Episode Lucky Undies

Synopsis

Little J’s new undies have special powers - so how can he play basketball without them?
After a run of good luck, especially the chance to play in the big kids’ basketball game, Levi convinces Little J that his bright new undies have special powers. So how can Little J possibly play after Old Dog chews the Lucky Undies to bits?

Ways of knowing and doing

AreaFor meAbout meBy me
My Country
  • Magpies
  • Australian birds
  • Family & community connections to Country
  • Overcoming fears
  • Collaborating with others
  • Being active and healthy
  • Luck
  • Superstition
  • Traditional and cultural stories and practices
  • Traditional and contemporary Aboriginal and/or Torres Strait Islander techniques of painting and carving, and representing animals
My Mob
  • Yarn about traditional stories, e.g.
    • Superstitions, traditions, cultural beliefs
  • Family structure
    • Roles and responsibilities
  • Respect for Elders
  • Acceptable behaviours
    • Listening to others
    • Working with others as individuals and in teams
  • Building
    • Confidence
    • Resilience
  • 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
  • English: concepts of superstition and luck, procedural text, reporting
  • HASS: History and Geography: concepts of superstition and luck, cultural customs and beliefs, primary and secondary sources
  • Language: use of recount, experiencing and retelling in oral and written formats
  • Literacy
  • Numeracy
  • ICT capability
  • Personal and social capability
  • Critical and creative thinking
  • Intercultural understanding
  • Tell, read, view and create stories about luck and superstitions
  • Research Aboriginal peoples’ and/or Torres Strait Islander peoples’ traditions and beliefs
  • Play in a team
  • Help a friend
  • Make Super snot

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 sacred area.

  • Take digital photos/short movies along the journey; identify landscape features and Aboriginal sacred sites.
  • ‘Map’ the journey from one place and to another.
  • Things to do:
    • Listen to an Elder or recognised representative of the local Aboriginal peoples and/or Torres Strait Islander peoples about how the land was cared for and managed for sustainability
    • Look for evidence of past occupation of the land, e.g. buildings, mittens, bora rings, scare trees, etc.
    • Collect samples of the native vegetation and label which are ‘safe’ bush tucker
    • Observe food collection, foraging, storage and cooking techniques practiced by Aboriginal peoples
    • Listen to and retell traditional stories about ancestral spirits
    • Identify the land features represented as symbols in traditional Aboriginal peoples art works and/or Torres Strait Islander peoples art works
    • Learn sand art techniques and the symbols and languages associated with it
    • Learn the stories/songlines, dances and customs related to this Country. Seek permission from the recognised Aboriginal peoples and/or Torres Strait Islander custodians/authorities to retell stories or perform dances.

Scoping off Country

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

  • 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, a title.
  • Pose questions and find out information about some traditional ceremonies associated with the customs and beliefs, e.g. about viewing or not viewing images of deceased Aboriginal peoples and/or Torres Strait Islander peoples, about the smoking ceremony, etc.
  • Explore what other world cultures identify as superstitions, and how and why each is associated with everyday life.
  • Explain how superstitions are associated with annual festivals, celebrations and ceremonies.
  • Analyse how the past influences the present.
  • Identify Aboriginal and/or Torres Strait Islander sports stars, and ‘heroes/heroines’ from the past and the present.
  • Explore superstitions adopted by Australian sports stars.
  • Analyse the qualities of being a hero/heroine.
  • Read, listen to, and view stories and paintings from the Dreaming, and ask questions about the story to understand its meaning: how was it told or made? by whom? why was/is it important? what symbols are used?
  • Aboriginal languages and/or Torres Strait Islander languages are learnt in parallel with English language and literacy. Learning in the two areas progresses at very different levels, but each support and enriches the other.
Legend: HASS - History and Geography, English, 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: HASS - History and Geography, English, 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 HASS - History and Geography

5E's Inquiry approach

In Year 1, students begin to develop knowledge, understanding and skills through the key concepts of significance, continuity and change, place and space and perspectives.

Students:

  • explore and predict how time affects themselves, their families, and the places they belong to
  • learn about the natural, managed and constructed features of places and how these features provide evidence of change (place, environment, change)
  • explore, describe and predict daily and seasonal weather patterns
  • learn that their place is also the place of Aboriginal peoples or Torres Strait Islander peoples.

Through Little J & Big Cuz, Episode 3 ‘Lucky Undies’, students can investigate the following inquiry questions for Geography:

  • How my world is different from the past and can change in the future?
  • How has family life changed or remained the same over time?
  • How can we show that the present is different from or similar to the past?
  • How do we describe the sequence of time?
Australian Curriculum v8.3, HASS F-6/7

The 5Es: an inquiry approach

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

Description

Content descriptions and codes, Year 1, HASS_ History and Geography, Australian Curriculum

Historical Knowledge and understanding

  • Differences in family structures and roles today, and how these have changed or remained the same over time - (ACHASSK028)

HASS Inquiry skills

Questioning

  • Pose questions about past and present objects, people, places and events - (ACHASSI018)

Researching

  • Collect data and information from observations and identify information and data from sources provided - (ACHASSI019)

Analysing

Evaluating and Reflecting

  • Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps - (ACHASSI025)

Communicating

  • Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location - (ACHASSI027)
Australian Curriculum v8.3, HASS F-6/7

Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 3 ‘Lucky Undies’.

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 did Little J first think about the new undies that Nanna gave him?
  • What happened for Little J to consider himself ‘lucky’ for wearing the yellow undies?
  • Why is yellow a lucky colour?
  • Why did Big Cuz make a headband for Little J before the game?
  • Do you know other stories where feeling ‘lucky’ made a character overcome a peril?

Themes

Themes that relate to Year 1, HASS_History and Geography and are associated with Episode 3 ‘Lucky Undies’ include:

  • games
  • superstitions
  • family

Education resources K–2

Engage


Themes
Games

Explore


Themes
Games

Explain


Themes
Superstitions

Elaborate


Themes
Family

Evaluate


Themes
Games
Superstitions


Show

Year 2 HASS - History and Geography

5E's Inquiry approach

Through Little J & Big Cuz, Episode 1 ‘Lucky Undies’, students can investigate the following inquiry questions for Year 2 HASS_ History & Geography:

  • What aspects of the past can you see today? What do they tell us?
  • What remains of the past are important to the local community? Why?
  • How have changes in technology shaped our daily life?
  • What is a place?
  • How are people connected to their place and other places?
  • What factors affect my connection to places?

The 5Es: an inquiry approach

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

Description

Australian Curriculum F–6/7, HASS History and Geography

In Year 2, students begin to develop humanities and social sciences understanding through key concepts, including significance, continuity and change, cause and effect, place and space, interconnections, perspectives and actions.

Students

  • explore how distance and accessibility influence how often they visit places, and for what purpose (space, interconnection)
  • investigate links with places, locally and throughout the world (interconnection)
  • identify how places have meaning to people and the connection Aboriginal and Torres Strait Islander Peoples have with Country/Place (place, environment, interconnection)

Content descriptions and codes, Year 2, HASS_History and Geography, Australian Curriculum

Historical knowledge and understanding

  • The history of a significant person, building, site and/or part of the natural environment in the local community and what it reveals about the past - (ACHASSK044)

HASS Inquiry Skills

Questioning

  • Pose questions about past and present objects, people, places and events. - (ACHASSI034)

Researching

  • Sequence familiar objects and events.- (ACHASSI037)

Analysing

  • Interpret data and information displayed in pictures and texts and on maps - (ACHASSI040)

Evaluating and Reflecting

  • Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps - (ACHASSI041)

Communication

  • Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location - (ACHASSI043)
                                                                                                                                                                                                                                       Australian Curriculum v8.3, HASS F–6/7

“© 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 1 ‘Lucky Undies’.

After viewing Episode 1 ‘Lucky Undies’, ask students leading questions about the episode. Direct their answers so that they develop a full range of possible inquiries. For example,

  • What did Little J first think about the new undies that Nanna gave him?
  • What happened for Little J to consider himself ‘lucky’ for wearing the yellow undies?
  • Why is yellow a lucky colour?
  • Why did Big Cuz make a headband for Little J before the game?
  • Do you know other stories where feeling ‘lucky’ made a character overcome a peril?

Themes

Themes that relate to Year 2, HASS_History and Geography and are associated with Episode 1 ‘Lucky Undies’ include:

  • heroes and heroines
  • superstitions
  • quest story

Education resources K–2

Engage


Themes
Heroes & heroines

Explore


Themes
Heroes & heroines

Explain


Themes
Superstitions

Elaborate


Themes
Quest story

Evaluate


Themes
Heroes & heroines


Show

Year 1 English

5E's Inquiry approach

Through Episode 1 ‘Lucky undies’, students can read, view, listen to, interpret and create the following:

  • a variety of imaginative texts including recounts, procedures, performances, literary retellings and poetry
  • decodable and predictable texts presenting a small range of expression, language features, including simple and compound sentences, some unfamiliar vocabulary, as well as illustrations and diagrams that support the printed text

The 5Es: an inquiry approach

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

Description

Australian Curriculum F–10, English

In Year 1, students begin to develop knowledge, understanding and skills through Language, Literature, and Literacy.

Students listen to, read, view, speak and create:

Language:

  • imaginative, informative and persuasive texts
  • language features, including simple and compound sentences
  • a small number of high-frequency words and single-syllable words
  • phonic decoding of words
  • pictorial representations, short statements, performances, recounts, procedures, literary retellings and poetry

Literature:

  • decodable and predictable texts
  • recognisably realistic or imaginary characters
  • Australian literature
  • oral narrative traditions and contemporary literature of Aboriginal and Torres Strait Islander Peoples
  • classic and contemporary world literature, including texts from and about Asia

Literacy:

  • spoken, written and multimodal texts, including traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, and dramatic performances texts used by students as models for constructing their own texts

Content descriptions and codes, Year 1, English, Australian Curriculum

Knowledge, Understanding and Skills

Language

  • Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions - (ACELA1787)
  • Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning - (ACELA1453)

Literature

  • Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts - (ACELT1584)

Literacy

  • Respond to texts drawn from a range of cultures and experiences - (ACELY1655)
  • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams - (ACELY1661)
                                                                                                                                                                                                                                        Australian Curriculum v8.3, English 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 1 ‘Lucky Undies’.

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

  • What did Little J first think about the new undies that Nanna gave him?
  • What happened for Little J to consider himself ‘lucky’ for wearing the yellow undies?
  • Why is yellow a lucky colour?
  • Why did Big Cuz make a headband for Little J before the game?
  • Do you know other stories where feeling ‘lucky’ made a character overcome a peril?

Themes

Themes that relate to Year 1, English and are associated with Episode 1 ‘Lucky Undies’ include:

  • Narratives
  • Character

Education resources K–2

Engage


Themes
Character

Explore


Themes
Character

Explain


Themes
Narrative

Elaborate


Themes
Character

Evaluate


Themes
Narrative


Show

Year 2 English

5E's Inquiry approach

Through episode 1 ‘Lucky Undies’, students can read, view, listen to, interpret and create the following:

  • sequences of events presenting unusual happenings within a framework of familiar experiences
  • informative texts about topics of interest and topics being studied
  • language features: sentence structures, unfamiliar vocabulary, high-frequency sight words and words that need to be decoded phonically, and punctuation conventions, illustrations and diagrams that support and extend the printed text.

The 5Es: an inquiry approach:

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

Description

Australian Curriculum F–10, English

In Foundation Year to Year 2, students begin to develop knowledge, understanding and skills through Language, Literature, and Literacy.

In year 2, students listen to, read, view, speak and create:

Language:

  • imaginative, informative and persuasive texts
  • language features such as varied sentence structures
  • a significant number of high-frequency sight words
  • phonic decoding of words
  • a range of punctuation conventions
  • pictorial representations, short statements, performances, recounts, procedures, literary retellings and poetry

Literature:

  • decodable and predictable texts
  • Informative texts about topics of interest studied in other areas of the curriculum
  • recognisably realistic or imaginary characters

Australian literature:

  • oral narrative traditions and contemporary literature of Aboriginal and/or Torres Strait Islander Peoples
  • classic and contemporary world literature, including texts from and about Asia

Literacy:

  • spoken, written and multimodal texts, including traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances
  • sequences of events that span several pages and present unusual happenings within a framework of familiar experiences
  • texts used by students as models for constructing their own texts
  • decode illustrations that support the printed text

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

Language

  • Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words - (ACELA1469)

Literature

  • Compare opinions about characters, events and settings in and between texts - (ACELT1589)
  • Create events and characters using different media that develop key events and characters from literary texts - (ACELT1593)

Literacy

  • Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately - (ACELY1789)
  • Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose - (ACELY1671)
                                                                                                                                                                                                                                          Australian Curriculum v8.3, English 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 1 ‘Lucky Undies’.

After viewing Episode 3 ‘Lucky Undies’, ask students leading questions about the episode. Direct their answers so that they develop a full range of possible inquiries. For example,

  • What did Little J first think about the new undies that Nanna gave him?
  • What happened for Little J to consider himself ‘lucky’ for wearing the yellow undies?
  • Why is yellow a lucky colour?
  • Why did Big Cuz make a headband for Little J before the game?
  • Do you know other stories where feeling ‘lucky’ made a character overcome a peril?

Themes

Themes that relate to Year 2, English and are associated with Episode 1 ‘Lucky Undies’ include:

  • games
  • narrative
  • character
  • text

Education resources K–2

Engage


Themes
Narrative

Explore


Themes
Character

Explain


Themes
Text

Elaborate


Themes
Games

Evaluate


Themes
Text


Show

Foundation HASS - History and Geography

5E's Inquiry approach

Through Episode 1 ‘Lucky Undies’, students can investigate the following inquiry questions for History and Geography:

  • Who am I, where do I live and who came before me?
  • Why are some places and events special and how do we know?
  • How can we show that the present is different from or similar to the past?
  • How do we describe the sequence of time?

The 5Es: an inquiry approach

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

Description

Australian Curriculum F–6/7, HASS_History and Geography

In Foundation Year, students begin to develop knowledge, understanding and skills through the key concepts of significance, continuity and change, place and space, and perspectives.

Students:

  • explore the people and features of their social and physical worlds, and why places are special to them
  • examine representations (story maps and models) of place, through sources that include stories from family members and from different cultures
  • learn about their own heritage, identity and sense of belonging, and active citizenship
  • learn that their place is also the place of Aboriginal or Torres Strait Islander Peoples.

Content descriptions and codes, Foundation Year, HASS History and Geography, Australian Curriculum

Historical Knowledge and Understanding

  • How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories, digital media and museums - (ACHASSK013)

Geographical Knowledge and Understanding

  • The Aboriginal or Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander Peoples - (ACHASSK016)

HASS Inquiry Skills

Questioning

  • Pose questions about past and present objects, people, places and events - (ACHASSI001)

Researching

  • Collect data and information from observations and identify information and data from sources provided - (ACHASSI002)

Analysing

Evaluating and Reflecting

  • Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps - (ACHASSI008)

Communicating

  • Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location - (ACHASSI010)
                                                                                                                                                                                                                                              Australian Curriculum v8.3, HASS F–6/7

“© 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 1 ‘Lucky Undies’.

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 did Little J first think about the new undies that Nanna gave him?
  • What happened for Little J to consider himself ‘lucky’ for wearing the yellow undies?
  • Why is yellow a lucky colour?
  • Why did Big Cuz make a headband for Little J before the game?
  • Do you know other stories where feeling ‘lucky’ made a character overcome a peril?

Themes

Themes that relate to Foundation Year HASS_History and Geography and are associated with Episode 1 ‘Lucky Undies’ include:

  • Superstition
  • Cultural beliefs
  • Symbol

Education resources K–2

Engage


Themes
Symbols

Explore


Themes
Superstitions

Explain


Themes
Cultural beliefs

Elaborate


Themes
Symbols

Evaluate


Themes
Cultural beliefs


Show

Foundation English

5E's Inquiry approach

Through Episode 1 ‘Lucky Undies’, students can read, view, and create the following:

  • cultural stories about ‘superstitions’
  • children’s fairy tales of ‘lucky charms’
  • pictorial representations, short statements, performances, recounts and poetry.

The 5Es: an inquiry approach

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

Description

Australian Curriculum F–10, English

In Foundation Year, students begin to develop knowledge, understanding and skills through Language, Literature, and Literacy.

Students listen to, read, view, speak and create:

Language

  • imaginative, informative, and entertaining texts
  • a small range of language features, including simple and compound sentences
  • familiar vocabulary and high-frequency words and single-syllable words
  • phonic decoding of words
  • pictorial representations, short statements, performances, recounts and poetry

Literature

  • Australian literature
  • oral narrative traditions and contemporary literature of Aboriginal and Torres Strait Islander Peoples
  • classic and contemporary world literature, including texts from and about Asia

Literacy

  • spoken, written and multimodal texts, including traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, and dramatic performances
  • sequences of events and everyday happenings with recognisable, realistic or imaginary characters decode illustrations that support the printed text

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

Knowledge and Understanding

Language

  • Understand that language can be used to explore ways of expressing needs, likes and dislikes - (ACELA1429)

Literature

  • Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences - (ACELT1575)
  • Retell familiar literary texts through performance, use of illustrations and images - (ACELT1580)

Literacy

  • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently - (ACELY1650)
  • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge - (ACELY1651)
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Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 1 ‘Lucky Undies’.

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 did Little J first think about the new undies that Nanna gave him?
  • What happened for Little J to consider himself ‘lucky’ for wearing the yellow undies?
  • Why is yellow a lucky colour?
  • Why did Big Cuz make a headband for Little J before the game?
  • Do you know other stories where feeling ‘lucky’ made a character overcome a peril?

Themes

Themes that relate to Foundation Year, English and are associated with Episode 1 ‘Lucky undies’ include:

  • lucky charms
  • myths and fables
  • characters

Education resources K–2

Engage


Themes
Lucky charms

Explore


Themes
Myths & fables

Explain


Themes
Myths & fables

Elaborate


Themes
Myths & fables

Evaluate


Themes
Lucky charms