Expressive Encounters
Engage your students with our "Expressive Encounters" scenario cards! Each card features two roles and a scene, inviting students to dive into diverse scenarios through dramatic play. From resolving conflicts to celebrating achievements, these cards spark creativity and encourage meaningful interaction, helping students develop empathy, communication, and storytelling skills. With every encounter, students explore different perspectives and emotions, building confidence in their expressive abilities and gaining deeper insights into human experiences. Bring storytelling to life in your classroom with "Expressive Encounters" scenario cards!
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Learning goals
- We are learning to identify and use language to express feelings and preferences about texts.
- We are learning to understand that speech, gestures, writing, symbols and icons, e.g. emojis are used to communicate needs, likes and dislikes.
- We are learning to explore language to provide reasons for likes, dislikes and preferences.
- We are learning to understand that speech, gestures, writing, symbols and icons e.g. emojis are used to communicate needs, likes and dislikes.
- We are learning to identify and use language to express feelings, morals and character qualities.
Curriculum alignment
AC9E2LA02
9
Explore how language can be used for appreciating texts and providing reasons for preferences
AC9EFLA02
9
Explore different ways of using language to express preferences, likes and dislikes
AC9E1LA02
9
Explore language to provide reasons for likes, dislikes and preferences
ACELA1429
8.4
Understand that language can be used to explore ways of expressing needs, likes and dislikes
ACELA1462
8.4
Identify language that can be used for appreciating texts and the qualities of people and things
ENe-6B
old
Recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language
EN1-6B
old
Recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
ENE-OLC-01
new
Communicates effectively by using interpersonal conventions and language with familiar peers and adults
ENE-UARL-01
new
Understands and responds to literature read to them
EN1-OLC-01
new
Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions
EN1-UARL-01
new
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
EN1-VOCAB-01
new
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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