Year 2050:
A Computer Virus has taken over the human race. People no longer talk to each other or interact. Everyone is plugged into The Virus and has forgotten how to communicate, how to work together and how be kind and inclusive. They have lost the will to try!

Only a chosen few still have the ability to think for themselves – they are the Tribes of Humanity. Our task in this 5 week Program is to recover all those qualities the humans have lost; only by working together will we learn how to beat the Computer Virus and Unplug the World!

Introducing…

Flik Firewall

Virus

In the Unplugged Series year 3&4 students work together in tribes, against and with each other to outwit The Virus along the way learning the value of survival skills such as cooperation, problem solving, inclusivity, empathy, resilience & persistence. This series meets all key requirements of CASEL for self awareness, self management, social awareness, responsible decision making and relationship skills.

Program Details

Each lesson runs for 50 minutes at your school

Minimum 20 students, maximum 32 students per lesson

Minimum 50 students per school

The program is run by qualified teachers and skilled drama specialists

Curriculum Content

Lesson 1:

Plugged In

In this lesson students are transported to the year 2050 where they learn that the world is plugged into a computer virus. Flik Firewall recruits them to recover the human qualities that the virus has stolen.

Primary focus: Teamwork, leadership traits and problem solving.

Lesson 2:

Welcome to the Tribe

In this lesson five tribes representing the stolen human qualities – cooperation, persistence, tolerance, kindness and communication are formed. Each tribe must construct a base camp and create a welcoming ceremony before the computer virus catches them.

Primary focus: Leadership, teamwork, inclusivity and creativity.

Lesson 3:

Stronger Together

The computer virus has destroyed the base camps of humanity and infected one of the tribes. All the other tribes must work together to rebuild and decide whether to sacrifice or embrace members of the destroyed tribe. They need to be quick, the virus is watching them.

Primary focus: Empathy, resilience and inclusivity.

Lesson 4:

Set the Scene

One successful tribe beats the virus and sends messages and a secret task to the other tribes. Each tribe must perform a scene involving a moral decision, will they make the right choice?

Primary focus:  Kindness, tolerance and persistence.

Lesson 5:

People Power

The tribes have almost reached their goal but they must decode the clues before they can progress. They have shown cooperation, kindness, persistence and tolerance but must come together as a community in order to defeat the virus.

Primary focus: Cooperation and problem solving.

Curriculum Content

(click to open)

Unplugged Program – Links to Victorian Curriculum Outcomes

Primary Focus:

The workshops have been designed to incorporate and meet the Collaborative for Academic, Social and Emotional Learning (CASEL) identifies five broad headings under which SEL falls:

  • Self-awareness: Identifying and recognising emotions; recognising personal interests and strengths; maintaining a well-grounded sense of self-confidence.
  • Self-management: Regulating emotions to handle stress, control impulses, and motivating oneself to persevere in overcoming obstacles, setting, and monitoring progress toward the achievement of personal and academic goals; expressing emotions appropriately.
  • Social awareness: Being able to take the perspective of and empathise with others; recognising and appreciating individual and group similarities and differences.
  • Relationship skills: Establishing and maintaining healthy and rewarding relationships based on cooperation and resistance to inappropriate social pressure, preventing, managing, and constructively resolving interpersonal conflict; seeking help when needed.
  • Responsible decision-making: Making decisions based on a consideration of all relevant factors, including applicable ethical standards, safety concerns, and social norms; the likely consequences of taking alternative courses of action; evaluation and reflection

The Unplugged Program also links with the following outcomes:

Drama – Explore and Express Ideas – Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (VCADRE025)

DramaPresent and Perform- Shape and perform dramatic action using narrative structures and tension in devised and scripted drama (VCADRP027)

Music – Explore and Express Ideas – Use imagination and creativity to explore pitch, rhythm/time and form, dynamics and tempo using voice, movement and instruments (VCAMUE025)

Health and Physical Education – Personal, Social and Community Health – Communicating and interacting for health and wellbeing – Investigate how emotional responses vary in family situations and in friendship groups (VCHPEP093)

Health and Physical EducationMovement and Physical Activity – Moving the body Practise and apply movement concepts and strategies (VCHPEM099)

Health and Physical Education Movement and Physical Activity – Learning through movement Adopt inclusive practices when participating in physical activities (VCHPEM102)

Personal and Social Capability– Self-Awareness and Management – Recognition and expression of emotions Identify and explore the expression of emotions in social situations and the impact on self and others (VCPSCSE016)

Personal and Social Capability – Self-Awareness and Management – Development of resilience -Identify personal strengths and select personal qualities that could be further developed (VCPSCSE017)

Personal and Social Capability – Self-Awareness and Management – Development of resilience – Identify how persistence and adaptability can be used when faced with challenging situations and change (VCPSCSE018)

Personal and Social Capability – Social Awareness and Management – Relationships and diversity – Identify the importance of including others in activities, groups and games (VCPSCSO022)

Personal and Social Capability– Social Awareness and Management – Collaboration – Demonstrate skills for effective participation in group tasks and use criteria provided to reflect on the effectiveness of the teams in which they participate (VCPSCSO023)

Personal and Social Capability –Social Awareness and Management-  Collaboration – Identify conflicts that may occur in peer groups and suggest possible causes and resolutions (VCPSCSO024)

Civics and Citizenship -Government and Democracy -Identify how and why decisions are made democratically in communities (VCCCG002)

Civics and Citizenship– Citizenship, Diversity and Identity -Investigate why and how people participate within communities and cultural and social groups (VCCCC006)

Critical and Creative Thinking – Questions and Possibilities – Explore reactions to a given situation or problem and consider the effect of pre-established preferences (VCCCTQ011)

Critical and Creative Thinking – Questions and Possibilities- Investigate different techniques to sort facts and extend known ideas to generate novel and imaginative ideas (VCCCTQ012)

Critical and Creative Thinking – Reasoning – Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view (VCCCTR013)

Critical and Creative Thinking – Reasoning – Investigate why and when the consequences of a point of view should be considered (VCCCTR015)

Critical and Creative Thinking – Reasoning  –Identify and use ‘If, then…’ and ‘what if…’ reasoning (VCCCTR016)

Critical and Creative ThinkingMeta-Cognition – Examine an increased range of learning strategies, including visualisation, note-taking, peer instruction and incubation, and reflect on how these can be applied to different tasks to reach a goal (VCCCTM019)

Ethical Capability – Understanding Concepts – Explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations (VCECU004)

Ethical CapabilityUnderstanding Concepts -Explore the extent to which particular acts might be regarded by different people as good or bad, right or wrong, better or worse, and explain why (VCECU005)

Intercultural Capability – Cultural Practices – Compare their own and others cultural practices, showing how these may influence the ways people relate to each other (VCICCB005)