K–6Creative Arts K–6 Syllabus (2024)
The new Creative Arts K–6 Syllabus (2024) is to be implemented from 2027 and will replace the Creative Arts K–6 Syllabus (2006).
2025 and 2026 – Plan and prepare to teach the new syllabus
2027 – Start teaching the new syllabus
School sectors are responsible for implementing syllabuses and are best placed to provide schools with specific guidance and information on implementation given their understanding of their individual contexts. Schools may choose to implement the new syllabus during the planning and preparation phase.
Content
Stage 2
- CA2-DRA-01
makes and performs drama to embody and enact characters, ideas and stories for an audience, and describes ways the dramatic elements are used to convey meaning
Improvise and enact a situation or story using imagination and ideas gathered from multiple sources
Experiment with ways to embody and enact the qualities, attitudes and movements of a character
Explore ways to develop relationships between characters while in a role
Experiment with voice or language of a character through pace, pitch and tone
Explore how a narrative can be developed, adapted or represented through storytelling, readers’ theatre or student-devised drama
Investigate ways to indicate time of day or historical period of a situation
Establish a setting and organise a performance space for a situation or story
Experiment with ways to establish tension in dramatic action
Enact ideas using improvisation, still image, mime, storytelling, readers' theatre and student-devised drama
Explore dramatic practices and protocols of Aboriginal and/or Torres Strait Islander artists to understand how Cultural ideas are expressed
Create a written script for a dramatic situation using adjectives in descriptions, and saying and action verbs in stage directions
Devise a dramatic situation to communicate an idea or story, collaborating with others
Demonstrate safe drama practices with respect for physical, social and digital safety
Rehearse drama to refine voice and movement and improve quality of a performance
Recognise how elements of production contribute to audience engagement with and understanding of a performance
Perform group-devised drama scenarios, collaborating with others, to communicate ideas and perspectives to an audience
Reflect on personal experiences of making and performing drama, recognising successes and challenges
Discuss ways drama connects to own personal, social or cultural contexts
Describe how the dramatic elements are used to enact ideas or stories, using Tier 2 and Tier 3 vocabulary
Engage with drama from cultural and historical contexts around the world to investigate ways dramatic practices are influenced by people, time and place
Investigate ways Aboriginal and/or Torres Strait Islander Peoples engage in performing for story sharing, celebrations or Cultural expression
Use Tier 2 and Tier 3 vocabulary to create a written review of a dramatic performance, using connectives to link ideas and modal language to express opinions