Overview

This engaging two-lesson unit introduces Year 3 students in New Zealand to the story and significance of Anzac through drama, fostering empathy, cultural awareness, and collaborative communication. The plan strictly aligns with The New Zealand Curriculum's arts learning area strands, key competencies, principles, and values relevant to this age and year level.

---

Alignment with the New Zealand Curriculum

Learning Area: The Arts

Strand: Drama

• Achievement Objective (Year 3):
  • "Develop ideas in drama, using role-play and conventions to explore feelings, experiences, and stories."
• Key Competencies:
  • Thinking: Developing and expressing ideas about Anzac.
  • Using language, symbols, and texts: Acting out stories to convey meaning.
  • Relating to others: Collaborating and taking on roles respectfully.
  • Participating and contributing: Working constructively within the class community.
  • Managing self: Persevering and taking responsibility during drama activities.

Curriculum Values

• Community and Participation: Understanding shared history and cultural identity.
• Respect: For different perspectives and Anzac narratives.
• Diversity: Recognising diverse experiences of war and peace.

Other Curriculum Links

• Social Studies: Recognising Anzac as a significant symbol of New Zealand’s identity and history.
• English: Developing oral language and narrative skills (through storytelling and role-play).

---

Lesson 1: Discovering Anzac through Drama (30–40 minutes)

Learning Outcomes

Students will:

• Show understanding of Anzac by exploring feelings and simple stories through drama.
• Take on roles and express emotions related to Anzac themes (bravery, friendship, remembering).
• Use voice, facial expressions, and movement to communicate ideas.

Resources

• Simple Anzac story (age-appropriate), e.g., about friendship and courage during the war.
• Large open space for drama.
• Visual prompts like pictures of the poppy, Anzac soldiers, and simple maps.
• Scarves or simple props (hats, capes) to signify roles.

Lesson Breakdown

Time	Activity	Details
5 min	Introduction to Anzac	Brief discussion: What do you know about Anzac? Why do we remember? Introduce simple story about Anzac.
10 min	Exploring Feelings through Movement	Invite students to move like soldiers, medics, or families waiting at home. Explore bravery, sadness, hope.
15 min	Role-play Small Scenes	In groups of 4, students choose roles (soldier, nurse, family member, friend). They enact a short scenario (e.g., setting off to war, writing letters, remembering at dawn). Teacher models and supports.
5 min	Sharing and Reflection	Groups perform briefly; discuss feelings and ideas portrayed. Teacher highlights showing respect and understanding of Anzac values. Encourage students to say what they learned about Anzac.

---

Lesson 2: Sharing Anzac Stories (30–40 minutes)

Learning Outcomes

Students will:

• Use drama techniques to retell simple Anzac stories incorporating characters and settings.
• Develop cooperation and listening skills through ensemble work.
• Show understanding of storytelling sequence: beginning, middle, and end.

Resources

• Story map template with beginning, middle, end.
• Puppets or simple costume items for characters.
• Quiet space to practice and share groups’ mini-dramas.

Lesson Breakdown

Time	Activity	Details
5 min	Recap and Story Map Introduction	Recap story and key ideas from Lesson 1. Introduce story map—identify beginning, middle, end of the Anzac story.
10 min	Planning Drama in Groups	In groups of 5, students plan a short drama using the story map (e.g., departure, experience, home-coming). Teacher prompts for feelings and actions to show.
15 min	Rehearsing and Enhancing Drama	Practice using voice, facial expressions, and gestures to convey emotion. Use simple props. Teacher supports creation of a respectful and inclusive portrayal.
5-10 min	Group Performances & Positive Feedback	Each group performs. Audience practices listening and gives positive feedback about what they saw and felt. Teacher reiterates Anzac values and drama skills learned.

---

Teaching Considerations

• Use inclusive language and be sensitive to students’ diverse backgrounds and emotional development.
• Scaffold storytelling with visuals and verbal prompts to support comprehension.
• Foster a supportive environment—emphasise respect and kindness during role-plays and sharing.
• Encourage student voice in reflecting on their learning and feelings about Anzac.

---

Assessment Opportunities

Formative assessment through:

• Observation of participation and willingness to take on roles.
• Ability to express feelings and ideas through drama.
• Group cooperation and listening skills.
• Reflection during sharing times.

Teachers can use anecdotal notes and video recordings (if appropriate) for assessment against Year 3 Drama curriculum expectations.

---

By combining storytelling with role-play, this two-lesson sequence enables young learners to connect emotionally and intellectually with Anzac stories while meeting the New Zealand Curriculum’s Drama standards and nurturing key competencies that support holistic learning and citizenship in Aotearoa New Zealand.

---

If you would like, I can also provide detailed session plans including scripts, questions, and scaffolded prompts!