ACTF

Foundation, Year 1 and Year 2

Learning Intention

Students will learn about fairness, community and inclusion by exploring stories of rules, special places, and diversity. Through reflecting on these clips, discussing their own experiences, and creating group projects, students will begin to understand how rules help us, why places are important, and how everyone can belong. 

In Version 9 of the Australian Curriculum, Civics and Citizenship content begins formally at Year 3 within the HASS learning area. However, the Foundation – Year 2 band provides a valuable opportunity to introduce students to age-appropriate civic concepts through stories, classroom routines, and everyday experiences. 

The lesson ideas in this resource are designed to build early understandings of fairness, rules, and community, while also supporting content from other areas of HASS such as History (for example, family and community life, continuity and change) and Geography (for example, places we live in, connections to community). These introductory activities can lay a strong foundation for the Civics and Citizenship learning that follows in Year 3 and beyond. 

Although Civics and Citizenship content in the Australian Curriculum (Version 9) begins formally at Year 3, students in Foundation – Year 2 can be introduced to key ideas through age-appropriate stories and activities. These clips support students to build early understandings of three core civic concepts:

  • Rules and Fairness (Eddie’s Lil’ Homies) — Students explore why rules exist, how responsibilities shape behaviour, and what happens when rules are broken. 

  • Special Places (Little J & Big Cuz) — Students reflect on places that are meaningful to families and communities, and consider how caring for places helps everyone. 

  • Diversity and Inclusion (Little Lunch) — Students consider how people are different, how mistakes are part of learning, and how kindness and inclusion make communities stronger. 

Together, these lessons form a narrative arc that introduces the foundations of Civics and Citizenship Education: understanding community, respecting differences, and recognising the importance of belonging. This creates a strong base for the more explicit CCE learning that begins in Year 3.

Clip 1: Eddie’s Lil’ Homies Series 1 Episode 4 ‘Dial M for Mayhem’

Watch

Shanti is the playground monitor and she uses her authority to tell the other children what they can and can’t do. They might not like it, but they have to do what she tells them. However, when Shanti loses her playground monitor badge, the other children suddenly start to do what they want. 

Reflect

Reflecting on the clip from Eddie’s Lil’ Homies, students answer the following discussion questions: 

  • What special job did Shanti have in the playground? 
  • How did Shanti feel when she was wearing her badge? 
  • How did the other children feel about Shanti?  
  • Why was it important to have someone enforcing the rules of the playground?  
  • What happened when Shanti lost her badge? How did Shanti feel? What did the other children do?  

In a circle time discussion, ask students to share their own experiences: 

  • Have you ever had a special job or responsibility at school or at home? How did it make you feel? 
  • Is there something you own that makes you feel proud or confident, like Shanti’s badge did for her? 
  • What happens if you forget or lose something important to you? How do you feel? 
  • Why do you think it’s important to have rules?  
  • Who do you think should make the rules? Why should they make the rules?  
  • What should happen to people who don’t follow the rules?  
  • Can the rules ever be changed?  
 

Explore

Imagine you see a friend doing something that isn’t fair or is against the rules, like cutting in line, not sharing, or running inside the classroom. Think about the kind and respectful words you could use to remind them about the rules. For example: 

  • “Remember, we’re all waiting our turn.” 
  • “It’s safer if we walk inside.” 
  • “Can you share so everyone gets a go?” 

In pairs or small groups, practise saying your own respectful sentences to a friend who might be doing the wrong thing. 

Create

Work together in small groups to make a Classroom Rules Poster. Your poster should include: 

  • Who creates the rules (for example, students, teachers, everyone together). 
  • What happens if rules aren’t followed (for example, reminders, making it fair again). 
  • Who decides and checks the rules (for example, the class, the teacher, or both). 

Be artistic - add drawings, colours, or symbols to show each rule and idea. When your poster is finished, share it with the class and talk about how rules help everyone feel safe, happy, and included.

Clip 2: Little J and Big Cuz Series 1 Episode 4 ‘Right Under Your Nose’

Watch

Little J, Big Cuz and their Nanna experience a power outage while preparing for a project about the ocean for show and tell at school, so they head to the beach to continue their preparations in a more hands-on way. At the beach, Big Cuz tries to catch a fish (a “bluebone”), Little J looks for something special for show and tell, and they all help Nanna with cooking over a fire pit using what they find. Along the way, they discover lots of sea creatures, learn about the beach environment, and explore how even without technology, they can learn and experience nature in their own place.  

Reflect

Reflecting on the clip from Little J and Big Cuz, students answer the following discussion questions:  

  • What kinds of things did they see and do at the beach? 
  • Why do you think the beach was an important place for them? 
  • How did being at the beach help them learn and prepare for school? 

In a circle time discussion, ask students to share their own experiences: 

  • What is a place that feels special to you (at school, at home, or outside)? 
  • Why is this place important to you? 
  • What do you like to do when you are there? 
  • Is there someone you share this place with, like family or friends? 
  • How can we take care of our special places so they stay safe and enjoyable? 

 

Explore

Think about the beach in the clip. Why was it special for Little J, Big Cuz and Nanna? Was it special because of what they could do there, or because of who they were with? 

In pairs or small groups, talk about different kinds of special places - some might be natural (like a park or beach), others might be built (like a library or playground). Share your ideas about why these places matter to people. 

Create

Work together to make a “My Special Place” Map. 

  • Draw or paint a place that feels special to you. 
  • Show what makes it special (activities, people, animals, or objects). 
  • Add symbols, colours, or labels to explain why it is important.  

When finished, display your posters around the classroom and have a gallery walk, where students can look at each other’s special places and talk about how everyone’s important places are different but meaningful.

Clip 3: Little Lunch Series 1 Episode 1 ‘The Principal’s Office’

Watch

Rory bites Melanie on the hand (he doesn’t mean to be “naughty” - he’s struggling with impulse control). Because of that, he is sent to sit in the Principal’s office (in a special chair called “Rory’s Spot”) as a consequence. 

Reflect

Reflecting on the clip from Little Lunch, students answer the following discussion questions: 

  • What happened between Rory and Melanie? 
  • Why do you think Rory bit Melanie? 
  • How did the teacher respond when this happened? 
  • What happened to Rory after he bit Melanie? 
  • How do you think Rory felt when he had to go to the Principal’s office? 

In a circle time discussion, ask students to share their own experiences: 

  • Have you ever seen someone do the wrong thing at school or at home? What happened? 
  • What did the teacher, parent, or adult do about it? 
  • How do you think the person felt when they got into trouble? 
  • Has anyone ever said sorry to you when they did the wrong thing? How did that make you feel? 
  • What can we do to make things better when mistakes happen? 
 

Explore

Think about times when someone in your class might feel left out - for example, if they are new, if they can’t join a game, or if they have to sit out for a while. 

  • In small groups, come up with ideas for how you can include that person and make them feel part of the group. 
  • Share your ideas with the class. Which ones would work best in your classroom? 

Create

In small groups, work together to create a short play, starring the characters from Little Lunch. Your play should show how to include someone who feels left out.   

  • Choose a situation (for example: a friend is sitting by themselves, someone is left out of a game, or someone has made a mistake like Rory). 
  • Act out what might happen if nobody includes them - and then show how things change when friends step in kindly. 
  • Use simple props, costumes, or signs if you like. 

Perform your play for the class, and afterwards talk about the different ways we can make sure everyone feels included. 

Clip 

HASS Links (F–2) 

General Capabilities 

Cross-Curriculum Priorities 

Eddie’s Lil’ Homies – “Dial M for Mayhem” (Rules & Fairness) 

Geography: the features of familiar places they belong to, why some places are special and how places can be looked after (AC9HSFK03).   

HASS Inquiry Skills: Pose questions and make simple decisions (AC9HSFS01, AC9HSFS04). 

Personal and Social Capability: Recognising emotions, making decisions, understanding rules and consequences.   

Ethical Understanding: Exploring right/wrong, fairness, consequences. 

 

Little J & Big Cuz – “Right Under Your Nose” (Special Places) 

Geography: how places change and how they can be cared for by different groups including First Nations Australians (AC9HS1K04) 

Geography: the natural, managed and constructed features of local places, and their location (AC9HS1K03) 

Intercultural Understanding: Appreciating how places are valued differently by people 

Personal and Social Capability: Empathy, recognising shared values.   

Critical and Creative Thinking: Linking personal experience to wider ideas. 

Aboriginal and Torres Strait Islander Histories and Cultures: Understanding connection to Country/Place.   

Sustainability: Caring for special and natural places. 

Little Lunch – “The Principal’s Office” (Diversity & Inclusion) 

HASS Inquiry Skills: discuss perspectives related to objects, people, places and events (AC9HS1S04) 

 

Personal and Social Capability: Respecting others, inclusion, working with diversity.   

Ethical Understanding: Exploring fairness, empathy, consequences of actions.   

Intercultural Understanding: Valuing differences and inclusion. 

 

 

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