posted on: October 19, 2020
Watch and learn about five-year-old Little J and nine-year-old Big Cuz, Indigenous Australian kids living with their Nanna and Old Dog. For example: Themes that relate to Year 2, Science and are associated with Episode 2 ‘Wombat Rex’ include: Through Little J & Big Cuz, Episode 2 ‘Wombat Rex’, students can investigate the following inquiry questions for HASS_History and Geography: Australian Curriculum F–6/7, HASS_History and Geography. In a sequential 5E approach, each of the 5E stages rely on the completion of the previous stages. 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. Why are some places and events special and how do we know? 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. In prehistoric times, what did Wombat Rex would look like, sound like, feel like? Distracted by the events of the day, Little J loses Aaron and the family enrols the help of Uncle Mick, a Search and Rescue officer, to return him. Look for a link at the bottom of the webpage. learn that their observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena, infer simple cause-and-effect relationships from their observations and experiences, link events and phenomena with observable effects and to ask questions observe changes that can be large or small and happen quickly or slowly, explore the properties of familiar objects and phenomena, identifying similarities and differences, value counting as a means of comparing observations, and are introduced to ways of organising their observations, Observable changes occur in the sky and landscape - (ACSSU019), Science involves observing, asking questions about, and describing changes in, objects and events - (ACSHE021), Participate in guided investigations to explore and answer questions - (, Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions - (, Compare observations with those of others - (, Represent and communicate observations and ideas in a variety of ways - (. How does science classify living and non-living objects? 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. engage with their local community to grow a language that shares and respects the voices of Aboriginal and/or Torres Strait Islander peoples, their knowledge and their cultures. Themes that relate to Year 2, HASS_History and Geography and are associated with Episode 2 ‘Wombat Rex’ include: 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. Introduce students to resources where there are various images of Australian animals. The ‘8 Aboriginal Ways of Learning’ is an important guide to use when selecting and introducing learning activities with Aboriginal children and/or Torres Strait Islander children. Play some games when you are done. Explore the different animals in the resources and examine their special physical characteristics, for example: a frog’s big eyes for seeing insects, an echidna’s nose for poking into ant’s nests, kangaroo’s big back legs for jumping, a sugar glider’s flaps of skin, a snake’s scales, a koala’s big claws. This will enhance their screen literacy. learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena, observe and describe the behaviours and properties of everyday objects, materials and living things explore change in the world around them, including weather, making things move and/or changing shape, pose questions, make observations, and use their senses to gather different types of information, Participate in guided investigations and make observations using the senses - (ACSIS011), Engage in discussions about observations and represent ideas - (ACSIS233). “I am a koala and I live in gum trees. There are also sections for educational resources and parent/carer tips. As a class, inspect the Little J & Big Cuz promotional material and ask students if they have purchased promotional materials for other TV programs or films they have liked. When was the age of dinosaurs, in Australia, and around the world? The Little J & Big Cuz F-2 education resource adopts a 5Es Inquiry approach: Engage, Explore, Explain, Elaborate, and Evaluate. What factors influence change in non-living structures and/or materials? Thanks and acknowledgement must also be extended to Jess Holland, and Dr Mayrah Driese for acting as critical friends during the development of the (F-2) resources. explore the use of Earth’s resources, particularly the flow of matter and uses for water. OI.9 The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and globally. The third-party web links have been checked as appropriate for educators, and some are appropriate for students. Observe and record the land from an aerial perspective: lie on the ground and look at the sky – search for clouds, birds, the horizon, the wind and storms, etc. This website relies heavily on JavaScript. Themes that relate to Foundation Year, Science and are associated with Episode 2 ‘Wombat Rex’ include: Through Little J & Big Cuz, Episode 2 ‘Wombat Rex’, students can investigate the following inquiry questions for Year 2, Australian Curriculum v8.3, HASS F-6/7: History and Geography. Scoping ideas for deeper learning experiences ‘on Country’ or ‘off Country’. The Little J & Big Cuz F-2 framework acknowledges that once at school, Aboriginal students and/or Torres Strait Islander students, and all students, learn more effectively when they are given opportunities to learn and play ‘on Country’ and ‘off Country’ and the content they engage with is respectful of the contributions of Aboriginal peoples’ and/or Torres Strait Islander peoples’ histories, cultures, literature, arts, sciences, technologies and languages. It is Little J’s turn, so Little J, Nanna, Big Cuz, and Old Dog take Aaron on Country to look for mica rock, and along the way they photograph the expedition. Thus, each teaching and learning activity contains elements of engagement, development, and realisation and/or application. 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. Identify Aboriginal language names and/or Torres Strait Islander language names of various land objects; tell stories of the past about the animals and spirits that inhabit the land and sky. This television show provides a young Indigenous audience with ‘relatable’ characters as well as offers an insight into traditional Aboriginal culture, country and language. Australian Council for Educational Research Limited, The night sky including constellations/stars, Navigate by the stars and landmarks: The Milky Way, Ancient Australian dinosaurs/fossils/plants/ mega fauna, Stories the Elders tell about Country the Dreaming, Family and community connections to Country. The Little J & Big Cuz F-2 education resource adopts a multidisciplinary integration approach where themes related to the episode narrative are examined through the lenses of two Australian Curriculum (v8.3) learning areas, such as History and Science, or English and Technologies. Each module of 5E teaching and learning activities explicitly address the intent of each learning areas’ knowledge, understanding and skills as identified in the relevant curriculum learning area’s content descriptions. They are designed to work with the Little J and Big Cuz series which aims to provide children with a sneak peek into the world of school. Also available is a full list of references and resources linked to the teaching and learning activities. But maybe the tracks will lead to something truly amazing. Direct questions so that students develop a full range of possible inquiries. They are designed to work with the Little J and Big Cuz series which aims to provide children with a sneak peek into the world of school. For this learning resource, each of the learning activities can be used as sequential or as independent entities that can stand alone. 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, How the present, past and future are signified by terms indicating time, as well as by dates and changes that may have personal, The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them - (ACHASSK032), Pose questions about past and present objects, people, places and events - (, Compare objects from the past with those from the present and consider how places have changed over time - (, Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps - (ACHASSI025). Engage - Pose and respond to questions, and make predictions about familiar objects and events. Begin any activity listed below by viewing Little J & Big Cuz, Episode 2 ‘Wombat Rex’. Big Cuz tricks Little J into believing that the Giant Wombat is not extinct. When do you think Wombat Rex may have lived. In prehistoric times, whatdid Wombat Rex would look like, sound like, feel like? Access the Little J & Big Cuz Press Kit and download the character image files and any promotional materials. Direct questions so that students develop a full range of possible inquiries. Your browser does not support JavaScript or it has been disabled. It is Little J’s turn, so Little J, Nanna, Big Cuz, and Old Dog take Aaron on Country to look for mica rock, and along the way they photograph the expedition. consider the transitions that take place in children’s lives every day and the role of educators to work with children and families to support these transitional moments.
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