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The Stormy Night

The Stormy Night

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Little J and Big Cuz draw on family knowledge, persistence and cooperation while building a shelter and responding to unexpected challenges.

Creator: Adam Thompson

📘 For teachers: classroom and curriculum guide

Suggested level: Foundation-Year 4

Learning areas: English; Science; Design and Technologies

Cross-curriculum priorities: Aboriginal and Torres Strait Islander Histories and Cultures, with connections to Country/Place, Culture and People through family knowledge, cooperation, shelter, persistence and learning together.

Suggested Australian Curriculum V9 content descriptions:
AC9E2LE01: discuss how characters and settings are connected in literature created by First Nations Australian and other authors and illustrators
AC9TDE2P04: sequence steps for making designed solutions cooperatively

These are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.

Learning focus: shelter, materials, weather, family knowledge and problem-solving.

Practical lesson sequence

  1. Before: Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.
  2. During and after: List the shelter’s purpose and constraints, examine how materials and knowledge affect the design, then build and test a small model against simulated wind or rain before improving it.
  3. Evidence of learning: A labelled design and test record explaining one improvement.

Curriculum reference: Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the Australian Curriculum Version 9.0 and the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority.

For early years educators: Early Years Learning Framework V2.0
Suggested EYLF V2.0 outcome elements:
3.1: Become strong in social, emotional and mental wellbeing
4.2: Develop a range of skills and processes for learning and thinking
5.1: Interact verbally and non-verbally with others for a range of purposes
View ACECQA's EYLF V2.0 to Australian Curriculum mapping.

Respectful teaching

Preview the text for your learners and local context. Present Aboriginal and Torres Strait Islander peoples, cultures and knowledges as living and diverse. Do not expect Aboriginal or Torres Strait Islander students to speak for others. Where local knowledge is involved, seek guidance from local rights holders and approved Community sources.

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