Curriculum Allignments: 1539 - YEAR 2 - The Arts: Dance (New Tricks)
Year: 47 - Year 2
Learning Area: 22 - Dance
Resource: 1551 - New Tricks: YEAR 2 - Dance - Elaborate3
Theme: 197 - Movement
E5: 40 - Elaborate - 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.
Resource: 1545 - New Tricks: YEAR 2 - Dance - Explore3
Theme: 197 - Movement
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1544 - New Tricks: YEAR 2 - Dance - Explore2
Theme: 194 - Emotion
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1541 - New Tricks: YEAR 2 - Dance - Engage2
Theme: 197 - Movement
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1540 - New Tricks: YEAR 2 - Dance - Engage
Theme: 155 - Circus
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1542 - New Tricks: YEAR 2 - Dance - Engage3
Theme: 194 - Emotion
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1543 - New Tricks: YEAR 2 - Dance - Explore
Theme: 155 - Circus
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1546 - New Tricks: YEAR 2 - Dance - Explain
Theme: 197 - Movement
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1547 - New Tricks: YEAR 2 - Dance - Explain2
Theme: 155 - Circus
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1548 - New Tricks: YEAR 2 - Dance - Explain3
Theme: 198 - Celebrations & Ceremonies
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1549 - New Tricks: YEAR 2 - Dance - Elaborate
Theme: 198 - Celebrations & Ceremonies
E5: 40 - Elaborate - 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.
Resource: 1550 - New Tricks: YEAR 2 - Dance - Elaborate2
Theme: 155 - Circus
E5: 40 - Elaborate - 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.
Resource: 1552 - New Tricks: YEAR 2 - Dance - Evaluate
Theme: 197 - Movement
E5: 41 - Evaluate - Reflect on learning to propose how to care for places and sites that are important or significant.
English Terminology: 873 - movement
English Terminology: 884 - trust
English Terminology: 281 - cultural
English Terminology: 895 - dance narrative
English Terminology: 879 - dance theatre
English Terminology: 888 - exaggerate
English Terminology: 342 - expression
English Terminology: 876 - practise
English Terminology: 364 - traditional
English Terminology: 893 - tricks
English Terminology: 881 - levels
English Terminology: 877 - collaborate
English Terminology: 761 - time
English Terminology: 379 - style
English Terminology: 870 - dance sequence
English Terminology: 896 - tap dance
English Terminology: 838 - juggling
English Terminology: 885 - dynamics
English Terminology: 383 - tempo
English Terminology: 880 - balance
English Terminology: 856 - communication
English Terminology: 384 - contemporary
English Terminology: 892 - circus acts
English Terminology: 887 - haka
English Terminology: 869 - choreographer
English Terminology: 311 - stretch
English Terminology: 883 - mirror
English Terminology: 791 - shape
English Terminology: 875 - silhouette
English Terminology: 872 - Wayang puppet
English Terminology: 898 - space
English Terminology: 894 - flash mob
English Terminology: 890 - twist
English Terminology: 882 - hula
English Terminology: 836 - tumbling
English Terminology: 839 - Hula hoop
English Terminology: 878 - jive
English Terminology: 874 - ballet
English Terminology: 871 - Hip Hop
English Terminology: 897 - emotions
English Terminology: 845 - tightrope
English Terminology: 889 - synchronise
English Terminology: 886 - rhythm
English Terminology: 891 - safe practices
English Terminology: 899 - locomotor
English Terminology: 900 - non-locomotor
OIGC: 1850 - New Tricks - YEAR 2 - Dance
General Capability: 15 - Literacy
General Capability: 16 - Numeracy
General Capability: 18 - Critical and creative thinking
General Capability: 19 - Personal and social capability
General Capability: 22 - Comprehending texts through listening, reading and viewing
General Capability: 26 - Word knowledge
General Capability: 27 - Visual knowledge
General Capability: 64 - Recognising and using patterns and relationships
General Capability: 74 - Inquiring - identifying, exploring and organising information and ideas
General Capability: 75 - Generating ideas, possibilities and actions
General Capability: 76 - Reflecting on thinking and processes
General Capability: 79 - Self-management
General Capability: 80 - Social awareness
General Capability: 81 - Social management
OI: 29 - Country/Place
OI: 30 - Culture
OI: 31 - People
OI: 32 - OI.1 Australia has two distinct Indigenous groups: Aboriginal Peoples and Torres Strait Islander Peoples, and within those groups there is significant diversity..
OI: 33 - OI.2 Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia.
OI: 34 - OI.3 Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.
OI: 36 - OI.5 Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing.
OI: 62 - OI.8 Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.
OI: 63 - OI.9 The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and globally.
Curriculum Allignments: 1481 - FOUNDATION - HPE (New Tricks)
Year: 45 - Foundation
Learning Area: 28 - Health & Physical Education
Resource: 1483 - New Tricks:FOUNDATION - HPE - Explore
Theme: 155 - Circus
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1484 - New Tricks:FOUNDATION - HPE - Explain
Theme: 155 - Circus
Theme: 158 - Safety
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1485 - New Tricks:FOUNDATION - HPE - Elaborate
Theme: 155 - Circus
E5: 40 - Elaborate - 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.
Resource: 1486 - New Tricks:FOUNDATION - HPE - Evaluate
Theme: 155 - Circus
E5: 41 - Evaluate - Reflect on learning to propose how to care for places and sites that are important or significant.
Resource: 1482 - New Tricks:FOUNDATION - HPE - Engage
Theme: 155 - Circus
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
English Terminology: 880 - balance
English Terminology: 838 - juggling
English Terminology: 847 - ring master
English Terminology: 842 - trapeze
English Terminology: 837 - rolling
English Terminology: 846 - clowning
English Terminology: 841 - safety equipment
English Terminology: 836 - tumbling
English Terminology: 845 - tightrope
English Terminology: 840 - obstacle course
English Terminology: 844 - acrobat
English Terminology: 839 - Hula hoop
English Terminology: 834 - Circus
English Terminology: 835 - circus skills
English Terminology: 848 - lion tamer
OIGC: 1066 - New Tricks - FOUNDATION - HPE
General Capability: 15 - Literacy
General Capability: 16 - Numeracy
General Capability: 18 - Critical and creative thinking
General Capability: 19 - Personal and social capability
General Capability: 22 - Comprehending texts through listening, reading and viewing
General Capability: 23 - Composing texts through speaking, writing and creating
General Capability: 24 - Text knowledge
General Capability: 26 - Word knowledge
General Capability: 27 - Visual knowledge
General Capability: 64 - Recognising and using patterns and relationships
General Capability: 66 - Using spatial reasoning
General Capability: 68 - Using measurement
General Capability: 74 - Inquiring - identifying, exploring and organising information and ideas
General Capability: 75 - Generating ideas, possibilities and actions
General Capability: 76 - Reflecting on thinking and processes
General Capability: 77 - Analysing, synthesising and evaluating reasoning and procedures
General Capability: 78 - Self-awareness
General Capability: 79 - Self-management
General Capability: 80 - Social awareness
General Capability: 81 - Social management
OI: 29 - Country/Place
OI: 31 - People
OI: 32 - OI.1 Australia has two distinct Indigenous groups: Aboriginal Peoples and Torres Strait Islander Peoples, and within those groups there is significant diversity..
OI: 33 - OI.2 Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia.
OI: 34 - OI.3 Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.
OI: 62 - OI.8 Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.
OI: 63 - OI.9 The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and globally.
Curriculum Allignments: 1525 - YEAR 1 - The Arts: Dance (New Tricks)
Year: 46 - Year 1
Learning Area: 22 - Dance
Resource: 1537 - New Tricks: YEAR 1 - Dance - Elaborate3
Theme: 197 - Movement
E5: 40 - Elaborate - 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.
Resource: 1526 - New Tricks: YEAR 1 - Dance - Engage
Theme: 155 - Circus
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1527 - New Tricks: YEAR 1 - Dance - Engage2
Theme: 197 - Movement
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1528 - New Tricks: YEAR 1 - Dance - Engage3
Theme: 194 - Emotion
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1529 - New Tricks: YEAR 1 - Dance - Explore
Theme: 155 - Circus
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1530 - New Tricks: YEAR 1 - Dance - Explore2
Theme: 194 - Emotion
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1531 - New Tricks: YEAR 1 - Dance - Explore3
Theme: 197 - Movement
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1532 - New Tricks: YEAR 1 - Dance - Explain
Theme: 197 - Movement
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1533 - New Tricks: YEAR 1 - Dance - Explain2
Theme: 155 - Circus
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1534 - New Tricks: YEAR 1 - Dance - Explain3
Theme: 198 - Celebrations & Ceremonies
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1535 - New Tricks: YEAR 1 - Dance - Elaborate
Theme: 198 - Celebrations & Ceremonies
E5: 40 - Elaborate - 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.
Resource: 1536 - New Tricks: YEAR 1 - Dance - Elaborate2
Theme: 155 - Circus
E5: 40 - Elaborate - 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.
Resource: 1538 - New Tricks: YEAR 1 - Dance - Evaluate
Theme: 197 - Movement
E5: 41 - Evaluate - Reflect on learning to propose how to care for places and sites that are important or significant.
English Terminology: 873 - movement
English Terminology: 281 - cultural
English Terminology: 878 - jive
English Terminology: 874 - ballet
English Terminology: 871 - Hip Hop
English Terminology: 845 - tightrope
English Terminology: 886 - rhythm
English Terminology: 869 - choreographer
English Terminology: 877 - collaborate
English Terminology: 384 - contemporary
English Terminology: 895 - dance narrative
English Terminology: 882 - hula
English Terminology: 879 - dance theatre
English Terminology: 888 - exaggerate
English Terminology: 364 - traditional
English Terminology: 761 - time
English Terminology: 896 - tap dance
English Terminology: 838 - juggling
English Terminology: 383 - tempo
English Terminology: 880 - balance
English Terminology: 856 - communication
English Terminology: 839 - Hula hoop
English Terminology: 887 - haka
English Terminology: 881 - levels
English Terminology: 872 - Wayang puppet
English Terminology: 311 - stretch
English Terminology: 883 - mirror
English Terminology: 892 - circus acts
English Terminology: 870 - dance sequence
English Terminology: 885 - dynamics
English Terminology: 897 - emotions
English Terminology: 342 - expression
English Terminology: 894 - flash mob
English Terminology: 876 - practise
English Terminology: 836 - tumbling
English Terminology: 791 - shape
English Terminology: 875 - silhouette
English Terminology: 898 - space
English Terminology: 379 - style
English Terminology: 889 - synchronise
English Terminology: 893 - tricks
English Terminology: 884 - trust
English Terminology: 890 - twist
English Terminology: 891 - safe practices
English Terminology: 899 - locomotor
English Terminology: 900 - non-locomotor
OIGC: 1849 - New Tricks - YEAR 1 - Dance
General Capability: 15 - Literacy
General Capability: 16 - Numeracy
General Capability: 18 - Critical and creative thinking
General Capability: 19 - Personal and social capability
General Capability: 22 - Comprehending texts through listening, reading and viewing
General Capability: 26 - Word knowledge
General Capability: 27 - Visual knowledge
General Capability: 64 - Recognising and using patterns and relationships
General Capability: 74 - Inquiring - identifying, exploring and organising information and ideas
General Capability: 75 - Generating ideas, possibilities and actions
General Capability: 76 - Reflecting on thinking and processes
General Capability: 79 - Self-management
General Capability: 80 - Social awareness
General Capability: 81 - Social management
OI: 29 - Country/Place
OI: 30 - Culture
OI: 31 - People
OI: 32 - OI.1 Australia has two distinct Indigenous groups: Aboriginal Peoples and Torres Strait Islander Peoples, and within those groups there is significant diversity..
OI: 33 - OI.2 Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia.
OI: 34 - OI.3 Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.
OI: 36 - OI.5 Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing.
OI: 62 - OI.8 Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.
OI: 63 - OI.9 The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and globally.
Curriculum Allignments: 1489 - YEAR 2 - HPE (New Tricks)
Year: 47 - Year 2
Learning Area: 28 - Health & Physical Education
Resource: 1504 - New Tricks: YEAR 2 - HPE - Explore
Theme: 163 - Search & rescue
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1502 - New Tricks: YEAR 2 - HPE - Engage
Theme: 105 - Heroes & heroines
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1503 - New Tricks: YEAR 2 - HPE - Engage2
Theme: 105 - Heroes & heroines
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1505 - New Tricks: YEAR 2 - HPE - Explore2
Theme: 163 - Search & rescue
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1506 - New Tricks: YEAR 2 - HPE - Explain
Theme: 121 - Games
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1507 - New Tricks: YEAR 2 - HPE - Explain2
Theme: 121 - Games
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1508 - New Tricks: YEAR 2 - HPE - Elaborate
Theme: 165 - Team work
E5: 40 - Elaborate - 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.
Resource: 1509 - New Tricks: YEAR 2 - HPE - Elaborate2
Theme: 165 - Team work
E5: 40 - Elaborate - 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.
Resource: 1510 - New Tricks: YEAR 2 - HPE - Evaluate
Theme: 163 - Search & rescue
E5: 41 - Evaluate - Reflect on learning to propose how to care for places and sites that are important or significant.
English Terminology: 312 - tools
English Terminology: 862 - rescue equipment
English Terminology: 884 - trust
English Terminology: 308 - technologies
English Terminology: 850 - search
English Terminology: 863 - paramedic
English Terminology: 855 - emergency
English Terminology: 856 - communication
English Terminology: 857 - ambulance
English Terminology: 866 - customs officer
English Terminology: 858 - teamwork
English Terminology: 852 - police
English Terminology: 851 - rescue dog
English Terminology: 163 - survival
English Terminology: 849 - rescue
English Terminology: 867 - RSPCA (Royal Society for the Protection of Animals)
English Terminology: 859 - CPR (Cardiopulmonary resuscitation)
English Terminology: 865 - safety procedures
English Terminology: 864 - safety helmet
English Terminology: 861 - safety
English Terminology: 868 - bush fire
English Terminology: 854 - Marngrook
English Terminology: 860 - games/sports
English Terminology: 529 - treasure hunt
English Terminology: 422 - flood
OIGC: 1847 - New Tricks - YEAR 2 - HPE
General Capability: 15 - Literacy
General Capability: 16 - Numeracy
General Capability: 18 - Critical and creative thinking
General Capability: 19 - Personal and social capability
General Capability: 22 - Comprehending texts through listening, reading and viewing
General Capability: 23 - Composing texts through speaking, writing and creating
General Capability: 24 - Text knowledge
General Capability: 26 - Word knowledge
General Capability: 27 - Visual knowledge
General Capability: 64 - Recognising and using patterns and relationships
General Capability: 66 - Using spatial reasoning
General Capability: 68 - Using measurement
General Capability: 74 - Inquiring - identifying, exploring and organising information and ideas
General Capability: 75 - Generating ideas, possibilities and actions
General Capability: 76 - Reflecting on thinking and processes
General Capability: 77 - Analysing, synthesising and evaluating reasoning and procedures
General Capability: 78 - Self-awareness
General Capability: 79 - Self-management
General Capability: 80 - Social awareness
General Capability: 81 - Social management
OI: 29 - Country/Place
OI: 31 - People
OI: 32 - OI.1 Australia has two distinct Indigenous groups: Aboriginal Peoples and Torres Strait Islander Peoples, and within those groups there is significant diversity..
OI: 33 - OI.2 Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia.
OI: 34 - OI.3 Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.
OI: 62 - OI.8 Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.
OI: 63 - OI.9 The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and globally.
Curriculum Allignments: 1488 - YEAR 1 - HPE (New Tricks)
Year: 46 - Year 1
Learning Area: 28 - Health & Physical Education
Resource: 1497 - New Tricks: YEAR 1 - HPE - Elaborate2
Theme: 165 - Team work
E5: 40 - Elaborate - 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.
Resource: 1490 - New Tricks: YEAR 1 - HPE - Engage
Theme: 105 - Heroes & heroines
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1491 - New Tricks: YEAR 1 - HPE - Engage2
Theme: 105 - Heroes & heroines
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1492 - New Tricks: YEAR 1 - HPE - Explore
Theme: 163 - Search & rescue
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1493 - New Tricks: YEAR 1 - HPE - Explore2
Theme: 163 - Search & rescue
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1494 - New Tricks: YEAR 1 - HPE - Explain
Theme: 121 - Games
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1495 - New Tricks: YEAR 1 - HPE - Explain2
Theme: 121 - Games
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1496 - New Tricks: YEAR 1 - HPE - Elaborate
Theme: 165 - Team work
E5: 40 - Elaborate - 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.
Resource: 1498 - New Tricks: YEAR 1 - HPE - Evaluate
Theme: 163 - Search & rescue
E5: 41 - Evaluate - Reflect on learning to propose how to care for places and sites that are important or significant.
English Terminology: 884 - trust
English Terminology: 851 - rescue dog
English Terminology: 529 - treasure hunt
English Terminology: 312 - tools
English Terminology: 308 - technologies
English Terminology: 858 - teamwork
English Terminology: 163 - survival
English Terminology: 850 - search
English Terminology: 865 - safety procedures
English Terminology: 864 - safety helmet
English Terminology: 861 - safety
English Terminology: 867 - RSPCA (Royal Society for the Protection of Animals)
English Terminology: 862 - rescue equipment
English Terminology: 849 - rescue
English Terminology: 857 - ambulance
English Terminology: 852 - police
English Terminology: 863 - paramedic
English Terminology: 860 - games/sports
English Terminology: 422 - flood
English Terminology: 634 - fire
English Terminology: 855 - emergency
English Terminology: 866 - customs officer
English Terminology: 859 - CPR (Cardiopulmonary resuscitation)
English Terminology: 853 - Country Fire Association (CFA)
English Terminology: 856 - communication
English Terminology: 868 - bush fire
English Terminology: 854 - Marngrook
OIGC: 1846 - New Tricks - YEAR 1 - HPE
General Capability: 15 - Literacy
General Capability: 16 - Numeracy
General Capability: 18 - Critical and creative thinking
General Capability: 19 - Personal and social capability
General Capability: 21 - Intercultural understanding
General Capability: 22 - Comprehending texts through listening, reading and viewing
General Capability: 23 - Composing texts through speaking, writing and creating
General Capability: 24 - Text knowledge
General Capability: 26 - Word knowledge
General Capability: 27 - Visual knowledge
General Capability: 64 - Recognising and using patterns and relationships
General Capability: 66 - Using spatial reasoning
General Capability: 68 - Using measurement
General Capability: 74 - Inquiring - identifying, exploring and organising information and ideas
General Capability: 75 - Generating ideas, possibilities and actions
General Capability: 76 - Reflecting on thinking and processes
General Capability: 77 - Analysing, synthesising and evaluating reasoning and procedures
General Capability: 78 - Self-awareness
General Capability: 79 - Self-management
General Capability: 80 - Social awareness
General Capability: 81 - Social management
General Capability: 85 - Recognising culture and developing respect
General Capability: 86 - Interacting and empathising with others
OI: 29 - Country/Place
OI: 31 - People
OI: 32 - OI.1 Australia has two distinct Indigenous groups: Aboriginal Peoples and Torres Strait Islander Peoples, and within those groups there is significant diversity..
OI: 33 - OI.2 Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia.
OI: 34 - OI.3 Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.
OI: 62 - OI.8 Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.
OI: 63 - OI.9 The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and globally.
Curriculum Allignments: 1511 - FOUNDATION - The Arts: Dance (New Tricks)
Year: 47 - Year 2
Learning Area: 22 - Dance
Resource: 1519 - New Tricks: FOUNDATION - Dance - Explain2
Theme: 155 - Circus
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1520 - New Tricks: FOUNDATION - Dance - Explain3
Theme: 198 - Celebrations & Ceremonies
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1522 - New Tricks: FOUNDATION - Dance - Elaborate2
Theme: 155 - Circus
E5: 40 - Elaborate - 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.
Resource: 1524 - New Tricks: FOUNDATION - Dance - Evaluate
Theme: 197 - Movement
E5: 41 - Evaluate - Reflect on learning to propose how to care for places and sites that are important or significant.
Resource: 1518 - New Tricks: FOUNDATION - Dance - Explain
Theme: 197 - Movement
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1521 - New Tricks: FOUNDATION - Dance - Elaborate
Theme: 198 - Celebrations & Ceremonies
E5: 40 - Elaborate - 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.
Resource: 1523 - New Tricks: FOUNDATION - Dance - Elaborate3
Theme: 197 - Movement
E5: 40 - Elaborate - 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.
Resource: 1516 - New Tricks: FOUNDATION - Dance - Explore2
Theme: 194 - Emotion
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1512 - New Tricks: FOUNDATION - Dance - Engage
Theme: 155 - Circus
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1513 - New Tricks: FOUNDATION - Dance - Engage2
Theme: 197 - Movement
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1514 - New Tricks: FOUNDATION - Dance - Engage3
Theme: 194 - Emotion
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1515 - New Tricks: FOUNDATION - Dance - Explore
Theme: 155 - Circus
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1517 - New Tricks: FOUNDATION - Dance - Explore3
Theme: 197 - Movement
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
English Terminology: 869 - choreographer
English Terminology: 877 - collaborate
English Terminology: 895 - dance narrative
English Terminology: 870 - dance sequence
English Terminology: 879 - dance theatre
English Terminology: 896 - tap dance
English Terminology: 838 - juggling
English Terminology: 888 - exaggerate
English Terminology: 885 - dynamics
English Terminology: 383 - tempo
English Terminology: 342 - expression
English Terminology: 761 - time
English Terminology: 281 - cultural
English Terminology: 893 - tricks
English Terminology: 364 - traditional
English Terminology: 884 - trust
English Terminology: 880 - balance
English Terminology: 876 - practise
English Terminology: 892 - circus acts
English Terminology: 856 - communication
English Terminology: 873 - movement
English Terminology: 379 - style
English Terminology: 881 - levels
English Terminology: 887 - haka
English Terminology: 384 - contemporary
English Terminology: 311 - stretch
English Terminology: 883 - mirror
English Terminology: 791 - shape
English Terminology: 875 - silhouette
English Terminology: 872 - Wayang puppet
English Terminology: 898 - space
English Terminology: 894 - flash mob
English Terminology: 890 - twist
English Terminology: 882 - hula
English Terminology: 836 - tumbling
English Terminology: 839 - Hula hoop
English Terminology: 878 - jive
English Terminology: 874 - ballet
English Terminology: 871 - Hip Hop
English Terminology: 897 - emotions
English Terminology: 845 - tightrope
English Terminology: 889 - synchronise
English Terminology: 886 - rhythm
English Terminology: 891 - safe practices
English Terminology: 899 - locomotor
English Terminology: 900 - non-locomotor
OIGC: 1848 - New Tricks - FOUNDATION - Dance
General Capability: 15 - Literacy
General Capability: 16 - Numeracy
General Capability: 18 - Critical and creative thinking
General Capability: 19 - Personal and social capability
General Capability: 21 - Intercultural understanding
General Capability: 22 - Comprehending texts through listening, reading and viewing
General Capability: 26 - Word knowledge
General Capability: 27 - Visual knowledge
General Capability: 64 - Recognising and using patterns and relationships
General Capability: 74 - Inquiring - identifying, exploring and organising information and ideas
General Capability: 75 - Generating ideas, possibilities and actions
General Capability: 76 - Reflecting on thinking and processes
General Capability: 79 - Self-management
General Capability: 80 - Social awareness
General Capability: 81 - Social management
General Capability: 85 - Recognising culture and developing respect
General Capability: 86 - Interacting and empathising with others
OI: 29 - Country/Place
OI: 30 - Culture
OI: 31 - People
OI: 32 - OI.1 Australia has two distinct Indigenous groups: Aboriginal Peoples and Torres Strait Islander Peoples, and within those groups there is significant diversity..
OI: 33 - OI.2 Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia.
OI: 34 - OI.3 Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.
OI: 36 - OI.5 Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing.
OI: 62 - OI.8 Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.
OI: 63 - OI.9 The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and globally.
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
Area
For me
About me
By 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.
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.
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)
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:
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)
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:
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)
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:
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)
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:
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)
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: