Episode Hopalong

Synopsis

When B Boy comes to stay, Little J is miffed - until they work together caring for an injured baby kangaroo.
Little J is put out when B Boy comes to stay. But when the boys rescue an injured kangaroo “joey”, they’re going to have to get along so they
can take good care of baby Hopalong.

Ways of knowing and doing

AreaFor meAbout meBy me
My Country
  • Animals on Country
  • Habitat of animals
  • Bush tucker
  • Conservation/protection of habitat for animals
  • Care for injured animals
  • Family & community connections to Country
  • Understanding emotions
  • Being responsible for self & others
  • Caring, helping and protecting
  • Developing empathy
  • Present and speak about the importance of animals within culture and traditions
  • Identify safe bush tucker
  • Represent animals in traditional ways
My Mob
  • Family structure
  • Roles and responsibilities Protecting the environment of my community
  • Safety at home, school and on Country
  • Respect for Elders
  • Acceptable behaviours
    • Respecting others
    • Caring for others
  • Building confidence and personal strengths
  • Learn Aboriginal languages and/or Torres Strait Islander languages, and non-Indigenous language, and literacies:
    • Speaking, Spelling, Reading, Writing
    • Drawing, Painting, Dancing, Singing, Playing instruments
My School
  • Science: living things have needs, living things live in places where their needs are met, life cycles of animals, observation skills
  • Health and Physical Education: being safe, dealing with difficult feelings, understanding what belonging means to me
  • Language: Use of recount, experiencing and retelling in oral and written formats
  • Literacy
  • Numeracy
  • ICT Capability
  • Personal and social capability
  • Critical and creative thinking
  • Ethical understanding
  • Intercultural Understanding
  • Learn Aboriginal and/or Torres Strait Islander names and stories about Australian animals
  • Research the habitats their primary foods sources of animals
  • Identify the people are who manage, care and conserve habitats to preserve wildlife populations
  • Match young animals to their parents

Scoping on Country

Scoping ideas for deeper learning experiences ‘on Country’ or ‘off Country’

on Country’ is used as a socio/cultural term to represent the place we belong to.

For teachers who can take students out to local ancestral lands where they are ‘on Country’, there are activities they can do, even if their access to traditional knowledge may be limited.

For teachers who can’t take students out of the school grounds, there are activities that help the students consider and move towards a looser understanding of ‘our place’ that is not as strong as an identified Country but that encompasses observing, studying and engaging with the natural environment in the local area.

‘on Country’ (By Me): Discovering, observing, and creating

Excursion to bushland surrounding the school, local parkland, recognised Aboriginal or Torres Strait Islander bush reserve.

If the excursion is to enter a significant Aboriginal or Torres Strait Islander cultural site/area of importance, seek permission from the recognised custodians/authorities to take photographs. Also instruct participants that they can’t take or remove anything from a scared area.

‘Map’ the journey from one place and to another.

  • Listen to the sounds of animals, birds, insects, the bush; mimic /record the sounds with voice or (made) instruments.
  • Observe and record the land from an aerial perspective - lie on the ground and look at the sky – search for clouds, birds, horizon, etc.; examine the trees, the canopy.
  • Draw/photograph the clouds, the ‘wind’; observe the change in height and depth of the landscape to reveal old watercourses, volcanoes, Aboriginal and/or Torres Strait Islander (cultural) sites.
  • Find evidence of animals on Country using tracking and observation of habitats.
  • Identify where food sources are for various animals, what they eat.
  • Identify bush tucker suitable for people and learn to cook in traditional ways.
  • Find and map plants used by animals as main food sources.
  • Locate nests and the different habitats of local animals/insects, reptiles, birds, and fish.
  • Listen to and retell the traditional stories about animal spirits of this Country.
  • Learn the stories/songlines and dances related to animals of this Country.
  • Draw images of the animals of this Country in accordance with the lore of Country and culture.

Scoping off Country

‘off Country’ (For Me): Questioning, identifying, comparing, collecting data

  • Identify and apply various Aboriginal traditional names and/or Torres Strait Islander traditional names for animals.
  • Write/tell a story, using Aboriginal traditional names and/or Torres Strait Islander traditional names
  • Recognise the cultural significance of animals found on Country and how they were represented in the past, compared to the present
  • Analyse the life cycle, habitat and feeding habits of animals found on Country
  • Research how rescue animals are fostered and raised and how to care for an immature Australian animal.
  • Understanding the process of reintroducing rescued animals into the wild, and why wild animals need to be returned to Country
  • Identify the scientists and conservation officials who work on the land
  • Creating and/or participating in dances, music, artworks and other arts forms that illustrate the story/movements/characteristics of animals
  • Creating and presenting a mask design, costume, dance and/or song sharing features or characteristics of animals, and explaining how these created artefacts are used to tell a story
  • Listening to and retelling Aboriginal Dreaming stories/paintings and/or Torres Strait Islander Bipo Bipo Tiam (Before Before Time) stories, identifying how the story was told/made? by whom? why the story is important?
  • Examining and learning from Aboriginal and/or Torres Strait Islander paintings; how the meanings are communicated using symbols; and what the symbols mean
  • Identify traditional names of the customs and beliefs of various Australian Aboriginal peoples and/or Torres Strait Islander peoples. Use the traditional names in a sentence, a story, and/or a title.
  • Learning traditional languages in parallel with English language and literacy; how learning in the two languages progressively supports and enriches the other.
Legend: Health & Physical Education, Science, Both, None

General Capabilities

Literacy
Comprehending texts through listening, reading and viewing
Composing texts through speaking, writing and creating
Text knowledge
Grammar knowledge
Word knowledge
Visual knowledge
Numeracy
Estimating and calculating with whole numbers
Recognising and using patterns and relationships
Using fractions, decimals, percentages, ratios and rates
Using spatial reasoning
Interpreting statistical information
Using measurement
ICT capability
Applying social and ethical protocols and practices when using ICT
Investigating with ICT
Creating with ICT
Communicating with ICT
Managing and operating ICT
Critical and creative thinking
Inquiring - identifying, exploring and organising information and ideas
Generating ideas, possibilities and actions
Reflecting on thinking and processes
Analysing, synthesising and evaluating reasoning and procedures
Personal and social capability
Self-awareness
Self-management
Social awareness
Social management
Ethical understanding
Understanding ethical concepts and issues
Reasoning in decision making and actions
Exploring values, rights, responsibilities
Intercultural understanding
Recognising culture and developing respect
Interacting and empathising with others
Reflecting on intercultural experiences and taking responsibility
Legend: Health & Physical Education, Science, Both, None

Cross Curriculum Priorities

Country/Place
OI.1 Australia has two distinct Indigenous groups: Aboriginal Peoples and Torres Strait Islander Peoples, and within those groups there is significant diversity..
OI.2 Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia.
OI.3 Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.
Culture
OI.4 Aboriginal and Torres Strait Islander societies have many Language Groups.
OI.5 Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing.
OI.6 Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of years and experiences can be viewed through historical, social and political lenses.
People
OI.7 The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia.
OI.8 Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.
OI.9 The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and globally.

Show

Year 2 Health & Physical Education

5E's Inquiry approach

Through Little J & Big Cuz, Episode 7 ‘Hopalong’, students can investigate the following inquiry questions for Year 1, Health and Physical Education:

  • What fresh and healthy foods do we enjoy?
  • How can I be a good host and a good guest?
  • How do we grow: physically, socially, and emotionally?
  • What is meant by belonging?
  • What are acceptable behaviours in a social context?

The 5Es: an inquiry approach

This teaching strategy has been designed from the 5Es Inquiry approach.

Description

Australian Curriculum F–10, Health and Physical Education

In Years 1 and 2, students begin to develop knowledge, understanding and skills through the two strands:

Personal, Social and Community Health - students

  1. develop personal and social skills such as cooperation, decision-making, problem-solving and persistence through movement settings
  2. explore their own sense of self and the factors that contribute to and influence their identities
  3. enhance their interactions with others, and the physical and social changes they go through as they grow older
  4. explores health messages and how they relate to health decisions and behaviours

Movement and Physical Activity - students

  1. learn through movement, broadening the range and complexity of fundamental movement skills they can perform
  2. learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams
  3. explore simple rule systems and safe use of equipment in a variety of physical activities and games
  4. investigate the body’s response to different types of physical activities

Content descriptions and codes, Year 1 and 2, Health and Physical Education, Australian Curriculum: 

Personal, Social and Community Health

Being healthy, safe and active

  • Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation - (ACPPS017)

Communicating and interacting for health and wellbeing

  • Describe ways to include others to make them feel they belong - (ACPPS019)
  • Identify and practise emotional responses that account for own and others’ feelings - (ACPPS020)

Contributing to healthy and active communities

  • Explore actions that help make the classroom a healthy, safe and active place - (ACPPS022)
  • Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected - (ACPPS024)
                                                                                                                                                                                                     Australian Curriculum V8.3, Health and Physical Education F-10

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 7 ‘Hopalong’.

After viewing the episode, ask students questions to enhance their comprehension of the story and their screen literacy. Direct questions so that students develop a full range of possible inquiries. For example,

  • What does it mean to look after someone?
  • Who do we look after – in our family, our community, our school and other ways?
  • Who looks after us – in our family, our community, our school and other people?
  • What’s the difference between survival needs (food, water, air, shelter) and needs of belonging such as companionship?

Themes

Themes that relate to Year 1, Health and Physical Education and are associated with Episode 7 ‘Hopalong’ include:

  • Cultural beliefs
  • Bush tucker
  • Wellbeing

Education resources K–2

Engage


Themes
Belonging


Themes
Bush tucker

Explore


Themes
Belonging


Themes
Cultural beliefs

Explain


Themes
Belonging


Themes
Wellbeing

Elaborate


Themes
Belonging


Themes
Bush tucker

Evaluate


Themes
Wellbeing


Show

Year 1 Science

5E's Inquiry approach

Through Little J & Big Cuz, Episode 7 ‘Hopalong’, students can investigate the following inquiry questions for Year 1, Health and Physical Education:

  • Why do living things live where they live?
  • How is conservation of habitats linked to preserving animal populations?

The 5Es: an inquiry approach

This teaching strategy has been designed from the 5Es Inquiry approach.

Description

Australian Curriculum F–10, Science

From Foundation to Year 2, students begin to develop science knowledge, understanding and skills. 

Year 1, students

  • learn that their observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena
  • infer simple cause-and-effect relationships from their observations and experiences
  • link events and phenomena with observable effects and to ask questions observe changes that can be large or small and happen quickly or slowly
  • explore the properties of familiar objects and phenomena, identifying similarities and differences,  value counting as a means of comparing observations, and are introduced to ways of organising their observations

Content descriptions and codes, Foundation Year, English, Australian Curriculum

Science Understanding: Biological Sciences

  • Living things live in different places where their needs are met - (ACSSU211)

Science as a Human Endeavour: Nature and development of science

  • People use science in their daily lives, including when caring for their environment and living things - (ACSHE022)

Science Inquiry Skills

Questioning and predicting

  • Pose and respond to questions, and make predictions about familiar objects and events - (ACSIS024)

Planning and conducting

  • Participate in guided investigations to explore and answer questions - (ACSIS025)

Processing and analysing data and information

  • Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions - (ACSIS027)

Communicating

  • Represent and communicate observations and ideas in a variety of ways - (ACSIS029)

Evaluating

  • Compare observations with those of others - (ACSIS213)
                                                                                                                                                                                                                              Australian Curriculum v8.3, Science F–10

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 7 ‘Hopalong’.

After viewing the episode, ask students questions to enhance their comprehension of the story and their screen literacy. Direct questions so that students develop a full range of possible inquiries. For example:

  • What animal did Little J, Nanna, B-Boy and Big Cuz find in the bush?
  • Who helped them find out what to do to care for it?
  • What do you think Hopalong was feeling when the kids, Nanna and Old Dog appeared?
  • What do you think might have happened to separate the joey from the mob of kangaroos?
  • Why is conservation and land management important for wildlife in Australia?

Themes

Themes that relate to Year 1, Science and are associated with Episode 7 ‘Hopalong’ include:

  • Fauna
  • Habitat

Education resources K–2

Engage


Themes
Living things

Explore


Themes
Habitat

Explain


Themes
Habitat

Elaborate


Themes
Habitat

Evaluate


Themes
Habitat


Show

Year 2 Science

5E's Inquiry approach

Through Little J & Big Cuz, Episode 7 ‘Hopalong’, students can investigate the following inquiry questions for Year 2, Science:

  • What observable changes occur in the growth of animals?
  • Who cares for animals in their natural habitats and how do they care for them?

The 5Es: an inquiry approach

This teaching strategy has been designed from the 5Es Inquiry approach.

Description

Australian Curriculum F–10, Science

In Foundation level to Year 2, students begin to develop science knowledge, understanding and skills.

In Year 2, students:

  • observe, predict, organise and compare data to reveal patterns about phenomena, such as growth and change in living things.
  • count and measure observable phenomena to organise into tables that show patterns
  • explore the use of Earth’s resources, particularly the flow of matter and uses for water.

Content descriptions and codes, Year 2, Science, Australian Curriculum

Science Understanding: Biological Sciences

  • Living things grow, change and have offspring similar to themselves - (ACSSU030)

Science as a Human Endeavour: Nature and development of science

  • People use science in their daily lives, including when caring for their environment and living things - (ACSHE035)

Science Inquiry Skills

Questioning and predicting

  • Pose and respond to questions, and make predictions about familiar objects and events - (ACSIS037)

Planning and conducting

  • Participate in guided investigations to explore and answer questions - (ACSIS038)

Processing and analysing data and information

  • Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions - (ACSIS040)

Communicating

  • Represent and communicate observations and ideas in a variety of ways - (ACSIS042)

Evaluating

  • Compare observations with those of others - (ACSIS041)
                                                                                                                                                                                                                      Australian Curriculum v8.3, Science F–10

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 7 ‘Hopalong’.

After viewing Little J & Big Cuz, Episode 4 ‘Hopalong’,, ask students questions to enhance their comprehension of the story and their screen literacy. Direct questions so that students develop a full range of possible inquiries. For example:

  • What animal did Little J, Nanna, B-Boy and Big Cuz find in the bush?
  • Who helped them find out what to do to care for it?
  • What do you think Hopalong was feeling when the kids, Nanna and Old Dog appeared?
  • What do you think might have happened to separate the joey from the mob of kangaroos?
  • Why is conservation and land management important for wildlife in Australia?

Themes associated with the episode for Year 2 level:

Themes that relate to Year 2, Science and are associated with Episode 7 ‘Hopalong’ include:

  • Living things
  • Australian animals
  • Environment

Education resources K–2

Engage


Themes
Fauna (animals)

Explore


Themes
Fauna (animals)

Explain


Themes
Fauna

Elaborate


Themes
Fauna (animals)

Evaluate


Themes
Fauna (animals)


Show

Foundation Science

5E's Inquiry approach

Through Little J & Big Cuz, Episode 7 ‘Hopalong’, students can investigate the following inquiry questions for Year 1, Science:

  • What are the characteristics/properties of living things?
  • Why are living things different to each other?
  • How does the environment affect living things?

The 5Es: an inquiry approach

This teaching strategy has been designed from the 5Es Inquiry approach.

Description

Australian Curriculum F–10, Science

In Foundation Year to Year 2 students begin to develop science knowledge, understanding and skills. 

Foundation students

  • learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena
  • observe and describe the behaviours and properties of everyday objects, materials and living things explore change in the world around them, including weather, making things move and/or changing shape 
  • pose questions, make observations, and use their senses to gather different types of information.

Content descriptions and codes, Foundation, Science, Australian Curriculum

Science Understanding: Biological Sciences

  • Living things have basic needs, including food and water - (ACSSU002)

Science as a Human Endeavour: Nature and development of science

  • Science involves observing, asking questions about, and describing changes in, objects and events - (ACSHE013)

Science Inquiry Skills

Questioning and predicting

  • Pose and respond to questions about familiar objects and events - (ACSIS014)

Planning and conducting

  • Participate in guided investigations and make observations using the senses - (ACSIS011)

Processing and analysing data and information

  • Engage in discussions about observations and represent ideas - (ACSIS233)

Communicating

  • Share observations and ideas - (ACSIS012)
                                                                                                                                                                                                                                       Australian Curriculum V8.3, Science F-10

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 7 ‘Hopalong’.

After viewing the episode, ask students questions to enhance their comprehension of the story and their screen literacy. Direct questions so that students develop a full range of possible inquiries. For example:

  • What is the name of the animal Little J, B-Boy, Big Cuz and Nanna, find in the bush?
  • What forms of care did the family give Hopalong to look after him?
  • What feelings/emotions do you think Hopalong was experiencing before Little J, B-Boy and Big Cuz, Nanna and Old Dog found him?
  • Why do you think Hopalong became separated from his mother and the other kangaroos?
  • Why is conservation and land management important for wildlife in Australia?

Themes

Themes that relate to Foundation Year, Science and are associated with Episode 7 ‘Hopalong’ include:

  • living things
  • fauna
  • water

Education resources K–2

Engage


Themes
Fauna

Explore


Themes
Fauna

Explain


Themes
Fauna

Elaborate


Themes
Water

Evaluate


Themes
Fauna


Show

Year 1 Health & Physical Education

5E's Inquiry approach

Through Little J & Big Cuz, Episode 7 ‘Hopalong’, students can investigate the following inquiry questions for Year 1, Health and Physical Education:

  • What fresh and healthy foods do we enjoy?
  • How can I be a good host and a good guest?
  • How do we grow: physically, socially, and emotionally?
  • What is meant by belonging?
  • What are acceptable behaviours in a social context?

The 5Es: an inquiry approach

This teaching strategy has been designed from the 5Es Inquiry approach.

Description

Australian Curriculum F–10, Health and Physical Education

In Years 1 and 2, students begin to develop knowledge, understanding and skills through the two strands:

Personal, Social and Community Health - students

  1. develop personal and social skills such as cooperation, decision-making, problem-solving and persistence through movement settings
  2. explore their own sense of self and the factors that contribute to and influence their identities
  3. enhance their interactions with others, and the physical and social changes they go through as they grow older
  4. explores health messages and how they relate to health decisions and behaviours

Movement and Physical Activity - students

  1. learn through movement, broadening the range and complexity of fundamental movement skills they can perform
  2. learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams
  3. explore simple rule systems and safe use of equipment in a variety of physical activities and games
  4. investigate the body’s response to different types of physical activities

Content descriptions and codes, Year 1 and 2, Health and Physical Education, Australian Curriculum

Personal, Social and Community Health

Being healthy, safe and active

  • Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation - (ACPPS017)

Communicating and interacting for health and wellbeing

  • Describe ways to include others to make them feel they belong - (ACPPS019)
  • Identify and practise emotional responses that account for own and others’ feelings - (ACPPS020)

Contributing to healthy and active communities

  • Explore actions that help make the classroom a healthy, safe and active place - (ACPPS022)
  • Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected - (ACPPS024)
                                                                                                                                                                                              Australian Curriculum V8.3, Health and Physical Education F-10

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 7 ‘Hopalong’.

After viewing the episode, ask students questions to enhance their comprehension of the story and their screen literacy. Direct questions so that students develop a full range of possible inquiries. For example,

  • What does it mean to look after someone?
  • Who do we look after – in our family, our community, our school and other ways?
  • Who looks after us – in our family, our community, our school and other people?
  • What’s the difference between survival needs (food, water, air, shelter) and needs of belonging such as companionship?

Themes

Themes that relate to Year 1, Health and Physical Education and are associated with Episode 7 ‘Hopalong’ include:

  • Cultural beliefs
  • Bush tucker
  • Wellbeing

Education resources K–2

Engage


Themes
Belonging


Themes
Bush tucker

Explore


Themes
Belonging


Themes
Cultural beliefs

Explain


Themes
Wellbeing


Themes
Belonging

Elaborate


Themes
Belonging


Themes
Bush tucker

Evaluate


Themes
Wellbeing


Show

Foundation Health & Physical Education

5E's Inquiry approach

Through Little J & Big Cuz, Episode 7 ‘Hopalong’, students can investigate the following inquiry questions for, Health and Physical Education:

  • Who looks after my needs?
  • How am I responsible for others?

The 5Es: an inquiry approach

This teaching strategy has been designed from the 5Es Inquiry approach.

Description

The Australian Curriculum F-10 v8.3, Health and Physical Education:

In Foundation Year, students develop knowledge, understanding and skills for students to lead healthy, safe and active lives.

Students

  • learn about their strengths and simple actions they can take to keep themselves and their classmates healthy and safe
  • develop and practise fundamental movement skills through active play and structured movement activities
  • learn about movement as they participate in physical activity in a range of different settings.

Content descriptions and codes, Foundation Year, Health and Physical Education, Australian Curriculum

HPE: Personal, Social and Community Health

  • Identify people and demonstrate protective behaviours and other actions that help keep themselves safe and healthy - (ACPPS003)

Communicating and interacting for health and wellbeing

  • Practise personal and social skills to interact positively with others - (ACPPS004)
  • Identify and describe emotional responses people may experience in different situations - (ACPPS005)

Contributing to healthy and active communities

  • Identify actions that promote health, safety and wellbeing - (ACPPS006)
                                                                                                                                                                                                                                            Australian Curriculum v8.3, HPE F–10

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 7 ‘Hopalong’.

After viewing the episode, ask students questions to enhance their comprehension of the story and their screen literacy. Direct questions so that students develop a full range of possible inquiries. For example:

  • What is the name of the animal Little J, B-Boy, Big Cuz and Nanna, find in the bush?
  • What forms of care did the family give Hopalong to look after him?
  • What feelings/emotions do you think Hopalong was experiencing before Little J, B-Boy and Big Cuz, Nanna and Old Dog found him?
  • Why do you think Hopalong became separated from his mother and the other kangaroos?
  • Why is conservation and land management important for wildlife in Australia?

Themes

Themes that relate to Foundation Year, Health and Physical Education and are associated with Episode 7 ‘Hopalong’ include:

  • living things
  • resilience
  • caring for others

Education resources K–2

Engage


Themes
Living things

Explore


Themes
Living things

Explain


Themes
Resilience

Elaborate


Themes
Caring for others

Evaluate


Themes
Caring for others