Updated: 16 Jun 2023
Use these Tiddalick the Frog sequencing activity cards as a resource for teaching Australian Dreaming Stories.
Non-Editable: PDF
Pages: 6 Pages
Year: F
Discuss experiences that are similar or different to their own by engaging with literary texts by Aboriginal and Torres Strait Islander authors and illustrators and a wide range of Australian and world authors and illustrators <ul> <li>engaging with texts that reflect the social and cultural groups to which students belong</li> <li>comparing experiences depicted in stories by a wide range of world authors with their own experiences</li> <li>viewing stories by Aboriginal and Torres Strait Islander storytellers from print, visual, digital and multimodal sources</li> <li>engaging with texts that portray Australian family life in different settings, for example suburban and remote settings</li> <li>identifying some features of culture that are revealed by characters and events in stories, for example dress, food and daily routines</li> </ul>
Communicates effectively by using interpersonal conventions and language with familiar peers and adults
Understands and responds to literature read to them
Identifies places and develops an understanding of the importance of places to people
Communicates geographical information and uses geographical tools
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to studentsâ own experiencesElaborationsrecognising that there are storytellers in all cultures (Skills: Critical and Creative Th...
The places people live in and belong to, their familiar features and why they are important to people
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
Share ideas about stories, poems and images in literature, reflecting on experiences that are similar or different to their own by engaging with texts by First Nations Australian, and wide-ranging Australian and world authors and illustrators
The features of familiar places they belong to, why some places are special and how places can be looked after
The importance of Country/Place to First Nations Australians and the Country/Place on which the school is located
Use these Tiddalick the Frog sequencing activity cards as a resource for teaching Australian Dreaming Stories.
Print, cut and laminate the activity cards. Students are required to put the steps for the Tiddalick the Frog Dreaming Story in the correct order.
This can be used as part of Australian Geography studies or as a stand-alone sequencing activity.
A black and white version of the resource has been included.
Discuss experiences that are similar or different to their own by engaging with literary texts by Aboriginal and Torres Strait Islander authors and illustrators and a wide range of Australian and world authors and illustrators <ul> <li>engaging with texts that reflect the social and cultural groups to which students belong</li> <li>comparing experiences depicted in stories by a wide range of world authors with their own experiences</li> <li>viewing stories by Aboriginal and Torres Strait Islander storytellers from print, visual, digital and multimodal sources</li> <li>engaging with texts that portray Australian family life in different settings, for example suburban and remote settings</li> <li>identifying some features of culture that are revealed by characters and events in stories, for example dress, food and daily routines</li> </ul>
Communicates effectively by using interpersonal conventions and language with familiar peers and adults
Understands and responds to literature read to them
Identifies places and develops an understanding of the importance of places to people
Communicates geographical information and uses geographical tools
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to studentsâ own experiencesElaborationsrecognising that there are storytellers in all cultures (Skills: Critical and Creative Th...
The places people live in and belong to, their familiar features and why they are important to people
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
Share ideas about stories, poems and images in literature, reflecting on experiences that are similar or different to their own by engaging with texts by First Nations Australian, and wide-ranging Australian and world authors and illustrators
The features of familiar places they belong to, why some places are special and how places can be looked after
The importance of Country/Place to First Nations Australians and the Country/Place on which the school is located
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