About RUNT Resource
Craig Silvey’s beloved best-selling novel leaps onto the big screen in a charming new Australian family movie. RUNT is the heartfelt and hilarious tale of eleven-year-old Annie Shearer and her best friend Runt, an adopted stray dog with remarkable abilities. In a bid to save their family farm, the two aspire to compete in the Agility Course Championships at the prestigious Krumpets Dog Show in London, whilst overcoming hurdles, obstacles and nefarious villains.
This learning resource was developed to support primary teachers and students intending to view the film. Developed for Years 3 to 6, the resource provides sequenced learning tasks suitable for a whole-class film study. Alternatively, teachers can select individual tasks to complement and extend a class or cohort film screening. These English tasks build students’ knowledge of viewing processes, including planning, monitoring, reflecting and reviewing. Behind-the-scenes materials and promotional materials are incorporated to enhance student engagement and understanding.
Watch
RUNT is screening in Australian cinemas from 19 September 2024. The film is rated PG.
Feedback
The ACTF would like to understand how teachers use our classroom resources. We welcome feedback from teachers who have delivered and adapted our resources. Please reach out to education@actf.com.au with questions, comments and suggestions.
Before Viewing
After Viewing
Australian Curriculum Links
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Language |
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Literature |
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Literacy |
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Inquiring |
• Questions developed support the process of improving knowledge and understanding about a topic or investigation. • Identify and examine relevant information and opinion from a range of sources, including visual information and digital sources. |
• Questions developed focus on improving understanding about a topic and clarifying information about processes or procedures. • Identify and examine relevant information and opinion from a range of sources, including visual information and digital sources. |
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Generating |
• Create possibilities by connecting or creatively expanding on new and known ideas in a variety of ways. • Put ideas into action by predicting an outcome, trialling options and assessing their effectiveness. |
• Create possibilities by changing, combining, or elaborating on new and known ideas in a variety of creative ways. • Put ideas into action by predicting potential or future outcomes and systematically testing a range of options. |
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Analysing |
• Draw conclusions and make choices when completing tasks, using observation and prior knowledge to provide reasons and construct arguments for choices made. • Evaluate the effectiveness of a course of action or the outcome of a task, including using a given or co-developed set of criteria to support decisions. |
• Draw conclusions and make choices when completing tasks, using discipline knowledge to provide reasons and evaluate arguments for choices made. • Evaluate the effectiveness of a course of action or the outcome of a task, including using a given or co-developed set of criteria to support decisions. |
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Reflecting |
• Select, describe and reflect on the thinking and learning strategies and processes used when completing activities and drawing conclusions. • Use aspects of knowledge and skills gained in one setting to inform learning in a new setting or context. |
• Identify and reflect on thinking and assumptions when completing activities or drawing conclusions. • Apply aspects of knowledge and skills gained in one context to a new or unrelated context to achieve a specific purpose. |
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Exploring and responding |
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