Curriculum Outcomes

The Wellbeing Show

The Silly Scientist

Show Segments

Biological sciencesChemical sciencesEarth and Space sciencesPhysical sciences
Getting to know termites
The Water Song
Our Environment
Tapping sticks
Living things
The elephant toothpaste
The lava lamp
Pepsi mentos
Play dough show
The Water song
The lava lamp
Balloon, ping-pong ball and hairdryer
Paper roll
The guitar story
The optical illusion
The stomp rocket
The water bag and pencil
Lightning ball

Science Understanding

Biological sciencesChemical sciencesEarth and Space sciencesPhysical sciences
FoundationLiving things have basic needs, including food and waterObjects are made of materials that have observable propertiesDaily and seasonal changes in our environment affect everyday lifeThe way objects move depends on a variety of factors, including their size and shape
Year 1Living things have a variety of external featuresEveryday materials can be physically changed in a variety of waysObservable changes occur in the sky and landscapeLight and sound are produced by a range of sources and can be sensed
Year 2Living things grow, change and have offspring similar to themselvesDifferent materials can be combined for a particular purposeEarth’s resources are used in a variety of waysA push or a pull affects how an object moves or changes shape
Year 3Living things can be grouped on the basis of observable features and can be distinguished from non-living thingsA change of state between solid and liquid can be caused by adding or removing heatEarth’s rotation on its axis causes regular changes, including night and dayHeat can be produced in many ways and can move from one object to another
Year 4Living things depend on each other and the environment to surviveNatural and processed materials have a range of physical properties that can influence their useEarth’s surface changes over time as a result of natural processes and human activityForces can be exerted by one object on another through direct contact or from a distance
Year 5Living things have structural features and adaptations that help them to survive in their environmentSolids, liquids and gases have different observable properties and behave in different waysThe Earth is part of a system of planets orbiting around a star (the sun)Light from a source forms shadows and can be absorbed, reflected and refracted
Year 6The growth and survival of living things are affected by physical conditions of their environmentChanges to materials can be reversible or irreversibleSudden geological changes and extreme weather events can affect Earth’s surfaceElectrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources

Science as a human endeavour

Nature and development of science

Science involves observing, asking questions about, and describing changes in, objects and events.

Use and influence of science

Science knowledge helps people to understand the effect of their actions.

Science Inquiry Skills

Questioning and predicting

Pose and respond to questions, and make predictions about familiar objects and events.

Planning and conducting

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment.

General Capabilities

Cross Curriculum Priorities


In the Australian Curriculum: Science, the Sustainability priority provides contexts for investigating and understanding chemical, biological, physical and Earth and space systems. Relationships including cycles and cause and effect are explored, and students develop observation and analysis skills to examine these relationships in the world around them. They understand the importance of using science to predict possible effects of human and other activity and to develop management plans or alternative technologies that minimise these effects.

The Music Show

Music Show Segments

Making MusicResponding to Music
Slurp Song
Lion King
Body Percussion Storm
Ooh La La
Adventure Time
We will rock you
I can do that!
Percussion Performers
Echo Song
Didgeridoo guessing
Guitar Story
Step-Step Clap-Clap
Train Song
Air guitar
Foundation to Year 2Year 3 and Year 4Year 5 and Year 6
Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussionDevelop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patternsExplore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns
Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the communityPractise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local communityDevelop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community
Create compositions and perform music to communicate ideas to an audienceCreate, perform and record compositions by selecting and organising sounds, silence, tempo and volumeRehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audienceRehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience
Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander PeoplesIdentify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander PeoplesExplain how the elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music

General Capabilities

Cross Curriculum Priorities

The Australian Music Show was a fantastic mix of comedy and music that had the children enthralled and amazed the entire performance. They left the show buzzing wanting more.

Wanguri Primary, Darwin

Wow! How fantastic to see our students so excited about science! I have a whole class asking to re-create the fun experiments they saw in the show and the presenters were outstanding. Can’t wait to have the show back in 2016.

Marmion Primary School, WA

This show is outstanding!!!! the children were completely engaged and absorbed —- highly recommended- Nadia Pasquini St Joseph’s School,

Hectorville, SA

To see such enthusiastic presenters and watch the children being totally engaged was fantastic. It was a combination of fascinating experiments and interactive songs and skits. A brilliant presentation.

Clifton Hills Primary, Kelmscott, WA.

We were amazed by the Silly Scientist, such an absorbing, interactive show. The children and teachers alike were engaged the whole time. The presenters had such a brilliant rapport with us all, we’d have no hesitation in recommending the Silly Scientist, it’s simply brilliant.

St Mary’s College, Mackay QLD

“Seeing the children so engaged and enthusiastic for the duration of the show was brilliant. It’s been two weeks since the performance and the children haven’t stopped talking about it!”

James Meiksans. St Pius X, Windsor Gardens

“What a fantastic show. Great to see the presenters involving the teachers with the children throughout the presentation! Such a good message delivered to the children about wellbeing, having a go and getting along”.

Nadia Catalano. St Joseph’s, Hectorville