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

AreaFor meAbout meBy 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: Visual Arts, 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: Visual Arts, Health & Physical Education, Both, None

Cross Curriculum Priorities

Country/Place
OI.1 Australia has two distinct Indigenous groups: Aboriginal Peoples and Torres Strait Islander Peoples, and within those groups there is significant diversity..
OI.2 Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia.
OI.3 Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.
Culture
OI.4 Aboriginal and Torres Strait Islander societies have many Language Groups.
OI.5 Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing.
OI.6 Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of years and experiences can be viewed through historical, social and political lenses.
People
OI.7 The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia.
OI.8 Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.
OI.9 The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and globally.

Show

Year 2 Visual Arts

5E's Inquiry approach

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.

Description

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)
                                                                                                                                                                                                                                  Australian Curriculum v8.3, The Arts: Visual Arts

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 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:

  • goanna (Dirawong)
  • gecko (Kulpai)
  • hermit crab (Juwaning)

Education resources K–2

Engage


Themes
Hermit crab (Juwaning)


Themes
Gecko (Kulpai)

Explore


Themes
Hermit crab (Juwaning)


Themes
Gecko (Kulpai)


Themes
Goanna (Dirawong)

Explain


Themes
Goanna (Dirawong)


Themes
Hermit crab (Juwaning)


Themes
Gecko (Kulpai)

Elaborate


Themes
Hermit crab (Juwaning)


Themes
Gecko (Kulpai)


Themes
Goanna (Dirawong)

Evaluate


Themes
Gecko (Kulpai)
Goanna (Dirawong)
Hermit crab (Juwaning)


Show

Foundation Visual Arts

5E's Inquiry approach

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.

Description

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)
                                                                                                                                                                                                                                  Australian Curriculum v8.3, The Arts: Visual Arts

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 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:

  • goanna (Dirawong)
  • gecko (Kulpai)
  • hermit crab (Juwaning)

Education resources K–2

Engage


Themes
Hermit crab (Juwaning)


Themes
Gecko (Kulpai)


Themes
Goanna (Dirawong)

Explore


Themes
Goanna (Dirawong)


Themes
Hermit crab (Juwaning)

Explain


Themes
Hermit crab (Juwaning)


Themes
Gecko (Kulpai)


Themes
Goanna (Dirawong)

Elaborate


Themes
Hermit crab (Juwaning)


Themes
Gecko (Kulpai)


Themes
Goanna (Dirawong)

Evaluate


Themes
Gecko (Kulpai)
Goanna (Dirawong)
Hermit crab (Juwaning)


Show

Year 2 Health & Physical Education

5E's Inquiry approach

Through Little J & Big Cuz, Episode 11 ‘Nothing Scares Me’ students can investigate the following inquiry questions for Health and Physical Education:

  • What are my personal and social strengths?
  • 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.

Description

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)

Contributing to healthy and active communities

  • Identify and explore natural and built environments in the local community where physical activity can take place - (ACPPS023)
  • Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected - (ACPPS024)
                                                                                                                                                                                      Australian Curriculum v8.3, Health and Physical Education F–10

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 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:

  • wellbeing
  • place
  • beliefs.

Education resources K–2

Engage


Themes
Wellbeing


Themes
Wellbeing

Explore


Themes
Beliefs


Themes
Wellbeing

Explain


Themes
Wellbeing


Themes
Phobia
Place

Elaborate


Themes
Wellbeing


Themes
Wellbeing

Evaluate


Themes
Beliefs
Place
Wellbeing


Show

Year 1 Visual Arts

5E's Inquiry approach

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.

Description

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)
                                                                                                                                                                                                                          Australian Curriculum v8.3, The Arts: Visual Arts

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 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:

  • goanna (Dirawong)
  • gecko (Kulpai)
  • hermit crab (Juwaning)

Education resources K–2

Engage


Themes
Gecko (Kulpai)


Themes
Goanna (Dirawong)


Themes
Goanna (Dirawong)


Themes
Hermit crab (Juwaning)

Explore


Themes
Hermit crab (Juwaning)


Themes
Gecko (Kulpai)


Themes
Goanna (Dirawong)

Explain


Themes
Hermit crab (Juwaning)


Themes
Gecko (Kulpai)


Themes
Goanna (Dirawong)

Elaborate


Themes
Goanna (Dirawong)


Themes
Hermit crab (Juwaning)


Themes
Gecko (Kulpai)

Evaluate


Themes
Gecko (Kulpai)
Goanna (Dirawong)
Hermit crab (Juwaning)


Show

Foundation Health & Physical Education

5E's Inquiry approach

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.

Description

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

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 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:

  • phobia
  • values

Education resources K–2

Engage


Themes
Phobia

Explore


Themes
Phobia

Explain


Themes
Values

Elaborate


Themes
Values

Evaluate


Themes
Wellbeing


Show

Year 1 Health & Physical Education

5E's Inquiry approach

Through Little J & Big Cuz, Episode 11 ‘Nothing Scares Me’ students can investigate the following inquiry questions for Health and Physical Education:

  • What are my personal and social strengths?
  • 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.

Description

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)

Contributing to healthy and active communities

  • Identify and explore natural and built environments in the local community where physical activity can take place - (ACPPS023)
  • Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected - (ACPPS024)
                                                                                                                                                                                                  Australian Curriculum v8.3, Health and Physical Education F–10

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 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:

  • wellbeing
  • place
  • beliefs.

Education resources K–2

Engage


Themes
Wellbeing


Themes
Wellbeing

Explore


Themes
Beliefs


Themes
Wellbeing

Explain


Themes
Phobia
Place


Themes
Wellbeing

Elaborate


Themes
Wellbeing


Themes
Wellbeing

Evaluate


Themes
Beliefs
Place
Wellbeing