Learning Pack

Pete the Sheep

Based on the book by Jackie French and Bruce Whatley
Adapted by Eva Di Cesare, Sandra Eldridge and Tim McGarry

Shaun is the new sheep shearer in Shaggy Gully.

Since shearing is such hard work, all the other shearers rely on sheepdogs to help them—but not Shaun. His partner is Pete, a sheep-sheep! The other shearers in the shed aren’t too pleased with Shaun and his unconventional approach. After being rejected by the shearers and their dogs, Shaun and Pete set up their own Shearing Salon in town, where they’re soon inundated with woolly clients eager to experience Shaun’s unique styling skills.

This hilarious musical comedy, brought to life by four performers playing shearers, dogs and sheep, explores the challenges and rewards of individuality. With warmth and wit, it celebrates the courage to stand out while finding ways to work within the flock!

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Contents

Themes Making the play Classroom activities

Literacy

Creative and Critical Thinking

Personal and Social

Contents

Themes Making the play Classroom activities

Themes

Individuality and acceptance: Pete's unique talents, such as dancing and playing the guitar, set him apart from the other sheep. The play encourages young people to embrace and appreciate the qualities that make them different from others. It teaches the valuable lesson that diversity should be celebrated, fostering a sense of acceptance and tolerance.

Teamwork: When faced with a problem, Pete and his friends collaborate and pool their individual strengths to come up with a solution. The emphasis on teamwork promotes the idea that collective effort and cooperation can lead to success. young people learn the importance of working together and valuing each other's contributions.

Creativity: Pete's unconventional skills showcase the power of creativity and thinking outside the box. The play encourages young people to explore their creative side and appreciate the diversity of talents that exist. It sends the message that creativity is a valuable asset that can lead to innovative solutions and a richer, more fulfilling life.

Friendship: As Pete builds friendships with other animals on the farm, the play emphasises the importance of accepting friends for who they are. It teaches young people that true friends appreciate and support each other, even if they have different interests or abilities. The theme of friendship contributes to the overall positive and heartwarming atmosphere of the play.

Courage: Pete's courage to be himself despite being different serves as an inspirational message for young people. The story encourages young people to be confident in expressing their true selves, fostering a sense of self-empowerment. It teaches that courage is not always about facing physical danger but also about embracing our individuality.

Making the Play

The Vision

Theatre begins with an idea, a spark of imagination. This is what we call the vision.

At Monkey Baa, ideas come from the world around us and the people we share it with. Many of our plays are inspired by picture books and novels written by Australian authors. Pete the Sheep is based on the beloved picture book by Jackie French and illustrator Bruce Whatley.

Jackie French’s stories often celebrate unique characters who dare to do things differently, and Pete the Sheep is no exception. In the book, Shaun is a shearer who stands out—not just because of his shearing skills, but because, unlike the other shearers, he doesn’t have a sheepdog. Instead, he has Pete, a sheep who thinks for himself! Pete doesn’t round up sheep like a dog would—he leads them in his own special way. This story is a fun and playful reminder that there’s more than one way to do things and that sometimes, thinking differently can lead to something wonderful.

Adapting a book into a play takes a lot of creativity. At Monkey Baa, we look for stories with strong characters, big emotions, exciting challenges and plenty of theatricality. Pete the Sheep stood out as the perfect story to bring to life on stage. It’s full of humour, heart, and music—just like Shaun and Pete themselves! At its core, it’s about embracing individuality, working together, and finding your own way in the world.

And that’s how Pete and Shaun went from the pages of the book to the stage!

The Script

The vision is transformed into a script by a playwright.

Just as a poet writes poems, a playwright writes plays. Their craft is all about shaping stories for the stage—creating characters, crafting dialogue, and building worlds that come to life in front of an audience. Unlike novels, plays are designed to be performed, which means they rely on two key ingredients: dialogue (what characters say) and stage directions (how they move, react, and interact with the world around them).

At Monkey Baa, bringing a picture book to the stage is a deeply creative and collaborative process—and it all begins with young people. Our writers and directors don’t just sit in a room and dream up a show; they take it out into the world, visiting schools across Australia to workshop ideas with students.

As part of the development of Pete the Sheep, students were invited into the creative process. Through drama workshops filled with improvisation and play, they explored the book’s themes, stepped into the shoes (and hooves!) of its characters, and imagined new ways to bring the story to life. In group discussions, they shared their thoughts on the picture book and early drafts of the script, offering ideas on how Pete and Shaun’s story should unfold on stage.

This process ensures that our plays are not just made for young people, but with them—bringing their perspectives, energy and imagination into every scene.

The Rehearsal

Once a script is developed, it is handed over to a director and rehearsals begin.

A rehearsal is where the magic of theatre truly begins—long before the audience takes their seats. It’s the vital practice period where a play transforms from words on a page into a living, breathing performance.

The rehearsal period is an exciting, fast-paced time leading up to opening night. Actors learn their lines, refine their characters, and map out their movements on stage (a process called blocking). Theatre designers craft the visual world of the play—building sets, designing costumes, and creating lighting effects to bring the story to life. Composers and sound designers shape the musical landscape, adding rhythm and emotion to each scene. Meanwhile, the playwright continues to refine the script, making adjustments based on discoveries made in the rehearsal room.

At the heart of it all is the director, who weaves these elements together—guiding the cast and creative team, shaping the storytelling, and ensuring that every moment on stage is as powerful, funny, or moving as it can be.

Rehearsals are where ideas are tested, risks are taken, and the unexpected happens. It’s where a play evolves, piece by piece, until finally, it’s ready to be shared with an audience.

The Design

As the show takes shape in the rehearsal room, the designer begins to create the world of the play.

There are many types of theatre designers, each playing a crucial role in shaping a production’s visual and atmospheric world. These include costume designers, who create clothing that reflects character, period, and mood; scenic designers, who build the physical environment of the play through sets and staging elements; lighting designers, who use light and shadow to enhance mood, focus, and storytelling; projection designers, who incorporate multimedia elements like video and digital imagery into the performance space; and prop designers, who craft and source objects that actors interact with on stage.

Designers collaborate closely with the director, producer, and sometimes even the playwright to ensure that every visual element aligns with the story and themes of the production. They make key decisions about what the performers wear, the kind of space they inhabit, and the objects or props that help bring the world of the play to life. Their work not only supports the narrative but also enhances the audience’s experience by shaping the overall aesthetic and emotional tone of the production.

The Performance

After weeks of preparation, the moment finally arrives—the show is ready to be performed.

This is when all the hard work in rehearsals comes to life, transforming from practice into a live experience shared with an audience.

Performing a show is a unique and exhilarating experience for actors. Each performance is slightly different, shaped by the energy of the crowd, the chemistry between performers, and the spontaneity of live theatre. Actors bring their characters to life, reacting in real time to their fellow cast members, the audience’s responses, and even the occasional unexpected moment.

Backstage, a dedicated crew ensures everything runs smoothly. Stage managers call cues with precision, lighting and sound operators execute perfectly timed effects, and costume and prop teams work behind the scenes to facilitate seamless transitions. Meanwhile, the audience plays a vital role—their reactions, laughter, gasps, and applause fuel the performers and shape the rhythm of the show.

Each performance is a living, breathing event that can never be exactly replicated. This is the magic of theatre—an art form that exists in the moment, connecting artists and audiences in a shared experience that unfolds in real time.

Classroom activities

Drama activities

Sheep habits

Overview

In this activity, students will explore how sheep move and how their movements relate to their environment. Through English, Science and Drama, students will investigate, embody, and describe sheep behaviours and their natural or farm-based habitats.

Curriculum connections

English: Use descriptive language to write about sheep
Science: Identify and describe sheep habitats and adaptations
Drama: Use movement to embody sheep and express their behaviours

Introduction

Introduce sheep as the focus animal. Show pictures or videos of sheep in different environments—open paddocks, shearing sheds, and rocky hillsides. Ask students:

Where do sheep live?
How do their movements help them in their environment?
How might a farm setting change how sheep move compared to the wild?

List key sheep habitats:

Paddocks & grasslands – where they graze and roam
Hilly or rocky terrain – where some breeds navigate rough ground
Shearing sheds & yards – where they gather for wool shearing

Drama and movement exploration

Guide students to embody the movements of sheep:

Grazing: Slow, steady walking with heads down
Trotting: Light, quick steps when moving in a group
Sheepdog reaction: Quick turns and bunching together
Shearing time: Staying still, being flipped and rolled gently

Call out different environments (paddocks, hills, sheds) and ask students to adapt their movements accordingly, such as:

Moving in a relaxed way while grazing
Navigating uneven ground when in rocky areas
Gathering together and responding to a sheepdog’s guidance

Descriptive writing

Have students choose one aspect of sheep movement and write a short paragraph about:

How the sheep moves
What its environment looks, sounds, and feels like
Why these movements are important for survival or farm life

Sheep tales

Overview

In this activity, students will research sheep and use their imagination to write a story about a sheep trying something new.

Learning outcomes

Develop research skills to learn about sheep
Explore themes of courage, perseverance, and creativity
Practise creative writing with descriptive language

Introduction

Ask students: What would happen if a sheep decided to try something completely new, just like Pete standing out from the flock? Prompt Ideas:

What if a sheep wanted to become a sheepdog?
What if a sheep tried to climb a mountain?
What if a sheep decided to open its own wool fashion store?

Provide students with fact sheets or simple online resources about sheep. Encourage them to answer these questions:

Where do sheep live?
What do they eat?
How do they move and communicate?

Writing and sharing

Students will write a short story about their sheep’s adventure. Encourage them to:

Describe the sheep’s environment and personality
Explain what new activity the sheep wants to try and why
Show the challenges the sheep faces and how they overcome them
Use a clear story structure with a beginning, middle, and end

Students can read their stories aloud or share them in small groups, highlighting themes of determination and creativity.

Reflection questions

What was the most exciting part of your sheep’s adventure?
How did the sheep feel trying something new?
What did they learn about themselves?

Sheep movement

Overview

Students will learn about the natural movements of sheep and create their own sheep-inspired movement sequence. Through physical expression and choreography, they will explore how movement can tell a story or convey emotions.

Learning objectives

Understand how sheep move and interact in their environment.
Explore the connection between movement, emotions, and storytelling.
Develop creativity and teamwork through choreographed movement.

Introduction

Share some fun facts about sheep:

Sheep are social animals that move in flocks, following a leader and staying close for safety.
They trot, hop, and bound when excited or startled.
Lambs often jump and play, while adult sheep move in steadier, more rhythmic patterns.
Sheepdogs guide them using movement and signals, creating fascinating group dynamics.

Show a short video or photos of sheep in motion—grazing, running, jumping, and flocking together. Ask students:

What do you notice about how sheep move?
How do their movements change when they are calm vs. when they are startled?
How do sheep move differently when they are alone vs. in a flock?

Lead a warm-up using gentle, flowing movements for grazing, followed by quick, reactive movements to mimic startled or playful sheep.

Movement exploration

Guide students to experiment with movements inspired by sheep:

Grazing: Slow, relaxed steps with heads moving up and down.
Trotting: Light, rhythmic steps in small groups.
Bounding: Playful jumps like a lamb at play.
Flocking: Moving as a group, staying close while shifting direction together.

Creating a sheep movement sequence

Explain that their movement sequence should tell a story or express an emotion. Some ideas include:

A curious lamb exploring the paddock.
A group of sheep reacting to a sudden noise.
A sheepdog herding the flock into a pen.
A lone sheep finding its way back to the group.

Encourage students to think about how different movements can show emotions like curiosity, excitement, nervousness, or relief.

Divide students into small groups or let them work individually.
Students create their sheep movement sequence, using a beginning, middle, and end.
Each group or individual performs their movement piece for the class.

Reflection questions

How did movement help you tell a story about sheep?
How did it feel moving alone vs. in a group?
What did you learn about how sheep communicate and interact?

Sheep sounds

Overview

Students will use their voices to explore the sounds of sheep, focusing on bleating and how sheep communicate. This drama-focused activity encourages creativity, listening skills, and improvisation as students experiment with different tones, rhythms, and emotions in sheep vocalisations.

Learning objectives

Understand how sheep use bleating to communicate.
Develop auditory awareness by mimicking different sheep sounds.
Enhance drama skills through vocal and physical expression.

Introduction

Explain that sheep use different types of bleats to communicate with their flock. Their sounds can express hunger, excitement, distress, or recognition between a ewe and her lamb.Ask students:

What do you think different sheep bleats mean?
How would a sheep sound if it were lost? Excited? Calling its lamb?
How might a farm sound if it were full of sheep?

Lead a vocal and physical warm-up to prepare students for sound-making:

Stretch and shake out their bodies.

Practise simple vocal exercises like humming, short bursts of sound, and varying pitch. Experiment with different bleats – short and sharp, low and drawn-out, soft and high-pitched.

Play or describe different sheep scenarios (e.g. a lamb calling its mother, a sheep startled by a noise, a whole flock moving together) and have students practise mimicking these sounds. Encourage them to experiment with pitch, volume, and rhythm.

Sound exploration

As a class, create a sheep soundscape. Assign small groups to different sounds in a flock:

Group 1: Lambs calling to their mothers.
Group 2: Ewes responding with deeper, slower bleats.
Group 3: A startled flock reacting to a sudden noise.
Group 4: Content sheep grazing and softly murmuring to each other.

Have each group perform their sounds together to recreate the sounds of a busy paddock or shearing shed. The other groups listen and then try to mimic the sounds they hear.

Extension ideas

Create a short play where a lost lamb finds its way back to its mother using different types of bleating.
Play a guessing game: One student makes a sheep sound, and the rest of the class guesses what emotion or scenario it represents.
Experiment with movement: How does a sheep’s body language change when making different bleats?

Design a poster

Overview

Students will design a promotional poster inspired by the performance of Pete the Sheep. This visual arts activity fosters creativity, storytelling, and an understanding of the play’s themes.

Learning objectives

Reflect on the themes and story of Pete the Sheep.
Understand the key elements of an effective promotional poster.
Develop creative and visual communication skills.

Introduction

Begin by discussing the story of Pete the Sheep:

Who are Shaun and Pete, and what makes them different from other shearers and sheep?
What were some key moments in the performance that stood out?
What emotions did the show evoke?

Introduce the concept of promotional posters:

What makes a poster eye-catching?
What information must a poster include (title, images, event details)?
What colours, symbols, and images might represent Pete the Sheep? (e.g. sheep, shearers, shearing sheds, clippers, Pete’s unique style).

Designing a poster

Provide students with paper, markers, coloured pencils, and other art supplies. If available, they can use digital tools to create their posters.

Encourage students to include:

Title: Clearly display Pete the Sheep.
Imagery: Illustrate key moments, characters, or themes from the show.
Event Details: Add pretend performance dates, times, and locations.

Once completed, students can present their posters to the class, explaining their design choices and how they reflect the story.

Extension ideas

Design a ticket for the performance to accompany the poster.
Collaborate on a class poster combining everyone’s ideas.
Create a slogan to promote the show, such as "One shearer, one sheep, a whole lot of style!"

Create a play

Overview

Students will explore storytelling, performance, and teamwork by creating their own version of Pete the Sheep.

Introduction

Read aloud or summarise Pete the Sheep by Jackie French and Bruce Whatley. Highlight key moments and characters, such as:

Shaun being different from the other shearers.
Pete leading the sheep in a new way.
The shearers rejecting Shaun and Pete.
Shaun and Pete starting their Shearing Salon.
The sheep loving their stylish new look!

Emphasise the message about embracing individuality and thinking outside the box. Explain how a book can be adapted into a play, with actors, costumes, sets, and dialogue. Discuss the different roles involved in putting on a play:

Actors bring the characters to life.
Set designers create the world of the story.
Directors help guide the performance.

Creating and performing the play

Work with each group to choose two or three important moments from the book to act out:

Shaun arrives at the shearing shed with Pete, and the other shearers reject them.
Pete leading the sheep in a new way (instead of herding like a sheepdog).
Shaun and Pete opening their Shearing Salon.
Sheep loving their fancy new styles!

As a class, create simple dialogue for the characters:

Shearer 1: “A sheep instead of a sheepdog? That’s ridiculous!”
Shaun: “Pete’s got his own way of doing things!”
Pete (baas stylishly): “Baa!”
Sheep 1: “I love my new look! So fashionable!”

Groups practice their scenes, deciding how to act out the movements and lines. Encourage creativity in how students interpret their characters (e.g., shearers with big, exaggerated movements, sheep trotting or strutting proudly). Each group performs their scenes for the rest of the class.

English activity

Write a letter to Monkey Baa

Overview

Students will write a letter to Monkey Baa, sharing their reflections on Pete the Sheep. This literacy-focused activity encourages students to express their thoughts, ask questions and practise writing.

Learning objectives

Develop writing skills through structured letter writing.
Reflect on personal experiences and learning from the show.
Foster curiosity by asking thoughtful questions.

Introduction

Begin by discussing letter writing:
- What is the purpose of writing a letter?
- Who are we writing to, and why is it special to communicate with the people who created Pete the Sheep?
Explain the structure of a letter:
- Greeting: Start with “Dear Monkey Baa Theatre Company,”.
- Introduction: Share their name and why they’re writing the letter.
- Favourite moment: What part of the show did they enjoy the most and why?
- Something they learned: What did the story teach them about determination, dance or following their dreams?
- Questions: Encourage students to ask one or two questions about the show (e.g., How were the costumes made? What inspired the story? How did the actors learn to dance like animals?).
- Thank Monkey Baa for the performance and sign off with their name.
Decorate the Letter: Encourage students to add drawings or decorate the border of their letter with themes from Pete the Sheep.

Sharing and reflection

Ask volunteers to read their letters aloud to the class.
Combine all the letters and send them to Monkey Baa Theatre Company either in the post or via email