1. Before Watching the Btn Whaling Story, Discuss the Whaling Debate As a Class

Episode 5 Questions for discussion 5th March 2013 Whaling

1. Before watching the BtN Whaling story, discuss the whaling debate as a class. 2. What group were accused of ramming into a Japanese whaling ship? 3. In what ocean is the whaling in this story occurring? a. Southern Ocean b. Arctic Ocean c. Pacific Ocean 4. What is the name of the fatty substance under a whale’s skin? 5. In the past, what things were made from blubber? List three items. 6. Over the years whale numbers have declined due to whaling which have put some species at risk of extinction. True or false? 7. Japanese fishing boats are hunting mostly what type of whale? 8. Japanese whalers are saying it is all for ______, but some people believe that’s not true. 9. List reasons why whales are important to people from different cultures. 10. Do you think that whaling should be allowed to continue? Explain your answer.

As a class create your own life-sized whale (poster or papier mache model). Take a photo of your finished product and send it into BtN [email protected]

Food Standards

1. What did the BtN Food Standards story mainly explain? 2. In a recent news story what unexpected ingredient was found in the meatballs served at IKEA? 3. Where did they track the meat back to? a. Rome b. Romania c. Russia 4. What was the horsemeat relabelled as? 5. Australia has strict rules about what goes into food. True or false? 6. What types of bacteria do the labs test for? 7. What type of information would you find on food labels? List three. 8. Do you read food labels to decide what to eat? 9. Do you think there should be more thorough testing on the food we buy and eat? Explain your answer. 10. Name three facts you learnt in the Food Standards story.

Post a message on the comments page on the Behind the News Food Standards story. Go to the BtN website and follow the links http://www.abc.net.au/btn/

Kony Update

1. What country in Africa did BtN reporter Sophia visit for the interviews in this story? 2. Locate Uganda on a world map. 3. What was the Kony film mainly about?

©ABC 2013 4. How many people watched the film about Joseph Kony? a. 12 thousand b. 1.2 million c. 120 million 5. How has the money raised been spent to help abducted children in Uganda? 6. Why did some people think that the Kony campaign was misleading? 7. What concerns do some people have about the affect the film has had on tourism in Uganda? 8. If you could interview someone from the Invisible Children group, what questions would you ask? 9. List some positive aspects of social media and internet campaigns. 10. How did this story make you feel?

Do you think the Kony campaign made a difference? Have your say on the BtN online poll. To vote head to the BtN website http://abc.net.au/btn/polls.htm.

Oscar Props

1. Before watching the BtN Oscar Props story, predict what the story is about. 2. What is an Oscar? 3. In the BtN Oscar Props story, who is the expert in prop making and special effects? 4. What Hollywood film did Corrie work on? 5. Where did Corrie study prop making? 6. In the story the students learnt how to make characters using: a. Paper b. Plasticine c. Paster 7. Describe the casting process. 8. In your own words, describe the role of a props maker. 9. Think of your favourite Hollywood movie. List some of the props or special effects in the film. 10. Make your own props in the classroom using plasticine.

Test your knowledge in the Oscar Props BtN quiz. Go to the BtN website and follow the links.

Medieval Kids

1. What after-school activity are the kids in this story getting involved in? 2. Medieval is a word to describe a period of European history during what centuries? 3. Complete this sentence. During medieval times Europe was divided up into ______. 4. Knights were noble warriors sworn to protect the: a. Queen b. King c. Kingdom 5. How are clubs and organisations bringing the medieval times back to life? 6. What sorts of skills do modern knights require? 7. What set of values did knights follow in medieval times? Name three mentioned in the story. 8. What do you think is meant by the term chivalry? 9. List three facts you learnt from this story? 10. Post a message on the Behind the News comments page.

Describe the structure of society during the medieval period. Link your research to the Australian Curriculum: History / Historical Knowledge and Understanding / Medieval Europe (code ACDSEH008).

©ABC 2013 Episode 5 Activity 5th March 2013 Whaling

Key Learning Students will develop a deeper understanding of the whaling debate between Australia and Japan, linking their research to the Australian Curriculum: Asia and Australia’s Engagement with Asia.

The Australian Curriculum > Cross-curriculum priorities > Asia and Australia’s engagement with Asia Organising ideas Cross-curriculum priorities Asia and Australia’s engagement with Asia  Asia and its diversity  Achievements and contributions of the peoples of Asia General capabilities Literacy  Asia-Australia engagement Intercultural understanding Link Cross-curriculum priorities Personal and social capability Critical and creative thinking Ethical behaviour

The Australian Curriculum > English / Literacy / Interacting with others Content description General capabilities Literacy Plan, rehearse and deliver presentations, selecting and sequencing Personal and social capability appropriate content and multimodal elements to promote a point of view or enable a new way of seeing. Code ACELY1720 Information and communication technology capability Critical and creative thinking

Focus Questions 1. Before watching the BtN Whaling story, discuss the whaling debate as a class. 2. What group were accused of ramming into a Japanese whaling ship? 3. In what ocean is the whaling in this story occurring? a. Southern Ocean b. Arctic Ocean c. Pacific Ocean 4. What is the name of the fatty substance under a whale’s skin? 5. In the past, what things were made from blubber? List three items. 6. Over the years whale numbers have declined due to whaling which have put some species at risk of extinction. True or false? 7. Japanese fishing boats are hunting mostly what type of whale? 8. Japanese whalers are saying it is all for ______, but some people believe that’s not true. 9. List reasons why whales are important to people from different cultures. 10. Do you think that whaling should be allowed to continue? Explain your answer.

©ABC 2013 Activities

Which whale is which?

Cetacean is the scientific name which refers to whales, dolphins and porpoises. See if you can guess WHICH WHALE IS WHICH using the attached activity sheet.

If you are having trouble guessing which whale is which take a look at this image for hints.

http://www.reposter.net/images/content/hires/Cetacea_whales.png

Further investigation: Ask students to create a profile on one particular type of whale.

Create

Make your own life-sized whale  As a class work together to create a poster that showcases the size of an adult minke whale. Include facts and figures about the minke whale on the poster. Alternatively, for a bigger challenge, make a life-sized papier mache model of a minke whale.  Host an event that introduces the life-sized whale to other classes.  Take a photo of your finished product and submit it to BtN [email protected].

Make an origami whale  Use the attached activity sheet to make origami whales to decorate your classroom.

Mini debate – anti or pro whaling?

Before preparing for your mini debate invite students to participate in a class discussion on the topic of whaling.  In the past, why have people been so interested in hunting whales?  In what ways are whales important to people in today’s society?  What do supporters of pro-whaling believe?  Why do some people want to ban whaling?  How does cultural identity play a part in this debate?  Why do different cultures have different values about the treatment of animals?

Watch a clip from the 1994 film ‘The Last Whale’. Whilst the film was made to highlight the negative effects of whaling it also presents a range of opinions on Japan’s pro-whaling viewpoint. This website also provides useful educational value points http://aso.gov.au/titles/documentaries/last-whale/clip1/.

©ABC 2013 Consider creating a SWOT chart on the issue.

Strengths Weaknesses

Opportunities Threats

Preparing for your mini debate Working in pairs, students will prepare a 1-2 minute speech for a mini debate on the topic of whaling. One person will speak for the affirmative and the other will speak for the negative.

Before students begin to construct their argument, ask them to record what they already know about the topic and what they would like to find out. Students then research the topic to gain a greater understanding of the issue.

Ask students to list their arguments in point form on paper (without their partner seeing them). When they have done this, ask them to choose the five best points that will form the basis for their debate.

Students will write in point form, their debate on cards that fit into the palm of their hand. Their debate needs to have an introduction (introducing the topic), middle (three main points) and a conclusion (restating their position). Students practise their speech and then present the mini debate to other students.

Sample debate statements  There is no place in today’s society for whaling – it should be banned altogether.  Whales are no longer under threat now that there are rules to protect them.

Guide for giving feedback  Was the information clear and accurate?  Were the arguments logical?  Were the counter arguments accurate and relevant?  Comments about the presentation style (tone of voice, body language, enthusiastic, convincing).

Reflection  How difficult was it to think of points to support one side of the argument?  Do you think you would have done a better job supporting the other side of the argument?

Further Investigation

Climb aboard the Discovery and learn more about whales. Where can we find them? What makes them so special? How are they protected and why do we need to protect them? http://www.environment.gov.au/coasts/publications/whales-kids-interactive/index.html

©ABC 2013 8 Related Research Links

CBBC Newsround – Japan to continue whale hunt despite clashes http://www.bbc.co.uk/newsround/21538728

ABC News – Sea Shepherd `rammed’ by Japanese ship http://www.abc.net.au/news/2013-02-20/sea-shepherd-collision-with-japanese-ship/4530080

WWF – Fin Whale http://wwf.panda.org/what_we_do/endangered_species/cetaceans/about/fin_whale/

WWF – Whaling http://wwf.panda.org/what_we_do/endangered_species/cetaceans/threats/whaling/

Reef Ed – Whales http://www.reefed.edu.au/home/explorer/animals/marine_vertebrates/marine_mammals/whales

Wikimedia Commons – Cetacea http://commons.wikimedia.org/wiki/File:Cetaceans.svg

Cool Antarctica – Whaling in Antarctica http://www.coolantarctica.com/Antarctica%20fact%20file/wildlife/whales/whaling1.htm

Behind the News – Animal Rights http://www.abc.net.au/btn/story/s2661724.htm

©ABC 2013 ©ABC 2013 ©ABC 2013 Episode 5 Activity 5th March 2013 Food Standards

Key Learning Students will critically analyse food labels to determine whether the labelling is clear for consumers. This task will develop students towards becoming active and informed citizens.

The Australian Curriculum > English / Literacy / Interpreting, analysing, evaluating Content description General capabilities Literacy  Use comprehension strategies to build literal and inferred Intercultural understanding meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts. Code ACELY1692 Personal and social capability  Use comprehension strategies to analyse information, Ethical behaviour integrating and linking ideas from a variety of print and digital Information and communication technology sources. Code ACELY1703 capability  Use comprehension strategies to interpret and analyse Critical and creative thinking information and ideas, comparing content from a variety of Cross-curriculum priorities textual sources including media and digital texts. Code ACELY1713 Sustainability

Focus Questions 1. What did the BtN story mainly explain? 2. In a recent news story what unexpected ingredient was found in the meatballs served at IKEA? 3. Where did they track the meat back to? a. Rome b. Romania c. Russia 4. What was the horsemeat relabelled as? 5. Australia has strict rules about what goes into food. True or false? 6. What types of bacteria do the labs test for? 7. What type of information would you find on food labels? List three. 8. Do you read food labels to decide what to eat? 9. Do you think there should be more thorough testing on the food we buy and eat? Explain your answer. 10. Name three facts you learnt in the Food Standards story.

Activities Collect a range of food labels from products found in your recycling bin at school or at home to use throughout the following investigations.

©ABC 2013 K-W-L-H organiser

After watching the BtN Food Standards story, working in pairs, ask students to discuss and record what they already know about food labelling. What questions were raised in the discussion (what are the gaps in their knowledge)? The following K-W-L-H organiser provides students with a framework to explore their prior knowledge on this topic and consider what they would like to know and learn.

What do I want to What do I know? What have I learnt? How will I find out? know?

Use the questions recorded in the KWHL chart to guide students' research. They may choose to research questions of interest or questions set for small groups to address.

Students can investigate their own questions or some of the following:  Did you know that the ingredient list on a food label must identify the ingredients making up the product in order of quantity, from the largest to the smallest amount? Check the ingredients lists on your favourite breakfast cereals or muesli bars. What are the main ingredients?  What does GM stand for?  What is meant by the term free range?  What does it mean when products are labelled ‘Made in Australia’?  Some people think labelling laws should cover environmental and ethical information. What does that mean?  Do you think food labelling is clear for consumers? Could it be improved? How? Make a list of recommendations.  What is the difference between the ‘use by’ date and the ‘best before’ date?

Encourage students to share their research with the class. Interesting ways to present the information include a Prezi presentation http://prezi.com/index/ or Glogster http://www.glogster.com/

Research – food labelling requirements

Ask your students if they know what sort of information should appear on food labels. The Food Standards of Australia and New Zealand (FSANZ) has developed information on a range of labelling topics, as listed below.  Nutrition information panels  Ingredient lists and percentage labelling  Use by and best before dates  Food allergies  Advisory statements  Country of origin labelling  Genetically modified (GM) foods  Food additives  Truth in labelling (including legibility requirements)  Health claims (nutrition and health related claims)

©ABC 2013 How many food labelling topics were your students able to list? Ask students to choose one of the topics listed and conduct further research. Visit the FSANZ website for further information on these topics http://www.foodstandards.gov.au/consumerinformation/labellingoffood/

Collect and analyse information

Collect nutrition information tables from three different breakfast cereal labels. Also record their price. Analyse the nutritional value of one serve of each of these cereal products. Suggest which of the three cereal products is of better value for money nutritionally. Provide reasons for your decision.

Nutritional information (compare average per 100 grams)

A B C Energy (kJ)

Protein (g)

Fat – Total (g)

Carbohydrate – Total (g)

Dietary Fibre (g)

Sodium (mg)

Cost (per 100 grams)

Further investigation: look at the three food labels and answer the questions in the table below.

A B C Is the food produced in Australia? Which country did the food come from? What is the main ingredient by weight? The main ingredient is at the top of the list. What ingredient is present in the smallest amount? This ingredient is at the end of the list. By when should you use this product? After this date, is the food likely to be a risk to your health? Does the food make a health or nutrition claim? If so, what is it? Can you find relevant information supporting the claim on the nutrition label?

Further Investigation

©ABC 2013 Understanding labels: Take the Jamie Oliver label challenge http://www.jamieoliver.com/bacon/labels

8 Related Research Links

Food Standards Australia New Zealand – Food labelling http://www.foodstandards.gov.au/consumerinformation/labellingoffood/

Better Health Channel – Food Labels http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/food_labels_explained?open

Child & Youth Health – Food labels: what do they mean? http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=284&id=2494

Behind the News – Food Labelling http://www.abc.net.au/btn/story/s2905948.htm

Behind the News – Australian Made? http://abc.net.au/btn/story/s2667464.htm

Behind the News – Aussie Pig? http://www.abc.net.au/btn/story/s3062516.htm

©ABC 2013 BtN: Episode 5 Transcript 5/3/13

On this week's Behind the News

 The horse meat scandal continues to grow so how do we know what's in our food?

 A year on from the Kony campaign we head to Uganda to see if it's made a difference.

 And we go behind the scenes to find out how they make props for Hollywood movies.

Hi I'm Nathan Bazley.

Also on the show today, Sarah locks swords with some kids who spend their free time acting out medieval battles. But first there's been some devastating weather events across Australia this week. Let's take a look at that and some of the other main news stories in the Wire.

The Wire

The clean-up is continuing after ex-tropical Cyclone Rusty hit Western Australia last week.

The area around Port Headland was worst affected - with buildings flooded and shed roofs torn off.

Luckily there were no reports of anyone hurt.

Schools had to close throughout the storm but are expected to open their doors again this week.

*********

Meanwhile parts of Queensland and Northern New South Wales are facing a flooding crisis.

In the Queensland town of Dalby dozens of homes were flooded when the local creek broke its banks.

Officials say the flood levels are only a bit below the peak seen during the huge floods of 2011.

********* And finally the results are in Australia has just experienced its hottest summer on record.

The Climate Commission's latest report called it 'The Angry Summer' and said 123 local temperature records were broken during this past summer alone.

©ABC 2013 The report also says the extreme heat, floods and bushfires seen this year were all made worse by our shifting climate.

Whaling Reporter: Natasha Thiele

INTRO: Hunting whales is a controversial issue that's been back in the news lately. Anti- whaling protestors from a group called Sea Shepherd were accused of ramming a Japanese whaling ship. There's been a debate about who was to blame but one thing we can be sure of it's got lots of people talking about whaling again. Here's Tash.

NATASHA THIELE, REPORTER: In the cold waters of the Southern Ocean, an intense battle is on between two sides. But this isn't a battle over politics or land. It's over an animal!

Whales are one of the largest and most intelligent animals in the world. But for centuries, they've also been hunted.

Commercial whaling in Australia goes back almost 200 years and it was a big business. Blubber, which is the fatty stuff found under a whale's skin, was used in things like soaps, candles and cosmetics.

REPORTER: In the old days, whale bones were sometimes used in clothing. Ladies would wear corsets like this under their dresses, to make their waist look small. They were made with whale bones.

In some countries, whales have also been a source of food. But over the years, whale numbers declined, putting some species at risk of extinction.

People wanted something done about the issue. So in the early 1980s, a heap of countries got together to look into commercial whaling. Some wanted it to continue. But in 1986, the majority of those countries signed an agreement to ban commercial whaling.

REPORTER: There is an exception to the ban. Scientists need to be able to study whales to find out more about them, so countries are allowed to kill a certain number of whales each year for research.

This is what Japan says it's doing. Japanese fishing boats hunt mostly minke and fin whales. These whales are found in many parts of the world. Although they're not endangered, fin whales are a threatened species. The boats head out every year and can hunt almost a-thousand whales. Japanese whalers say it's all for science, but some people reckon it's more to do with selling the whale meat.

But some groups want Japan to stop whaling all together. The Sea Shepherd is an activist group that was set up to protect whales and other marine life. Some of the things they do can be pretty extreme and dangerous. Recently, they've been trying to stop a Japanese ship from hunting whales in waters that are under Australian protection. At one stage, the boats came so close they ended up crashing into each other, although no one will take the blame.

©ABC 2013 Japan says the Sea Shepherd is putting lives at risk by going near their ships. But the group says that they're the ones being attacked.

Some people think we should send in the Australian Navy or customs vessels to sort things out. But the government is leaving it up to an international court, where the issue will be argued later this year. For now, the Japanese ships appear to be heading towards home, which has lifted the hopes of the protestors that perhaps the whaling season may be over for this year at least.

Quiz 1

OK, let's have a quiz.

The animal known as a killer whale is actually what?

Dolphin

Answer: Dolphin

They're also called Orcas and the killer whale is actually the largest member of the dolphin family.

OK, now to a story about food.

Food Standards Reporter: Sarah Larsen

INTRO: You might have heard about the 'horse meat scandal' in Europe. Horse meat has been found in some food including in some IKEA meatballs overseas. So how do we know that the food we're eating is what we think it is? Sarah finds out.

VOICEOVER: This week on Master Kitchen rules.

JUDGE: So what have you cooked for us today?

CHEF: Pate and tomato ravioli

CHEF: Hmm… it smells delicious.

JUDGE: You can really taste the fresh ingredients. Where did you find such amazing pate?

CHEF: Well...

©ABC 2013 You can't always tell everything you need to know about food from the way it tastes.

A lot of the food we eat every day is prepared somewhere else and we have to trust that what we're eating is made from something we'd want to be eating.

Over in Europe there's been a massive scandal about an unexpected ingredient in some popular food.

A UK supermarket was selling lasagne which was supposed to be made of beef. But earlier this year tests showed that it was 100% horse meat.

Authorities tested other meat products and found more traces of horsemeat which they tracked back to Romania.

Somewhere between the abattoirs here and the supermarkets of Europe horsemeat was being relabelled as beef and put into all sorts of foods, even school lunches.

REPORTER, SARAH LARSEN: Now the real issue here isn't so much that people ate horse - that’s not that unusual. Lots of countries have perfectly legal horsemeat industries and lots of people eat it.

The issue was that people were eating something they didn't know about. Eating horses is against some people's religions... and others just don't like the idea.

UK KID: Every day near my house I stroke a horse and I wouldn't want to eat it.

None of the horsemeat has made its way into Australia.

But how do we know that the food we're eating is exactly what we think it is?

Australia has strict rules about what goes into food, where it comes from and how it's handled. The rules are set by a big agency that covers Australia and New Zealand and it's up to state and territory governments to make sure they're followed.

Say you win master kitchen and want to start your own pasta business. If you do that then food regulators will want to know that you're following the rules.

You'll have to show that the way you make your food is safe.

And you have to show what each ingredient is, where it comes from and whether it's safe to eat.

And that's where these guys come in. Food companies often get their products tested at labs like this to make sure there aren't any germs in there that could make people sick.

SINAN, FOOD LAB TECHNICIAN: We test for bacteria that can cause food poisoning and make people ill things like salmonella, listeria and staff.

Most supermarkets won't sell food unless it's passed the laboratory tests.

You'll also have to label your pasta with every single thing that's in it.

©ABC 2013 REPORTER: The information on labels is really important because it lets you know about little ingredients you might not expect to find in the food. It lets people with allergies and special diets know what to avoid and what's OK to eat.

But Australia isn't the only country with laws covering processed foods and over in Europe governments are investigating what went wrong.

Some reckon there needs to be more thorough testing, not just to show that food is safe, but also that meat comes from the right animal.

And it means that food makers are being watched even more closely to make sure the stuff on people's plates is exactly what it's cooked up to be.

Kony Update Reporter: Sophia Thomson

INTRO: Do you remember Kony 2012? It was a huge internet campaign that was launched exactly a year ago. The idea was to tell the world about a war criminal called Joseph Kony in the hope he'd be caught. But in the year since has anything changed? Sophia travelled to Uganda, in Africa to find out.

SOPHIA THOMSON, REPORTER: More than one hundred and twenty million people watched this video last year.

If they made up a country it would be the tenth biggest on earth.

It was all about Joseph Kony and the horrible things he and his army have done to children in Uganda.

Despite all that attention Joseph Kony hasn't been caught.

So does that mean the whole campaign was a failure?

I travelled to Uganda to find out.

Uganda is an amazing but small country in Africa. It's also very poor. But how do they feel about the campaign that captured the world's attention?

I spoke to three men.

Patrick from Invisible Children the group behind the Kony video.

James the director of another charity group working here called CARE.

And Risdel a Ugandan journalist who's covered this issue for years.

For its part Invisible Children says it's made a lot of progress.

©ABC 2013 PATRICK: We are committed to ending this thing comprehensively and that is why we have a presence in Northern Uganda, to continue to repair and heal the wounds that were left behind.

They've built communication networks so locals can spread warning of an attack.

They've set up radio networks that broadcast information to children who want to escape Kony's army.

And they've dropped nearly half a million flyers to give abducted children advice about how to safely escape.

PATRICK: If I were asked, I think we've done incredibly well.

But not everyone agrees.

RISDEL: Kony 2012, Kony 2012 been a success? No I don't think so!

Like many Ugandans, Risdel thinks the Kony campaign was misleading.

Despite what the film said Kony had moved away from Uganda years earlier.

RISDEL: So up till now, that's why people are suspicious. They ask "why did Invisible Children do this? They should have explained this was what was happening ten years ago. Kony is no longer here."

JAMES: For most Ugandans the war has already long been over.

But there is a bigger criticism of this campaign in Uganda.

RISDEL: I think Kony 2012 was more beneficial to Invisible Children than people in Northern Uganda.

The film helped generate more than 26 million dollars in total.

So far 10.5 million of that hasn't been spent.

Risdel wants to know if the money will go to the kids the video was inspired by.

RISDEL: If you go to Northern Uganda and you talk to these children, if you talk to those that have been affected by it, they will tell you nothing has changed.

There are also worries about the film's effect on tourism here.

RISDEL: That video would definitely scare people away from coming to Uganda - investors and tourists.

And as I found out in my time here there's far more to Uganda than Joseph Kony.

©ABC 2013 JAMES: Fortunately now that Kony is not here, it's a good place to visit and it is still a poor country, it's still growing, still requires a lot of development assistance, but it's a beautiful place to visit.

A beautiful place with hopefully a brighter future.

Online Poll

Last year we ran a poll on this story. 81 per cent of you said you thought the Kony campaign would make a difference. So what do you reckon now? Have you changed your mind?

The question is:

Do you think the Kony campaign made a difference?

To vote just head to our website.

Last week we asked if all schools should teach kids how to fix cars.

65% of you said yes.

35% said no.

Thanks for voting.

Oscar Props Reporter: Natasha Thiele

INTRO: We told you last week about the big winners in this year's Oscars. But it got us to thinking about all the people working behind the scenes to make these amazing movies. One important area is designing and making props. Tash caught up with an Australian guy who's had a hand in some big Hollywood movies.

NATASHA THIELE, REPORTER: Have you ever watched cool movies like this and wondered how do they make these characters look so life-like? Well, there are people who do this as an actual job!

Corrie is an expert in prop making and special effects. He's worked on TV shows and movies and one you might've watched is Star Wars Episode Three, Revenge of the Sith. He helped make some of the creatures.

CORRIE EMERY, PROP MAKER: It might be a case of, for instance, with the Wookies, helping to build the suits, sorry build full life sized casts of the performers so that the people could buy the suits that would go on them. Casting the hands and the feet for the individual characters, then they would go to another department to put all the hair and everything else on it.

©ABC 2013 Corrie studied at the Adelaide College of the Arts. And he recently went back to meet some students, who want to follow in his footsteps. This year, students are studying prop making.

GEOFF BALDACCHINO, LECTURER: As a prop maker that's one of the hardest things is deciding what to make.

They've got their first practical workshop with Geoff, who's worked on big stage productions like the Lion King. Today they're learning how to mould characters using plasticine.

GEOFF: You're pushing things around with your clay and every time you do that, there's a different expression, a different shadow that's cast on the piece.

REPORTER: What are you working on here?

MARSHALL: I'm doing a little head sort of inspired by Dracula and Frankenstein, something like that.

REPORTER: So Rose, what's this little creature here that you're making?

ROSE: So basically I'm making a little monkey.

REPORTER: Is it something you'd like to get into?

ROSE: Definitely, definitely. I like sculpting so hopefully go into props, to films, TV, anywhere.

REPORTER: Where are you hoping it will take you?

HAYDEN: Um, well I'm really interested in props and wanna do something like that, puppets especially!

One of the things the students learn about is a process called casting.

REPORTER: So Geoff, you're going to show me how to cast my hand?

GEOFF: That's right, so what we're gonna do is use stuff here called alginate, which is basically stuff that dentists use to take an impression of people's teeth when they give them, when they make braces for them.

REPORTER: This is fun! Okay, straight in? (GEOFF: Yep, straight in there.) And don't touch the bottom!

And after 15 minutes it was ready!

GEOFF: This is the most exciting part and anything can happen from here, sometimes it breaks, sometimes it doesn't.

REPORTER: That is so cool, that's awesome! Rahhh!

©ABC 2013 So if you've ever thought about a career in the movie industry, there are all kinds of creative ways of getting there. And you could be doing something really cool behind the scenes!

Quiz 2

Let's have another quiz

The question is:

Which film won the Oscar this year for best animated feature?

Frankenweenie

Wreck-It Ralph

Answer: Brave

It's from the same people that made Finding Nemo and Up.

OK let's get some sports news now. Here's the Score

The Score

The V8 supercar series kicked off its season in Adelaide on the weekend with two new car brands.

It's the first time Mercedes and Nissan have been allowed to join the comp alongside traditional rivals Holden and Ford.

But they didn't make an impact in the results.

In the first race Craig Lowndes finished more than 20 seconds ahead of Will Davison and Jaime Whincup.

Then in the second New Zealand driver Shane van Gisbergen won ahead of Whincup and Lowndes.

Meanwhile it wasn't just new manufacturers hitting the streets of Adelaide new V8 driver Casey Stoner also took part in his first 4 wheel races since giving up motorbikes last year.

©ABC 2013 The two time MotoGP world champion crashed in his first race but silenced the critics in his second starting at the back of the pack before weaving his way through the to finish 14th.

*******

And in the A-League Melbourne Victory has smashed Newcastle 5 goals - nil, in Melbourne.

Marco Rojas and Mark Milligan both scored doubles.

Also this week, the Mariners lost to the Western Sydney Wanderers, one-nil.

The Wanderers sit at the top of the ladder having won 8 in a row.

Medieval Kids Reporter: Sarah Larsen

INTRO: Back in the medieval times knights would fight to protect the King or Queen. But when they weren't fending off large armies they also liked to entertain people by showing off their fighting skills. Sarah went to meet some kids who are keeping this tradition alive by dressing up as knights and engaging in medieval combat.

SARAH LARSEN, REPORTER: In a time after school

In a land ruled by the tyranny of homework and video games.

A group of knights take arms and fight...

For honour!

For courtesy!

For courage!

For... well, for fun mostly.

Medieval swordplay might not be quite what you expect at an after school sport, but here at Indes medieval swordplay kids are taught to expect the unexpected.

INSTRUCTOR: Out of my way! Out of my way! Wrong way!

Every week they get together to learn how to wield a sword, a spear, a dagger and a whole bunch of other weapons that you don't see much these days.

KID: This is a halberd it's not a real one as you can see it's made of leather.

REPORTER: What are you guys doing here?

REPORTER: That sounds handy.

Don't worry, there'll be no real stabbing here. The weapons the kids train with are safe and they wear protective gear. But in medieval times learning these moves could be the difference between life and death.

KID: Well it's like telling you how to be like a medieval knight how to behave like one and how to do the techniques and to learn how to do battles and know more about the history that knights did long ago

Medieval is a word used to describe a period of European history that lasted from the 5th to the 15th centuries. In that time Europe was divided into lots of kingdoms. Knights were noble warriors sworn to protect the king.

KID: So if the Germans were fighting against the French for instance then the French would need to defend against their country and their king which is the most important part and they need to defend their king so the king can go on ruling

Knights of old would also display their skills in tournaments; mock battles put on for entertainment. And that sort of thing still goes on today.

Around the world there are many clubs dedicated to learning the art of medieval battle and displaying it at medieval festivals like this.

There are also big national and international competitions. And while these modern knights fight for fun it takes a lot of skill.

KID: Well you have to get your footwork like minor details that people might not think of but they are major like you have to do the right footwork you have to do the right sword work like one bad stroke and you might die.

Many of the techniques they use come from ancient sources which have been preserved and translated.

KIDS: This is a book form Bavaria it's from 1457 it's by it's one of the manuscripts we use for fighting.

Medieval books also tell of the knight's code of chivalry, a set of values like courage, generosity and courtesy that knights were expected to show at all time. And that's a big part of lessons here.

KID: I think you could learn to be honourable to other people you could also show courtesy to the rest of the people especially your family and you can always be courageous.

Maybe that chivalry is why knights remain so popular in stories, films and TV shows and why so many kids and grown-ups dream of wielding a sword like knights of old.

Don't worry Sarah survived!

Well that's it for the show.

You can jump onto our website if you want to get more info on any of the stories.

You can send us your comments and don't forget to vote in this week's poll.

I'll see you next time.

©ABC 2013