Stage 1 (Years 1–2)

Language:

• ACELA1446: Understand that language can be used to explore ways of expressing needs, likes, and dislikes. (e.g., describing preferred potion ingredients, hair care routines, or craft choices)

• ACELA1455: Explore how texts can have different purposes and audiences. (e.g., reading instructions for activities, lessons, or recipes; understanding cultural stories about hair)

Literature:

• ACELT1581: Respond to texts and describe characters, settings, and events. (e.g., discussing Wildlings, Lokklings, or cultural figures in stories)

• ACELT1584: Recognise that texts are created for different purposes and audiences. (e.g., differentiating between instructional texts, informative texts about culture, or fun fact sheets “Around the World”)

Literacy:

• ACELY1650: Use comprehension strategies to understand and discuss texts listened to, viewed, or read independently. (e.g., following potion-making instructions, craft steps, or hair care lessons)

• ACELY1651: Re-read and edit texts for meaning, spelling, punctuation, and structure. (e.g., writing simple instructions or reflections on activities and lessons)

🌱 Stage 2 (Years 3–4)

Language:

• ACELA1470: Understand how language features can be used for different purposes. (e.g., describing effects of hair care routines, potion ingredients, or crafting materials)

• ACELA1476: Understand that texts vary in purpose, structure, and topic. (e.g., comparing a story, instructional text, cultural article, or product description in the shop)

Literature:

• ACELT1592: Identify and explain how authors create characters, settings, and events. (e.g., analysing stories of Wildlings, Lokklings, or cultural traditions)

• ACELT1600: Discuss how language is used to describe actions, events, and ideas. (e.g., writing or reading step-by-step dread care instructions, potion-making steps, or activity guides)

Literacy:

• ACELY1691: Use comprehension strategies to interpret, analyse, and discuss texts. (e.g., understanding detailed instructions, fun facts, or lesson content)

• ACELY1692: Plan, draft, and publish imaginative, informative, and persuasive texts. (e.g., creating “how-to” guides for potions, hygiene routines, or cultural facts; persuasive descriptions of products or practices)

🔬 Stage 3 (Years 5–6)

Language:

• ACELA1510: Understand how authors use text structures to influence meaning. (e.g., examining instructional texts, recipes, or educational articles)

• ACELA1511: Analyse how language can be used to influence others. (e.g., persuasive descriptions of potion ingredients, products, or cultural practices)

Literature:

• ACELT1605: Analyse how authors develop characters, settings, and events. (e.g., exploring narrative structure in stories featuring Wildlings, Lokklings, or historical/cultural contexts)

• ACELT1611: Analyse how text structures and language features shape meaning and engagement. (e.g., understanding clarity and appeal in instructions, recipes, or educational resources)

Literacy:

• ACELY1712: Use comprehension strategies to analyse and interpret texts. (e.g., interpreting complex potion instructions, historical/cultural content, or craft guides)

• ACELY1713: Plan, draft, and publish imaginative, informative, and persuasive texts for different audiences. (e.g., writing detailed potion recipes, hygiene guides, or cultural fact sheets; crafting persuasive product descriptions)

✅ Notes:

• This framework connects all learning sections of the Dreadschool website: Activities (crafts, DIY), Lessons (dread care), Resources (shop items), FAQs, Around the World (cultural/historical facts), and Potion Making.

• It covers reading, writing, comprehension, analysis, and persuasive skills at an age-appropriate level.

Stage 1 (Years 1–2)

Science Understanding:

• ACSSU017: Living things have a variety of external features. (e.g., observing the textures and features of herbs, flowers, and other natural ingredients used in dread care potions)

• ACSSU211: Living things live in different places where their needs are met. (e.g., discussing where plants used in potions grow and why they need certain conditions)

Science as a Human Endeavour:

• ACSHE021: Science involves making predictions and describing patterns and relationships. (e.g., predicting how different natural ingredients will affect the smell, colour, or texture of a dread care spray)

Science Inquiry Skills:

• ACSIS024: Pose and respond to questions, and make predictions about familiar objects and events. (e.g., “What will happen if I mix lavender and water?”)

🌱 Stage 2 (Years 3–4)

Science Understanding:

• ACSSU043: Living things have structural features and adaptations that help them survive. (e.g., exploring how plant properties like oils or textures affect hair care)

• ACSSU074: Natural and processed materials have a range of physical properties that can influence their use. (e.g., understanding why some flowers, herbs, or oils are better for hair care sprays than others)

Science as a Human Endeavour:

• ACSHE051: Science knowledge helps people to understand the effect of their actions. (e.g., considering how potion ingredients can safely affect hair or scalp)

Science Inquiry Skills:

• ACSIS065: Plan and conduct investigations to find answers to questions. (e.g., testing different combinations of natural ingredients to see which makes the best spray)

🔬 Stage 3 (Years 5–6)

Science Understanding:

• ACSSU043: Living things have structural features and adaptations that help them survive. (e.g., investigating which plant oils or extracts help keep hair healthy)

• ACSSU074: Natural and processed materials have a range of physical properties that can influence their use. (e.g., testing the pH, scent, or viscosity of different potion ingredients)

Science as a Human Endeavour:

• ACSHE081: Science involves testing predictions by gathering data and using evidence to develop explanations. (e.g., recording observations of how different ingredients interact in a potion and their effects on hair)

Science Inquiry Skills:

• ACSIS086: Plan, select and use appropriate investigation methods, including experiments, to answer questions. (e.g., designing and testing safe and effective dread care sprays using natural products)

Stage 1 (Years 1–2)

Visual Arts:

• ACAVAM107: Explore ideas, experiences, observations, and imagination to create visual artworks. (e.g., designing Wildling/Lokkling characters, decorating potion bottles, or crafting hair care illustrations)

• ACAVAM108: Use materials, techniques, and processes to make artworks. (e.g., DIY activities, painting, drawing, or making potion sprays and labels)

• ACAVAR109: Discuss ideas and artworks, and how they are created. (e.g., sharing craft projects or potion designs and explaining choices)

Drama / Performance:

• ACADRM029: Explore role, character, and situation through improvisation and guided drama. (e.g., acting out stories of Wildlings or cultural hair care traditions)

• ACADRM030: Present dramatizations using voice, body, movement, and space. (e.g., performing mini-scenes from stories or enactments of cultural rituals)

🌱 Stage 2 (Years 3–4)

Visual Arts:

• ACAVAM110: Develop techniques and ideas to express meaning in artworks. (e.g., creating more detailed potion labels, cultural hair care posters, or craft projects)

• ACAVAM111: Plan, design, and make artworks using materials and techniques. (e.g., designing a DIY hair care kit or potion-making set)

• ACAVAR112: Describe how artworks communicate ideas. (e.g., explaining how craft or visual projects show culture, personal care, or story themes)

Drama / Performance:

• ACADRM031: Explore characters, situations, and ideas in improvisation, using voice, body, and movement. (e.g., role-playing Wildlings’ stories or cultural hair traditions)

• ACADRM032: Plan and perform devised and scripted drama to communicate ideas. (e.g., presenting short scenes or demonstrations of hair care rituals or potion-making)

Music / Sound:

• ACAMUM080: Explore, improvise, and organise sounds, rhythm, and pitch to express ideas. (e.g., creating sound effects for stories or potion-making activities)

🔬 Stage 3 (Years 5–6)

Visual Arts:

• ACAVAM113: Refine techniques and processes to develop expressive artworks. (e.g., creating sophisticated potion labels, instructional posters, or cultural craft projects)

• ACAVAM114: Use visual conventions to communicate meaning. (e.g., making step-by-step visual guides for hair care or potions)

• ACAVAR115: Analyse how visual artworks represent ideas and viewpoints. (e.g., evaluating cultural representation in crafts, stories, or activities)

Drama / Performance:

• ACADRM033: Plan, rehearse, and perform drama for specific purposes and audiences. (e.g., presenting mini-dramas of cultural rituals, hair care, or story events)

• ACADRM034: Analyse how dramatic elements communicate meaning. (e.g., reflecting on how props, costumes, and storytelling convey ideas in performances)

Music / Sound:

• ACAMUM081: Create, perform, and refine compositions using elements of music to express ideas. (e.g., developing a “theme song” for a character or activity, or musical accompaniment for stories/potions)

✅ Notes:

• This framework links all Dreadschool website topics (Activities, Lessons, Resources, FAQs, Around the World, Potion Making) to Creative Arts learning outcomes.

• Covers Visual Arts, Drama, and Music, emphasizing creativity, expression, cultural awareness, and practical skills.

Stage 1 (Years 1–2)

History:

• ACHASSK031: Sequence familiar events and objects in order. (e.g., ordering steps in a hair care routine or potion-making process; understanding historical events related to hair traditions)

• ACHASSK033: Identify a person, site, or event of significance in the local community. (e.g., exploring cultural hair practices and figures in different communities)

Geography:

• ACHASSK032: Represent the location of places and their features in simple maps and models. (e.g., mapping where different dreadlock traditions or plant ingredients for potions originate “Around the World”)

• ACHASSK034: Explore the natural, managed, and constructed features of familiar places. (e.g., observing local plants used in potions or traditional hair care)

Civics and Citizenship / Economics and Business:

• ACHASSK036: Identify rules and responsibilities for groups and communities. (e.g., discussing care and respect for cultural practices, hygiene routines, or shared resources like hair care products)

🌏 Stage 2 (Years 3–4)

History:

• ACHASSK059: Identify and describe significant people, events, and places in Australia’s history. (e.g., exploring historical figures and events connected to hair culture and care)

• ACHASSK060: Sequence events in chronological order and use terms related to time. (e.g., creating timelines of hair traditions or cultural events)

Geography:

• ACHASSK072: Describe the influence of people on the natural environment and how places change over time. (e.g., examining how natural plants are used in hair care or potion ingredients globally)

• ACHASSK073: Represent and interpret simple maps and spatial information. (e.g., locating countries or regions associated with dreadlocks and cultural hair practices)

Civics and Citizenship / Economics and Business:

• ACHASSK075: Explain why rules and laws exist and how they affect people. (e.g., discussing respect for cultural traditions, hair care rituals, and product safety)

🌐 Stage 3 (Years 5–6)

History:

• ACHASSK087: Describe and explain the significance of people, groups, events, and places in shaping the modern world. (e.g., examining the global cultural significance of dreadlocks and hair care traditions)

• ACHASSK088: Sequence events and developments using a variety of methods, including timelines. (e.g., charting historical changes in hair care practices and cultural influences)

Geography:

• ACHASSK112: Analyse the effect of human activity on the environment. (e.g., considering sustainable harvesting of natural ingredients for potions or hair care products)

• ACHASSK113: Represent and interpret data and information to identify spatial distribution and patterns. (e.g., mapping cultural practices or ingredient origins “Around the World”)

Civics and Citizenship / Economics and Business:

• ACHASSK114: Explain the roles and responsibilities of individuals and groups in society. (e.g., respecting cultural hair practices, hygiene routines, and ethical sourcing of ingredients)

• ACHASSK115: Identify and compare the ways people participate in communities and make decisions. (e.g., exploring decision-making in hair care routines, crafting, and potion-making)

✅ Notes:

• These HASS outcomes link directly to Dreadschool website topics, including Activities, Lessons, Resources, FAQs, “Around the World,” and Potion Making.

• Covers History, Geography, and Civics/Economics, emphasizing cultural awareness, ethical practices, and historical context.

Stage 1 (Years 1–2)

Personal, Social and Community Health:

• ACPPS001: Recognise situations where they feel safe and unsafe, and suggest ways of keeping safe. (e.g., safe handling of herbs, potions, and hair care products)

• ACPPS002: Identify and describe factors that help people stay healthy and make safe choices. (e.g., personal hygiene routines, hair care, and healthy habits)

• ACPPS003: Demonstrate practices to keep themselves and others healthy, safe, and physically active. (e.g., washing hands before potion-making, caring for hair hygiene, participating in craft/physical activities safely)

Movement and Physical Activity:

• ACPMP005: Explore fundamental movement skills in different physical activities. (e.g., activities and games related to stories or role-playing Wildlings/Lokklings)

🌱 Stage 2 (Years 3–4)

Personal, Social and Community Health:

• ACPPS017: Describe strategies to manage personal hygiene and self-care. (e.g., maintaining hair hygiene, preparing natural hair care sprays, daily care routines)

• ACPPS018: Examine and practise ways to promote health, safety, and wellbeing for themselves and others. (e.g., sharing knowledge about safe potion-making and healthy hair care practices)

Movement and Physical Activity:

• ACPMP022: Practise and refine fundamental movement skills in a variety of contexts. (e.g., creative play, role-play activities, or coordinated craft-making movements)

🔬 Stage 3 (Years 5–6)

Personal, Social and Community Health:

• ACPPS029: Plan and practise strategies to enhance personal health, safety, and wellbeing. (e.g., developing daily hair care routines, using natural products safely, managing hygiene practices)

• ACPPS030: Evaluate situations and apply strategies to promote health, safety, and wellbeing for themselves and others. (e.g., analysing cultural practices and safe handling of potion-making ingredients)

• ACPPS031: Investigate resources and information available to support health, safety, and wellbeing. (e.g., researching safe herbs, oils, and materials for hair care and potions)

Movement and Physical Activity:

• ACPMP034: Select and apply movement concepts and strategies to achieve movement outcomes. (e.g., movement coordination in craft activities, role-play, or physical components of hair care routines)

✅ Notes:

• These PDH outcomes link directly to all Dreadschool website topics, including Activities (DIY & crafts), Lessons (dread care and hygiene), Resources, FAQs, Potion Making, and Around the World.

• Emphasizes personal care, hygiene, safety, wellbeing, and movement skills in ways that are hands-on, practical, and culturally aware.