In 2018, the Schools Spectacular celebrates some of the greatest music, theatrical shows, stories and lessons of all time, performed by some of the most remarkable young Australians you’ll ever see.
In 2018, the Schools Spectacular celebrates some of the greatest music, theatrical shows, stories and lessons of all time, performed by some of the most remarkable young Australians you'll ever see.
‘The greatest stories’ is a study of character, through some of the most memorable stories ever created for children.
Duration: 4 weeks (approximately 16 hours)
In this unit of work, students will take part in integrated activities from across the English, mathematics, creative arts, science and technology, geography and PDHPE syllabi.
They will take part in two assessment tasks, reflecting the theme and the skills being covered in the unit. The activities can be taught individually but, as they flow from one to the other, are ideally taught as one entire unit.
Select the subject to show the list of outcomes.
EN1-1A: Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations.
EN1-2A: Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers.
EN1-3A: Composes texts using letters of consistent size and slope and uses digital technologies.
EN1-4A: Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies.
EN1-8B: Recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter.
EN1-9B: Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts.
EN1-10C: Thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts.
EN1-11D: Responds to and composes a range of texts about familiar aspects of the world and their own experiences.
MA1-1WM: Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols.
MA1-2WM: Uses objects, diagrams and technology to explore mathematical problems.
MA1-5NA: Uses a range of strategies and informal recording methods for addition and subtraction involving one and two digit numbers.
MA1-13MG: Describes, compares and orders durations of events, and reads half- and quarter-hour time.
MA1-17SP: Gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results.
VAS1.1: Makes artworks in a particular way about experiences of real and imaginary things.
VAS1.2: Uses the forms to make artworks according to varying requirements.
VAS1.3: Realises what artists do, who they are and what they make.
VAS1.4: Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience.
MUS1.4: Responds to a range of music, expressing likes and dislikes and the reasons for these choices.
DRAS1.1: Takes on roles in drama to explore familiar and imagined situations.
DRAS1.3: Interacts collaboratively to communicate the action of the drama with others.
ST1-5WT: Uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants.
ST1-12MW: Identifies ways that everyday materials can be physically changed and combined for a particular purpose.
ST1-13MW: Relates the properties of common materials to their use for particular purposes.
GE1-1: Describes features of places and the connections people have with places.
GE1-2: Identifies ways in which people interact with and care for places.
COS1.1: Communicates appropriately in a variety of ways.
IRS1.11: Identifies the ways in which they communicate, cooperate and care for others.
INS1.3: Develops positive relationships with peers and other people.
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Students will learn what Schools Spectacular is all about and why they are doing this unit of work on the greatest stories.
Explain that tomorrow (or appropriate day), students are to come to school dressed as their favourite character of all time. Be sure to give parents/caregivers plenty of notice to prepare/source a costume before this activity.
Discuss what the students are most looking forward to in this unit of work.
Students will ask questions and collect data relating to things that interest them about characters, and represent the data in tally marks, graphs and summary sentences. Students work cooperatively in groups.
Students work cooperatively to create a data display which includes a question, tally results, a graph and a summary sentence.
Discuss whether they were surprised by any of the results.
Students will write detailed descriptions of two different characters.
Students write two descriptions of characters with contrasting interior and exterior qualities.
Students share their favourite character with a partner, and a few students share with the class.
Students will learn how to write a letter, including giving of information and asking for information.
Students will write a properly formatted letter to Peter Rabbit, including three questions, one statement and NSW Foundation handwriting.
Students read their letters to a classmate.
As an option, students could put their letters in envelopes and put into a post box at the front of the classroom. The teacher could write a reply to each child from Peter Rabbit, answering their questions.
Students will learn how to use a thesaurus, and use interesting adjectives to write an acrostic poem about a given character.
Students will write an acrostic poem, using at least four interesting adjectives.
Students read their acrostic poems to the rest of the class.
Students will watch and comprehend three different fairy tales from around the world, reflecting on the moral of the story.
Students will be able to write one sentence describing the main message of three different texts and draw a visual representation.
Students discuss their favourite of the three fairy tales and what activity they believed it was teaching.
Students will reflect on the meaning of a Dreamtime story, learn about a recurring character in indigenous stories, and reflect on the music and art techniques that are used to depict that character.
Students will contribute to the discussion about the meaning of the Dreamtime story, the traditional artwork and the music used in the video.
Students discuss whether they think they would like to visit the world of the Mimis.
Students will work in a pair to design a structure to meet certain building criteria. They will refine their design after testing, and share their design process and refinements with the class. As a class, students will record data and display in graph form.
Students will work cooperatively to design a structure. They will make refinements to their design after testing, and share their process confidently with the class. Students will use a stopwatch and record times in raw data and in graph form.
As a class, reflect on the data that they gathered. Which materials seemed to stand up for longer? Did particular designs stand up for longer? If they had access to more materials or more time, how would students change their designs?
Students will devise a short drama script, fracturing a fairy tale.
Students will work cooperatively with others to create a short drama piece for the class, depicting a fractured fairy tale.
Watch the short segment from Hoodwinked, Hoodwinked! - Wolf Meets Red (YouTube), when the wolf meets Red Riding Hood.
Students will take part in group storytelling, using a variety of characters with intertwined stories.
Students will contribute to the class storytelling.
The teacher should round the story up after one or two rounds or when the class has exhausted its ideas.
Students will listen to a piece of music and discuss the differences between the musical theatre genre and regular pop songs.
Students can identify ‘speech singing’ from ‘lyrical singing’.
Discuss: If you could have any of the characters we have learnt about so far as a ‘partner in crime’, who would it be and why?
Students learn about the use of music to create atmosphere. Students write descriptions with adjectives and pertinent questions.
Students will write a short description with at least two adjectives and three pertinent questions to ask an adult.
Discuss a toy that they would like to always keep when they grow up.
Students will identify pairs in the environment, as well as in maths.
Students are able to match pairs that they have created, including ‘Ten’s Friends'.
Suggest that at home, students look for things that are in pairs.
Students will identify the skills required to work well in a pair.
Students will work cooperatively in a pair to achieve a goal.
Discuss what other ‘pair’ games the class could play in the future.
Students will listen to a reading of a Snugglepot and Cuddlepie story, paying attention to plot, structure and character.
Students will be able to recall key features of the story and the characters.
Discuss: What more would you like to know about Snugglepot and Cuddlepie in the coming activities?
Students discuss what art is, and whether light installations are art. Students compare the work of May Gibbs and the Vivid designers.
Students can articulate what they think about the Vivid display, in terms of its artistic merit.
Discuss: Would you like to go and see Vivid Sydney one day?
Students learn about May Gibbs and her botanically inspired artwork and use that as inspiration for their own artwork.
Students create botanically inspired artwork in the style of May Gibbs.
Students can walk around the room to see the drawings that their peers have done.
Students reflect on what makes a place special.
Students will be able to identify features of the Blue Mountains that makes it special.
Students talk to a partner about why they think May Gibbs chose the Blue Mountains as an inspiration for her artwork and stories.
Students will write detailed descriptions of their favourite characters of all time and answer questions from their perspective.
Students will create a detailed poster with adjectives and insightful thoughts. They will be able to answer questions from the point of view of the character.
Give all of the students a high five on the way out of class, and thank them for being awesome characters.
Students will understand what Schools Spectacular is and know what to look for in ‘The greatest stories’ segment.
Students will respond to what they saw at Schools Spectacular and what they noticed about the characters’ interactions with each other.
Ask students what their favourite part of this unit has been.