Web viewThe school also has one computer lab, whiteboards, data projectors, video cameras, recording devices, printers and Internet access. The Year 11 Drama in Practice

DRAMA PLANNING – Drama In Practice (SAS)

A 4-week arts-education experience for upper secondary (Years 11 – 12) linked to a community event.

Your name: Eleanor McCulloch

Student number: 0061043821

______________________________________________________________________

Context statement about the learners, Location and event.

This Year 7-12 context is focused on a relatively small rural secondary school in the Darling Downs Region. The school is coeducational with a total enrolment of 257 students. This school supports a range of diverse learners: including 24 students with disabilities, 16 students who identify as Indigenous. 2 students who identify English as Another Language/Dialect, and a range of students who are identified with literacy and numeracy difficulties under the banner of Learning Enhancement. The students range from medium to low socio economic backgrounds, with many established farming families within the catchment area. The school supports learners through a range of options, including a tiered level of support structure, teacher aide support, smaller class sizes for students with significant learning needs and the provision of laptops and/or IPAD’s for all students in Years 10, 11 and 12. These devices also contain a range of supportive software or apps to assist learners, such as Web Talker, Read Alouds, Inspiration and Co-Writer to assist students in reading and writing.

The school also has one computer lab, whiteboards, data projectors, video cameras, recording devices, printers and Internet access. The Year 11 Drama in Practice Class is newly introduced for this year with a new teacher who has never taught this subject before. The class consists of 12 students, 8 girls and 4 boys with a range of academic ability. 2 students identify as Indigenous and 1 student is verified with an Intellectual Disability and participates in most practical parts of the subject, but not a lot of the written components as they are working towards their own Queensland Certificate of Individual Achievement. They are supported at all times by a teacher aide. The other students are very savvy with technology and use a range of support apps to assist them when required. An ICT Tech assistant is also available 3 days per week to assist with any technological issues as they arise, and the HOD for Senior Schooling is also highly skilled with technology and able to assist wherever possible.

Introductory Description of Arts subject content for years 11 – 12 linked to the community event and sequenced across 4 weeks. (Aims, Objectives, Learning Focus, Arts discipline, Cross-disciplinary learning)

This unit is created for a Year 11 Drama in Practice Class – the newly introduced Study Area Specification to be implemented for the first time in 2016. The subject and teacher are both new to the school. This unit builds on the first unit students have completed on Making, Shaping and Sharing our Stories where students completed an extended response to stimulus and a project.

In the next unit which students are working on now – entitled ‘Putting on a Show’ – students will need to perform and also complete a project. The performance and class project are linked to a local community event that draws all of the cluster primary schools in the area and day care/child care centres together to celebrate Under 8’s Day.

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Drama in Practice enables students to draw on their own experiences and provides “opportunities to explore, experience and learn the knowledge and practical skills you need in order to plan, design, create, adapt, produce, perform in, appreciate and evaluate a range of dramatic works” (QCAA, 2015). The students will work on the following dimensions: Dimension 1: Knowing and understanding, Dimension 2: Applying and analysing and Dimension 3: Creating and evaluating (QCAA, 2015).

There is a strong focus on community and community events within this unit, with students evaluating a range of Children’s Theatre and events before creating and delivering their own project – either a drama workshop at the local Under 8’s Day or a performance related to a key topic such as fire safety or stranger danger. These topics align with the local community’s Under 8 ‘s Day Focus and will involve the students in a range of community events. The 2017 Official Under 8’s Day Focus is Children are Playing from Country to Coast, however, due to some recent events in the local community, the committee organisers have requested a specific focus on fire safety and stranger awareness to be incorporated into the coming event also.

Under 8’s Day is an initiative of Early Childhood Australia, and is a large community event in this local town, where parents/carers and local community members attend and assist with a range of activities. It is something that the local town is very proud of, and one of the eight cluster schools in the area nominate to host the event each year, drawing students from all of the local primary schools and early childhood centres. A range of shows, activities and events are run on this day. The students in the Year 11 Drama in Practice Class will need to devise appropriate activities that will be suitable for this age group and meet the design brief.

The aims of this unit are for students to identify and explain dramatic principles and practice, interpret and explain dramatic works and dramatic meaning, apply dramatic principles and practices when engaging in drama activities and/or with dramatic works and to create dramatic works that convey meaning to audiences and evaluate the application of dramatic principles and practices to drama activities or dramatic works. Students will also develop their literacy and numeracy skills in this unit, along with their knowledge of and use of ICT. Students will also explore the General Capabilities of critical and creative thinking and personal and social capabilities.

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Arts Discipline: Drama in PracticeUnit Topic: Putting on a Show

Length of Unit: 4weeks / lessonsLocation of the weeks in a 10 week

term (Highlight)

1 2 3 4 5 6 7 8 9 10

Stage 1 – Desired resultsAt the beginning of the unit students will learn about Children’s Theatre, an evaluation of Children’s Theatre- based on Applied Learning – being exposed to real world Children’s Theatre with a focus on Community Connections and creating their own project. Students will be exposed to the core conceptual bases of Dramatic Principles and Dramatic Practices

By the end of the unit students should be able to create either a drama workshop to be incorporated into the local Under 8’s Day and or perform a dramatic presentation based on fire safety/stranger danger for Under 8’s Day, They should also be able to evaluate Children’s Theatre and use the ideas gained in their research and evaluation task to improve their own project.

Students will know that… (Constructing Knowledge objectives/SELECTED content descriptors from the syllabus)

Dramatic forms,dramatic styles andtheir conventions:Drama is structured,organised, shaped,expressed, performedand appreciatedusing distinguishingcharacteristics (C1.2).

Purposes and contexts:Purposes and contextswork together to provideintent and frame the

Students will be able to… (Transforming objectives / SELECTED content descriptors from the syllabus)

Skills, techniques andProcesses:There are specificdramatic skills,techniques andprocesses which aredeveloped, used, valuedand required whenapplying dramaticprinciples to the makingof dramatic and theatricalworks (C2.1).

Others:Developing awareness ofself and others is

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dramatic action andmeaning (C1.3, QCAA 2016)

essential when workingin drama (C2.2).

Stage 2 – Assessment evidence

Assessment Tasks Criteria (from the syllabus)Formative:Brainstorming Activities – What do you already know about Children’s Theatre, what do we need to focus on?Mind Mapping Ideas (Using Inspirations software) – brainstorm characters/scenarios that would appeal to children, mind maps shown on whiteboard and generate whole class discussion and feedbackLog book/Personal Reflections - reviewed and discussed between peers and also with teacher.Think/pair/share activities – (Frangenheim, 2012) What could make this skit better? Why does it/doesn’t it use the elements of drama/ appeal to Under 8’s, etc?PMI Tables – Review of Children’s Theatre ActivitiesCharacter and Stage Map/ Plan for Drama WorkshopDress Rehearsal – feedback and refinement of presentation

Knowledge & Understanding:identification andexplanation of dramaticprinciples and practices

Applying & Analysing:analysis of the use ofdramatic principles andpractices to communicatemeaning for a purpose/s

Summative:PROJECTThe student response will consist of collection of at least two assessable components, demonstrated in different circumstances, places and times, and may be presented to different audiences, and through different modes.

Written – Review of Out of The Box Theatre/Children’s Theatre – students are required to review and critique the range of Children’s Theatre and workshops they have been exposed to.Performance - plan and conduct a drama workshop (written or spoken or multimodal and performance components) in dramatic storytelling with primary school students (community connections, context, purpose and audience) linked to Under 8’s Day.

planning and modificationof dramatic works usingdramatic principles andpractices to achievepurposes

creation of dramatic worksthat convey meaning toaudiences

evaluation of theapplication of dramaticprinciples and practicesto drama activities ordramatic works.

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Stage 3 – Learning planLearning Experience 1 Length: 1 week (3 x 55 minute lessons) Topic: Introducing Childrens Theatre and

dramatic conventionsACTIVITY (S):

What will the students learn?

TEACHING STRATEGIES aligned to activities:What will the teachers do?

General Capabilities Focus: Written in terms of what

teachers will do

Resources

ICT

* How to reflect on knowledge and skills previously learnt. * Knowledge and application of Children’s Theatre games. * How to scaffold knowledge through the dimensions of Drama.* How the dimensions of Drama can be manipulated and managed to meet a specific purpose/intent.* How to participate in groups effectively.* How to apply ideas collected to their own project.

Students are familiar with children’s theatre from the first 6 weeks of the Term, and have spent the past few lessons being introduced to the concept of critiquing and reviewing theatre/drama and the aspects involved. Review these concepts and connect to prior learning as to scaffold the learning and provide a solid foundation for the next 4 weeks.

Use the IPAD App – Ed Tools to gather student feedback to a pop quiz based on the dimension of drama covered so far (character, dramatic focus, language, mood, movement, place, relationship, role, situation, sound). Garner class discussion based on student responses.

As in the previous unit, inform students of the importance of their journaling throughout their learning experiences. All ideas, plans, drafts are required to be handed in as part of assessment. Provide an example journal for students to peruse.

Introduce online collaboration, Google Docs, which will be used for any homework or group activities outside of the classroom. Most students should be familiar with Google Docs as they use this program in English.

Focus on the other dimensions not covered so far – space, symbol, tension, time – show examples of how these dimensions are used in Children’s Theatre through the use of games (e.g. Follow your nose,

* Teacher uses data projector and One Note to present lessons.* Students record notes on their laptops using OneNote or EverNote on Ipads.* Show short video clips of Out of the Box.* Use Google Docs – to all write in and share – link to document and answer questions – collaborative learning * Provide examples of how to create mind maps using Inspirations software

* Ipad/ laptops* Ed Tools App * OneNote * EverNote * Internet * Inspirations software * Interactive whiteboard * Student journals * Example journal * Information letter

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walk together, Grandma’s footsteps, essence machines, ninjas) videos and research, both as a class and individually.

Briefly mention excursion that will be an integral part of their assessment. Distribute information letter to go out to parents/caregivers.

Learning Experience 2 Length: 1 week (3 x 55 minute lessons) Topic: Reviewing/critiquing Children’s Theatre Events

ACTIVITY (S):What will the students

learn?

TEACHING STRATEGIES aligned to activities:What will the teachers do?

General Capabilities Focus: Written in terms of what

teachers will do

Resources

ICT

* The requirements of the assessment task. * How to evaluate and review Children’s Theatre.* How to create a variety of items using ICT’s.* How to journal ideas and critique them.* How to share knowledge, ensuring everybody is on the same level. * How performance can be used to present social issues and information to a potentially uniformed audience (linked to task). * How to compare opinions

Go through task sheet and expectations for unit, reminding students they will be representing the school to the wider community and what this means. Allow time for a brief discussion and answering of questions.

Go through Children’s Theatre games from previous week (Learning Experience 1). Discuss how the games played might be used or manipulated for children aged 8 years and younger. Allow time for a brief discussion and answering of questions.

Out of the Box introduction – Children’s Arts Festival, view examples from past years, study the programme, discuss, prepare for excursion and look at booklet for excursion.

How to critique / points to look for. Have students research how to critique an arts performance, and refer back to previous examples. As a class brainstorm a ‘how to’ list that students are able to follow on the excursion. Relate to task sheet and marking rubric.

Reinforce that all students should take both their journals and excursion booklet on excursion, and to take notes/observations continuously throughout the day.

* Distribute QPAC video https://www.outoftheboxfestival.com.au/ via Google Docs. Have students research QPAC Out of the Box videos from previous years as to gauge what they can expect.

* Instruct students to research drama games/ children theatre games and list 5 or more on Google Docs to share with classmates. Encourage them to have a look at Drama Resources: http://dramaresource.com/drama-resources/

* Task sheet * Marking rubric* Excursion booklet* Internet* Interactive whiteboard * Ipads/laptops * Student journals http://familybeat.com.au/reviews/review-out-of-the-box-festival-at-qpac/33816/ - Review of Out of the Box * QPAC Out of the Box programme

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through exploring online reviews.

Excursion to QPAC Out of the Box.

Learning Experience 3 Length: 2 week (6 x 55 minute lessons) Topic: Planning, constructing and performing Children’s Theatre

ACTIVITY (S):What will the students

learn?

TEACHING STRATEGIES aligned to activities:What will the teachers do?

General Capabilities Focus: Written in terms of what

teachers will do

Resources

ICT

* How to apply skills already learned in both the excursion and prior unit, to planning a workshop or performance for designated assessment task.* How to work with small children. * Present teacher with their journal and draft plan for their workshop/performance. * How to be a dramatic yet effective storyteller. * Individually work on their Out of the Box critique. * How to present ideas and information for particular

Conduct class discussion regarding the excursion and how students might use techniques gained from this experience in their assessment.

During a class discussion prompt students to consider the elements of drama and Children’s Theatre games that could be used/ incorporated when planning their workshop/performance for Under 8’s day.

Conduct a class discussion about the current issues in the community that assessment will be based around.

Go over expectations of assignment and emphasise available resources (ICT technician, teacher aides, internet, etc).

Reinforce dramatic techniques/dramatic elements (character, dramatic focus, language, mood, movement, place, relationship, role, situation, sound, space, symbol, tension, and time) that should be used in task and how they make an effective and dramatic storyteller.

Revise key steps in the pre-production process: developing an idea, identifying a target audience (8 years and under), allocating roles.

* Film summative assessment pieces to allow for assessment moderation. * Have students watch their own production individually and comment on what they believed they did well in ,and where they might need some improvement.

* Laptop/ Ipads* Internet * Interactive whiteboard * Video recorder and back up batteries * Marking rubric * Recorded performances * Student journals * Student critiques

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audiences and purposes. * How to develop fluency and confidence in performances. * How to review and modify their production based off peer and teacher feedback, as well as personal reflection. * How to write an artist statement. * Individually and in groups work on their assessment pieces. * Have a dress rehearsal. * Provide constructive feedback to peers.* Present their workshop/performance at Under 8’s day. * Submit critique and journal.

Observe students and provide instant verbal feedback as they plan and practice their workshop/performance.

Observe students as they conduct their dress rehearsal. In accordance to the marking rubric, provide advice and guidance.

Revise the key steps in critiquing a performance/exhibition with reference to task sheet and marking rubric.

Provide students with example artist statements.

Take students through the layout of Under 8’s Day. What time they should get there, what they need to bring, where they will be performing, etc.

Collect final ‘plan’ and observe students as they present their performance/workshop at community event.

Collect Out of the Box critique and journal.

Complete marking rubric and return a copy to students. Verbally discuss results with individuals and/or groups.

Synthesise learning, and overall unit, reiterate what was learnt and why. Provide positive acknowledgement of student achievements.

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Drama in PracticeCommunity Event – Under 8’s Day

STUDENT NAME: TEACHER: Ms McCullolchSUBJECT DETAILS

Date Issued: Term 3 Week 2Draft Checked: Term 3 Week 4Date Due:

Genre: Written Composition – Review (Part A) Performance Workshop (Part B)Purpose: Critique/Review Performance Workshop ProjectAudience: Peers Under 8’s – Local Community

CONDITIONSConditions: Moderate, teacher input, class and outside of class time, individual and group work, access to industry information, feedback given on trial works.Length: Lead up plan of potential designs, trial design followed by major collaborative workshop that reflects a community message. Include drama critique/evaluation and a dramatic reflection/statement: 500-700 words in total.

Context/Background: Collaboration involves multiple people working together to create something. In this project you will work with your classmates to critique and review a Children’s Theatre event and then produce your own under 8’s drama workshop through the medium of interactive drama.Task: You are to review and critique a major Children’s Arts and Drama Festival – Out of The Box and use this event to assist in the creation of and design of your own project related to a drama workshop to be incorporated into the local Under 8’s Day. Once you have developed individual lead up works/ideas you will be required to collaborate/work with either small groups of peers or the whole class to reflect upon and develop a workshop. After reflecting discussing, you will all commence dividing up a chosen task into smaller segments so that each student has at least one component of the overall project. Following this you will perform your allocated workshop activity at the Under 8’s Day.You will be required to provide a dramatics critique/evaluation of the selected Out of the Box session and a dramatic statement/reflection on your individual design to give viewers an insight into the significance of your design and to discuss relevant WPHS standards. Your final work should be of a high quality standard to demonstrate your proficiency of the learned skills over the course of the term and should reflect the concept in some way.

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YEAR 11SEMESTER 1

2

INSTRUMENT NO: 2CORE TOPIC: Unit 2 Putting on a Show Approved SAS work program: 2016

9

MARKING SCHEMERESULT

Knowledge & UnderstandingApplying & AnalysingCreating & Evaluating

I understand that this assignment must be submitted on the due date. However, if I need an extension, I should apply to the relevant Head of Department prior to the due date. If I am ill on the due date, I should bring a medical certificate on my return with my assignment or my parent or guardian should ring the school on the day.Teacher Feedback: Student Feedback:

Teacher Signature: Student Signature

COMMON CURRICULUM ELEMENTS

This task provides opportunities to demonstrate the following CCEs:

Recognising letters, words and other symbols Interpreting the meaning of pictures/illustrationsTranslating from one form to another Using vocabulary appropriate to a contextCalculating with or without calculator Setting out/presenting/arranging/displayingCriticising Analysing Judging/evaluatingCreating/composing/devising JustifyingPerceiving patterns VisualisingManipulating/operating/using equipment Sketching/drawingApplying a progression of steps to achieve the required result

Further details about this task, the dramatic evaluation/ journal and performance workshop As part of the process of developing an idea you will naturally develop a number of scenarios/skits and lead up performance. All lead up plans, drafts and ideas are required to be handed in as they represent a part of your journal work. Your journal work should also show how you have changed an original design to create a final major work, based on your exposure to the Out of the Box experience. Drama work critique/evaluation: to complete this component of the task you will need to select a session from Out of the Box (suggest the Interactive Workshop) and critique one of their works. You may use a structured four-section analysis sheet to assist in this task. This component of the task will need to be approximately 400-500 words.

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Artist statement: It is important when creating a final work that you provide an artist statement. This will help to inform your audience when they are viewing your work/ participating in your workshop. When writing a good artist statement you should include things such as: What is your work about? What does it represent or stand for? Who is your target audience? Are their certain iconic references that should be explained to different people? Describe some of the techniques and processes that you have gone through to create this work? Why have you made the choices that you have, etc. You must also discuss the relevant WPH&S procedures that you have followed when creating your work.To assist you in getting started you should investigate a selection of the following children’s theatre resources:https://prezi.com/9qgihtg2gmgp/childrens-theatre-conventions/ https://d2wasljt46n4no.cloudfront.net/pdf/content-pages/community-pages/Pinocchio%20Poster.pdf

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Information letter

Dear Parent/Carer,

On Tuesday 21st June 2016, our Year 11 Drama in Practice class will be visiting Brisbane to review the Out of the Box Festival as part of the current unit we are studying on Children’s Theatre.

The aim of the activity is to enable students to experience, review and evaluate a range of children’s theatre activities in preparation for their culminating project of creating a drama workshop to be implemented at the local Under 8’s Day to be held during the last week of this Term. Please be aware that this excursion forms a key component of your students’ curriculum for this Semester.

Activity details: The Year 11 Drama in Practice Excursion to Out of the Box will be occur on Tuesday 21 st

June with details as follows:Start Time: 8amFinish Time: 5pm

Students will need to arrive at school no later than 7.45am for an 8am departure and will return at 5pm via bus. Parent/s carers will need to arrange suitable transport for their students to and from school at these times. Inherent risk level of the activity – Medium Students will have the opportunity to explore a range of activities at the festival, including an interactive workshop - “Creative Interactions” at QPAC Theatre. Students are to wear their formal school uniform, including covered in shoes and a hat.Students need to provide their own morning tea, lunch, drinks and snacks. They may bring additional cash to purchase food at Southbank subject to time and availability, but this is the students’ responsibility. Additional support staff will be attending this excursion to assist students where applicable.

Activity Costs: There will be no cost involved in these activities – the School’s Resource Hire Scheme will provide all equipment and materials. If you wish for your child to participate in the activity, please complete this consent form and return all pages to the school office by Friday 19th June 2016.

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For further information about the activity, please contact Eleanor McCulloch on 07 46XX XXXX

Yours sincerely

____________________________________ _____________________________________

Eleanor McCulloch XXXXX XXXXXDrama Teacher Principal

XXXXX State High School XXXXXState High School

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Consent – Drama in Practice – Out of the Box 21.06.16

Please complete the required information and check all appropriate boxes below to indicate your agreement/consent:

I have read all of the information contained in this form in relation to the activity (including any attached material) and I am aware that the Department of Education and Training does not have personal accident insurance cover for students. I give consent for my child, _______________________________________________ (print child’s name) in class ________ (print class details), to participate in the activity detailed above. I agree to pay to the school the costs detailed above for my child’s participation in the activity.In the event of an accident or illness, I authorise school staff to obtain or administer any medical assistance or treatment my child may reasonably require, including contacting my child’s doctor. I have provided the school all relevant details relating to my child’s medical or physical needs on enrolment and where relevant have updated this information. I accept liability for all costs incurred in obtaining such medical assistance or treatment (including any transportation costs) and undertake to reimburse the State of Queensland (via the Department of Education and Training) the full amount of any costs incurred on my child’s behalf.

Parent/Carer Name: ____________________________________________________________________________(Please Print)

Parent/Carer's Signature: _________________________________________________ Date: ________/_________/________

Additional medical information

The school collected medical information about your child at enrolment. This information is stored in OneSchool. Please give full details of any new or changing conditions (medical, physical or management) which may affect your child’s full participation in the activity described in the form. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

You may also wish to provide the following information*:

Name of child’s medical practitioner: ___________________________________ Telephone No.: ________________________

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Medicare No:. ______________________________________________________ Private Health Insurance Company (if provided): __________________________ Membership No.:_______________________*If an enrolment form for your child has been completed or updated since October 2012 this information will already be recorded in OneSchool.

I would like this additional information about my child’s medical and physical details to be recorded in OneSchool records. Privacy Notice

The Department of Education and Training is collecting the personal information requested in this form in order to:

- obtain lawful consent for your child to participate in the activity;

- help coordinate the activity;

- respond to any injury or medical condition that may arise during, or as a result of the activity; and

- update school records were necessary.

The information will only be accessed by authorised school staff and will be dealt with in accordance with the confidentiality requirements of s.426 of the Education (General Provisions) Act 2006 (Qld) and the Information Privacy Act 2009 (Qld).

The information will not be disclosed to any other person or agency unless it is for a purpose stated above, the disclosure is authorised or required by law, or you have given DET permission for the information to be disclosed.

Activity Risks & Insurance

The activity outlined above carries an inherent risk of physical injury occurring. Please note that the Department of Education and Training does not have personal accident insurance cover for students. If your child is injured as a result of an accident or incident, all costs associated with the injury, including medical costs are the responsibility of the parent/carer. Medicare may cover some incidental medical costs. If you have private health insurance, some costs may be also be covered by your provider. Any other costs must be covered by parents/carers. It is up to all parents/carers to decide what types and what level of private insurance they wish to arrange to cover their child. Please take this into consideration in deciding whether or not to allow your child to participate in this activity.

A risk assessment has been completed for this excursion (refer Attachment 1) Yes No

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ItineraryStart date: 21.06.16 Depart school: 8am Arrival venue: 10am

Finish date: 21.06.16 Depart venue: 3pm       Arrival school: 5pm

Overnight accommodationDetails: N/A

Venue suitability assessed and risk management processes applied Yes No

ParticipationAre there any students not participating in this activity? Yes No If so please explain why:      

What arrangements are being made for them?      

Please confirm that an out of hours contact for the Principal (or Principal's nominee) has been identified.Out of hours contact name: E.McCulloch

Contact's telephone number: xxxx xxx xxx

z

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Transport

Mode Provider/details Certification requirements Yes NoBus Crisps Buses Appropriate charter permit held. Bus with seatbelts.

Private car       Have the School Excursions requirements been met?

Train       (If Qld Rail, no checks required)

Boat       Are appropriate charter permits and survey certificates held?

Aeroplane       If commercial airline, no checks required

Other      

CostsItems Cost ex GST GST of item Details

Transport $2700 270 2970 – covered via Resource Hire Scheme

Venue $10` $11      

Catering $0 $0      

Other costs $      $           

$      $           

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Cost for each student: TOTAL:

$0 0 0 – All fees covered by Resource Hire Scheme

GST AssessmentBased on the activities and % estimates outlined in activity details, and for the purpose of GST, I, [NAME OF PRINCIPAL or DELEGATED/AUTHORISED OFFICERS], being [TITLE] of [NAME OF SCHOOL], have determined that the purpose of this excursion (tick one box):   is curriculum or predominantly curriculum  OR   is recreational or predominantly recreationalGST is to be processed per the ‘Excursions’ tax topic available on OnePortal. Charges to the students to include GST where applicable.

ApprovalApproved as submitted:      Approved with the following condition(s):      

Not approved for the following reason(s):      

By:       Designation:      

Information has been entered in the register of approved school excursions.

Signed: Date:      

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Attachment 1The following checklist is to assist you identify the appropriate equipment, hazards/risks and control measures to be considered prior and during an excursion. They are not exhaustive lists and you may choose to add additional considerations.

Minimum equipment/facilities For any items not ticked, provide further information. First aid kit suitable for activityOne adult present should have current first aid qualifications including Cardio Pulmonary Resuscitation (CPR).Communication system: e.g. phone-line at location walkie talkies/UHF radioSun safety equipment if outdoors (hat, sunscreen, shirt etc.)Drinking water (students should not share drinking containers)Fire restrictions have been checked with local fire fighting authority as appropriatePermission has been obtained from property owners where property will be traversed

Risk assessmentWhen planning the excursion consider the following questions:

Which students will be involved? Where will the students be? What will the students be doing? Who will be leading the activity?

Hazards/risks Recommended control measures

Refer to: Managing Risks in School Curriculum Activities

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Hazards/risks Recommended control measures

Blue Card requirements metBriefings Brief supervisors prior to departure regarding any potential hazards and safety

controls. Brief students prior to departure on any potential hazards and safety controls.

Emergency plans

Ensure that all supervisors are aware of the emergency contingency plans.

PermissionMedical conditions

Obtain parental permission, including relevant medical information.

When students with medical conditions are involved, ensure that relevant medical/emergency plans and medications are readily available.

Planning Refer to relevant student management/behaviour plans or other student records.

Ensure that appropriate disabled access and facilities are available.

Seek advice from relevant advisory visiting teachers or specialist teachers.

Further informationPossible tripping hazards/ falls – brief students to be aware of uneven ground when walking around Southbank. Group will split into two with teacher and 6 students in each (student with disabilities will also have teacher aide with them) and each group will be contactable via mobile phone, set places to meet up at designated times will also be set. Full first aid kit to be carried by each group at all times. Students and staff briefed on expectations before excursion and before getting on /off bus. Bus to be parked in safe area where students are not getting out straight onto a road.

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Evidence of student learning

A range of formative and summative assessment will be used to ascertain student learning in this unit. For the one student with a disability – they have specific goals within their curriculum plan as part of their Queensland Certificate of Individual Achievement, which related to working in groups and participating in and organising community events. Other students are to be assessed using the Study Area Specification (SAS) guidelines. Assessment enables teachers to monitor student learning and offer feedback and/or changes to the delivery of the content in direct alignment with student needs. Teachers make decisions and use evidence of student learning to adjust the program and also to monitor that what they are teaching aligns with the unit and outcomes. Teachers must use the standards to make consistent judgements of students work in accordance with the SAS. Assessment is used to enhance and extend student learning and is collected for this unit via the following:

PROJECT – Performance Component - A workshop performance with students working in role as facilitators of dramatic activities. This involves observing effective and safe facilitation practices and strategies, establishing focus and energy levels, fostering group interaction and teamwork, managing dramatic activities and working with dramatic purpose. The workshop performance is to form part of Under 8’s Day.

Written Component - This component requires students to use written language to communicate ideas and information to readers for a particular purpose. A written component may be supported by references or, where appropriate, data, tables, flowcharts or diagrams.Examples include reviews, e.g. drama/theatre productions, drama/theatre events, drama/theatre festivals and personal reflections.

Specifically Formative Assessment will take the form of – personal reflections, which are shared and reviewed in small groups and also as whole class discussions. (For SWD – these are completed verbally with teacher aide support). Whole class discussions are also part of this process, enabling the teacher to determine the level of understanding amongst students and adjust her teaching accordingly. Brainstorming and mind mapping activities using the software – Inspirations – helps students to categorise and organise their thinking and information and enables the teacher to offer feedback as needed. Character and stage maps/ drafts of scripts or planning documents will be reviewed to assist student progress. Individual conferencing and assistance will provided as needed in relation to planning and drafting documents, provision of and analysis of exemplar to follow and use to assist with student planning.

Summative assessment will take the form of the written submitted review of children’s theatre and the performance workshop at the Under 8’s Day. Students are required to submit a professionally formatted critique of Children’s Theatre Festival Out of the Box, highlighting the strengths and weaknesses of these events. The workshop performance will require students to present a well-rehearsed workshop/performance to an audience consisting of children ranging in age from 5 – 8 years old at Under 8’s Day. Students demonstrate their understanding of the dimensions of drama.

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Feedback and reporting on student learning

A range of feedback will be offered to students in this unit including verbal, written, informal and formal feedback. Students will also engage in peer evaluations as a source of feedback. Feedback is utilised to improve student understanding of key concepts, their thinking skills and performance abilities. As the P-12 Curriculum, Assessment and Reporting Framework states: “the primary purpose of assessment is to improve student learning” (Department of Education, Training and Employment, 2014). Feedback is a key component of this, in that it forms the conduit through which students directly learn how to improve and works to build student confidence in their ability to learn.

Assessment, feedback and reporting enable both the learner and the teacher to plot their progress and make changes as required. According to the P-12 curriculum, assessment and reporting framework assessment can be as follows:“Assessment for learning — enables teachers to monitor student knowledge, understanding and skills development so as to target their teaching to support students’ progress to meet learning goalsAssessment as learning — enables students to reflect on and monitor their own progress to inform their future learning goals Assessment of learning — assists teachers at the end of learning experiences to gather evidence of student knowledge, understanding and skills as described in the relevant achievement standards for the year level” (Department of Education, Training and Employment, 2014).

It is important that teachers are aware of how assessment and feedback can be used to improve student outcomes and that they also know their students as some student may respond better to certain types of feedback than others. It is important to be cognoscente of the timing of feedback, the amount and its format with students who may be struggling with the literacy/numeracy demands of the subject and ensure that the feedback is focused on student improvement, not merely as a critique. It also best to give feedback related directly to the criteria or standards, and never as a personal attack. Feedback that has worked best with this group is in the format of 2 stars and a wish – a focus on 2 things they have done well and one thing they need to improve on.

Feedback should always be a collaborative activity with a clear focus on how to improve, with the intent of achieving the best possible outcomes for all students and also for the teacher to improve their pedagogy/ unit/ assessment items. We are all lifelong learners, and peer evaluations using set standards and structures also provides an additional and sometimes less threatening form of feedback for learners.

Cultural and aesthetic aspects

The Out of the Box festival is a biennial festival for children 8 years and under held at the Queensland Performing Arts Centre. This event takes place in the cultural hub of Brisbane using QPAC theatre, the State Library of Qld, the Qld Museum, the Queensland Art Gallery and the Gallery Page of 28 0061043821 23

of Modern art, and thus opens the door for students to experience a range of cultural and aesthetics aspects at these venues. Attending other workshops and visiting other venues will broaden the students’ knowledge base and may garner more ideas for their own workshop performance. Added to this is the option to attend some local events at the Empire Theatre in Toowoomba aimed at children, including the performance of The Peasant Prince, The Very Hungry Caterpillar Show, The 52 Storey Tree House and Disney’s Peter Pan.

There are also options to attend a range of youth drama workshops run by the Empire Theatre.”Empire Youth Arts aims to enrich and empower the young people of the Toowoomba region through providing regular drama workshops. Through drama games, exercises and performance-based tasks run by highly qualified and experienced facilitators, participants will learn drama,  communication and teamwork skills, whilst connecting with other drama fans and developing performers” (Empire Theatre, 2016).

Student will see how childrens theatre makes use of characterisation, space, time and movement in a range of productions. Learning experiences can be designed to focus on the key dimensions of drama – dramatic principles and daramatic practices. Students could also make use of the Indigienous connections and populations within this small community and incoproprate some of these workshop ideas into NAIDOC week and or other events.

Evaluation and improvement

I would evaluate the unit based on the feedback from students as the unit progressed, and also from my supervisor. At the end of the final lesson I would summarise all of the concepts covered in this unit and get students to give either a thumbs up, down or in the middle to show their comfort level with each section. We would co-create a concept map on the board utilising student knowledge and use this as an overall evaluation of the unit. Students would be asked for their feedback on the unit using a PMI table and sharing of these findings via a think pair share activity. Evaluation of the workshop performances would be sought from the local community – students and staff from cluster schools and parents/volunteers/student participants in order to further improve and enhance the unit for future classes.

Element HD D Credit Pass FContext statement As for a

distinction plus critical awareness of the nexus between arts

As for a credit, but showing a clear grasp of the benefits, sensitivities

As for a pass, but detailed and well organized under clear headings.

A clear description of the learners, the context and the purpose.

Does not provide sufficient description of context

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practice, educational research and sustainable community development.

and risks of learning with community and an awareness of ethical practice.

Arts subject content for years 11 - 12

As for a distinction and demonstrating critical grasp of nexus between curriculum, research, pedagogy and praxis in community.

As for a credit, with evidence of broader research, creative flair and/or demonstrated understanding of rich sequencing of content and authentic arts learning in community.

As for a pass and indicating understanding of pace and flow, to allow meaningful and rich experience of arts content and learning in an authentic context.

Clear outlining of activities and arts subject content that will support sequential learning in an authentic context

Insufficient or inappropriate choice of arts subject content

Teaching and learning strategies and resources

As for a distinction with innovative approach and contemporary resources and teaching methods

As for a credit, but all resources are embedded in a meaningful and sequential structure for learning

As for a pass, but provides deep or broad explanation of strategies and appropriate resources aligned to curriculum

Provides details of arts pedagogies and resources for each week linked to curriculum documents

Insufficient detailing of arts pedagogies and resources

Information letter Engaging, informative yet professional.

As for a credit but includes images, and the personal

As for a pass but courteous and interesting.

Clear: parents or carers will know what, when and why.

Insufficient, impolite, or inappropriate

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Reader will want to respond.

touch ‘the reader is important’.

Will be read!

Risk management form

Anticipates diverse potential risks and snows grasp of response/duty of care in each instance.

As for a credit but with insight into emergency

As for a pass with grasp of context, more complex risks and remedial action

Anticipates and describes obvious risks

Not completed or inadequate anticipation of risks

Gathering of evidence of student learning for formative/summative assessment

Plus demonstrates fair, ongoing, ethical and rigorous ways of gathering evidence to allow valid assessment

Plus shows grasp of assessment for learning as well as of learning.

Plus clear detailing of fair processes for formative and summative assessment

Understands basics of gathering evidence and criterion-referenced assessment

Does not show evidence of understanding of fair assessment processes

Feedback and report on student learning

Plus –feedback format will support differentiated learning. Reporting will allow effective moderation and benchmarking.

Plus processes will ensure timely, fair, clear and detailed feedback to the student and a clear report to parents and school

Plus shows grasp of the different ‘voices’ and formats by which feedback may be shared with the student and diverse stakeholders

Indicates how to provide feedback on student learning to the student and other stakeholders

Does not understand processes for feedback to students, parents, or other stakeholders

Cultural and aesthetic aspects

Anticipates impact of diverse

Plans for development of cultural

Shows intent to plan for cultural and

Indicates potential cultural/aesthetic

Does not show any grasp of

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displaced cultures and diverse beliefs and values in arts practices and products

and aesthetic awareness and judgments via arts practices and products

aesthetic learning

benefits from the activity

cultural or aesthetic benefits of the activity

Evaluate and improve cycle

Plus includes reflection and peer review in analysis of data to benefit planning and teaching

Plus shows awareness of role of analysis of data/ evidence within cycle of planning and improvement

Plus makes clear connections between types of evidence and how these will be used for improvement

Gathers feedback and indicates some use for evaluating and improving planning and teaching

Does not show how to gather feedback for evaluation and improvement

Overall gradeMark/50Comments/Feedback:

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References

Department of Education, Training and Employment. (2014). P-12 Curriculum, Assessment and Reporting Framework. Retrieve 9 October, 2016 from http://education.qld.gov.au/curriculum/framework/p-12/

Empire Theatre. (2016). Empire Youth Arts. Retrieved 9 October, 2016 from http://www.empiretheatre.com.au/youth-arts/

Frangenheim, E. (2012). Reflections on classroom thinking strategies. Robin Educational Publishing: Sydney, NSW.

Hill, L. (2015). Children’s Theatre Conventions. Retrieved 9 October, 2016 from https://prezi.com/9qgihtg2gmgp/childrens-theatre-conventions/

Queensland Curriculum and Assessment Authority [QCAA]. (2015). Why Study Drama in Practice? Subject Area Syllabus- Subject Guide. Retrieved 9 October, 2016 from https://www.qcaa.qld.edu.au/downloads/senior/snr_drama_prac_15_guide.pdf

Queensland Curriculum and Assessment Authority [QCAA]. (2015). Drama in Practice: Subject Area Syllabus 2015. Retrieved 9 October, 2016 from https://www.qcaa.qld.edu.au/downloads/senior/snr_drama_prac_15_sas_syll.pdf

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