Episode New Tricks

Synopsis

Little J frets that his dream of being an acrobat is not the RIGHT dream…

Little J dreams of being an acrobat, while the other kids want to be rescue workers like Uncle Mick. When Jacko and B Boy join Little J’s backyard circus, they try to persuade Little J to put on a show, but he’s worried about being laughed at…

Ways of knowing and doing

AreaFor meAbout meBy me
My Country
  • Movements of Australian animals
  • Survival strategies in times of natural disasters
  • Tools, technologies and bush remedies used on Country
  • Family and community connections to Country
  • Ask and respond to questions about nature by finding out the answers, e.g. What, Why, How, When, Where
  • Present and speak about traditional creation stories and who protects Country
  • Learn about bush/sea/desert survival practices
  • Learn traditional songlines and perform traditional dance
My Mob
  • Stories of the past
    • Personal and social Histories
  • Stories of natural disasters on my Country
  • Learn about animals and their habitats, bush tucker and food technologies
  • Respect for Elders
  • Build confidence
  • Learn to question to gain understanding
  • Learn Indigenous and non-Indigenous language and literacies:
    • Speaking, Spelling, Reading, Writing
    • Drawing, Painting, Dancing, Singing, Playing instruments
My School

Health and Physical Education:

  • Health: improve personal and emotional strengths and working collaboratively
  • Movement: Practise circus tricks to build coordination, strength, and cooperation with others

The Arts: Dance:

  • Making: understanding and creating movement using the elements of dance, dance sequences performed with others
  • Responding: examining how circus acts/tricks have specific movement skills; understanding the importance of cultural dances.

Language:

  • Use of recount, experiencing and retelling in oral and written formats
  • Literacy
  • Numeracy
  • Personal and social capability
  • Critical and creative thinking
  • Intercultural understanding
  • Literacy
  • Numeracy
  • Personal and social capability
  • Critical and creative thinking
  • Intercultural understanding

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/waterway.

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 site. Map a journey from one place to another place:

  • Learn the stories/songlines, music, dances and customs related to Country from Elders
  • Observe and practise hunting and survival skills on County; recognising the signs of danger and knowing how to apply bush remedies.
  • Learn how to make and use Aboriginal technologies and tools and/or Torres Strait Islander technologies and tools using natural materials.
  • Observe and document animals on Country, how they move and sound, where they live and eat, to understand lifecycles.
  • Listen to and retell traditional stories expressed through dance.
  • Identify who in the local community can help in times of emergency.
  • Map the land to identify and navigate away from dangerous areas, poisonous vegetation, and nests of dangerous animals.
  • Observe how Aboriginal artists and/or Torres Strait Islander artists use symbols to represent cultural stories about Country.
  • Identify the times of the seasons and when and how to harvest bush/sea food.
  • Learn and communicate in First language to identify animals and objects on Country.

Scoping off Country

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

  • Identify and practise appropriate and safe circus tricks to become stronger and more agile.
  • Research the traditions of circus, the people involved, and the stories about circus acts and performers.
  • Attend and/or view circus performances by Aboriginal performers and/or Torres Strait Islander performers.
  • Identify acknowledged/well known Aboriginal circus performers and dancers and/or Torres Strait Islander circus performers and dancers and learn about their achievements.
  • Create dance movements and sequences adapted from circus acts.
  • Understand and play Aboriginal team games and/or Torres Strait Islander team games, such as Marngrook, and create new games using similar strategies and rules.
  • Explore the cultural dances and circus traditions of other cultures.
  • Read, listen to, view and perform Aboriginal Dreaming stories and Torres Strait Islander Bipo Bipo Taim (Before Before Time) stories, and artworks/dances that translate these stories
  • Identify and describe a number of local agencies responsible for emergency services, and the work of their personnel and rescue dogs.
  • Research and identify physical movements associated with emergency rescue work.
  • Play games that build confidence, cooperation, trust and collaboration with others.
  • Create dance performances that showcase knowledge and understanding of dance elements, sequences and movements.
Legend: Dance, 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: Dance, 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 2 Dance

5E's Inquiry approach

Through Little J & Big Cuz, Episode 3 ‘New tricks’, students can investigate the following inquiry questions for The Arts: Dance:

  • How are ideas and stories expressed through dance?
  • How do we move to dance?

The 5Es: an inquiry approach

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

Description

Australian Curriculum, The Arts: Dance, F–10

In Foundation Year to Year 2, students begin to develop knowledge, understanding and skills through the key concepts, Making and Responding.

Students:

  • become aware of their bodies and learn about the body bases, parts and zones used in dance
  • explore space, time, dynamics and relationships as they make and observe dances
  • explore locomotor and non-locomotor movements and use these fundamental movement skills in their own dance
  • experiment with simple technical and expressive skills and begin to learn about choreographic devices through selecting and organising movements in their own dances.

Content descriptions and codes, Foundation Year to Year 2, The Arts: Dance, Australian Curriculum

The Arts – Dance

  • Explore, improvise and organise ideas to make dance sequences using the elements of dance - (ACADAM001)
  • Use fundamental movement skills to develop technical skills when practising dance sequences - (ACADAM002)
  • Present dance that communicates ideas to an audience, including dance used by cultural groups in the community - (ACADAM003)
  • Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples - (ACADAR004)
                                                                                                                                                                                                                             (Australian Curriculum v8.3, The Arts: Dance, 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 3 ‘New Tricks’.

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 does Little J want to do when he grows up? What does everyone else in his class want to do?
  • Why does Little J not want to tell anyone in class about what he wants to do?
  • Who helps Little J to perform a circus trick?
  • How does Little J get better at his tricks?
  • What are the personal strengths of Little J?
  • What are the personal strengths of Big Cuz?

Themes

Themes that relate to Years F–2 ,The Arts: Dance and are associated with Episode 3 ‘New Tricks’ include:

  • circus
  • movement
  • emotion
  • celebrations & ceremonies.

Education resources K–2

Engage

Themes
Movement
Themes
Circus
Themes
Emotion
Themes
Circus
Themes
Movement
Themes
Emotion

Explore

Themes
Movement
Themes
Emotion
Themes
Circus
Themes
Emotion
Themes
Circus
Themes
Movement

Explain

Themes
Movement
Themes
Circus
Themes
Celebrations & Ceremonies
Themes
Circus
Themes
Celebrations & Ceremonies
Themes
Movement

Elaborate

Themes
Movement
Themes
Celebrations & Ceremonies
Themes
Circus
Themes
Circus
Themes
Celebrations & Ceremonies
Themes
Movement

Evaluate

Themes
Movement
Themes
Movement
Show

Foundation Health & Physical Education

5E's Inquiry approach

Through Little J & Big Cuz Episode 3 ‘New Tricks’, students can investigate the following inquiry questions for Health and Physical Education:

  • What are my personal and social strengths?
  • How is movement related to personal strength and agility?
  • Why are safe practices important when performing physical activities?
  • What can I learn from watching a circus performance?
 
   

The 5Es: an inquiry approach

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

Description

Australian Curriculum, Health and Physical Education, F–10

In Foundation Year, Health and Physical Education, students begin to develop knowledge, understanding and skills about personal and 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

Being healthy, safe and active

  • Identify personal strengths - (ACPPS001)

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

Understanding movement

                                                                                                                                                                                  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 3 ‘New Tricks’.

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 does Little J want to do when he grows up? What does everyone else in his class want to do?
  • Why does Little J not want to tell anyone in class about what he wants to do?
  • Who helps Little J to perform a circus trick?
  • How does Little J get better at his tricks?
  • What are the personal strengths of Little J?
  • What are the personal strengths of Big Cuz?

Themes

Themes that relate to Foundation Year Health and Physical Education and are associated with Episode 3 ‘New Tricks’ include:

  • circus

Education resources K–2

Engage

Themes
Circus

Explore

Themes
Circus

Explain

Themes
Circus
Safety

Elaborate

Themes
Circus

Evaluate

Themes
Circus
Show

Year 1 Dance

5E's Inquiry approach

Through Little J & Big Cuz, Episode 3 ‘New tricks’, students can investigate the following inquiry questions for The Arts: Dance:

  • How are ideas and stories expressed through dance?
  • How do we move to dance?

The 5Es: an inquiry approach

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

Description

Australian Curriculum, The Arts: Dance, F–10

In Foundation Year to Year 2, students begin to develop knowledge, understanding and skills through the key concepts, Making and Responding.

Students:

  • become aware of their bodies and learn about the body bases, parts and zones used in dance
  • explore space, time, dynamics and relationships as they make and observe dances
  • explore locomotor and non-locomotor movements and use these fundamental movement skills in their own dance

experiment with simple technical and expressive skills and begi to learn about choreographic devices through selecting and organising movements in their own dances.

Content descriptions and codes, Foundation Year to Year 2, The Arts: Dance, Australian Curriculum

The Arts – Dance

  • Explore, improvise and organise ideas to make dance sequences using the elements of dance - (ACADAM001)
  • Use fundamental movement skills to develop technical skills when practising dance sequences - (ACADAM002)
  • Present dance that communicates ideas to an audience, including dance used by cultural groups in the community - (ACADAM003)
  • Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples - (ACADAR004)
                                                                                                                                                                                                                              (Australian Curriculum v8.3, The Arts: Dance, 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 3 ‘New Tricks’.

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 does Little J want to do when he grows up? What does everyone else in his class want to do?
  • Why does Little J not want to tell anyone in class about what he wants to do?
  • Who helps Little J to perform a circus trick?
  • How does Little J get better at his tricks?
  • What are the personal strengths of Little J?
  • What are the personal strengths of Big Cuz?

Themes

Themes that relate to Years F–2 ,The Arts: Dance and are associated with Episode 3 ‘New Tricks’ include:

  • circus
  • movement
  • emotion
  • celebrations & ceremonies

Education resources K–2

Engage

Themes
Circus
Themes
Movement
Themes
Emotion

Explore

Themes
Circus
Themes
Emotion
Themes
Movement

Explain

Themes
Movement
Themes
Circus
Themes
Celebrations & Ceremonies

Elaborate

Themes
Movement
Themes
Celebrations & Ceremonies
Themes
Circus

Evaluate

Themes
Movement
Show

Year 2 Health & Physical Education

5E's Inquiry approach

Through Little J & Big Cuz Episode 3 ‘New Tricks’, students can investigate the following inquiry questions for Health and Physical Education:

  • What are my personal and social strengths?
  • How is movement related to personal strength and agility?
  • Why are safe practices important when performing physical activities?
  • How and why do emergency services in the community help and protect us?

The 5Es: an inquiry approach

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

Description

Australian Curriculum, Health and Physical Education, F–10

In Years 1 and 2, students begin to develop Health and Physical Education knowledge, understanding and skills through two key concepts Health, and Physical Education.

1. Health

Year 1 and Year 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
  • explore health messages and how they relate to health decisions and behaviours.

2. Physical Education

Year 1 and Year 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 their body’s response to different types of physical activities.

Content descriptions and codes, Years 1 & 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)
  • Recognise situations and opportunities to promote health, safety and wellbeing - (ACPPS018)

Communicating and interacting for health and wellbeing

  • Examine health messages and how they relate to health decisions and behaviours - (ACPPS021)

Contributing to healthy and active communities

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

  • 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 3 ‘New Tricks’.

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 does Little J want to do when he grows up?
  • What does everyone else in his class want to do?
  • Why does Little J not want to tell anyone in class about what he wants to do?
  • Who helps Little J to perform a circus trick?
  • How does Little J get better at his tricks?
  • What are the personal strengths of Little J?
  • What are the personal strengths of Big Cuz?

Themes

Themes that relate to Foundation year, Health and Physical Education, and are associated with Episode 3 ‘New tricks’ include:

  • games
  • heroes
  • search and rescue
  •  teamwork.

Education resources K–2

Engage

Themes
Heroes & heroines
Themes
Heroes & heroines

Explore

Themes
Search & rescue
Themes
Search & rescue

Explain

Themes
Games
Themes
Games

Elaborate

Themes
Team work
Themes
Team work

Evaluate

Themes
Search & rescue
Show

Year 1 Health & Physical Education

5E's Inquiry approach

Through Little J & Big Cuz Episode 3 ‘New Tricks’, students can investigate the following inquiry questions for Health and Physical Education:

  • What are my personal and social strengths?
  • How is movement related to personal strength and agility?
  • Why are safe practices important when performing physical activities?
  • How and why do emergency services in the community help and protect us?

The 5Es: an inquiry approach

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

Description

Australian Curriculum, Health and Physical Education, F–10

In Years 1 and 2, students begin to develop Health and Physical Education knowledge, understanding and skills through two key concepts Health, and Physical Education.

 1. Health

Year 1 and Year 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
  • explore health messages and how they relate to health decisions and behaviours.

2. Physical Education

Year 1 and Year 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 their body’s response to different types of physical activities.

Content descriptions and codes, Years 1 & 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)
  • Recognise situations and opportunities to promote health, safety and wellbeing - (ACPPS018)

Communicating and interacting for health and wellbeing

  • Examine health messages and how they relate to health decisions and behaviours - (ACPPS021)

Contributing to healthy and active communities

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

  • 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 3 ‘New Tricks’.

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 does Little J want to do when he grows up?
  • What does everyone else in his class want to do?
  • Why does Little J not want to tell anyone in class about what he wants to do?
  • Who helps Little J to perform a circus trick?
  • How does Little J get better at his tricks?
  • What are the personal strengths of Little J?
  • What are the personal strengths of Big Cuz?

Themes

Themes that relate to Foundation year, Health and Physical Education, and are associated with Episode 3 ‘New tricks’ include:

  • games
  • heroes
  • search and rescue
  • teamwork.

Education resources K–2

Engage

Themes
Heroes & heroines
Themes
Heroes & heroines

Explore

Themes
Search & rescue
Themes
Search & rescue

Explain

Themes
Games
Themes
Games

Elaborate

Themes
Team work
Themes
Team work

Evaluate

Themes
Search & rescue