Old Monster Dog:YEAR 1-English-Explain

Little J is initially scared to approach the ‘monster’ in the back yard. Encouraged to face his fears, he vows to catch the frilly-necked monster and sets about building a monster trap with the help of Levi.

Explain - Construct texts that incorporate supporting images using software including word processing programs


Introduce students to the seasonal calendar for non-Indigenous seasons and the various seasonal calendars of Aboriginal peoples and/or Torres Strait Islander peoples. A useful resource to begin may be:

Suggested video clips for Aboriginal seasons and/or Torres Strait Islander seasons include:


  • Bodkin, F. & Robertson, L. (2013). D'harawal climate and natural resources. Sussex Inlet, NSW : Envirobook
  • Cherbourg Seasons, 2009, Cherbourg State School, ebook
  • Lucas, D. E. & Searle, K. (2003). Walking with the seasons in Kakadu. Crows Nest, NSW : Allen & Unwin
  • Rockwell, A. & Halsey, M. (2004) Four Seasons Make A Year, New York: Walker & Co.
  • Wheatley, N. & Searle, K. & Huggins, J. (2011). Playground: listening to stories from country and from inside the heart. Crows Nest, NSW : Allen & Unwin

Ask student to work in pairs to develop an information text about a seasonal calendar of their choice. They can select to report on the non-Indigenous calendar or one of the Aboriginal calendars and/or Torres Strait Islander calendars. Students can produce this report as a chart, poster, timeline, calendar, PowerPoint® or other digital display. The students should find suitable and relevant information, include appropriate images of the seasons, and write one or two sentences about the seasons.

Introduce students to various seasonal festivals that occur in different countries. Ask students to document a ‘seasonal festival’ indicative of their cultural heritage. Students could research and report on what the name of the festival is, what it celebrates, when and where it originated. They should document any specific costumes, festivities and celebrations that occur. As a class, ask students to group their festivals under the headings of agreed seasonal names. Have students offer suggestions for what they find is similar and different about the festivals and the symbols that are used to signify the festival/season.

Examples of seasonal festivals: