Curriculum Allignments: 1615 - FOUNDATION - HPE (Nothing Scares Me)
Year: 45 - Foundation
Learning Area: 28 - Health & Physical Education
Resource: 1616 - Nothing Scares Me: FOUNDATION - HPE - Engage
Theme: 178 - Phobia
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1618 - Nothing Scares Me: FOUNDATION - HPE - Explain
Theme: 179 - Values
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1619 - Nothing Scares Me: FOUNDATION - HPE - Elaborate
Theme: 179 - Values
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: 1620 - Nothing Scares Me: FOUNDATION - HPE - Evaluate
Theme: 131 - Wellbeing
E5: 41 - Evaluate - Reflect on learning to propose how to care for places and sites that are important or significant.
Resource: 1617 - Nothing Scares Me: FOUNDATION - HPE - Explore
Theme: 178 - Phobia
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
English Terminology: 906 - weakness/es
English Terminology: 903 - Values/attributes
English Terminology: 909 - bravery
English Terminology: 905 - courage
English Terminology: 902 - Fear/s
English Terminology: 908 - worries
English Terminology: 377 - negative
English Terminology: 372 - positive
English Terminology: 907 - role play
English Terminology: 904 - solution
English Terminology: 901 - Phobia
English Terminology: 897 - emotions
English Terminology: 247 - scary
English Terminology: 571 - resilience
English Terminology: 316 - strength
OIGC: 1068 - Nothing Scares Me - FOUNDATION - HPE
General Capability: 15 - Literacy
General Capability: 18 - Critical and creative thinking
General Capability: 19 - Personal and social capability
General Capability: 20 - Ethical understanding
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: 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: 83 - Reasoning in decision making and actions
General Capability: 85 - Recognising culture and developing respect
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: 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: 35 - OI.4 Aboriginal and Torres Strait Islander societies have many Language Groups.
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: 1631 - YEAR 2 - HPE (Nothing Scares Me)
Year: 47 - Year 2
Learning Area: 28 - Health & Physical Education
Resource: 1633 - Nothing Scares Me: YEAR 2 - HPE - Engage2
Theme: 131 - Wellbeing
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1635 - Nothing Scares Me: YEAR 2 - HPE - Explore2
Theme: 180 - Beliefs
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1632 - Nothing Scares Me: YEAR 2 - HPE - Engage
Theme: 131 - Wellbeing
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1634 - Nothing Scares Me: YEAR 2 - HPE - Explore
Theme: 131 - Wellbeing
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1636 - Nothing Scares Me: YEAR 2 - HPE - Explain
Theme: 178 - Phobia
Theme: 88 - Place
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1637 - Nothing Scares Me: YEAR 2 - HPE - Explain2
Theme: 131 - Wellbeing
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1638 - Nothing Scares Me: YEAR 2 - HPE - Elaborate
Theme: 131 - Wellbeing
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: 1639 - Nothing Scares Me: YEAR 2 - HPE - Elaborate2
Theme: 131 - Wellbeing
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: 1640 - Nothing Scares Me: YEAR 2 - HPE - Evaluate
Theme: 180 - Beliefs
Theme: 88 - Place
Theme: 131 - Wellbeing
E5: 41 - Evaluate - Reflect on learning to propose how to care for places and sites that are important or significant.
English Terminology: 914 - tooth fairy
English Terminology: 113 - profile
English Terminology: 640 - sustainability
English Terminology: 374 - superstition
English Terminology: 916 - superhero
English Terminology: 358 - storyboard
English Terminology: 927 - spider model
English Terminology: 924 - social
English Terminology: 915 - shared
English Terminology: 912 - shame
English Terminology: 911 - scenario
English Terminology: 247 - scary
English Terminology: 207 - relationship
English Terminology: 922 - quotes
English Terminology: 276 - poem
English Terminology: 124 - alien
English Terminology: 309 - material
English Terminology: 920 - living/non-living
English Terminology: 921 - freeze-frame
English Terminology: 574 - fear
English Terminology: 342 - expression
English Terminology: 918 - experience
English Terminology: 925 - expectation
English Terminology: 348 - emotion
English Terminology: 923 - durability
English Terminology: 917 - dentist
English Terminology: 281 - cultural
English Terminology: 919 - bullying
English Terminology: 913 - anxiety
English Terminology: 929 - rollercoaster chart
OIGC: 1837 - Nothing Scares Me - YEAR 2 - HPE
General Capability: 15 - Literacy
General Capability: 18 - Critical and creative thinking
General Capability: 19 - Personal and social capability
General Capability: 20 - Ethical understanding
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: 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: 83 - Reasoning in decision making and actions
General Capability: 85 - Recognising culture and developing respect
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: 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: 35 - OI.4 Aboriginal and Torres Strait Islander societies have many Language Groups.
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: 1655 - YEAR 1 - Visual Arts (Nothing Scares Me)
Year: 46 - Year 1
Learning Area: 34 - Visual Arts
Resource: 1668 - Nothing Scares Me: YEAR 1 - Visual Arts - Elaborate3
Theme: 183 - Hermit crab (Juwaning)
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: 1666 - Nothing Scares Me: YEAR 1 - Visual Arts - Elaborate
Theme: 181 - Goanna (Dirawong)
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: 1657 - Nothing Scares Me: YEAR 1 - Visual Arts - Engage
Theme: 181 - Goanna (Dirawong)
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1658 - Nothing Scares Me: YEAR 1 - Visual Arts - Engage2
Theme: 182 - Gecko (Kulpai)
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1659 - Nothing Scares Me: YEAR 1 - Visual Arts - Engage3
Theme: 183 - Hermit crab (Juwaning)
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1660 - Nothing Scares Me: YEAR 1 - Visual Arts - Explore
Theme: 181 - Goanna (Dirawong)
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1661 - Nothing Scares Me: YEAR 1 - Visual Arts - Explore2
Theme: 182 - Gecko (Kulpai)
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1662 - Nothing Scares Me: YEAR 1 - Visual Arts - Explore3
Theme: 183 - Hermit crab (Juwaning)
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1663 - Nothing Scares Me: YEAR 1 - Visual Arts - Explain
Theme: 181 - Goanna (Dirawong)
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1664 - Nothing Scares Me: YEAR 1 - Visual Arts - Explain2
Theme: 182 - Gecko (Kulpai)
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1665 - Nothing Scares Me: YEAR 1 - Visual Arts - Explain3
Theme: 183 - Hermit crab (Juwaning)
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1667 - Nothing Scares Me: YEAR 1 - Visual Arts - Elaborate2
Theme: 182 - Gecko (Kulpai)
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: 1669 - Nothing Scares Me: YEAR 1 - Visual Arts - Evaluate
Theme: 182 - Gecko (Kulpai)
Theme: 181 - Goanna (Dirawong)
Theme: 183 - Hermit crab (Juwaning)
E5: 41 - Evaluate - Reflect on learning to propose how to care for places and sites that are important or significant.
Resource: 1670 - Nothing Scares Me: YEAR 2 - Visual Arts - Engage
Theme: 181 - Goanna (Dirawong)
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
English Terminology: 320 - texture
English Terminology: 795 - colour
English Terminology: 551 - perspective
English Terminology: 880 - balance
English Terminology: 932 - size
English Terminology: 949 - emphasis
English Terminology: 945 - focus
English Terminology: 873 - movement
English Terminology: 937 - contrast
English Terminology: 946 - representation
English Terminology: 944 - form
English Terminology: 930 - line
English Terminology: 306 - pattern
English Terminology: 931 - repetition
English Terminology: 791 - shape
English Terminology: 898 - space
English Terminology: 940 - composition
English Terminology: 950 - actual/simulated
English Terminology: 948 - display
English Terminology: 942 - experiment
English Terminology: 943 - mural
English Terminology: 299 - stereotype
English Terminology: 936 - physical features
English Terminology: 934 - abstract
English Terminology: 951 - cross-hatching
English Terminology: 602 - x-ray drawing
English Terminology: 935 - visual design conventions
English Terminology: 938 - 2D: two-dimensional (image)
English Terminology: 933 - visual design elements
English Terminology: 939 - visual journal
English Terminology: 318 - techniques
English Terminology: 309 - material
English Terminology: 300 - audience
English Terminology: 947 - artist/artwork
English Terminology: 941 - 3D: three-dimensional (object)
English Terminology: 952 - printmaking
OIGC: 1839 - Nothing Scares Me - YEAR 1 - Visual Arts
General Capability: 15 - Literacy
General Capability: 17 - ICT capability
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: 71 - Creating with ICT
General Capability: 73 - Managing and operating ICT
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: 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: 35 - OI.4 Aboriginal and Torres Strait Islander societies have many Language Groups.
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: 61 - OI.7 The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia.
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: 1656 - YEAR 2 - Visual Arts (Nothing Scares Me)
Year: 47 - Year 2
Learning Area: 34 - Visual Arts
Resource: 1671 - Nothing Scares Me: YEAR 2 - Visual Arts - Engage2
Theme: 182 - Gecko (Kulpai)
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1672 - Nothing Scares Me: YEAR 2 - Visual Arts - Engage3
Theme: 183 - Hermit crab (Juwaning)
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1673 - Nothing Scares Me: YEAR 2 - Visual Arts - Explore
Theme: 181 - Goanna (Dirawong)
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1674 - Nothing Scares Me: YEAR 2 - Visual Arts - Explore2
Theme: 182 - Gecko (Kulpai)
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1675 - Nothing Scares Me: YEAR 2 - Visual Arts - Explore3
Theme: 183 - Hermit crab (Juwaning)
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1676 - Nothing Scares Me: YEAR 2 - Visual Arts - Explain
Theme: 181 - Goanna (Dirawong)
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1677 - Nothing Scares Me: YEAR 2 - Visual Arts - Explain2
Theme: 182 - Gecko (Kulpai)
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1678 - Nothing Scares Me: YEAR 2 - Visual Arts - Explain3
Theme: 183 - Hermit crab (Juwaning)
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1679 - Nothing Scares Me: YEAR 2 - Visual Arts - Elaborate
Theme: 181 - Goanna (Dirawong)
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: 1680 - Nothing Scares Me: YEAR 2 - Visual Arts - Elaborate2
Theme: 182 - Gecko (Kulpai)
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: 1681 - Nothing Scares Me: YEAR 2 - Visual Arts - Elaborate3
Theme: 183 - Hermit crab (Juwaning)
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: 1682 - Nothing Scares Me: YEAR 2 - Visual Arts - Evaluate
Theme: 182 - Gecko (Kulpai)
Theme: 181 - Goanna (Dirawong)
Theme: 183 - Hermit crab (Juwaning)
E5: 41 - Evaluate - Reflect on learning to propose how to care for places and sites that are important or significant.
English Terminology: 930 - line
English Terminology: 873 - movement
English Terminology: 940 - composition
English Terminology: 551 - perspective
English Terminology: 880 - balance
English Terminology: 932 - size
English Terminology: 949 - emphasis
English Terminology: 945 - focus
English Terminology: 937 - contrast
English Terminology: 946 - representation
English Terminology: 898 - space
English Terminology: 306 - pattern
English Terminology: 944 - form
English Terminology: 320 - texture
English Terminology: 795 - colour
English Terminology: 791 - shape
English Terminology: 931 - repetition
English Terminology: 950 - actual/simulated
English Terminology: 948 - display
English Terminology: 942 - experiment
English Terminology: 943 - mural
English Terminology: 299 - stereotype
English Terminology: 936 - physical features
English Terminology: 934 - abstract
English Terminology: 951 - cross-hatching
English Terminology: 602 - x-ray drawing
English Terminology: 935 - visual design conventions
English Terminology: 938 - 2D: two-dimensional (image)
English Terminology: 933 - visual design elements
English Terminology: 939 - visual journal
English Terminology: 318 - techniques
English Terminology: 309 - material
English Terminology: 300 - audience
English Terminology: 947 - artist/artwork
English Terminology: 941 - 3D: three-dimensional (object)
English Terminology: 952 - printmaking
OIGC: 1840 - Nothing Scares Me - YEAR 2 - Visual Arts
General Capability: 15 - Literacy
General Capability: 17 - ICT capability
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: 71 - Creating with ICT
General Capability: 73 - Managing and operating ICT
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: 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: 35 - OI.4 Aboriginal and Torres Strait Islander societies have many Language Groups.
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: 61 - OI.7 The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia.
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: 1641 - FOUNDATION - Visual Arts (Nothing Scares Me)
Year: 45 - Foundation
Learning Area: 34 - Visual Arts
Resource: 1651 - Nothing Scares Me: FOUNDATION - Visual Arts - Elaborate
Theme: 181 - Goanna (Dirawong)
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: 1652 - Nothing Scares Me: FOUNDATION - Visual Arts - Elaborate2
Theme: 182 - Gecko (Kulpai)
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: 1653 - Nothing Scares Me: FOUNDATION - Visual Arts - Elaborate3
Theme: 183 - Hermit crab (Juwaning)
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: 1654 - Nothing Scares Me: FOUNDATION - Visual Arts - Evaluate
Theme: 182 - Gecko (Kulpai)
Theme: 181 - Goanna (Dirawong)
Theme: 183 - Hermit crab (Juwaning)
E5: 41 - Evaluate - Reflect on learning to propose how to care for places and sites that are important or significant.
Resource: 1650 - Nothing Scares Me: FOUNDATION - Visual Arts - Explain3
Theme: 183 - Hermit crab (Juwaning)
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1642 - Nothing Scares Me: FOUNDATION - Visual Arts - Engage
Theme: 181 - Goanna (Dirawong)
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1643 - Nothing Scares Me: FOUNDATION - Visual Arts - Engage2
Theme: 182 - Gecko (Kulpai)
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1644 - Nothing Scares Me: FOUNDATION - Visual Arts - Engage3
Theme: 183 - Hermit crab (Juwaning)
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1645 - Nothing Scares Me: FOUNDATION - Visual Arts - Explore
Theme: 181 - Goanna (Dirawong)
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1646 - Nothing Scares Me: FOUNDATION - Visual Arts - Explore2
Resource: 1647 - Nothing Scares Me: FOUNDATION - Visual Arts - Explore3
Theme: 183 - Hermit crab (Juwaning)
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1648 - Nothing Scares Me: FOUNDATION - Visual Arts - Explain
Theme: 181 - Goanna (Dirawong)
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1649 - Nothing Scares Me: FOUNDATION - Visual Arts - Explain2
Theme: 182 - Gecko (Kulpai)
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
English Terminology: 602 - x-ray drawing
English Terminology: 932 - size
English Terminology: 943 - mural
English Terminology: 306 - pattern
English Terminology: 551 - perspective
English Terminology: 936 - physical features
English Terminology: 952 - printmaking
English Terminology: 791 - shape
English Terminology: 898 - space
English Terminology: 309 - material
English Terminology: 299 - stereotype
English Terminology: 318 - techniques
English Terminology: 320 - texture
English Terminology: 935 - visual design conventions
English Terminology: 933 - visual design elements
English Terminology: 939 - visual journal
English Terminology: 873 - movement
English Terminology: 930 - line
English Terminology: 931 - repetition
English Terminology: 300 - audience
English Terminology: 946 - representation
English Terminology: 938 - 2D: two-dimensional (image)
English Terminology: 941 - 3D: three-dimensional (object)
English Terminology: 934 - abstract
English Terminology: 950 - actual/simulated
English Terminology: 947 - artist/artwork
English Terminology: 880 - balance
English Terminology: 944 - form
English Terminology: 795 - colour
English Terminology: 940 - composition
English Terminology: 937 - contrast
English Terminology: 951 - cross-hatching
English Terminology: 948 - display
English Terminology: 949 - emphasis
English Terminology: 945 - focus
English Terminology: 942 - experiment
OIGC: 1838 - Nothing Scares Me - FOUNDATION - Visual Arts
General Capability: 15 - Literacy
General Capability: 17 - ICT capability
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: 71 - Creating with ICT
General Capability: 73 - Managing and operating ICT
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: 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: 35 - OI.4 Aboriginal and Torres Strait Islander societies have many Language Groups.
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: 61 - OI.7 The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia.
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: 1621 - YEAR 1 - HPE (Nothing Scares Me)
Year: 46 - Year 1
Learning Area: 28 - Health & Physical Education
Resource: 1625 - Nothing Scares Me: YEAR 1 - HPE - Explore2
Theme: 180 - Beliefs
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1622 - Nothing Scares Me: YEAR 1 - HPE - Engage
Theme: 131 - Wellbeing
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1623 - Nothing Scares Me: YEAR 1 - HPE - Engage2
Theme: 131 - Wellbeing
E5: 37 - Engage - Pose questions about past and present objects, people, places and events.
Resource: 1624 - Nothing Scares Me: YEAR 1 - HPE - Explore
Theme: 131 - Wellbeing
E5: 38 - Explore - Sort and record information and data, including location, in tables and on plans and labelled maps.
Resource: 1626 - Nothing Scares Me: YEAR 1 - HPE - Explain
Theme: 178 - Phobia
Theme: 88 - Place
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1627 - Nothing Scares Me: YEAR 1 - HPE - Explain2
Theme: 131 - Wellbeing
E5: 39 - Explain - Interpret data and information displayed in pictures and texts and on maps.
Resource: 1628 - Nothing Scares Me: YEAR 1 - HPE - Elaborate
Theme: 131 - Wellbeing
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: 1629 - Nothing Scares Me: YEAR 1 - HPE - Elaborate2
Theme: 131 - Wellbeing
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: 1630 - Nothing Scares Me: YEAR 1 - HPE - Evaluate
Theme: 180 - Beliefs
Theme: 88 - Place
Theme: 131 - Wellbeing
E5: 41 - Evaluate - Reflect on learning to propose how to care for places and sites that are important or significant.
English Terminology: 574 - fear
English Terminology: 918 - experience
English Terminology: 913 - anxiety
English Terminology: 920 - living/non-living
English Terminology: 921 - freeze-frame
English Terminology: 276 - poem
English Terminology: 914 - tooth fairy
English Terminology: 927 - spider model
English Terminology: 911 - scenario
English Terminology: 247 - scary
English Terminology: 922 - quotes
English Terminology: 309 - material
English Terminology: 912 - shame
English Terminology: 915 - shared
English Terminology: 348 - emotion
English Terminology: 358 - storyboard
English Terminology: 924 - social
English Terminology: 281 - cultural
English Terminology: 207 - relationship
English Terminology: 342 - expression
English Terminology: 916 - superhero
English Terminology: 923 - durability
English Terminology: 919 - bullying
English Terminology: 113 - profile
English Terminology: 124 - alien
English Terminology: 925 - expectation
English Terminology: 640 - sustainability
English Terminology: 374 - superstition
English Terminology: 917 - dentist
English Terminology: 929 - rollercoaster chart
OIGC: 1836 - Nothing Scares Me - YEAR 1 - HPE
General Capability: 15 - Literacy
General Capability: 18 - Critical and creative thinking
General Capability: 19 - Personal and social capability
General Capability: 20 - Ethical understanding
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: 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: 83 - Reasoning in decision making and actions
General Capability: 85 - Recognising culture and developing respect
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: 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: 35 - OI.4 Aboriginal and Torres Strait Islander societies have many Language Groups.
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 Nothing Scares Me
Synopsis
Little J knows there’s something that scares him but he’s even more scared of being found out.
Little J is thrilled to be at the beach with his hero Uncle Mick. When Little J gets stranded on a rocky outcrop he can’t possibly let on that he’s scared of heights. But maybe Uncle Mick has something he’s scared of too …
Ways of knowing and doing
Area
For me
About me
By me
My Country
The behaviours, physical features and habitats of a Goanna, Gecko & Hermit crab
Safety precautions on Country
Dangers posed by animals
Family and community connections to Country
To be brave in various situations and confront fears
Avoid boasting
Learn about emotional needs including empathy and resilience
Safety and survival skills on Country
Traditional and cultural stories and practices
Traditional and contemporary Aboriginal and/or Torres Strait Islander techniques of painting and carving, and representing animals
My Mob
Listen to and recount totem Dreaming stories and/or Bipo Bipo Taim stories
Identify good role models in my community
Encourage others to face their fears
Family structure
Roles and responsibilities
Respect for Elders
Acceptable behaviours
Listening to others
Working with others
Build confidence
Confront and conquer ‘shame’
Learn Aboriginal languages and/or Torres Strait Islander languages, and non-Indigenous language and literacies:
Speaking, Spelling, Reading, Writing
Drawing, Painting, Dancing, Singing, Playing instruments
My School
Health and Physical Education:
Recognise personal and social strengths, emotions, and feelings about yourself and others, resilience
The Arts: Visual Arts:
Making, responding and displaying visual artworks, and exploring Aboriginal and/or Torres Strait Islander culture, and animal totems
Language:
Use of recount, experiencing and retelling in oral and written formats
Literacy
ICT capability
Personal and social capability
Critical and creative thinking
Ethical understanding
Intercultural understanding
Learn the names of animals in Aboriginal and Torres Strait Islander languages, and stories about animal totems.
Match names and images to their meaning and cultural significance
Research and present information reports, procedural texts, photo-stories
Invent and participate in games that promote trust, cooperation and resilience.
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:
Take digital photos/short movies along the journey; identify and record sounds and scenes
Explore the different natural features and materials that can be found on Country listen to and record the sounds of the sea, coastal birds, insects, and animals at the beach mimic the sounds with voice or (made) instruments
collect evidence of birds, crustaceans, fish, and animals, e.g. tracks, feathers, shells, drift wood, seeds, etc.
observe and record the physical features and geographical signs in the coastal landscape and seascape, e.g. type of tides, waves, sand bars, tidal pools, rips, sand, pebbles, boulders, sea plants, water, etc.
Draw/photograph the horizon, clouds and the sea on different days, and at various times of the day or season.
Observe the change in height and depth of the coastline and tides to reveal old evidence of ancient volcanoes, mittens, and Aboriginal and/or Torres Strait Islander (cultural/sacred) sites
Learn traditional fishing techniques using tools made of natural materials
Identify where the spirits of this Country reside; look for evidence of old settlement sites and speculate what purpose the places served, and why they no longer exist
Listen to and retell the traditional Aboriginal Dreaming stories and/or Torres Strait Islander Bipo Bipo Taim (Before Before Time) stories about ‘the sea’ and the sea spirits of this Country.
Learn the songlines and dances related to the sea and the formation of the coastal areas of this Country
Draw images of the sea and the sea spirits in accordance with the lore of Country and culture.
Scoping off Country
‘off Country’ (By Me): Discovering, observing, and creating
Identify and apply various Aboriginal traditional names and/or Torres Strait Islander traditional names for sea animals, coastal birds, traps, fishing implements, and food sourced from the sea
Identify traditional language in respect to the customs and beliefs of various Australian Aboriginal peoples and/or Torres Strait Islander peoples. Use the traditional names/words in a sentence, a story, and/or a title
Pose questions and find out information about some traditional ceremonies associated with customs and beliefs, pertaining to the sea, sailing, or fishing, etc.
Analyse how traditional fishing techniques influence the way fishing is conducted today
Examine and evaluate the sustainable practices of Aboriginal peoples and/or Torres Strait Islander peoples for the sea, coastal areas, and sea animals, etc.
Research Aboriginal dances, music, and artworks and/or Torres Strait Islander dances, music, and artworks that illustrate the stories, movements, and/or characteristics of animals considered as totems, such as, goanna, gecko, and hermit crabs
Design and create masks and/or headdresses to represent the sea creatures and use them to scare away ‘fear’
Research, collect and explore materials needed to make artworks, musical instruments, carrying and storage containers, tools, clothing/textiles, and/or ceremonial decoration
Read, listen to, and view stories and paintings from the Dreaming and /or Bipo Bipo Taim (Before Before Time), and ask questions about the story to understand its meaning: How was it told? How was it made? By whom? Why was/is it important? What symbols are used?
Learn First language, in parallel with English language and literacy, to progress understanding and reflection about my World.
Legend:
Health & Physical Education,
Visual Arts,
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:
Health & Physical Education,
Visual Arts,
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.
Through Little J & Big Cuz, Episode 11 ‘Nothing Scares Me’, students can investigate the following inquiry questions for Foundation Year, Health and Physical Education:
How can we recognise fear in ourselves and others?
What is bravery? How can we be courageous?
The 5Es: an inquiry approach
This teaching strategy has been designed from the 5Es Inquiry approach.
Australian Curriculum v8.3, Health and Physical Education, F–10
In Foundation Year, Health and Physical Education, students develop knowledge, understanding and skills about personal and social strengths that lead to 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)
Identify people and demonstrate protective behaviours and other actions that help keep themselves safe and healthy - (ACPPS003)
Communicating and interacting for health and wellbeing
Communicating and interacting for health and wellbeing - (ACPPS004)
Identify and describe emotional responses people may experience in different situations - (ACPPS005)
Contributing to healthy and active communities
Identify actions that promote health, safety and wellbeing - (ACPPS006)
Australian Curriculum v8.3, Health and Physical Education, 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 11 ‘Nothing Scares Me’.
After viewing the episode, ask students questions to enhance their screen literacy. Direct questions so that students develop a full range of possible inquiries.
For example:
What things scared the characters in this episode?
How did the characters react when they are fearful?
Which characters helped others to overcome their fears?
Why did Little J say he wasn’t afraid of anything?
Who was brave in this episode?
What do stories teach us about overcoming fear?
Themes
Themes that relate to Foundation Year, Heath and Physical Education and are associated with Episode 11 ‘Nothing Scares Me’ include:
Australian Curriculum v8.3, 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 and 2, Health and Physical Education, Australian Curriculum
Personal, Social and Community Health
Being healthy, safe and active
Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities - (ACPPS015)
Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation.- (ACPPS017)
Recognise situations and opportunities to promote health, safety and wellbeing - (ACPPS018)
Communicating and interacting for health and wellbeing
Identify and practise emotional responses that account for own and others’ feelings. - (ACPPS020)
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 11 ‘Nothing Scares Me’.
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 things scared the characters in this episode?
How did the characters react when they are fearful?
Which characters helped others to overcome their fears?
Why did Little J say he wasn’t afraid of anything?
Who was brave in this episode?
What do stories teach us about overcoming fear?
Themes
Themes that relate to Year 1, Health and Physical Education and are associated with Episode 11 ‘Nothing Scares Me’ include:
Through Little J & Big Cuz, Episode 11 ‘Nothing Scares Me’, students can investigate the following inquiry questions for Foundation Year–Year 2 The Arts: Visual Arts:
How can I represent my ideas in a variety of visual forms?
What are visual elements and conventions, and how are they used in an image or object?
What are traditional and contemporary techniques, materials and technologies in the visual arts?
How and why do Aboriginal artists and/or Torres Strait Islander artists use symbols to represent animals and totems in their artworks?
The 5Es: an inquiry approach
This teaching strategy has been designed from the 5Es Inquiry approach.
Australian Curriculumv8.3, The Arts: Visual Arts, F–10
In Foundation Year–Year 2, students make and respond to artworks.
Foundation Year to Year 2 students:
become aware of visual conventions and learn to notice visual detail
explore how and why artworks are created and ways to use and apply visual conventions, such as line, shape, colour and texture
learn how their ideas or subject matter can be developed through different forms, styles, techniques, materials and technologies
learn about how and why artists, craftspeople and designers present their ideas through different visual representations, practices, processes and viewpoints.
Content descriptions and codes, Foundation Year–Year 2, The Arts: Visual Arts, Australian Curriculum
Foundation Year to Year 2 Content Descriptors
Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists - (ACAVAM106)
Create and display artworks to communicate ideas to an audience - (ACAVAM108)
Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples - (ACAVAR109)
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 11 ‘Nothing Scares Me’.
After viewing the episode, ask students questions to enhance their screen literacy. Direct questions so that students develop a full range of possible inquiries. For example,
What things scared the characters in this episode?
How did the characters react when they are fearful?
Which characters helped others to overcome their fears?
Why did Little J say he wasn’t afraid of anything?
Who was brave in this episode?
What do stories teach us about overcoming fear?
Themes
Themes that relate to Foundation Year–Year 2, The Arts: Visual Arts and are associated with Episode 11 ‘Nothing Scares me’ include:
Through Little J & Big Cuz, Episode 11 ‘Nothing Scares Me’, students can investigate the following inquiry questions for Foundation Year–Year 2 The Arts: Visual Arts:
How can I represent my ideas in a variety of visual forms?
What are visual elements and conventions, and how are they used in an image or object?
What are traditional and contemporary techniques, materials and technologies in the visual arts?
How and why do Aboriginal artists and/or Torres Strait Islander artists use symbols to represent animals and totems in their artworks?
The 5Es: an inquiry approach
This teaching strategy has been designed from the 5Es Inquiry approach.
Australian Curriculumv8.3, The Arts: Visual Arts, F–10
In Foundation Year–Year 2, students make and respond to artworks.
Foundation Year to Year 2 students:
become aware of visual conventions and learn to notice visual detail
explore how and why artworks are created and ways to use and apply visual conventions, such as line, shape, colour and texture
learn how their ideas or subject matter can be developed through different forms, styles, techniques, materials and technologies
learn about how and why artists, craftspeople and designers present their ideas through different visual representations, practices, processes and viewpoints.
Content descriptions and codes, Foundation Year–Year 2, The Arts: Visual Arts, Australian Curriculum
Foundation Year to Year 2 Content Descriptors
Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists - (ACAVAM106)
Use and experiment with different materials, techniques, technologies and processes to make artworks - (ACAVAM107)
Create and display artworks to communicate ideas to an audience - (ACAVAM108)
Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples - (ACAVAR109)
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 11 ‘Nothing Scares Me’.
After viewing the episode, ask students questions to enhance their screen literacy. Direct questions so that students develop a full range of possible inquiries. For example,
What things scared the characters in this episode?
How did the characters react when they are fearful?
Which characters helped others to overcome their fears?
Why did Little J say he wasn’t afraid of anything?
Who was brave in this episode?
What do stories teach us about overcoming fear?
Themes
Themes that relate to Foundation Year–Year 2, The Arts: Visual Arts and are associated with Episode 11 ‘Nothing Scares me’ include:
Through Little J & Big Cuz, Episode 11 ‘Nothing Scares Me’, students can investigate the following inquiry questions for Foundation Year–Year 2 The Arts: Visual Arts:
How can I represent my ideas in a variety of visual forms?
What are visual elements and conventions, and how are they used in an image or object?
What are traditional and contemporary techniques, materials and technologies in the visual arts?
How and why do Aboriginal artists and/or Torres Strait Islander artists use symbols to represent animals and totems in their artworks?
The 5Es: an inquiry approach
This teaching strategy has been designed from the 5Es Inquiry approach.
Australian Curriculumv8.3, The Arts: Visual Arts, F–10
In Foundation Year–Year 2, students make and respond to artworks.
Foundation Year to Year 2 students:
become aware of visual conventions and learn to notice visual detail
explore how and why artworks are created and ways to use and apply visual conventions, such as line, shape, colour and texture
learn how their ideas or subject matter can be developed through different forms, styles, techniques, materials and technologies
learn about how and why artists, craftspeople and designers present their ideas through different visual representations, practices, processes and viewpoints.
Content descriptions and codes, Foundation Year–Year 2, The Arts: Visual Arts, Australian Curriculum
Foundation Year to Year 2 Content Descriptors
Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists. - (ACAVAM106)
Use and experiment with different materials, techniques, technologies and processes to make artworks. - (ACAVAM107)
Create and display artworks to communicate ideas to an audience. - (ACAVAM108)
Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples. - (ACAVAR109)
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 11 ‘Nothing Scares Me’.
After viewing the episode, ask students questions to enhance their screen literacy. Direct questions so that students develop a full range of possible inquiries. For example,
What things scared the characters in this episode?
How did the characters react when they are fearful?
Which characters helped others to overcome their fears?
Why did Little J say he wasn’t afraid of anything?
Who was brave in this episode?
What do stories teach us about overcoming fear?
Themes
Themes that relate to Foundation Year–Year 2, The Arts: Visual Arts and are associated with Episode 11 ‘Nothing Scares me’ include:
Australian Curriculum v8.3, 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 and 2, Health and Physical Education, Australian Curriculum
Personal, Social and Community Health
Being healthy, safe and active
Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities - (ACPPS015)
Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation. - (ACPPS017)
Recognise situations and opportunities to promote health, safety and wellbeing - (ACPPS018)
Communicating and interacting for health and wellbeing
Identify and practise emotional responses that account for own and others’ feelings. - (ACPPS020)
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 11 ‘Nothing Scares Me’.
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 things scared the characters in this episode?
How did the characters react when they are fearful?
Which characters helped others to overcome their fears?
Why did Little J say he wasn’t afraid of anything?
Who was brave in this episode?
What do stories teach us about overcoming fear?
Themes
Themes that relate to Year 1, Health and Physical Education and are associated with Episode 11 ‘Nothing Scares Me’ include: