Episode Old Monster Dog

Synopsis

Little J is convinced there’s a real live monster in the backyard.

Little J enlists Levi’s help to build a monster trap in the back yard, convinced that the scary growling pink shape he saw in the dark is a monster.  But why is Old Dog missing - and where is Nanna’s pink dressing gown?

Ways of knowing and doing

AreaFor meAbout meBy me
My Country
  • Cultural stories
  • Traditional traps
  • Animals on Country
  • Family & community connections to Country
  • Overcoming fears
  • Collaborating with others to track and trap
  • Identifying animals that live on Country
  • Design and buildtraps
  • Safety and survival skills on Country
  • Present and speak about traditional and cultural artefacts and stories
My Mob
  • Yarn about traditional ‘monster’ stories, e.g.
    • Bunyip
    • Yowi
    • Mumaga
  • Family structure
  • Roles and responsibilities
  • Respect for Elders
  • Acceptable behaviours
    • Listening to others
    • Working with others
  • Building confidence
  • Learn Aboriginal languages and/or Torres Strait Islander languages and non-Indigenous languages and literacies:
  • Speaking, Spelling, Reading, Writing
  • Drawing, Painting, Dancing, Singing, Playing instruments
My School
  • English: cultural stories of monsters and dragons, cultural celebrations, children’s fairy tales, telling ‘tall tales’
  • Digital Technologies: simple machines, traps, materials
  • 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
  • Learn names and stories about monsters and dragons
  • Match names and images
  • Research and designsimple machines
  • Operate and test trap designs
  • Use technologies to assist me with finding information, and creating my responses to tasks

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 and record sounds and scenes.
  • ‘Map’ the journey from one place and to another.
  • Listen to the sounds of animals, birds, insects, the bush; mimic 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 or photograph clouds, the ‘wind’; observe the change in height and depth of the landscape to reveal old watercourses, volcanoes, traditional cultural sites.
  • Learn to make traditional traps to catch animals for eating; learn to cook in traditional ways.
  • Identify where the ‘monster’ spirits of this Country reside; look for evidence of old settlement sites; search for remedies to ward off/protect you from the ‘monster’ spirits.
  • Listen to and retell the traditional stories about ‘monster’ spirits of this Country.
  • Learn stories from the Dreaming, songlines and dances related to ‘monster’ spirits of this Country.
  • Draw images of the ‘monster’ spirit in accordance with the lores of Country and culture.

Disclaimer: The term ‘monster’ is purely used to refer to the title of the episode and doesn’t reference Aboriginal and/or Torres Strait Islander cultural beliefs. The terms monster, myth, fable, folk lore, etc. are literary references and are not intended to cause offence or disrespect. The Australian Council for Educational Research (ACER) acknowledges the continuing link and importance of the Dreaming for Aboriginal peoples and/or Torres Strait Islander peoples across Australia.

Scoping off Country

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

  • Identify the traditional names of various Australian Aboriginal and Torres Strait Islander spirits/monsters. Use the traditional names in a sentence/story/title.
  • Ask questions and find out information about the ceremonies associated with the spirits/monsters, e.g. Yowie, Bunyip, Mumagar.
  • Explore how and why other world cultures identify spirits/monsters/dragons and how each associates these with childhood.
  • Explore where each of the spirits/monsters inhabit: maps, characteristics of the specific formations, safe areas.
  • Research any dances, music, artworks that illustrate the story/movements/characteristics of the spirits/monsters.
  • Design and creat a mask of a spirits/monsters; use it to tell a story.
  • Create a trap to capture the spirit/monster from everyday objects; learn about different traps and how they work. 
  • Investigate and collect the materials needed to make traps, musical instruments, carrying and storage containers, tools, weapons, clothing/textiles, ceremonial decoration.
  • Read/listen/view (to) Dreaming stories/paintings and ask questions about the story to understand its meaning; how it was told/made; by whom; why it was/is important; what symbols are used.

Disclaimer: The term ‘monster’ is purely used to refer to the title of the episode and doesn’t reference Aboriginal and/or Torres Strait Islander cultural beliefs. The terms monster, myth, fable, folk lore, etc. are literary references and are not intended to cause offence or disrespect. The Australian Council for Educational Research (ACER) acknowledges the continuing link and importance of the Dreaming for Aboriginal peoples and/or Torres Strait Islander peoples across Australia.

Legend: Design Technologies, 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: Design Technologies, 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 2 Design Technologies

5E's Inquiry approach

Through Little J & Big Cuz, Ep.9 ‘Monster Dog’, students can investigate the following questions for F–2 Design and Technologies:

  • How does it work?
  • What purpose does it meet?
  • Who will use it?
  • What do I like about it?
  • How can it be improved?

The 5Es: an inquiry approach:

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

Description

Australian Curriculum F–2, Technology: Design and Technologies

In Foundation to Year 2, students develop knowledge, understanding and skills through designing and producing products, services and environments.

  • At Foundation level to Year 2, students explore and investigate technologies – materials, systems, components, tools, and equipment – including
  • their purpose and use
  • how technologies meet personal and social needs within local settings
  • how society and environmental sustainability factors influence design and technologies decisions
  • new perspectives and personal preferences.
  • Students draw, model and explain design ideas using the design process.

Content descriptions and codes, Foundation to Year 2, Technologies: Design and Technologies, Australian Curriculum

Design and Technologies Knowledge and Understanding

  • Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs - (ACTDEK001)
  • Explore the characteristics and properties of materials and components that are used to produce designed solutions - (ACTDEK004)

Design and Technologies Processes and Production Skills

  • Explore needs or opportunities for designing, and the technologies needed to realise designed solutions - (ACTDEP005)
  • Generate, develop and record design ideas through describing, drawing and modelling - (ACTDEP006)
  • Use materials, components, tools, equipment and techniques to safely make designed solutions - (ACTDEP007)
  • Sequence steps for making designed solutions and working collaboratively - (ACTDEP009)
                                                                                                                                                                                            Australian Curriculum v8.3, Technology F–2, Design and Technologies 2016

“© 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 9 ‘Monster Dog’.

After viewing Little J & Big Cuz, Episode 2 ‘Monster Dog’ as a class, ask students questions about the episode. This will enhance their screen literacy. Direct questions so that students develop a full range of possible inquiries. For example:

  • What did Little J think he saw and heard in the backyard?
  • Why do you think Little J is scared? What did Little J hear and see to be scared?
  • What do you think a backyard monster would look like, sound like, feel like?
  • Do you know other stories where children are scared of an imaginary ‘monster’?

Themes

Themes that relate to F–2, Technologies: Design Technologies and are associated with Episode 9 ‘Monster Dog’ include:

  • designing
  • toys and games
  • traps
  • monster

Disclaimer: The term ‘monster’ is purely used to refer to the title of the episode and doesn’t reference Aboriginal or Torres Strait Islander cultural beliefs. The terms monster, myth, fable, folk lore, etc. are literary references and are not intended to cause offence or disrespect. The Australian Council for Educational Research (ACER) acknowledges the continuing link and importance of the Dreaming for Aboriginal peoples and/or Torres Strait Islander peoples across Australia.

Education resources K–2

Engage


Themes
Toys & games


Themes
Toys & games


Themes
Designing (masks)

Explore


Themes
Designing


Themes
Designing


Themes
Designing

Explain


Themes
Designing (tools)


Themes
Designing (techniques)


Themes
Designing (materials)

Elaborate


Themes
Traps


Themes
Monster


Themes
Traps

Evaluate


Themes
Designing


Show

Foundation Design Technologies

5E's Inquiry approach

Through Little J & Big Cuz, Ep.9 ‘Monster Dog’, students can investigate the following questions for F–2 Design and Technologies:

  • How does it work?
  • What purpose does it meet?
  • Who will use it?
  • What do I like about it?
  • How can it be improved?

The 5Es: an inquiry approach:

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

Disclaimer: The term ‘monster’ is purely used to refer to the title of the episode and doesn’t reference Aboriginal or Torres Strait Islander cultural beliefs. The terms monster, myth, fable, folk lore, etc. are literary references and are not intended to cause offence or disrespect. The Australian Council for Educational Research (ACER) acknowledges the continuing link and importance of the Dreaming for Aboriginal peoples and/or Torres Strait Islander peoples across Australia.

Description

Australian Curriculum F–2, Technology: Design and Technologies

In Foundation to Year 2, students develop knowledge, understanding and skills through designing and producing products, services and environments.

  • At Foundation level to Year 2, students explore and investigate technologies – materials, systems, components, tools, and equipment – including
  • their purpose and use
  • how technologies meet personal and social needs within local settings
  • how society and environmental sustainability factors influence design and technologies decisions
  • new perspectives and personal preferences.
  • Students draw, model and explain design ideas using the design process.

Content descriptions and codes, Foundation to Year 2, Technologies: Design and Technologies, Australian Curriculum

Design and Technologies Knowledge and Understanding

  • Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs - (ACTDEK001)
  • Explore the characteristics and properties of materials and components that are used to produce designed solutions - (ACTDEK004)

Design and Technologies Processes and Production Skills

  • Explore needs or opportunities for designing, and the technologies needed to realise designed solutions - (ACTDEP005)
  • Generate, develop and record design ideas through describing, drawing and modelling - (ACTDEP006)
  • Use materials, components, tools, equipment and techniques to safely make designed solutions - (ACTDEP007)
  • Sequence steps for making designed solutions and working collaboratively - (ACTDEP009)
                                                                                                                                                                                        Australian Curriculum v8.3, Technology F–2, Design and Technologies 2016

“© 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

After viewing Little J & Big Cuz, Episode 9 ‘Monster Dog’ as a class, ask students questions about the episode. This will enhance their screen literacy. Direct questions so that students develop a full range of possible inquiries. For example:

  • What did Little J think he saw and heard in the backyard?
  • Why do you think Little J is scared? What did Little J hear and see to be scared?
  • What do you think a backyard monster would look like, sound like, feel like?
  • Do you know other stories where children are scared of an imaginary ‘monster’?

Themes

Themes that relate to F–2, Technologies: Design Technologies and are associated with Episode 9 ‘Monster Dog’ include:

  • designing
  • toys and games
  • traps
  • monster

Disclaimer: The term ‘monster’ is purely used to refer to the title of the episode and doesn’t reference Aboriginal or Torres Strait Islander cultural beliefs. The terms monster, myth, fable, folk lore, etc. are literary references and are not intended to cause offence or disrespect. The Australian Council for Educational Research (ACER) acknowledges the continuing link and importance of the Dreaming for Aboriginal peoples and/or Torres Strait Islander peoples across Australia.

Education resources K–2

Engage


Themes
Designing (masks)


Themes
Toys & games


Themes
Toys & games

Explore


Themes
Designing (tools)


Themes
Designing


Themes
Designing


Themes
Designing

Explain


Themes
Designing (techniques)


Themes
Designing (materials)

Elaborate


Themes
Traps


Themes
Monster


Themes
Traps

Evaluate


Themes
Designing


Show

Year 1 Design Technologies

5E's Inquiry approach

Through Little J & Big Cuz, Ep.9 ‘Monster Dog’, students can investigate the following questions for F–2 Design and Technologies:

  • How does it work?
  • What purpose does it meet?
  • Who will use it?
  • What do I like about it?
  • How can it be improved?

The 5Es: an inquiry approach:

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

Description

Australian Curriculum F–2, Technology: Design and Technologies

In Foundation to Year 2, students develop knowledge, understanding and skills through designing and producing products, services and environments.

  • At Foundation level to Year 2, students explore and investigate technologies – materials, systems, components, tools, and equipment – including
  • their purpose and use
  • how technologies meet personal and social needs within local settings
  • how society and environmental sustainability factors influence design and technologies decisions
  • new perspectives and personal preferences.
  • Students draw, model and explain design ideas using the design process.

Content descriptions and codes, Foundation to Year 2, Technologies: Design and Technologies, Australian Curriculum

Design and Technologies Knowledge and Understanding

  • Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs - (ACTDEK001)
  • Explore the characteristics and properties of materials and components that are used to produce designed solutions - (ACTDEK004)

Design and Technologies Processes and Production Skills

  • Explore needs or opportunities for designing, and the technologies needed to realise designed solutions - (ACTDEP005)
  • Generate, develop and record design ideas through describing, drawing and modelling - (ACTDEP006)
  • Use materials, components, tools, equipment and techniques to safely make designed solutions - (ACTDEP007)
  • Sequence steps for making designed solutions and working collaboratively - (ACTDEP009)
                                                                                                                                                                                       Australian Curriculum v8.3, Technology F–2, Design and Technologies 2016

“© 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 9 ‘Monster Dog’.

After viewing Little J & Big Cuz, Episode 9 ‘Monster Dog’ as a class, ask students questions about the episode. This will enhance their screen literacy. Direct questions so that students develop a full range of possible inquiries. For example:

  • What did Little J think he saw and heard in the backyard?
  • Why do you think Little J is scared? What did Little J hear and see to be scared?
  • What do you think a backyard monster would look like, sound like, feel like?
  • Do you know other stories where children are scared of an imaginary ‘monster’?

Themes

Themes that relate to F–2, Technologies: Design Technologies and are associated with Episode 9 ‘Monster Dog’ include:

  • designing
  • toys and games
  • traps
  • monster

Disclaimer: The term ‘monster’ is purely used to refer to the title of the episode and doesn’t reference Aboriginal or Torres Strait Islander cultural beliefs. The terms monster, myth, fable, folk lore, etc. are literary references and are not intended to cause offence or disrespect. The Australian Council for Educational Research (ACER) acknowledges the continuing link and importance of the Dreaming for Aboriginal peoples and/or Torres Strait Islander peoples across Australia.

Education resources K–2

Engage


Themes
Toys & games


Themes
Toys & games


Themes
Designing (masks)

Explore


Themes
Designing


Themes
Designing


Themes
Designing

Explain


Themes
Designing (materials)


Themes
Designing (techniques)


Themes
Designing (tools)

Elaborate


Themes
Monster


Themes
Traps


Themes
Traps

Evaluate


Themes
Designing


Show

Year 2 English

5E's Inquiry approach

​​​​​​​Through Little J & Big Cuz, Episode 9 ‘Monster Dog’, students can read, view, listen to, interpret and create the following:

  • texts that explore the concepts of hero or heroine, and conventions and sequencing of quest stories
  • traditional/cultural fables and myth stories of monsters
  • written, oral and multimodal interpretations of children’s scary stories
  • techniques and practices for creating their own stories.

The 5Es: an inquiry approach:

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

Description

Australian Curriculum F–10, English

In Foundation level 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

  • Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background - (ACELA1460)

Literature

  • Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created - (ACELT1587)
  • Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences - (ACELT1590)

Literacy

  • Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures - (ACELY1670)
  • 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–2, 2016

“© 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 9 ‘Monster Dog’.

After viewing Episode 9 ‘Monster Dog’, 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 think he saw and heard in the backyard?
  • Why do you think Little J is scared? What did Little J hear and see to be scared?
  • What do you think a backyard monster would look like, sound like, feel like?
  • Do you know other stories where children are scared of an imaginary ‘monster’?
  • How and why is the dragon symbol important to understanding the meaning of New Year celebrations in Asia cultures?

Themes

Themes that relate to Year 2 English and are associated with Episode 9 ‘Monster Dog’ include:

  • character
  • heroes and heroines
  • quests
  • myths and fables.

Disclaimer: The term ‘monster’ is used purely to refer to the title of the episode and doesn’t reference Aboriginal and/or Torres Strait Islander cultural beliefs. The terms monster, myth, fable and folk lore are literary references and are not intended to cause offence or disrespect. The Australian Council for Educational Research (ACER) acknowledges the continuing link and importance of the Dreaming for Aboriginal peoples and/or Torres Strait Islander peoples across Australia.

Education resources K–2

Engage


Themes
Heroes & heroines


Themes
Heroes & heroines

Explore


Themes
Myths & fables


Themes
Quests

Explain


Themes
Character

Elaborate


Themes
Myths & fables


Themes
Myths & fables

Evaluate


Themes
Quests


Show

Year 1 English

5E's Inquiry approach

Through Little J & Big Cuz, Episode 9 ‘Monster Dog’, students can interpret and create spoken, written and multimodal texts, for example:

  • cultural celebrations involving dragons and monsters, e.g. Chinese New Year
  • literary readings, retellings and poetry about scary stories
  • familiar and unfamiliar vocabulary about time and seasons
  • illustrations and diagrams that support printed and spoken text.

The 5Es: an inquiry approach:

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

Description

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

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

Knowledge, Understanding and Skills                                                                                                                                                                                 Language

  • Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others - (ACELA1443)

Literature

  • Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences - (ACELT1582)

Literacy

  • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features - (ACELY1660)
  • 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)
  • Construct texts that incorporate supporting images using software including word processing programs - (ACELY1664)
                                                                                                                                                                                                                                              Australian Curriculum v8.3, English F–2, 2016

“© 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

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 think he saw and heard in the backyard?
  • Why do you think Little J is scared? What did Little J hear and see to be scared?
  • What do you think a backyard monster would look like, sound like, feel like?
  • Do you know other stories where children are scared of an imaginary ‘monster’?
  • How and why is the dragon symbol important to understanding the meaning of New Year celebrations in Asian cultures?

Themes

Themes that relate to Year 1 English and are associated with with Episode 9 ‘Monster Dog’ include:

  • Festivals
  • Cultural narratives
  • Symbols and signs

Disclaimer: The term ‘monster’ is used purely to refer to the title of the episode and doesn’t reference Aboriginal and/or Torres Strait Islander cultural beliefs. The terms monster, myth, fable, and folk lore, etc. are literary references and are not intended to cause offence or disrespect. The Australian Council for Educational Research (ACER) acknowledges the continuing link and importance of the Dreaming for Aboriginal peoples and/or Torres Strait Islander peoples across Australia.

Education resources K–2

Engage


Themes
Festivals

Explore


Themes
Cultural narratives

Explain


Themes
Festivals

Elaborate


Themes
Symbols & signs

Evaluate


Themes
Cultural narratives


Show

Foundation English

5E's Inquiry approach

Through Episode 9 ‘Monster Dog’, students can read, view, speak about and create:

  • traditional and cultural scary stories about monsters
  • children’s fairy tales about monsters
  • 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 level, 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, 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, English, Australian Curriculum

Knowledge and Understanding                                                                                                                                                                                          Language

  • Explore the different contribution of words and images to meaning in stories and informative texts - (ACELA1786)

Literature

  • Share feelings and thoughts about the events and characters in texts - (ACELT1783)
  • Retell familiar literary texts through performance, use of illustrations and images - (ACELT1580)

Literacy

  • Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations - (ACELY1646)
  • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge - (ACELY1651)
                                                                                                                                                                                                                            Australian Curriculum v8.3, English, 2016

“© 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 9 ‘Monster Dog’.

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 think he saw and heard in the backyard?
  • Why do you think Little J is scared? What did Little J hear and see to be scared?
  • What do you think a backyard monster would look like, sound like, feel like?
  • Do you know other stories where children are scared of an imaginary ‘monster’?

Themes

Themes that relate to Episode 9 ‘Monster Dog’ include:

  • monster
  • scary stories
  • character

Disclaimer: The term ‘monster’ is used purely to refer to the title of the episode and doesn’t reference Aboriginal and/or Torres Strait Islander cultural beliefs. The terms monster, myth, fable and folk lore are literary references and are not intended to cause offence or disrespect. The Australian Council for Educational Research (ACER) acknowledges the continuing link and importance of the Dreaming for Aboriginal peoples and/or Torres Strait Islander peoples across Australia.

Education resources K–2

Engage


Themes
Monster


Themes
Scary stories

Explore


Themes
Character


Themes
Scary stories

Explain


Themes
Monster


Themes
Character

Elaborate


Themes
Character


Themes
Scary stories

Evaluate


Themes
Scary stories