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  • Final rehearsal / notes
  • Storyboarding
  • Crew roles and how they impact production
  • Onset etiquette and rules
  • Assign storyboard artists ready to undertake
  • Decide on background


View code descriptors listed below


  • Pose questions
  • Identity and clarify information and ideas
  • Organise and process information

Generating ideas, possibilities and actions

  • Image possibilities and connect ideas
  • Consider alternatives
  • Seek solutions and put ideas into action

Reflecting on thinking and processes

  • Reflect on processes
  • Transfer knowledge into new contexts

Analysing, synthesing and evaluating reasoning and procedures

  • Apply logic and reasoning

Creating with ICT

  • Generate ideas, plans and processes
  • Generate solutions to challenges and learning area tasks

Communicating with ICT

  • Collaborate, share and exchange
  • Understand computer mediated communications

Managing and Operating ICT

  • Select and use hardware and software
  • Understand ICT systems
  • Manage digital data


Creative Arts: Drama DRAS3.1
Develops a range of in-depth and sustained roles.

  • Collaborates to convey dramatic meaning by responding abstractly to represent ideas, feelings, objects and situations.

Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and voice skills in a variety of drama forms.

  • Responds confidently with gesture, movement and voice skills to a range of scripts and other texts to structure the narrative or episodes and build on the action of the drama

Devises, acts and rehearses drama for performance to an audience.

  • Devises drama in collaboration with others using scripted and unscripted material as resources for drama performances
  • Organises space, props, costumes, artefacts, sound effects and movement sequences to help define role, place and situation to interpret and convey the meaning of the drama

PDHPE: Interacting INS3.3
Acts in ways that enhance the contribution of self and others in a range of cooperative situations.

  • Uses strategies to resolve conflict, eg. negotiation
  • Demonstrates actions that support the rights and feelings of others, eg. fair play, consideration, encouragement, peer tutoring

Interpersonal Relationships IRS3.11
Describes roles and responsibilities in maintaining positive relationships.

  • Discuss how they relate to people in various contexts
  • Models behaviour that reflects sensitivity to the needs, rights, feelings of others
  • Describe the factors that can influence communication eg. listening expression, feelings, peer pressure, body language, drug use

A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

  • understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships
  • plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis
  • use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience
  • identify and summarise key ideas and information.
  • participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions
  • discuss and experiment with ways to strengthen and refine spoken texts in order to entertain, inform, persuade or inspire the audience

A student composes, edits and presents well-structured and coherent texts

  • understand and appreciate the way texts are shaped through exploring a range of language forms and features and ideas
  • experiment and use aspects of composing that enhance learning and enjoyment
  • recognise and discuss issues related to the responsible use of digital communication
  • understand and use the key elements of planning, composing, reviewing and publishing in order to meet the increasing demands of topic, audience and language
  • explore and analyse the effectiveness of informative and persuasive devices in texts
  • plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
  • compose imaginative and informative texts that show evidence of developed ideas
  • compose texts that include sustained and effective use of persuasive devices, eg texts dealing with environmental issues
  • compose increasingly complex print, visual, multimodal and digital texts, experimenting with language, design, layout and graphics
  • use a range of software, including word processing programs, learning new functions as required to create texts

A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

  • explain and justify the responsible use of digital technologies
  • recognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-ups
  • analyse how text structures and language features work together to meet the purpose of a text
  • recognise and compare how composers use a range of language features, including connectives, topic sentences and active and passive voice, to achieve their purposes

A student discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts

  • identify and discuss how own texts have been structured to achieve their purpose and discuss ways of using conventions of language to shape readers’ and viewers’ understanding of texts
  • discuss how the intended audience, structure and context of an extended range of texts influence responses to texts
  • identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
  • discuss the conventions of a range of complex texts, eg act and stage directions in plays, literary devices in poems and stories, layout conventions in print and digital texts
  • compose more complex texts using a variety of forms appropriate to purpose and audience
  • recognise the techniques used by writers to position a reader and influence their point of view
  • identify and use a variety of strategies to present information and opinions across a range of texts

A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies

  • understand that language is structured to create meaning according to audience, purpose and context
  • understand that choices in grammar, punctuation and vocabulary contribute to the effectiveness of texts
  • select appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive and colloquial, when composing texts

A student thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts

  • recognise and explain creative language features in imaginative, informative and persuasive texts that contribute to engagement and meaning
  • create literary texts that adapt or combine aspects of texts students have experienced in innovative ways
  • explain own preferences for a particular interpretation of a text, referring to text details and own knowledge and experience
  • think critically about aspects of texts such as ideas and events
  • create literary texts that adapt or combine aspects of texts students have experienced in innovative ways
  • adapt aspects of print or media texts to create new texts by thinking creatively and imaginatively about character, setting, narrative voice, dialogue and events
  • interpret a range of texts, eg through role-play or drama, for pleasure and enjoyment, and express an analytical conclusion about those texts

A student identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts

  • consider how texts about local events and issues in the media are presented to engage the reader or viewer
  • understand how to move beyond making bare assertions and take account of differing perspectives and points of view
  • identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts
  • identify language features used to position the reader/viewer in a wide variety of communication activities for a range of purposes, including debates, formal talks, interviews, explanations, anecdotes and recitations
  • identify and describe the representation of people, places and events in film and the media
  • compose a variety of texts, eg poetry, that reflect their understanding of the world around them

A student recognises, reflects on and assesses their strengths as a learner

  • begin to understand the difference between their way of learning and the way others learn
  • reflect on own learning achievements against specific criteria
  • recognise that there is a language for discussing learning experiences
  • discuss how the reader or viewer can enjoy and discover a wide range of literary experiences through texts
  • develop criteria for assessing their own and others’ presentations
  • critically reflect on the effectiveness of their own and others’ writing, seeking and responding to feedback
  • discuss and reflect on the roles and responsibilities when working as a member of a group and evaluate the benefits of working collaboratively with peers to achieve a goal