Early Stage 1

Lesson Overview

The students will discuss and explore the use of movement, action and music in telling a First Nations Dreamtime Story. Students will take on the role of the animals in the story by using their senses.

Lesson Outcomes

A student will learn to:

• make drama by interacting with the teacher and others and by using their imagination to create roles and dramatic situations
• communicate imagined situations through drama forms such as improvisation, movement, mime and storytelling
• begin to respond to their own drama in terms of roles and space.

A student will learn about:

• engaging in the basic elements of drama such as tension, contrast (loud/soft, fast/slow) and symbol.
• sharing their drama with others.
• depicting everyday situations in dramatic contexts.

Lesson Resources

1. Aboriginal-and-Torres-Strait-Map-of-Australia.pdf
2. Acknowledgement-of-Country.pdf
3. Animal-Visuals-for-how-the-Kangaroo-got-her-Pouch.pdf
4. Individual-Animal-Visuals-for-How-the-Kangaroo-got-her-Pouch.pdf
5. Pass-It-On-Visuals.pdf
6. The-Five-Senses.pdf
7. Why-We-Acknowledge.pdf
8. Yes_No-Question-Response-Visuals.pdf

Lesson Overview

Through imaginative play, discussion and drawing, students become aware of the concept of inclusion.

Lesson Outcomes

A student will learn to:

• make drama by interacting with the teacher and others, and by using their imagination to create roles and
  dramatic situations
• communicate imagined situations through drama forms such as improvisation, movement, mime and
  storytelling
• begin to respond to their own drama in terms of roles and space
• participate in imaginative play by taking on basic roles, e.g. putting ‘baby’ to sleep, or an adventurous expedition
• communicate the depiction of real-life and fantasy situations in imagined dramatic contexts
• organise space to engage in dramatic play, e.g. identifying the different areas of an imagined shop in their play
• use movement, objects and costumes to assist in portraying roles and situations in symbolic play, e.g. wearing a
  hat and pushing a moveable object as if it is a shopping trolley at a supermarket.

A student will learn about:

• sharing their drama with others
• depicting everyday situations in dramatic contexts.

Lesson Resources

1. What-does-it-look-like_What-does-it-sound-like_-What-does-it-feel-like.pdf
2. Scenerios-Cards.pdf
3. Inclusive-Play.pdf

Lesson Overview

Students use dress-up items to explore activities and routines in their daily life by taking the role of another person/character in a given scenario.

Lesson Outcomes

A student will learn to:

• make drama by interacting with the teacher and others and by using their imagination to create roles and dramatic situations.
• communicate imagined situations through drama forms such as improvisation, movement, mime and storytelling.
• begin to respond to their own drama in terms of roles and space.
• participate in imaginative play by taking on basic roles, e.g. putting ‘baby’ to sleep or an adventurous expedition.
• communicate the depiction of real-life and fantasy situations in imagined dramatic contexts.
• organises space to engage in dramatic play, eg identifying the different areas of an imagined shop in their play.
• uses movement, objects and costumes to assist in portraying roles and situations in symbolic play, e.g. wearing a hat and pushing a moveable object as if it is a shopping trolley at a supermarket.

Lesson Resources

1. What-does-it-look-like_-What-does-it-sound-like_-What-does-it-feel-like.pdf
2. Inclusion-and-Diversity-QR-Code-Books.pdf
3. Diversity-and-Inclusion-Pictures.pdf
4. Printer-Friendly-Scenerio-Cards.pdf
5. Scenerio-Cards.pdf
6. Scenarios.pdf

Lesson Overview

Students are exposed to diversity and difference through video clips, pictures/visuals and stories in order to encourage discussion and critical thinking.

Lesson Outcomes

A student will learn to:

• make drama by interacting with the teacher and others and by using their imagination to create roles and dramatic situations.
• begin to respond to their own drama in terms of roles and space.
• communicate the depiction of real-life and fantasy situations in imagined dramatic contexts.
• organise space to engage in dramatic play, e.g. identifying the different areas of an imagined shop in their play.
• use movement, objects and costumes to assist in portraying roles and situations in symbolic play, e.g. wearing a hat and pushing a moveable object as if it is a shopping trolley at a supermarket.
• demonstrate an understanding of movement skills, concepts and strategies to respond confidently, competently and creatively in a variety of physical activity contexts.
• develop interpersonal skills that enable them to interact effectively and respectfully with others, build and maintain respectful relationships and advocate for their own and others’ health, safety, wellbeing and participation in physical activity.

A student will learn about:

• performing non-locomotor skills, e.g. bending, twisting, swaying, reaching.
• responding with movement to stimuli, e.g. rhythm, beat, music and words.
• working with a partner or small group to complete a movement task.
• communicating in ways to be caring, inclusive and respectful of others.

Lesson Resources

1. What-does-it-look-like_-What-does-it-sound-like_-What-does-it-feel-like-1.pdf
2. Visuals-for-sections-of-lessons.pdf
3. Yes_No-Response-Visuals.pdf
4. Facial-Expressions.pdf
5. Venn-Diagram.pdf

Lesson Overview

Students will use Auslan to communicate information and participate in activities.

Lesson Outcomes

A student will learn to:

• make drama by interacting with the teacher and others and by using their imagination to create roles and dramatic situations
• communicate imagined situations through drama forms such as improvisation, movement, mime and storytelling
• begin to respond to their own drama in terms of roles and space
• communicates the depiction of real-life and fantasy situations in imagined dramatic contexts.

A student will learn about:

• alternative methods of communication in performance
• sharing their drama with others
• depicting everyday situations in dramatic contexts.

Lesson Resources

1. What-does-it-look-like_-What-does-it-sound-like_-What-does-it-feel-like-2.pdf
2. Early-Stage-1-Assessment-for-Lesson-4_5-Auslan.pdf
3. Twinkle-Twinkle-Little-Star-Auslan-Visuals.pdf
4. Auslan-fingerspelling-Alphabet-Chart.pdf
5. Auslan-Finger-Spelling-Simple-Words.pdf
6. Visuals-for-sections-of-lessons-1.pdf
7. Dos-and-Donts-of-Auslan.pdf
8. Nursery-Rhymes-and-Songs.pdf
9. Sing-a-Rainbow-in-Auslan.pdf
10. Charade-Action-Cards.pdf
11. Colours-of-a-rainbow.pdf

Lesson Overview

Students will continue to explore and learn different words in Auslan. This lesson content follows on from the previous lesson ‘Auslan and Singing’. The class will read the story ‘I Got This Hat’.

Lesson Outcomes

A student will learn to:

• make drama by interacting with the teacher and others and by using their imagination to create roles and dramatic situations.
• communicate imagined situations through drama forms such as improvisation, movement, mime and storytelling.
• begin to respond to their own drama in terms of roles and space
• communicate the depiction of real-life and fantasy situations in imagined dramatic contexts.

A student will learn about:

• alternative methods of communication in performance
• sharing their drama with others
• depicting everyday situations in dramatic contexts.

Lesson Resources

1. Visual-Instructions-for-Drawing-Favourite-Hat.pdf
2. Draw-your-Favourite-Hat-using-Auslan-Signs.pdf
3. Yes-No-Question-Response-Visuals.pdf
4. Visuals-for-sections-of-lesson.pdf
5. Different-Hats.pdf

Lesson Overview

There are two options for this lesson. Option 1 follows on from the previous lesson ‘I Got This Hat’. Students will experiment with actions to represent their own favourite hat. Students will combine their actions to create a class digital story to be recorded by the teacher. Option 2 is available if the previous lesson ‘I Got This Hat’ has not been done. In these activities the students will translate, act out and construct their own simple sentences using Auslan.

Lesson Outcomes

A student will learn to:

• make drama by interacting with the teacher and others and by using their imagination to create roles and dramatic situations
• communicate imagined situations through drama forms such as improvisation, movement, mime and storytelling
• begin to respond to their own drama in terms of roles and space
• communicate the depiction of real-life and fantasy situations in imagined dramatic contexts.

A student will learn about:

• alternative methods of communication in performance
• sharing their drama with others
• depicting everyday situations in dramatic contexts.

Lesson Resources

1. Early-Stage-1-Assessment-Having-Fun-with-Auslan.pdf
2. Yes_No-Question-Response-Visuals-1.pdf
3. Visuals-for-sections-of-lesson-1.pdf
4. Simon-Says-Action-Visuals.pdf
5. Simon-Says-Command-Visual.pdf
6. Sentence-Starters.pdf
7. Simple-Sentences.pdf

Lesson Overview

Students will participate in activities that encourage understanding of the diverse ways students learn. Students will discuss similarities between themselves and other learners. A second lesson may be required to cover all of the content outlined.

Lesson Outcomes

A student will learn to:

• make drama by interacting with the teacher and others and by using their imagination to create roles and dramatic situations
• communicate imagined situations through drama forms such as improvisation, movement, mime and storytelling
• respond to their own drama in terms of roles and space.

A student will learn about:

• sharing their drama with others
• depicting everyday situations in dramatic contexts
• testing possible solutions to movement challenges through trial and error
• attempting different ways to solve a movement challenge and discuss which ways were successful or not, e.g. use signals, cooperation, modify rules, change formations
• depicting everyday situations in dramatic contexts.

Lesson Resources

1. What-did-it-Look-Like-Sound-Like-Feel-Like.pdf
2. Yes-No-Question-Response-Visuals-1.pdf
3. Examples-of-Braille-in-Books.pdf
4. Heads-Down-Thumbs-Up-Visual.pdf
5. Thumbs-Up-Thumbs-Down.pdf
6. How-to-Draw-a-pyramid.pdf
7. Things-Zulay-Can-Do.pdf
8. Braille-Alphabet.pdf
9. The-Five-Senses-1.pdf