Episode Territories
Synopsis
Big Cuz and Little J must put aside their differences to outwit a territorial magpie.
Big Cuz is fed up with Little J messing up her side of the room, so she creates a border that he is not allowed to cross. But when the backyard is taken over by a swooping Magpie, the kids must unite to outwit him.
Ways of knowing and doing
| Area | For me | About me | By me |
|---|---|---|---|
| My Country |
|
|
|
| My Mob |
|
|
|
| My School |
|
|
|
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 and/or Torres Strait Islander bush reserve. If the excursion is to enter a significant Aboriginal or Torres Strait Islander cultural site/area of importance, seek permission from the recognised custodians/authorities to take photographs. Also instruct participants that they can’t take or remove anything from a scared area.
- Take digital photos/short movies along the journey; identify landscape features, and record sounds and scenes.
- ‘Map’ the journey from one place to another.
- Listen to the sounds of animals, birds (such as magpies), insects, the bush; mimic the sounds with voice or (made) instruments.
- Observe and record the land from an aerial perspective: lie on the ground and look at the sky – search for clouds, birds, horizon, etc.; examine the trees, and the canopy.
- Draw/photograph clouds and/or the ‘wind’; observe the change in height and depth of the landscape to reveal old watercourses, volcanoes, Aboriginal (cultural/sacred) sites and/or Torres Strait Islander (cultural/sacred) sites.
- Learn to find evidence of seasonal changes on Country, knowing what seasons are nesting seasons for birds and animals.
- Look for evidence of birds nesting or raising their young in this season or last (e.g. abandoned nests).
- Listen and look for signs of birds defending their territory (e.g. screech of raptors).Look for evidence of possums, echidnas, snakes and magpies.
- Learn where, when and why snakes shed their skins.
- Listen to and retell the traditional stories about animal spirits of this Country.
- Draw images of the animals of this Country in accordance with the lores of Country, and culture.
Scoping off Country
‘off Country’ (For Me): Questioning, identifying, comparing, collecting data
- Ask questions and find out information about the animals and their habitats associated with my Country.
- Learn, read, listen to and retell the traditional stories about animal and bird spirits of this Country.
- Reading/listening (to) /viewing Dreaming stories/paintings and/or Bipo Bipo Tiam (Before Before Time) stories/paintings and asking questions about the stories and songlines to understand their meaning, such as how it was told/made?, by whom? why was/is it important?, what symbols are used to indicate land features and meeting places?
- Understanding how maps are constructed and how to use them function.
- Learning the meaning of personal and familiar borders, the states and territories of Australia, and the geographical borders of Aboriginal and/or Torres Strait Islander language nations.
- Learn to describe territorial boundaries and find them on a map.
- Explore historical objects made of animal skins and artefacts, such as possum skin cloaks.
- Make a nest and gather special things to put in it.
- Identify Aboriginal names and/or Torres Strait Islander names for animals and birds, including snakes, possums and magpies.
- Identify people in my community who have achieved success and identify the behaviours, values and attributes they display as a successful (good) person
- Use Aboriginal names and/or Torres Strait Islander names in a sentence/story/title.
- Learn First language, in parallel with English language and literacy, to progress understanding and reflection about my World.
General Capabilities
Cross Curriculum Priorities
Year 1 HASS - History and Geography
5E's Inquiry approach
Through Little J & Big Cuz, Episode 12 ‘Territories’, students can investigate the following inquiry questions for HASS_Geography:
- How my world is different from the past and can change in the future?
- How has family life changed or remained the same over time?
- How can we show that the present is different from or similar to the past?
- How do we describe the sequence of time?
The 5Es: an inquiry approach
This teaching strategy has been designed from the 5Es Inquiry approach.
- The e5 instructional model, DET Victoria
- The 5Es, Enhancing education
- The 5E Model of Instruction, CSCOPE
Description
Australian Curriculum F–6/7, HASS_History & Geography
In Year 1, students begin to develop knowledge, understanding and skills through the key concepts of continuity and change, significance, place and space, and perspectives.
Year 1 students:
- learn how changes occur over time in relation to themselves, their own families, daily and seasonal weather patterns
- anticipate near future events such as personal milestones and seasons
- explore and investigate familiar places; their natural, managed and constructed features; and the activities located in them
- examine their daily family life and how it is the same as, and different to, previous generations; how different groups describe daily and seasonal weather patterns.
Content descriptions and codes, Year 1, HASS_Geography, Australian Curriculum
Knowledge and Understanding
Geography
- The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them - (ACHASSK032
Inquiry and skills
Questioning
- Pose questions about past and present objects, people, places and events - (ACHASSI018)
Researching
- Sort and record information and data, including location, in tables and on plans and labelled maps - (ACHASSI020)
Analysing
- Interpret data and information displayed in pictures and texts and on maps - (ACHASSI024)
Evaluating and reflecting
- Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps - (ACHASSI025)
Communicating
- 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 - (ACHASSI027)
Australian Curriculum v8.3, HASS F–6/7
“© 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 12 ‘Territories’.
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:
- Where is the possum, and where do you think it came from?
- What is the cranky magpie protecting?
- Do you think the magpie will chase Little J and Big Cuz to school, or just in the backyard?
- What does Levi bring to ‘Animal Show and Tell’?
- What relevance does animal poo have to do with territories?
- Why does Big Cuz suggest they split their room into individual territories?
- What is the smell that Big Cuz refers to? How does Little J reply?
Themes
Themes that relate to Year 1, HASS_Geography and are associated with Episode 12 ‘Territories’ include:
- territory
- maps.
Education resources K–2
Engage
Explore
Explain
Elaborate
Evaluate
Year 2 Health & Physical Education
5E's Inquiry approach
Through Little J & Big Cuz, Episode 12 ‘Territories’, students can investigate the following inquiry questions for Years 1 & 2, Health and Physical Education:
- How do we grow: physically, socially, and emotionally?
- What is meant by belonging? What are acceptable behaviours in a social context?
The 5Es: an inquiry approach
This teaching strategy has been designed from the 5Es Inquiry approach.
- The e5 instructional model, DET Victoria
- The 5Es, Enhancing education
- The 5E Model of Instruction, CSCOPE
Description
Australian Curriculum F–10, Health and Physical Education
In Years 1 & 2, students begin to develop Health knowledge, understanding and skills through key concepts:
Students:
- explore their own sense of self and the factors that contribute to and influence their identities
- explores health messages and how they relate to health decisions and behaviours
- develop personal and social skills such as cooperation, decision making, problem solving and persistence.
Content descriptions and codes, Years 1 & 2, Health and Physical Education, Australian Curriculum
HPE: Personal, Social and Community Health
Being healthy, safe and active
- Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities - (ACPPS015)
- Recognise situations and opportunities to promote health, safety and wellbeing - (ACPPS018)
Communicating and interacting for health and wellbeing
- Describe ways to include others to make them feel they belong - (ACPPS019)
- 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
- Explore actions that help make the classroom a healthy, safe and active place - (ACPPS022)
- 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
“© 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 12 ‘Territories’.
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:
- Why is Big Cuz angry at Little J? What did he do?
- How does this mistake make him feel? Is he fearful of consequences?
- Why does Big Cuz suggest they split their room into individual territories?
- What is the smell that Big Cuz refers to? How does Little J reply?
- What do Little J and Big Cuz use to draw a border across their room?
- Who decides where the border goes?
- How does Little J try to help Big Cuz get across his territory, and what happens because of this strategy?
- What does ‘neutral territory’ mean?
- How did the cousins work together to problem solve a solution to their fears/problems?
- How and why do they collaborate at school?
Themes
Themes that relate to Year 1 & 2, HPE and are associated with Episode 12 ‘Territories’ include:
- character
- rights
- belonging
- health
- resilience.
Education resources K–2
Engage
Explore
Explain
Elaborate
Evaluate
Year 2 HASS - History and Geography
5E's Inquiry approach
Through Little J & Big Cuz, Episode 12 ‘Territories’, students can investigate the following ‘inquiry questions for HASS_Geography:
- What does my place tell me about the past and present?
- How are people connected to their place and other places, past or present?
- How has technology affected daily life over time and the connections between people in different places?
The 5Es: an inquiry approach
This teaching strategy has been designed from the 5Es Inquiry approach.
- The e5 instructional model, DET Victoria
- The 5Es, Enhancing education
- The 5E Model of Instruction, CSCOPE
Description
Australian Curriculum F–6/7, HASS_History & Geography
In Year 2, students begin to develop knowledge, understanding and skills through the key concepts of continuity and change, significance, place and space, and perspectives.
Year 2 students:
- learn about the past in their local area and how the lives of people have changed over time
- learn how their community values and preserves connections to the past
- discover where they are located in the world and how the world is represented on maps and through place names that reveal the history and value of these places.
- examine the beliefs and values of other cultures’ connections to their local place and their own connections to distant places.
Content descriptions and codes, Year 2, HASS_Geography, Australian Curriculum
Knowledge and Understanding
Geography
- The way the world is represented in geographic divisions and the location of Australia in relation to these divisions - (ACHASSK047)
- The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place - (ACHASSK049)
Inquiry and skills
Questioning
- Pose questions about past and present objects, people, places and events - (ACHASSI034)
Researching
- Sort and record information and data, including location, in tables and on plans and labelled maps - (ACHASSI036)
Analysing
- Interpret data and information displayed in pictures and texts and on maps - (ACHASSI040)
Evaluating and reflecting
- Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps - (ACHASSI041)
Communicating
- 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 - (ACHASSI043)
Australian Curriculum v8.3, HASS F–6/7
“© 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 12 ‘Territories’.
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:
- Why do Big Cuz and Little J have an argument?
- What do Little J and Big Cuz use to draw a border across their room?
- Who decides where the border goes?
- How does Little J try to help Big Cuz get across his territory, and what happens because of this strategy?
- What does ‘neutral territory’ mean?
Themes
Themes that relate to Year 2, HASS_Geography and are associated with Episode 12 ‘Territories’ include:
- maps
- territories.
Education resources K–2
Engage
Explore
Explain
Elaborate
Evaluate
Foundation Health & Physical Education
5E's Inquiry approach
Through Little J & Big Cuz, Episode 12 ‘Territories’, students can investigate the following inquiry questions for Health and Physical Education:
- Who looks after my needs?
- How am I responsible for others?
- What personal and social skills are needed to interact positively with others?
The 5Es: an inquiry approach
This teaching strategy has been designed from the 5Es Inquiry approach.
- The e5 instructional model, DET Victoria
- The 5Es, Enhancing education
- The 5E Model of Instruction, CSCOPE
Description
Australian Curriculum F–10, Health and Physical Education
In Foundation Year, students begin to develop knowledge, understanding and skills for students to lead healthy, safe and active lives.
Foundation 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
Communicating and interacting for health and wellbeing. Identify and describe emotional responses people may experience in different situations
- Practise personal and social skills to interact positively with others - (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 12 ‘Territories’.
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:
- When and why did the magpie swoop on Old Dog, Big Cuz and Little J?
- How many baby magpies were in the nest?
- Which of the magpie parents swooped humans to protect the nest?
- What did Little J forget to take for ‘Animal Show and Tell’?
- What kind of snake did Little J have the shed skin of?
- What did Levi bring to ‘Animal Show and Tell’?
- How did Big Cuz and Little J resolve their differences about navigating across their room to the exit points, e.g. door and windows?
- What materials did Little J and Big Cuz use to make their helmets?
Themes
Themes that relate to Foundation Year, Health and Physical Education and are associated with Episode 12 ‘Territories’ include:
- birds
- wellbeing.
Education resources K–2
Engage
Explore
Explain
Elaborate
Evaluate
Foundation HASS - History and Geography
5E's Inquiry approach
Through Little J & Big Cuz, Episode 12 ‘Territories’, students can investigate the following inquiry questions for HASS_Geography:
- Who am I, where do I live and who came before me?
- Why are some places and events special and how do we know?
- How can we show that the present is different from or similar to the past?
- How do we describe the sequence of time?
The 5Es: an inquiry approach
This teaching strategy has been designed from the 5Es Inquiry approach.
- The e5 instructional model, DET Victoria
- The 5Es, Enhancing education
- The 5E Model of Instruction, CSCOPE
Description
Australian Curriculum F–6/7, HASS_History & Geography
In the Foundation Year, students begin to develop knowledge, understanding and skills through the key concepts of continuity and change, significance, place and space, and perspectives.
Foundation students:
- learn how changes occur over time in relation their personal world and their family histories
- explore the people and features of their social and physical worlds
- explore why places are special to them and others
- examine representations of place and sources, including stories from family members and from different cultures.
Content descriptions and codes, Foundation Year, HASS_Geography, Australian Curriculum
Knowledge and Understanding
Geography
- The Aboriginal or Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander Peoples - (ACHASSK016)
Inquiry and skills
Questioning
- Pose questions about past and present objects, people, places and events - (ACHASSI001)
Researching
- Sort and record information and data, including location, in tables and on plans and labelled maps - (ACHASSI003)
Analysing
- Interpret data and information displayed in pictures and texts and on maps - (ACHASSI007)
Evaluating and reflecting
- Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps - (ACHASSI008)
Communicating
- 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 - (ACHASSI010)
Australian Curriculum v8.3, HASS F–6/7
“© 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 12 ‘Territories’.
After viewing, ask students questions about the episodeto enhance their screen literacy. Direct questions so that students develop a full range of possible inquiries. For example:
- When and why did the magpie swoop on Old Dog, Big Cuz and Little J?
- How many baby magpies were in the nest?
- Which of the magpie parents swooped humans to protect the nest?
- What did Little J forget to take for ‘Animal Show and Tell’?
- What kind of snake did Little J have the shed skin of?
- What did Levi bring to ‘Animal Show and Tell’?
- How did Big Cuz and Little J resolve their differences about navigating across their room to the exit points, e.g. door and windows?
- What materials did Little J and Big Cuz use to make their helmets?
Themes
Themes that relate to Foundation Year, HASS_Geography and are associated with Episode 12 ‘Territories’ include:
- maps.
Education resources K–2
Engage
Explore
Explain
Elaborate
Evaluate
Year 1 Health & Physical Education
5E's Inquiry approach
Through Little J & Big Cuz, Episode 12 ‘Territories’, students can investigate the following inquiry questions for Years 1 & 2, Health and Physical Education:
- How do we grow: physically, socially, and emotionally?
- What is meant by belonging? What are acceptable behaviours in a social context?
The 5Es: an inquiry approach
This teaching strategy has been designed from the 5Es Inquiry approach.
- The e5 instructional model, DET Victoria
- The 5Es, Enhancing education
- The 5E Model of Instruction, CSCOPE
Description
Australian Curriculum F–10, Health and Physical Education
In Years 1 & 2, students begin to develop Health knowledge, understanding and skills through key concepts:
Students:
- explore their own sense of self and the factors that contribute to and influence their identities
- explores health messages and how they relate to health decisions and behaviours
- develop personal and social skills such as cooperation, decision making, problem solving and persistence.
Content descriptions and codes, Years 1 & 2, Health and Physical Education, Australian Curriculum
HPE: Personal, Social and Community Health
Being healthy, safe and active
- Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities - (ACPPS015)
- Recognise situations and opportunities to promote health, safety and wellbeing - (ACPPS018)
Communicating and interacting for health and wellbeing
- Communicating and interacting for health and wellbeing - (ACPPS019)
- 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
- Explore actions that help make the classroom a healthy, safe and active place - (ACPPS022)
- 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
“© 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 12 ‘Territories’.
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:
- Why is Big Cuz angry at Little J? What did he do?
- How does this mistake make him feel? Is he fearful of consequences?
- Why does Big Cuz suggest they split their room into individual territories?
- What is the smell that Big Cuz refers to? How does Little J reply?
- What do Little J and Big Cuz use to draw a border across their room?
- Who decides where the border goes?
- How does Little J try to help Big Cuz get across his territory, and what happens because of this strategy?
- What does ‘neutral territory’ mean?
- How did the cousins work together to problem solve a solution to their fears/problems?
- How and why do they collaborate at school?
Themes
Themes that relate to Year 1 & 2, HPE and are associated with Episode 12 ‘Territories’ include:
- character
- rights
- belonging
- health
- resilience.