Territories: YEAR 1 - HPE - Elaborate

A possum disturbs Old Dog, and a ‘cranky’ magpie swoops at anyone who steps into the backyard. Little J and Big Cuz share a room and when Little J steps on Big Cuz’s art project, a disagreement over territory ensues. The result is a clear dividing line to mark their individual territory. But they discover they have to compromise on a shared space, and cooperate in order to move in and out of the room, and to get past the swooping magpie in the backyard. Their joint, inventive solution wins high praise from the class at ‘show & tell’.

Elaborate - Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities.


After viewing Little J & Big Cuz, Episode 12 ‘Territories’, engage students with the following activities to support their understanding about cooperation, sharing, resilience and safety.

Survey students to see what they would like to be when they grow up. Ask students if they have any idols or mentors whom they would like to be, such as a sporting star, a media personality, or a character from a book, a relative, or friend. List the qualities students admire about their ‘idol’. Rate the students’ suggestions for the qualities and characteristics that are most favoured and which are least favoured. Conceptualise these traits into general headings, such as:

  • highly skilful
  • hard working
  • smart
  • kind/benevolent
  • helps others/caring
  • active in the community
  • honest and genuine
  • communicates well, friendly
    • among others …

Have students consider if they need all of these traits to succeed. Ask them to reflect on what they might need to be better at something, and the ways they can improve their performance. Ask students to suggest one ‘affirmation’ that they would like to achieve by the end of the year, such as, ‘be kinder to my siblings’, ‘learn to swim’, ‘join a soccer club’, ‘make more art’, ‘sing in the choir’, etc.

Discuss with students that their idols didn’t become good at something overnight, and it was with persistence and time that they became better and better at what they did/do.

As a class view ‘I Think…’ I Can, (Scootle: TLF ID R6071) and discuss the concept of persistence explored in the clip,

  • “The children explore how practice, positive thinking and imagination can help in achieving goals and accomplishing things that seem difficult or impossible. They consider whether there are limits to thinking and imagination. While discussion is anchored in concrete experiences, the clip demonstrates the creative and divergent thinking of this group of young children.”

Discuss with the class how you need to believe in yourself, in order for events to happen in your life that support your achievement. Access stories of real people and how they became famous for their achievements, such as:

  • Cathy Freeman (b1973)
  • Jonathon Thurston (b1983)
  • Greg Inglis (b1987)
  • David Unaipon (1872–1967)
  • Archie Roach (b1956)
  • Michael Long (b1969)
  • Bronwyn Bancroft (b1958)
  • Adam Goodes (b1980)
  • Albert Namatjira (b1902)
  • Mark (b1959), Glen (b1959), and Gary (b1960) Ella
  • Marcia Ella-Duncan (b1963),
  • Yvonne Goolagong Cawley (b1951)
  • Lionel Rose (1948–2011)
  • Galarrwuy Yunupingu (b1948)
  • Tony Mundine (b1951) and Anthony Mundine (b1975)
  • Miranda Tapsell (b1988)
  • Deborah Mailman (b1972)
  • William Barton (b1981)
  • Ken Thaiday (b1950)
  • Alick Seriba Tipoti (b1975)
  • Charles Perkins (1936–2000)
    • among many others …

Ask students to select one of the nominees from the above list (or any other personality of their choice) and create a poster page with an image of the person they choose, and information about their success, such as:

  • Birth date–death date
  • Place of birth
  • Field of success
  • Achievement awards
  • Advice they give about succeeding (one sentence or idea)

As a class create a ‘Hall of Fame’ and display the ‘hero’ posters in the classroom to remind students that they can also be a hero in whatever they chose to do in life.

**Teacher note: Aboriginal students and/or Torres Strait Islander students may find researching someone who has passed difficult – photos are believed to take an individual’s spirit, and cannot use a deceased person’s name, etc. Prior to mentioning the name of, or show a picture of, a deceased person, teachers should warn students.

Suggested resources: