Episode Big Plans

Synopsis

When the ‘big kids’ won’t play with him, Little J creates a tantalising adventure – in the back yard.

Little J is sure Sissy has come to play with Big Cuz and him. Shocked when he’s not included in the girls’ games, Nanna urges Little J to come up with his own game. But can he create something enticing enough to make Sissy and Big Cuz want to play with him?

Ways of knowing and doing

AreaFor meAbout meBy me
My Country
  • Dreaming stories and/or Bipo Bipo Taim (Before Before Time) stories
  • The landscape
  • Sounds of animals on Country
  • Family and community connections to Country
  • Learn about heritage
  • Skills and abilities to survive on Country
  • Learn about and using traditional number systems
  • Test and enhance my physical, cognitive and emotional abilities
  • Design an obstacle course
  • Present and speak about traditional and cultural artefacts and stories
My Mob
  • Yarn about traditional stories.
  • Play traditional games
  • Family structure
  • Know about caring roles and responsibilities
  • Identify people in my community to admire and emulate

Family structure

  • Roles and responsibilities
  • Respect for Elders
  • Acceptable behaviours
    • Listen to other
    • Work with others
  • Be cooperative and working in a team
  • Be inclusive of others
  • Respect and accept difference
  • Collaborate with others to learn, create, and play
  • Be resilient, cope with own/others frustration
  • Learn Indigenous and non-Indigenous language and literacies:
    • Speaking, Spelling, Reading, Writing
    • Drawing, Painting, Dancing, Singing, Playing instruments
  • Read/view Aboriginal stories and media productions and/or Torres Strait Islander stories and media productions
My School

Health and Physical Education:

  • Building cooperation, communication, and caring about others
  • Using numeracy to increase speed and coordination
  • Participating in and inventing movement challenges that test precision, agility, speed and accuracy

The Arts: Media Arts:

  • understanding the technical and symbolic elements of media productions
  • Making and responding to a variety of media texts, including Reality television, News reports and Advertising

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 new games and sports that require team work
  • Participate in movement and skill challenges, individually and with a partner
  • Develop sportsmanship
  • Learning, and abiding by, the rules and strategies of a game
  • Make media items that explore story, character, setting, sound, and camera framing
  • Respond to different media texts through oral, graphic and written expression
  • Work in a media production team to realise a media text

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 bush reserve/waterways and/or Torres Strait Islander bush reserve/waterways.

If the excursion is to enter a significant Aboriginal cultural site/area of importance and/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 sacred area.

Map the journey from one place to another place:

  • Take digital photos/short movies along the journey, identify landscape features and Aboriginal cultural and/or sacred sites and/or Torres Strait Islander cultural and/or sacred sites.
  • Draw images of the land in accordance with the lores of Country and culture.
  • Make maps and images of landforms and water courses such as rock outcrops and stream beds.
  • Listen to and record the sounds of animals, birds, insects, the bush; mimic the sounds with voice or (made) instruments.
  • Learn to identify bush foods and animal tracks.
  • Observe and record the land from an aerial perspective: lie on the ground and look at the sky – search for clouds, birds, the horizon, the wind and storms, etc. and examine the trees, and the canopy.
  • Draw/photograph the observable changes in the height and depth of the landscape to reveal old watercourses, volcanoes, fossils, minerals, and habitats.
  • Learn the stories, songlines and dances related to special places of this Country, including creation stories.
  • Record any/all of these experiences in drawings, graphic novels and cartoons, photographs or video, as appropriate.

Scoping off Country

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

  • Create characters, stories, imagery and video productions inspired by or based on experiences ‘on Country’.
  • Create an ‘Outback Hero’ that is based on an animal, insect, bird or famous person found ‘on Country’.
  • Identify Aboriginal names and/or Torres Strait Islander names of various land forms, stars, the moon and sun. Use these First language names in a sentence, story or title.
  • Produce a media text, using the words or voices of Aboriginal people and/or Torres Strait islander people speaking in Language.
  • Read/view/listen (to) Aboriginal Dreaming stories/art and Torres Strait Islander Bipo Bipo Taim (Before Before Time) stories/art, asking questions about the story to understand its meaning; how it was told or made; by whom; why was/is it important; what symbols are used.
  • Ask questions and find out information about the ceremonies associated with Country.
  • Ask questions and find out information about Aboriginal people and/or Torres Strait islander media producers, including writers, actors, musicians, film makers and presenters.
  • Ask questions and find out information about Aboriginal people and/or Torres Strait islander media sources, including radio, TV, film, books, magazines, blogs, social media and websites.
  • Retell the stories of Country, using Aboriginal names and words and/or Torres Strait islander names and words, and relevant or appropriate images and symbols.
  • Learn First language, in parallel with English language and literacy, to progress my understanding and reflection about my World.
Legend: Media Arts, Health & Physical Education, 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: Media Arts, Health & Physical Education, 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 1 Media Arts

5E's Inquiry approach

Through Episode 6 ‘Big Plans’, students can investigate the following inquiry questions for Foundation Year–Year 2 The Arts: Media Arts:

  • How do the media arts design and produce ideas and stories?
  • How do the technical and symbolic elements of media assist the audience to read the story, the characters, and the setting?
  • How can people use media technologies to add meaning to a story?

The 5Es: an inquiry approach

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

Description

Australian Curriculum v8.3, The Arts F–10: Media Arts

From Foundation Year to Year 2, students make and respond to media arts works.

Foundation Year to Year 2 students:

  • become aware of structure, intent, character and settings in ideas and stories
  • explore ideas and learn about composition, sound and technologies to construct stories
  • learn how their ideas can be communicated through selecting and organising the elements of media arts.

Content descriptions and codes, Foundation Year – Year 2, The Arts: Media Arts

  • Explore ideas, characters and settings in the community through stories in images, sounds and text - (ACAMAM054)
  • Use media technologies to capture and edit images, sounds and text for a purpose - (ACAMAM055)
  • Create and present media artworks that communicate ideas and stories to an audience - (ACAMAM056)
  • Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples - (ACAMAM057)
                                                                                                                                                                                                                                                                         Australian Curriculum v8.3, The Arts:– Media Arts, 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 6 ‘Big Plans’ as a class.

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

For example:

  • What style of television programme were Sissy and Big Cuz imitating?
  • What style of television programme was Little J imitating?
  • What did Little J do to encourage the girls to come out and play with him?
  • What part did Old Dog play in Little J’s obstacle course?
  • What format does a Talent Quest TV show take?
  • Who helped Little J film his obstacle course and what technology did they use?
  • What actions did Little J perform to imitate a TV presenter?

Themes

Themes that relate to Foundation Year–Year 2 Media Arts and are associated with Episode 6 ‘Big Plans’ include:

  • character
  • genre
  • setting
  • story principles
  • media
  • framing

Education resources K–2

Engage


Themes
Character


Themes
Setting


Themes
Story principles

Explore


Themes
Genre


Themes
Sound


Themes
Framing

Explain


Themes
Setting


Themes
Genre
Trailers


Themes
Genre
News reporting

Elaborate


Themes
Genre


Themes
Genre


Themes
Genre

Evaluate


Themes
Media


Show

Year 2 Media Arts

5E's Inquiry approach

Through Episode 6 ‘Big Plans’, students can investigate the following inquiry questions for Foundation Year–Year 2 The Arts: Media Arts:

  • How do the media arts design and produce ideas and stories?
  • How do the technical and symbolic elements of media assist the audience to read the story, the characters, and the setting?
  • How can people use media technologies to add meaning to a story?

The 5Es: an inquiry approach

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

Description

Australian Curriculum v8.3, The Arts F–10: Media Arts

From Foundation Year to Year 2, students make and respond to media arts works.

Foundation Year to Year 2 students:

  • become aware of structure, intent, character and settings in ideas and stories
  • explore ideas and learn about composition, sound and technologies to construct stories
  • learn how their ideas can be communicated through selecting and organising the elements of media arts.

Content descriptions and codes, Foundation Year – Year 2, The Arts: Media Arts

The Arts: Media Arts

  • Explore ideas, characters and settings in the community through stories in images, sounds and text - (ACAMAM054)
  • Use media technologies to capture and edit images, sounds and text for a purpose - (ACAMAM055)
  • Create and present media artworks that communicate ideas and stories to an audience - (ACAMAM056)
  • Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples - (ACAMAM057)
                                                                                                                                                                                                                                        Australian Curriculum v8.3, The Arts:– Media Arts, 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 6 ‘Big Plans’ as a class.

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

For example:

  • What style of television programme were Sissy and Big Cuz imitating?
  • What style of television programme was Little J imitating?
  • What did Little J do to encourage the girls to come out and play with him?
  • What part did Old Dog play in Little J’s obstacle course?
  • What format does a Talent Quest TV show take?
  • Who helped Little J film his obstacle course and what technology did they use?
  • What actions did Little J perform to imitate a TV presenter?

Themes

Themes that relate to Foundation Year–Year 2 Media Arts and are associated with Episode 6 ‘Big Plans’ include:

  • character
  • genre
  • setting
  • story principles
  • media
  • framing

Education resources K–2

Engage


Themes
Character


Themes
Story principles


Themes
Setting

Explore


Themes
Genre


Themes
Sound


Themes
Framing

Explain


Themes
Genre
News reporting


Themes
Genre
Trailers


Themes
Setting

Elaborate


Themes
Genre


Themes
Genre


Themes
Genre

Evaluate


Themes
Media


Show

Year 1 Health & Physical Education

5E's Inquiry approach

Through Episode 6 ‘Big Plans’, students can investigate the following inquiry questions for Year 1 and Year 2 Health and Physical Education:

  • Which cooperative games build coordination, precision, balance and agility?
  • How is team work displayed in various games?
  • What are the character traits of a successful and admirable person?

The 5Es: an Inquiry approach

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

Description

Australian Curriculum v8.3, Health and Physical Education, F–10

From Foundation Year to Year 2, Health and Physical Education, students begin to develop knowledge, understanding and skills through the two strands:

Personal, Social and Community Health

Years 1 and 2 students:

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

Movement and Physical Activity

Years 1 and 2 students:

  • learn through movement, broadening the range and complexity of fundamental movement skills they can perform
  • learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams
  • explore simple rule systems and safe use of equipment in a variety of physical activities and games
  • 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

  • Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities - (ACPPS015)

Communicating and interacting for health and wellbeing

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

Contributing to healthy and active communities

  • Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected - (ACPPS024)

Movement and Physical activity

Moving our body

  • Perform fundamental movement skills in a variety of movement sequences and situations - (ACPMP025)
  • Create and participate in games with and without equipment - (ACPMP027)

Learning through movement

  • Use strategies to work in group situations when participating in physical activities - (ACPMP030)
  • Propose a range of alternatives and test their effectiveness when solving movement challenges - (ACPMP031)
                                                                                                                                                                                                                                                       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 6 ‘Big Plans’.

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

  • What game/s did Sissy and Big Cuz invent and play together?
  • What game did Little J invent?
  • Why did Big Cuz want to keep Sissy’s friendship to herself?
  • What did Little J do to encourage the girls to come out and play with him?
  • What part did Old Dog play in the game?

Themes

Themes that relate to Years 1 and 2, Health and Physical Education and are associated with Episode 6 ‘Big Plans’ include:

  • games
  • teamwork.

Education resources K–2

Engage


Themes
Emotion


Themes
Emotion

Explore


Themes
Identity


Themes
Movement

Explain


Themes
Role Models


Themes
Role Models

Elaborate


Themes
Role Models


Themes
Role Models

Evaluate


Themes
Role Models


Show

Foundation Media Arts

5E's Inquiry approach

Through Episode 6 ‘Big Plans’, students can investigate the following inquiry questions for Foundation Year–Year 2 The Arts: Media Arts:

  • How do the media arts design and produce ideas and stories?
  • How do the technical and symbolic elements of media assist the audience to read the story, the characters, and the setting?
  • How can people use media technologies to add meaning to a story?

The 5Es: an inquiry approach

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

Description

Australian Curriculum v8.3, The Arts F–10: Media Arts

From Foundation Year to Year 2, students make and respond to media arts works.

Foundation Year to Year 2 students:

  • become aware of structure, intent, character and settings in ideas and stories
  • explore ideas and learn about composition, sound and technologies to construct stories
  • learn how their ideas can be communicated through selecting and organising the elements of media arts.

Content descriptions and codes, Foundation Year – Year 2, The Arts: Media Arts

The Arts: Media Arts

  • Explore ideas, characters and settings in the community through stories in images, sounds and text - (ACAMAM054)
  • Use media technologies to capture and edit images, sounds and text for a purpose - (ACAMAM055)
  • Create and present media artworks that communicate ideas and stories to an audience - (ACAMAM056)
  • Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples - (ACAMAM057)
                                                                                                                                                                                                                                                                          Australian Curriculum v8.3, The Arts:– Media Arts, 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 6 ‘Big Plans’ as a class.

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

For example:

  • What style of television programme were Sissy and Big Cuz imitating?
  • What style of television programme was Little J imitating?
  • What did Little J do to encourage the girls to come out and play with him?
  • What part did Old Dog play in Little J’s obstacle course?
  • What format does a Talent Quest TV show take?
  • Who helped Little J film his obstacle course and what technology did they use?
  • What actions did Little J perform to imitate a TV presenter?

Themes

Themes that relate to Foundation Year–Year 2 Media Arts and are associated with Episode 6 ‘Big Plans’ include:

  • character
  • genre
  • setting
  • story principles
  • media
  • framing

Education resources K–2

Engage


Themes
Story principles


Themes
Setting


Themes
Character

Explore


Themes
Sound


Themes
Framing


Themes
Genre

Explain


Themes
Genre
News reporting


Themes
Genre
Trailers


Themes
Setting

Elaborate


Themes
Genre


Themes
Genre


Themes
Genre

Evaluate


Themes
Media


Show

Foundation Health & Physical Education

5E's Inquiry approach

Through Episode 6 ‘Big Plans’, students can investigate the following inquiry questions for Foundation Year Health and Physical Education:

  • What personal and social skills are needed to interact positively with others?
  • How do games and sports build cooperation and team work?
  • What physical movement skills enhance balance, agility and strength?

The 5Es: an Inquiry approach

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

Description

Australian Curriculum v8.3, Health and Physical Education, F–10

From Foundation Year to Year 2, Health and Physical Education, students begin to develop knowledge, understanding and skills about personal social strengths that lead healthy, safe and active lives.

Foundation Year 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

Personal, Social and Community Health

Communicating and interacting for health and wellbeing

  • Practise personal and social skills to interact positively with others - (ACPPS004)

Contributing to healthy and active communities

  • Participate in play that promotes engagement with outdoor settings and the natural environment - (ACPPS007)

Movement and Physical activity

Moving our body

  • Practise fundamental movement skills and movement sequences using different body parts - (ACPMP008)

Learning through movement

  • Cooperate with others when participating in physical activities - (ACPMP012)
  • Test possible solutions to movement challenges through trial and error - (ACPMP013)
                                                                                                                                                                                                                                             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 6 ‘Big Plans’.

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

For example:

  • At the beginning, what kind of race were the students participating in at school?
  • What are the rules of a three-legged race?
  • What did Ms Chen recommend they focus on?
  • How did Sissy and Little J manage the challenge together?
  • What did Little J use to build his obstacle course?
  • What games do you like to play outside?

Themes

Themes that relate to Foundation Year Heath and Physical Education and are associated with Episode 6 ‘Big Plans’ include:

  • games.

Education resources K–2

Engage


Themes
Games

Explore


Themes
Games

Explain


Themes
Nature games

Elaborate


Themes
Games

Evaluate


Themes
Games


Show

Year 2 Health & Physical Education

5E's Inquiry approach

Through Episode 6 ‘Big Plans’, students can investigate the following inquiry questions for Year 1 and Year 2 Health and Physical Education:

  • Which cooperative games build coordination, precision, balance and agility?
  • How is team work displayed in various games?
  • What are the character traits of a successful and admirable person?

The 5Es: an Inquiry approach

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

Description

Australian Curriculum v8.3, Health and Physical Education, F–10

From Foundation Year to Year 2, Health and Physical Education, students begin to develop knowledge, understanding and skills through the two strands:

Personal, Social and Community Health

Years 1 and 2 students:

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

Movement and Physical Activity

Years 1 and 2 students:

  • learn through movement, broadening the range and complexity of fundamental movement skills they can perform
  • learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams
  • explore simple rule systems and safe use of equipment in a variety of physical activities and games
  • 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

Being healthy, safe and active

  • Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities - (ACPPS015)

Communicating and interacting for health and wellbeing

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

Contributing to healthy and active communities

  • Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected - (ACPPS024)

Movement and Physical activity

Moving our body

  • Perform fundamental movement skills in a variety of movement sequences and situations - (ACPMP025)
  • Create and participate in games with and without equipment - (ACPMP027)

Learning through movement

  • Use strategies to work in group situations when participating in physical activities - (ACPMP030)
  • Propose a range of alternatives and test their effectiveness when solving movement challenges - (ACPMP031)
                                                                                                                                                                                                                                                          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 6 ‘Big Plans’.

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

  • What game/s did Sissy and Big Cuz invent and play together?
  • What game did Little J invent?
  • Why did Big Cuz want to keep Sissy’s friendship to herself?
  • What did Little J do to encourage the girls to come out and play with him?
  • What part did Old Dog play in the game?

Themes

Themes that relate to Years 1 and 2, Health and Physical Education and are associated with Episode 6 ‘Big Plans’ include:

  • games
  • teamwork.

Education resources K–2

Engage


Themes
Emotion


Themes
Emotion

Explore


Themes
Movement


Themes
Identity

Explain


Themes
Role Models


Themes
Role Models

Elaborate


Themes
Role Models


Themes
Role Models

Evaluate


Themes
Role Models