (WAHASS37)
  • Reflect on learning, identify new understandings and act on findings in different ways (e.g. complete a KWL chart, propose action in response to new knowledge) (WAHASS39)
  • Resources can be natural (e.g. oil), human (e.g. workers), or capital (e.g. machinery), and how these are used to make goods and services to satisfy the needs and wants of present and future generations (ACHASSK120)
  • Due to scarcity, choices need to be made about how limited resources are used (e.g. using the land to grow crops or to graze cattle) (ACHASSK119)
  • Present findings, conclusions and/or arguments, appropriate to audience and purpose, in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic, maps) and using subject-specific terminology and concepts (WAHASS61)
  • Reflect on learning, identify new understandings and act on findings in different ways (e.g. suggest additional questions to be investigated, propose a course of action on an issue that is significant to them) (WAHASS63)
  • Develop and refine a range of questions required to plan an inquiry (WAHASS51)
  • Choices about the use of resources result from the imbalance of limited resources and unlimited wants (i.e. the concept of scarcity) (ACHASSK149)
  • Use decision-making processes (e.g. share opinions and personal perspectives, consider different points of view, identify issues, develop possible solutions, plan for action, identify advantages and disadvantages of different options) (WAHASS60)
  • Reflect on learning, identify new understandings and act on findings in different ways (e.g. suggest additional questions to be investigated, propose a course of action on an issue that is significant to them) (WAHASS63

Science

  • Science knowledge helps people to understand the effect of their actions (ACSHE051)
  • Living things have life cycles (ACSSU072)
  • Living things depend on each other and the environment to survive (ACSSU073)
  • Science knowledge helps people to understand the effect of their actions (ACSHE062)

English

  • Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
  • Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)
  • The growth and survival of living things are affected by physical conditions of their environment (ACSSU094)

Drama

WA Curriculum Links

Program Linkages

Seal Series

Pre-primary to Year 2

Drama


English

  • Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)

Health and Physical Education

  • Personal strengths of individuals (ACPPS001)
  • Body management skills (ACPMP008)
  • Personal and social skills to interact with others: expressing needs, wants and feelings, active listening, self-discipline (ACPPS004)
  • Emotional responses individuals may experience in different situations, such as feeling: happy, sad, excited, tired, angry scared, confused (ACPPS005)
  • Appropriate language and actions to communicate feelings in different situations (ACPPS005)

Seal Series

Year 1 and Year 2

English

  • Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)
  • Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
  • Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

Drama

  • Audience behaviour (paying attention to the development of a story) when viewing drama (ACADRR030)
  • Exploration and experimentation of three (3) elements of drama: voice (loud, soft, varying loud and soft), movement (big, small, use of facial expressions), role (fictional character)
  • Use of known stories and personal experiences to create drama with simple objects and available technologies (ACADRM029)
  • Improvisation skills (contributing to the progression of action) to develop dramatic action (ACADRM028)
  • Performance skills (performing towards the audience, raising chin for good eye lines) when sharing drama with peers (ACADRM029)

Health and Physical Education

  • Personal strengths and how these change over time (ACPPS015)
  • The strengths of others and how they contribute to positive outcomes, such as games and physical activities (ACPPS015)
  • Appreciation and encouragement of the behaviour of others through the use of: manners, positive language, praise (ACPPS019)
  • Positive ways to react to their own emotions in different situations, such as: walking away, seeking help, remaining calm (ACPPS020)
  • Strategies that will assist with involving everyone in games (ACPMP030)
  • Actions that support a safe classroom, such as: moving around safely, sharing appropriately, following class rules (ACPPS022)

Humanities and Social Sciences

  • Reflect on learning and respond to findings (e.g. discussing what they have learned) (WAHASS25)

Unplugged Program

Years 3-6

Health and Physical Education

  • Behaviours that show empathy and respect for others (ACPPS037)
  • Circumstances that can influence the level of emotional response to situations (ACPPS038)
  • Use of persistence and resilience as tools to respond positively to challenges and failure, such as: using self-talk, seeking help, thinking optimistically (ACPPS033)
  • Strategies that help individuals to manage the impact of physical, social and emotional changes, such as: positive self-talk, assertiveness, seeking help, sharing responsibilities (ACPPS034)
  • The positive influence of respect, empathy and the valuing of differences in relationships (ACPPS037)
  • Strategies to identify and manage emotions before reacting (ACPPS038)
  • Ethical behaviour in applying rules in all game situations (ACPMP069)
  • Skills to establish and manage positive relationships, such as: showing respect and empathy, being cooperative, accepting differences (ACPPS055)
  • Interpersonal skills in physical activities, such as: encouragement of others, negotiation and sharing roles and responsibilities, dealing with conflicts and disagreements (ACPMP067)

Toolbox Dram@tix and Public Presentation Skills Programs

English

  • Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
  • Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
  • Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)
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