View Learning Outcomes | Learning Outcomes and Indicators

Curriculum Focus

At this level students extend their understanding of themselves and others. They describe what they like about themselves, the ways in which they are special, and how individuals are unique, yet that each of us has characteristics similar to those of other people. They discuss potential problems if people are classified by skin color, birthplace, language, dress or diet.

They identify the stages of development of people they know, and compare the particular needs people have at different times in their lives. They recognise that there are some needs that people have at all stages of their lives, such as love, trust, rest, food and shelter.

Students explore views of right and wrong. They learn that different standards are sometimes expected of individuals and groups in particular situations. They learn that in any group or community there are both written and unwritten rules. They discuss reasons why such rules exist to set standards for games, outdoor activities, classroom behaviour, travel and other aspects of life. They identify the effects of bullying and teasing on people and contribute to the development of rules for the classroom and playground, such as no ‘put downs’ or name calling, or respecting property of others. They listen to others’ opinions and encourage them to express their points of view, particularly when the outcome may affect their own health and that of others.

They identify why different cultural groups and religions have particular rules, and consider why there are sometimes different rules for different age groups or for girls and boys. They learn strategies to manage different expectations and rules when visiting other families or places that are different from their own.

Examples of contexts and learning activities

• discuss the characteristics, gender, interests and activities of children in different communities; identify similarities to and differences from these students
• discuss how some stereotypes of different cultural groups can be damaging
• compare self with younger or teenage siblings, with parents and care givers, and with grandparents to identify similarities and differences in food requirement and preferences, physical abilities, need for care, roles within the family, interests, need for sleep, and amount and type of physical activity
• consider how food can play an important part in a person’s physical, social and emotional health; discuss why certain foods are eaten in different situations, such as celebrations, family gathering and friendship groups
• prepare foods and experience eating routines that are different from own; discuss how to find out the socially acceptable way to eat different foods
• participate in the development of rules for classroom behaviour and for safe participation in games and physical activity and in interacting with a range of outdoor environments
• identify the expected behaviours on a school excursion, at a family picnic and a friend’s birthday party and suggest reasons for any differences and similarities for these different social outings
• identify rules designed to protect people from harm, and discuss why some behaviour might be considered right or good, other behaviour as wrong or bad
• explore unwritten rules that arise out of historical and cultural practices, such as opening doors for others and giving up a seat for an elderly passenger
• identify situations where expectations of behaviour are different for boys and girls and discuss whether these differences are needed or are fair
• suggest situations and activities where there would be different rules for adults and children, and why this is necessary
• compare rules at home and rules at school and suggest reasons for similarities and differences
• identify and explain rules for safe travel to and from school
• contrast meal times in different cultures in terms of expected behaviours and ways of sharing food.