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 3
- CA3-DRA-01
makes and performs drama to shape meaning using the dramatic elements, and explains how meaning is conveyed to audiences and ways contexts influence drama
- CA3-CWT-01
creates written texts to communicate ideas and understanding in Dance, Drama, Music and Visual Arts
Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli
Embody and enact a character using language, voice, movement and facial expressions to express individual qualities and attitudes
Explore ways to develop the status of a character and establish relationships between characters while in a role
Represent the journey of a narrative, through reader's theatre, devised or scripted drama
Explore ways to represent transitions in time, the duration of an event or time elapsing
Manage movement and interactions with others within a performance space, with awareness of the representation of a place
Use space, time, movement or sound to establish dramatic tension and atmosphere
Explore how Cultural Knowledges, practices and protocols are used in Aboriginal and/or Torres Strait Islander performances
Explore ways to use metaphor and dramatic symbol to convey meaning to an audience
Adapt a story or devise a dramatic situation to create meaning, by collaborating with others
Demonstrate safe drama practices with respect for physical, social, digital and cultural safety
Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience
Rehearse and refine drama to enhance a performance for an audience
Use elements of production in performances to engage audiences
Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience
Reflect on personal experiences and contributions as a drama maker or performer
Make associations between drama and own personal, social or cultural contexts
Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary
Investigate drama from cultural contexts around the world to explore ways dramatic practitioners shape meaning for audiences
Describe ways current Aboriginal and/or Torres Strait Islander dramatic practices maintain Cultural identity and belonging
Compare historical and contemporary dramatic practices to explore changes over time, to understand how contexts influence drama
Explain how other drama works influence own dramatic practice
Create or adapt a written script or monologue while in a role, making choices about language and text structures, to communicate feelings, thoughts or attitudes of a character
Use Tier 2 and Tier 3 vocabulary and compound and complex sentences, sequenced into paragraphs to describe how dramatic elements are used to shape meaning for an audience
Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts