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How one teacher is using Little J & Big Cuz to build empathy, understanding and confidence in First Nations learning
Fiona Alston
Dec 08, 2025
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An animated series is transforming one NSW classroom, supporting emotional wellbeing, curriculum connection
When Dawn Gallagher began using Little J & Big Cuz in her Year 3 classroom at Nowra Public School, she saw it as more than just an engaging TV show. What started as a calming post-lunch routine quickly grew into a powerful and consistent learning tool, supporting social and emotional learning, curriculum integration, and the confident embedding of First Nations perspectives in everyday teaching.“It’s a calming show, but it’s also incredibly layered,” she said. “The characters are relatable, and the episodes open the door to really important conversations.”
Little J & Big Cuz is an animated series that follows the adventures of Little J, Big Cuz, their dog Old Dog, and their wise Nana. Developed by First Nations educators, creatives and cultural consultants, and the Australian Council for Educational Research (ACER), the series is designed to share Aboriginal and Torres Strait Islander perspectives in a respectful, authentic and accessible way.
With support from SBS, NITV and the ABC, the Australian Council for Educational Research has developed more than 300 free educator resources to accompany the show.
While originally developed for early years learning, Ms Gallagher has adapted the show for her Stage 2 learners, proving its versatility and value well beyond the preschool setting. She has implemented Little J & Big Cuz across multiple year levels and school settings, first with Stage 1 students (Years 1 and 2) at Ferncourt Public School in Sydney, and more recently with Stage 2 (Year 3) learners at Nowra Public School.
Ms Gallagher integrates episodes of Little J & Big Cuz into her weekly planning, as a consistent anchor for class discussions and reflection. The children know when it's "Little J time" and anticipate it eagerly.
“It’s not just screen time. We use it as a springboard, then we talk, we write, we draw, we connect it to other texts.”
This consistency has helped embed key emotional and cultural concepts in ways that resonate deeply with students.
The show is especially effective in supporting curriculum goals, including emotional literacy, self-awareness, wellbeing, and respectful relationships.
Episodes prompt conversations about common emotions, like frustration or nervousness and explore how characters manage them.
“Little J might feel overwhelmed, and Nanna supports him with calming strategies. That becomes a learning moment for what we can do in school and at home.”
Students have begun applying strategies from the show in their everyday lives, with some even discussing calming techniques with their families.
The series also supports interdisciplinary learning. Ms Gallagher recalls a standout moment when students connected the show’s “Mutton Birds” episode with the syllabus text Sea Country by Aunty Patsy Cameron.
“They made the link straight away. We emailed the producers, they replied with artwork and context, and the children created their own pieces. It became an inquiry unit, incorporating Geography, English, and Visual Arts.”
These moments reinforce the value of the show as more than entertainment, it becomes a catalyst for deep, cross-curricular learning that is inquiry-based and memorable.The children relate strongly to the characters, especially Little J and often refer to him when navigating real-world situations.
“They’ll say, ‘Little J wouldn’t give up’ or ‘What would Nanna do?’ It shows that they see themselves in these stories.”
For many educators, embedding First Nations content can be intimidating. Ms Gallagher credits the series with building her confidence and understanding.
Little J & Big Cuz is thoughtfully and authentically made, so there’s a strong sense of trust, it feels culturally safe to use in the classroom.”
Cultural grounding comes from the deep involvement of First Nations creatives, including Noongar woman and series scriptwriter Dot West, who describes the storytelling process as deeply personal:
“It’s been magical, being able to be in that little kids’ world and create story and know that the stories you’re creating, even though it’s tinged with my own childhood memory, it’s also what I see with my grandkids and so (it’s magical) being able to put that within story for other kids to enjoy.” – Dot West, scriptwriter, Little J & Big Cuz.
Dawn also encourages other educators to start small by learning local tree names or attending the Aboriginal Education Consultative Group (AECG) meetings and to remain reflective in their practice.
“It’s not about being perfect, it’s about being open and willing to learn.”
Ms Gallagher has noticed broader changes in her students since introducing the show. There's more discussion about feelings, a stronger sense of belonging, and increased self-esteem.
“It’s changed the tone of the room. There’s more understanding, more kindness.”
Importantly, these benefits aren't confined to the classroom. Children are taking what they learn into their homes, sharing stories, emotions, and strategies with their families.
When students received stills and supplementary illustrations from the show’s producers, they were inspired to create their own visual responses, further extending the learning experience.
“That was powerful. It wasn’t just about watching, it was about responding, reflecting, creating. It became an artistic and cultural expression.”
Ms Gallagher sees this as an example of holistic learning, combining literacy, cultural awareness, and the arts in a meaningful way.
While Ms Gallagher praises the quality of the ACER-developed educator materials, she acknowledges that aligning them with new syllabus structures can be challenging.
“They’re excellent, but some mapping support would help, especially for teachers using them in different learning areas like History or Geography.”
Looking ahead, Ms Gallagher hopes to embed the show more intentionally in school-wide teaching practices, moving beyond incidental viewing to planned, purposeful lessons.
“It’s a little pocket of joy in the school day, but it’s also incredibly powerful when used well. The children feel it and they ask for more.”
With a growing focus on cultural inclusion, emotional wellbeing and cross-curricular learning, Little J & Big Cuz offers a rare combination of trust, flexibility and depth.
“It helps children feel seen, valued and capable. That’s what every classroom should be about.”
To explore the series and access free educator resources, visit: www.littlejandbigcuz.com.au
Insights in this article were shared by Dawn Gallagher, a Year 3 teacher at Nowra Public School in New South Wales.
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