Performance cars

[Episode 4 | 1978 : Mike]

Mike discusses the validity of a Datsun as a 'muscle car' with his friend Ben. He visits the 'Tippy' to acquire some spare parts that Ben has requested and is introduced to the 1971 Ford GT-HO that the Tippy is remodelling.


The Australian curriculum: English

Show curriculum details

The Australian Curriculum: English aims to ensure that students:

  • learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose
  • appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue
  • understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning
  • develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.

English activities [2]

Activity 1: Cars
Show details
Subtheme(s): Language and scripting; Transport

The muscle cars of the 1960s and 1970s were flamboyant racing machines that attracted a large number of enthusiasts.

  • In Episode 4, the young character Mike is very interested in cars 'with muscle'.
  • Ask students to define what cars could be classed as muscle cars. Ask them to listen to the cars named in the first clip and compile a class list .For example MG; Kingswood; and 1971 Ford XB 351-GT may be included in the list. What does it all mean? To a car enthusiast, it all makes sense.
  • As a class, discuss the information given in the clip as well as what students understand from the dialogue about the cars. Ask students to write their own definition of muscle cars and share this with the class.

  • Ask students to investigate one of the muscle cars of the 1960s and 1970s, then write a persuasive editorial piece (with words and images) that includes the following elements:
  1. Why would they like to own this car?
  2. What are the main features of the car?
  3. What makes this car special?
  • Students can present their editorial electronically using a publishing program, or on a small poster to share with the class.


Activity 2: 'Rev head'
Show details
Subtheme(s): Language and scripting; Transport
  • Ask students to create a mini-dictionary of muscle car terms from the list. The mini-dictionary must include pictures and meanings relating to the term, or word. If possible develop this information into a website, and upload it to the school server.
  • Start a blog to communicate with other students who may also be interested in muscle cars.

  • Conduct a class survey of the things students collect and present these findings as a pictorial representation such as a bar graph, or with text and images. Evaluate and assess the most popular collections and describe the reasons given by students for collecting these items.
  • As an extension activity, students can survey members of their family (parents, grandparents and siblings) to find out what they collected when they were young. Encourage students to collate this information on a graph, electronic spreadsheet, or record it manually on paper.
  • The survey results can be presented to the class, showing the differences and similarities in collections over the years. As a class, discuss the variety of objects collected over different generations and highlight the differences in objects collected today compared with in the past.
  • Encourage students to bring examples of collections to the classroom to share and compare.


{tpl region name=footerbottom}