Atticus has been acting strangely and reveals he is starving because his grandmother is looking after him while his parents are away and he doesn’t like her cooking. In the end, the other kids try the food and realise it’s actually delicious, and Atticus learns to appreciate his Ya‑Ya’s cooking. 

Reflect

As a class, discuss the following questions:

• How did Atticus feel about his Ya-Ya's cooking at the beginning of the clip?
• How did he feel at the end?
• What helped him change his mind?

Draw a picture of Atticus at the beginning and at the end of the clip. Add a speech bubble to show what he might be thinking in each picture.

Explore

Atticus thinks his Ya-Ya's food is unusual, but when the other children try it, they discover it is delicious.

Look closely at the food in the clip.

• What foods do you notice?

• Have you seen or eaten any foods like these before?

• What clues tell you that the food might come from a particular place or culture?

The word Ya-Ya is a Greek word for grandmother. As a class, find Greece on a map and learn one or two things about Greek food and family traditions.

Then complete the sentence:

One thing I learned about Greek culture is ________________________.

Connect

Many families have foods that are special to them. Think about a food that is important in your family or community.

It could be:

• a meal you share together

• a food you eat during a celebration

• a recipe that has been passed down through your family

• a food that reminds you of someone special

Draw a picture of the food and complete these sentences:

This food is special to me because ________________________.

I share it with ________________________.

It makes me feel ________________________.

Share your drawing with a small group. Listen carefully to each person's story.

As you listen, think about:

• What is similar about our experiences?

• What is different?

• What new things did I learn about the people in my group?

We can show respect by listening carefully, asking kind questions and being open to learning about other people's experiences.

Miss Chen reads the class a story about Chinese dragons and explains Lunar New Year traditions, including the belief that Chinese dragons bring good luck. Levi connects the magical creature to a story his grandpa once told him about seeing a Bunyip. Later in the episode, the children create masks inspired by the magical beasts they have been learning about. 

Reflect

In this clip, Levi hears a story about Chinese dragons and remembers a story his Grandpa told him about a Bunyip.

Talk with a partner.

1. What did Miss Chen teach the class about Chinese dragons?

2. What story did Levi remember?

3. How are the Chinese dragon and the Bunyip similar?

4. How are they different?

Explore

The class learns about Chinese dragons during Lunar New Year. Levi shares a story from his Grandpa about a Bunyip.

As a class, learn a little more about these creatures.

• What is a Chinese dragon?

• What does a Chinese dragon symbolise?

• What is a Bunyip?

• Where do Bunyip stories come from?

Complete the sentences:

A Chinese dragon is important because ________________________.

A Bunyip is important because ________________________.

Connect

Stories can help us learn about people, places and culture. Think about a story, character or tradition that is special in your family or community.

It might be:

• a story told by a parent, grandparent or Elder

• a character from a book or cultural celebration

• a tradition that has been passed down through your family

• a story that teaches an important lesson

Draw a picture of the story, character or tradition. Then complete these sentences:

The story, character or tradition is called ________________________.

It is important because ________________________.

It teaches me ________________________.

Share your ideas with a small group. As you listen, think about:

• What stories do we have in common?

• What stories are new to me?

• What can I learn from other people's experiences?

Different people and cultures have different stories. We can show respect by listening carefully and being interested in what others share.

The children prepare a surprise celebration for the Garcia family to mark the anniversary of their arrival in Australia. 

Reflect

The children organise a surprise celebration for the Garcia family.

As a class, discuss the following questions:

• Why was the celebration important to the Garcia family?

• How do you think the Garcia family felt when they were surprised?

• How did the children show kindness and respect?

Explore

The Garcia family is celebrating the anniversary of arriving in Australia from Spain. Watch the clip again and look for examples of:

• food

• music

• language

• clothing or costumes

• decorations

As a class, discuss:

• What did you notice during the celebration?

• How might these traditions help the Garcia family remember Spain?

• Why is it important for people to keep sharing traditions when they move to a new place?

Complete the sentence:

One way the Garcia family stays connected to their culture is by______________.

Connect

Think about a special celebration in your family or community.

It could be:

• a birthday

• a cultural celebration

• a family tradition

• a community event

Draw a picture of the celebration.

Then complete these sentences:

We celebrate ________________________.

We share ________________________ (food, music, stories or activities).

This tradition helps me feel ________________________.

Share your drawing with a partner. Listen for things that are the same and things that are different about your celebrations.

In 1889 9-year-old Christina Tie performed in Bendigo's famous Easter Parade. Watch Avie and Alyssa go back in time to learn a traditional Chinese dance step into the shoes of Christina as she performed at the Easter festival.  

Reflect

Avie and Alyssa travel back in time to learn what it may have been like to be Christina at the Bendigo Easter Festival.

Talk with a partner.

• What did Avie and Alyssa learn about Christina's experience?

• What challenges did they face?

• How do you think Christina felt when she performed?

Teacher note: Encourage students to think about how learning about another person's experiences can help us better understand them.

Explore

Avie and Alyssa learn about Christina's life by trying the dance themselves.

As a class, discuss:

• What did they learn by taking part in the dance?

• How was this different from just reading about Christina?

• What did they learn about Chinese culture and celebrations?

Complete the sentence:

Avie and Alyssa learned about Christina by ________________________.

Teacher note: Highlight that participating in traditions, stories and celebrations can help people understand different cultures and perspectives.

Connect

Think about a time when you learned about another person, family or culture by joining in an activity.

It might have been:

• a game

• a celebration

• a song or dance

• a meal or special event

Draw a picture of the experience.

Then complete the sentence:

I learned ________________________ when I joined in.

Share your ideas with a partner.

Remember that, joining in respectfully can help us learn about other people's experiences, traditions and cultures.