Questions for discussion

Manchester Attack1. Discuss the issues raised in the BTN story as a class.2. How have people around the world showed their support for Manchester?3. How did people in Manchester help?4. Who has claimed responsibility for the attack?5. What question/s do you have about what happened in Manchester?6. What message would you send to the people of Manchester?7. How did this story make you feel? Visit BTNs Upsetting News Page8. What do you understand more clearly since watching the BTN story?

Send a message of support on the story page.

Indigenous Recognition1. Before watching the Indigenous Recognition story, make some predictions about what you

think the story is about.2. Why did hundreds of people travel to Uluru recently?3. Locate Uluru using Google Maps. How far is it from where you go to school?4. For some Indigenous people the word recognition means…5. What is a constitution?6. Many people say Australia’s constitution needs to change. What do they mean?7. To change the constitution there has to be a referendum. True or false?8. What is a referendum?9. What does recognition mean to you? 10. What did you learn watching the BTN story?

Check out the Indigenous Recognition resource on the Teachers page

Aussie Classroom Connection1. What does the BTN story mainly explain?2. Where does Emilia live?3. Angus lives on Hughenden _______________in_________________.4. Name three things that Emilia likes to do.5. Why does Emilia like living in the city?6. What did you learn about where Angus lives?7. What does he like about living in the country?8. Describe Emilia’s school.9. Why does Emilia like going to a high-rise school?

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Episode 1430th May 2017

10. What was interesting about Angus’ school?11. What was surprising about this story?

Register your class in BTNs Aussie Classroom Connection. Go to the website for all the details.Do you have a question about this story? Participate in Ask a Reporter to have your questions answered.

Coding School1. What are the kids in the BTN story learning?2. Explain one of the apps the kids designed in the BTN story.3. What is code? Describe using one sentence. 4. What coding language do the kids use to design their apps? 5. How many games does the school have registered on the app store?6. How do the kids feel the coding skills they learn will help them in the future?7. What apps do you use? Discuss as a class. 8. If you could design your own app, what would it do?9. What questions do you have about coding? Go to the BTN Coding School story to leave

your comment and start a discussion. 10. What did you like about this story?

Check out the Coding School resource on the Teachers page.Do the quiz on the BTN website

BTN Investigates – Fidget Spinners1. Explain the BTN Fidget Spinners story to another student.2. What is a fidget spinner?3. In your own words, explain what a fad is.4. Finish the following sentence: Fidget spinners have been marketed as helping children

with…5. Why has the WA government launched a safety investigation into them?6. Why do you think fidget spinners are popular?7. Do you like fidget spinners? Explain your answer.8. Write a persuasive text for or against fidget spinners. 9. Do you think fidget spinners are distracting in the classroom? Hold a class poll.10. Do you have a question you would like BTN to investigate? Go to the BTN website to ask

your question.

Write a message about the story and post it in the comments section on the story page.

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Teacher Resource

Indigenous Recognition

1. Before watching the Indigenous Recognition story, make some predictions about what you think the story is about.

2. Why did hundreds of people travel to Uluru recently?3. Locate Uluru using Google Maps. How far is it from where you go to

school?4. For some Indigenous people the word recognition means…5. What is a constitution?6. Many people say Australia’s constitution needs to change. What do

they mean?7. To change the constitution there has to be a referendum. True or false?8. What is a referendum?9. What does recognition mean to you? 10. What did you learn watching the BTN story?

This document may contain the names and images of Aboriginal and Torres Strait Islander people now deceased. It also contains links to sites that may use images of Aboriginal and Torres Strait Islander people now deceased.

After watching the BTN Indigenous Recognition story, hold a class discussion, using the following discussion starters. Brainstorm ideas in small groups and then students will report their group’s responses to the class.

How did this story make you feel? What was surprising about this story? Leave a message on the BTN story page.

Note taking Students will practice their note-taking while watching the BTN Indigenous Recognition story. After watching the story, ask students to reflect on and organise the information into three categories. What information in the story was...?

Positive Negative or Interesting

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Episode 14 30th May 2017

Students will investigate the experiences of democracy and citizenship of Aboriginal and Torres Strait Islander peoples in Australia. Students will explore ways they can recognise and celebrate Indigenous culture in their school.

Civics and Citizenship Year 5Present civics and citizenship ideas and viewpoints for a particular purpose using civics and citizenship terms and concepts (ACHCS033)

Civics and Citizenship Year 7The process for constitutional change through a referendum (ACHCK049)

History Year 6Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander Peoples, migrants, women and children (ACHASSK135)

Key figures, events and ideas that led to Australia’s Federation and Constitution (ACHASSK134)

Mind MapHold a class discussion about the information raised in the Indigenous Recognition story. Clarify their understanding of terms such as constitution, recognition, referendum and treaty. Create a class mind map about Indigenous recognition asking students to record what they know.

Ask students to watch the BTN Constitution story and BTN 1967 Referendum story and answer the following questions:

1. What is a constitution?2. What sorts of things are set out in

Australia’s constitution?3. No other law can overrule the

constitution. True or false?4. When was Australia’s constitution

drawn up?5. Which group of people were

discriminated against in the original constitution?

6. Which two changes to the constitution happened as a result of the 1967 referendum?

7. Why do you think the constitution is described as the country’s birth certificate?8. Finish the following sentence: Australia’s constitution still doesn’t recognise Aboriginal and Torres

Strait Islander people as...

1. How long ago did Australians vote to change our country’s laws to recognise Indigenous Australians as citizens?

2. Did Aboriginal people have equal rights to other Australians in the 1960s? Explain.

3. In what year were Indigenous Australians given the right to vote in Federal Elections?

4. To change the constitution there has to be a referendum. True or false?

5. What is a referendum? 6. In 1967 what percent of Australians voted ‘yes’ to change the constitution?7. Discuss why it is important to remember Australia’s 1967 referendum.

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Persuasive text Students will develop a persuasive text for or against the following statement: `Australia’s constitution should be changed to recognise Indigenous Australians’. Students can use the information recorded on the mind map and their own research to help develop their argument. Encourage students to use a range of sources.

Provide students with the following structure to follow when completing this activity.

Structure of a persuasive textIntroduction What is the point you are trying to argue?

Construct an introductory paragraph which states the issue or topic.

Introduce the arguments that will be developed in the body of the text.

Body Construct arguments that support your

point of view. Each paragraph starts with a topic

sentence which introduces each point. The rest of the paragraph gives more

reasons. Arguments can be ordered from

strongest to weakest.

Conclusion Restate your position on the argument. Construct a concluding paragraph that

provides a summary of your arguments and a call to action.

Tips for writing persuasive texts Who is your audience? For example,

are you directing your argument at kids, teachers or politicians?

Explore how language choices can have a big impact on persuading your audience.

Which language devices give the report credibility and authority?

Which are designed to create an emotional response in the listener?

Provide facts and evidence to support your argument.

Write in the present tense.

Check your spelling and punctuation.

Use this Read Write Think persuasion map to plan your exposition text.

Recognise and Celebrate Indigenous CultureDiscuss with students, ways they could recognise and celebrate Aboriginal and Torres Strait Islander culture in their class or school. Some ideas are:

Indigenous guest speakers, for example artists, musicians, sports people could talk to classes/whole school about what reconciliation means to them.

Create a reconciliation wall that uses images to represent reconciliation. This could be done in conjunction with an Indigenous artist in residence.

Create a bush food trail/indigenous garden in your school.

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Create values flags in Aboriginal and Torres Strait Islander colours with the core values important to reconciliation written on the flags. Display these in the school grounds.

Hold a Welcome to Country ceremony at your school that’s performed by Aboriginal or Torres Strait Islander people to welcome visitors to their traditional land. The Reconciliation Australia website has more information.

Recognition can make you feel valued, respected and that you belong. What does recognition mean to you? Create a presentation explaining what it means to you to be ‘recognised’. Look at these #whyirecognise stories from people explaining why recognition is important to them.

Australians Together – Why Treaty?http://www.australianstogether.org.au/stories/detail/why-treaty

ABC News – Constitutional recognition: Will it mean anything to Aboriginal families?http://www.abc.net.au/news/2017-05-21/constitutional-recognition-mean-anything-to-aboriginal-families/8544270

ABC News – What will Indigenous treaties mean?http://www.abc.net.au/news/2016-12-14/creation-of-indigenous-treaties-being-led-by-states/8119488

BTN – Constitutionhttp://www.abc.net.au/btn/story/s3939299.htm

BTN – 1967 Referendumhttp://www.abc.net.au/btn/story/s4671220.htm

ABC News – Indigenous campaign builds against constitutional recognitionhttp://www.abc.net.au/news/2014-07-09/indigenous-campaign-builds-against-constitutional-recognition/5584474

ABC News – Timeline: Recognition of Australia’s Indigenous peoplehttp://www.abc.net.au/news/2015-07-06/indigenous-recognition-timeline-of-australian-history/6586176

©ABC 2017

Teacher Resource

School Coding

1. What are the kids in the BTN story learning?2. Explain one of the apps the kids designed in the BTN story.3. What is code? Describe using one sentence. 4. What coding language do the kids use to design their apps? 5. How many games does the school have registered on the app

store?6. How do the kids feel the coding skills they learn will help them in the

future?7. What apps do you use? Discuss as a class. 8. If you could design your own app, what would it do?9. What questions do you have about coding? Go to the BTN Coding

School story to leave your comment and start a discussion. 10. What did you like about this story?

Discuss the BTN School Coding story as a class. What questions were raised in the discussion (what are the gaps in their knowledge)? The KWLH organiser provides students with a framework to explore their knowledge on this topic and consider what they would like to know and learn.

What do I know?

What do I want to know?

What have I learnt?

How will I find out?

DefinitionAs a class, brainstorm what code is and what you can do with code. Write a definition on the class whiteboard. For example, coding is coming up with a set of computer instructions to tell computers what to do.

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Episode 1430th May 2017

Students will experiment with coding using simple online coding programs. Students will learn how to change the position of an object on a work space by changing its x and y values.

Digital Technologies – Years 5 & 6Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)

Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)

Digital Technologies – Years 7 & 8Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030)

Design and Technologies – Years 5 & 6Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)

What is code?

What can you do with

code?

Animate using ScratchMake your name come to life! Animate the letters by coding in Scratch. Make the letters spin, grow, jump or interact however you like. Add sound and music too. This scratch tutorial give students step-by-step instructions on how to animate their name by snapping together blocks in Scratch.

Try the Animate a Name tutorial. Scratch offers teachers guides and resources for using Scratch in the classroom.

Website design using ThimbleThimble is an online code editor that makes it easy to create and publish your own web pages while learning HTML. To get started students will Remix a project. Students will:

distinguish between original content and a remix. remix HTML to change the words and image on a webpage.

Get started by remixing this project My six-word summerUse this Teaching Kit to guide students through this project.

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Design your own emojiGet emojified using Made With Code! Design a one-of-a-kind emoji with a unique look and custom lifestyle. Learn how to change the position of an object on a work space by changing its x and y values. Design your own emoji

Design an appIntroductionHold a class discussion about apps. Students will then:

Brainstorm a list of apps they use at home and at school. Use headings to sort the different types of apps they use, for

example games, education, social networking, news, weather or health.

Which apps do you use the most? Which apps are the most popular in your class?

DesignStudents will write a short description of their idea for an app and draw a sketch of the different elements of the app. Students will support their app idea by answering the following questions:

What does your app have to offer that the others don’t? What is your apps purpose? What problem does your app solve? Who is the target audience?

PresentationStudents will present their app ideas to the class or a small group of students and ask them to give feedback.

ReflectionStudents will reflect on the activity, by responding to the following questions:

What did you find interesting? What was challenging? What did you enjoy about this activity?

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What would you do differently next time?

BTN – Codinghttp://www.abc.net.au/btn/story/s4301073.htm

BTN – Computer Codehttp://www.abc.net.au/btn/story/s3720544.htm

BTN – App Creatorhttp://www.abc.net.au/btn/story/s4513462.htm

BTN – App Kidhttp://www.abc.net.au/btn/story/s3512688.htm

Good Game Spawn Point – Coding Cornerhttp://www.abc.net.au/abc3/goodgamesp/codingcorner/

Google – Made with Codehttps://www.madewithcode.com/home/

©ABC 2017

BtN: Episode 14 Transcript 30/05/17

Hi, I'm Nathan Bazley and this is BTN!

Coming up today:

We take you to Uluru to find out why 200 Indigenous leaders gathered there this week.

Jack goes undercover to work out how fidget spinners have become such a big thing.

And we're helping city and country kids everywhere to become friends with the launch of BTN's Aussie Classroom Connection.

Stay tuned for all the details on that.

Manchester AttackReporter: Jack Evans

INTRO: But, we'll start today in Manchester. The scene of a horrible terrorist attack at an Ariana Grande concert last week. Here's a report we've written just for you guys to tell you what happened and what's now being done to try to stop it happening again.

Right around the world, people have been sharing their love and showing their support for Manchester.

MALCOM TURNBULL: Australia's heartfelt sympathy and resolute solidarity is with the people of the United Kingdom. We stand with them today as we always have and always will.

DONALD TRUMP: We stand in absolute solidarity with the people of the United Kingdom.

Last week at around 10:30 on Monday night, just as people where leaving an Ariana Grande concert at Manchester Arena, an explosion was set off that killed 22 people and injured around 120 more. Ariana Grande had finished performing and wasn't hurt. But many of her fans were.

ARIANA GRANDE: Broken. From the bottom of my heart. I am so, so sorry. I don't have words.

Emergency services rushed to the scene to help people and start investigating. A help centre was also set up for anyone lost or injured.

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KAL: We helped a few people up, and emergency services were so efficient they just came straight away.

ANDY BURNHAM: They gave the best possible immediate response to those who seek to divide us and it will be that spirit of Manchester that will prevail and hold us together.

Regular people immediately came together to help. Nearby hotels opened their doors to those left stranded. Taxi drivers worked for free to give people a lift home. Some opened up their homes to anyone in need and thousands rolled up their sleeves to donate blood to help treat the injured.

Islamic State which is often called IS or ISIS has claimed responsibility for this attack. It's an Islamist extremist group that have committed other terror attacks around the world. So now UK police are working hard to track down anyone who might've been involved or even known what was going to happen and bring them to justice. That's what these raids were for and police expect to do many more of them, too. Meanwhile, authorities are also taking extra precautions to make sure people are safe in the UK and even at big events here in Australia.

MALCOM TURNBULL: We have the best intelligence security and police agencies in the world and they are constantly working to keep us safe.

This event is a horrible thing to hear about no matter where you live. But kids in the UK say the most important thing is to stay strong and help each other through this difficult time.

KID 1: I think the best way to cope with this is talk to your parents or an adult or a teacher cos they like get you through it, calm you down or explain it.

KID 2: I just think if they are trying to scare us then we should show them that we aren't scared and we shouldn't let them.

KID 3: I don't want anything like this to happen again there's no point it's pointless.

For the people of Manchester and many around the world it's been incredibly tough, but they're determined to stand together.

PRESENTER: Now if that story made you feel worried or stressed, please talk to an adult about how you're feeling. I'd also encourage you to go to the upsetting news page on our website. You'll find a video and some tips there that might help.

Indigenous RecognitionReporter: Amelia Moseley

INTRO: Next today, history was made in central Australia late last week when hundreds of Indigenous delegates from around the country gathered at Uluru to discuss `recognition'. It's an important concept but what does it actually mean? Here's more. But first a warning to Aboriginal and Torres Strait Islander viewers this story contains images of people who've died.

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Here in the red centre, under the shadow of Uluru, hundreds of the nation's First People came together to talk about one very important word and what it means to them - recognition. Some say recognition means having a voice that's heard by governments, or being given back traditional ownership of their land; making sure people remember how Indigenous Australians were discriminated against in their own country, or being given compensation for the terrible things many went through like the Stolen Generations. While others say it's about being officially recognised as Australia's First People.

That's what this meeting at Uluru was all about; asking Indigenous people from around the country to agree on the best ways to get recognition.

PAT ANDERSON, REFERENDUM COUNCIL: To achieve what we have started, the empowerment of our people. Right the wrongs, correct the history and chart a better future for us all.

After three days of talks, they decided on a plan. The first part involves the whole nation, because it means changing Australia's constitution. You might remember the constitution is our country's most important legal document that sets out how things run and what the government can and can't do. The Indigenous delegates want a section to be added to the constitution which would create a group in federal parliament called the First Nations Body. It could advise the government on any laws and policies for Indigenous people.

But changing the constitution, isn't easy. There has to be a referendum. That's a big national vote where more than half of the population and more than half of the states and territories would have to vote 'yes' to the changes. That's only happened a handful of times in Australia's history. So, the delegates also suggested another option to get recognition - a treaty. That's basically an agreement in this case between Indigenous Australians and the Australian government. The terms haven't been decided yet, but could be things like compensation for the Stolen Generations, returning land to Indigenous people, recognising them as the First People here, or making goals for the future.

ROY AH SEE, NSW ABORIGINAL LAND COUNCIL: It was euphoria I guess, cause people realise that we have an opportunity.

CHELSEA ROLFE, DELEGATE: The exciting part of this is being hopefully a part of history.

Australia is currently the only Commonwealth country that doesn't have a treaty between its government and Indigenous people. But it could take time and lots of discussion before everyone agrees on what the treaty's terms should be.The recommendations from this historic meeting at Uluru will be given to the PM and the Opposition leader. Then it'll be up to Parliament to work out which steps they'll take to help move our country forward together.

Quiz

For how long have Aboriginal and Torres Strait Islander people inhabited this continent?

5000 years

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20,000 years

50,000 years

The answer is: At least 50,000 years

Aussie Classroom ConnectionReporter: Amelia Moseley

INTRO: Now, it's often thought that the lives of city and country kids are worlds apart.And while there are many differences there are also some similarities too. It's these differences and similarities that Behind the News would like to encourage all Aussie kids to learn more about. So today, we are launching an exciting new activity 'BTN's Aussie Classroom Connection.' I'll explain what it is and how you can get involved soon. But first let's meet Angus from country Queensland and Emilia from inner city Melbourne as they share what their lives are like thousands of kms apart.

EMILIA: Hi, I'm Emilia and I'm 12 years old. I live in Sandringham in Melbourne with my younger sister, who's 8, my mum and my dad.

ANGUS: Hi, I'm Angus. I live on Hughenden Station with my mum, my dad and my big brother Lawson.

CITY LIFE

EMILIA: This is the acorn patch, it's a park near my house. It’s called the acorn patch because there are lots of oak trees. I love going here with my dog. My dog's called Gryffindor, he's a miniature Schnauzer. My sister and I named him Gryffindor because we absolutely love Harry Potter!

One of my favourite hobbies is cooking and I do it quite often! One of the things I really enjoy doing is climbing trees and doing ballet with a few chores in-between!

EMILIA: I love living in Melbourne because there are so many things to do and great facilities such as the beaches, parks and the playgrounds.

There are also art galleries, theatres, sport games and lots of shops. The markets are my favourite!

COUNTRY LIFE

Hughenden station is four hours from Townsville. It was founded in 1863 and my family's owned it since 1985. We have 37 thousand acres of land - that's a lot of space!

ANGUS: My favourite things are the pets. They are always there with you. I got three horses at home and I got all my dogs - Buster, Ranga, Lacey, Nic, and Aussie.

I often help my Dad with work, but sometimes we go camping in the bush! I also play sport!

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Town is ten minutes away. Only around a thousand people live in Hughenden, but it's known for some big things!

ANGUS: This is a Muttaburrasaurus - it's a big attraction in Hughenden. There've been a lot of bones found here in Hughenden. It's what makes it really famous.

There's even a dinosaur museum where you can see some fossils found here!

This is where kids go to get the best milkshakes!

The best thing about the country is all the space.

ANGUS: You get to play in wide open spaces, there's always a fresh breeze and you get to see more and more things every day.

CITY LIFE

EMILIA: I catch the train to school - it takes me about 40 minutes. I really like catching the train `cause I can read or listen to music. The only problem about Melbourne is that the public transport can be quite busy. It also gets quite wet and cold and rainy like today.

My school is a high-rise building in the CBD! We have ten levels and move around for different subjects. Level six is science, level two is the arts, and level one is sport!

EMILIA: So we go here for PE and we play all different types of sports. You can also come here at lunch time to run around and have fun!

We can also play outdoors on the terrace!Sometimes we get to go to different places for lessons like the art gallery, or Etihad stadium.

EMILIA: I like going to high-rise school in the city because it's different to other schools and there's lots of stuff to do. You also don't have to walk around as much and it's really fun!

COUNTRY LIFE

ANGUS: I live ten minutes out of town, so I gotta wake up a lot earlier than all my friends in town.

My school has 42 students and I'm the School Captain for this year. I'm Year 6, but my class is Year 4, 5 and 6. It means you get to meet more kids and play with everyone. I'm actually the only boy in my grade!

ANGUS: The girls kind of keep me in check all the time and make sure I'm doing the correct thing. They keep me in line, it's kind of funny sometimes!

At school, we have a veggie garden and five chooks.

ANGUS: That's their nest in there where they lay their eggs. We usually get a few eggs per day. And, yeah.

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EMILIA: I hope you've enjoyed learning about my life in the city!

ANGUS: And I hope you've liked learning more about the country. See you later guys!

PRESENTER: Now as you saw there, there is a lot city and country kids can learn about each other's lives. That's why we're kicking off the BTN Aussie Classroom Connection. We're asking teachers to register for the program on our website. BTN will then match your class up with another class of a similar grade level but from a completely different area. So, each city class will be matched to a country class and vice versa. Teachers will get the contact details of their matched school and over the rest of the year we'll encourage you to talk to each other write to each other and learn together. We hope these classroom relationships will last for years and help us all learn more about what it's like to grow up somewhere else. For all the details on how you can register your class for BTN's Aussie Classroom Connection please visit our website.

Ask A Reporter

And to get in the spirit, make sure you join Amelia and I for next week's Ask a Reporter where you can ask us all about our childhoods growing up in the city and on a farm.

Please head to our website for all the details.

Coding School

Reporter: Natasha Thiele

INTRO: An Aussie school is making a name for itself in the app world. Students from Aberfoyle Park High School have been designing and developing their own apps. Their school's even become the first in the country to be registered as a developer under its own name. Take a look.

LUKE: This is my game Goblin Rush and the aim of the game is to place cannons to shoot little green goblins as they run past.

JASPER: My game is Boxscape and the idea is to get as many points as you can. You gain points by dodging orange rectangles.

GEORGIA: My game's name is Space Shooter. It's a game where you tilt your screen to control a spaceship and you have to shoot the asteroids.

These are just some of the games the guys from Aberfoyle Park High School have created all thanks to coding!

Twice a week they get together at lunchtime for a special coding workshop. It's been running for three years.

RYAN: Coding is using different letters or blocks depending what type of code you're using to make something happen on a digital object.

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LEO: It's really enjoyable, it's my first time doing it this year and it's really something different.

GEORGIA Coding can be a bit hard to start off with but it gets easier.

They code on tablets using a coding language called python on a app called pythonista.

CHRIS ROBINSON, TEACHER: Python is a really easy to understand coding language and it allows them to use their iPads to create their own games.

They need to work as a team to design entertaining and challenging games. And once they're happy with their creation, they give their finished code to their teacher who sends it through to an app store. So far, the school's got 7 games registered that anyone around the world can play. And it's now the first school in the country to be registered as a developer under its own name!

REPORTER: So Amber, can you teach me how to code?

AMBER: Yeah sure, I'll show you how to add the turtle or whatever you want to the screen and then I'll show you how to set its position and how to actually add it to the screen. You just simply write self.turtle=SpiteNode

REPORTER: Okay cool, alright so here so I can just copy and paste at the top and change what I want.

AMBER: Then if you go to the plus up here.

REPORTER: So I find, so if I wanna pick Mr cool alien here.

AMBER So now you hit the play button.

REPORTER: Ah, there's my alien!

These guys are hoping to use the skills they've learned here to get a great job in the future.

RYAN: With all the new technology and robots coming out, I feel like coding is going to be an important aspect in the future so I wanna use it to get a job and help me make a financial balance.

GEORIGIA: I'd really like to get a job doing this kind of thing one day. I think it would be a really fun experience.

TYLER: I'm definitely hoping to make this work in the real world especially since I'm very interested in html and I hope to code websites as well as games 'cause I heard you can make quite a buck out of that!

Quiz

©ABC 2017

Binary code, which is used by computer processors, contains combinations of which two symbols?

1 and 0Bit and Byte

A and Z

The answer is: 1 and 0

Sport

Over the weekend the AFL held its Indigenous round. That meant special commemorative guernseys for each team and some impressive pre-game celebrations of Indigenous culture.

Some players even decorated their boots or changed their shirt number to reflect important dates in Indigenous history.

The biggest game of the round was the annual clash between Richmond and Essendon which is nicknamed 'Dreamtime at the G'.

It was a tight contest between the two sides but Richmond won the match thanks to a dominant performance in the final quarter.

Meanwhile, Hawthorn secured a nail biting win against the Swans thanks to captain Jarryd Roughhead who kicked the winner in the dying minutes.

COMMENTATOR: Good long straight kick he does.

While Adelaide locked in top spot on the ladder after thrashing Fremantle by 100 points at home.

The Melbourne Vixens have claimed the Super Netball minor premiership with a 68 to 42 thrashing of West Coast Fever on the weekend.

Meanwhile Collingwood survived a big second-half scare to down the Adelaide Thunderbirds 49 to 47.

The magpies will now take on the Giants in the minor semi-final next weekend, while the Vixens will host the Sunshine Coast Lightning in the Major semi-final.

Daniel Ricciardo has finished 3rd at the Monaco Grand Prix! The Aussie was beaten by Ferrari's Sebastian Vettel and his teammate Kimi Raikkonen.

COMMENTATOR: Sebastian Vettel wins the Grand Prix of Monaco, his third win of 2017.

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It's Ricciado's second successive podium finish.

And the UK has won one of the biggest competitions in the world of FootGolf.

That might sound made up but FootGolf is a real thing.

Basically it's a mix of Football and Golf and, at the recent Jansen Cup, the UK thrashed the United States 29 to 18.

MARK SCOTCHFORD, TEAM UNITED KINGDOM: They've been great opponents. The one thing with the Americans is they never give up. Every player fought to the end which is refreshing and made it a great battle.

And finally, check out this incredible reverse jam from Canadian professional dunker Jordan Kilganon!

COMMENTATOR: He jumped over the full length of the car.

Jordan, also known as mission impossible or the dude that dunked in jeans, made the crazy dunk on TNT's Dunk King show blowing away plenty of fans and the show's hosts!

COMMENTATOR: The show's over!

Now that is impressive!

¶

BTN Investigates: Fidget Spinners

Reporter: Jack Evans

INTRO: Hi, I’m Finella and my question is: What are fidget spinners? Are they good, are they actually bad and do they actually help people with autism and are they dangerous? I hope you can help.

NATHAN: Jack, I'm sending you back to school.

My mission is find out more about the latest fad that's taken over playgrounds right around the world. Fidgets, the spinning things that, well, spin. Online they're marketed as a way to help kids with ADHD or autism spectrum disorder to concentrate. But some people reckon fidget spinners can be distracting and some schools have even banned them. The Western Australian government has even launched a safety investigation into them, after some kids got hurt while playing with some of the more complicated models. And, one company's already recalled a fancy light up version. So, I'm heading back to school to crack this fad. But first I'll need to disguise myself to fit in.

TASH: Hmm, I think he’s ready.

©ABC 2017

JACK: #Squadgoals! These fidgets are on point. AMIRIGHT! LOL.

KID: What?

JACK: What's the deal with these fidgets?

KID 1: Well they're used for kids with ADHD and Autism and it’s to help them concentrate or focus energy somewhere else.

KID 2: You can play with them when you're bored and also, do tricks with them.

KID 3: They can entertain you and take things off your mind.

JACK: Do you guys think they can be a bit distracting?

KID 3: I think they are distracting because they're noisy.

KID 4: When the teacher is talking they are banned and then we have to put them away.

JACK: Are they just a passing fad or do you reckon they'll be around for a while?

KID 2: I think it'll be a passing fad.

KID 3: Yeah same.

So, it's only a matter of time until a new weird fad will come along and take over the playground.

KID 5: Guys, guys I found this new gadget. It’s called…

Closer

And that's it for today! But there is heaps more for you on our website. Including all of our class activities for this ep and the registration page for teachers who want to take part in our Aussie Classroom Connection.

Thanks for joining me and I'll see you on Friday for #AskaReporter then next week for more BTN.

©ABC 2017