Incursion Outcomes: Stage 5

Outcome: PH5-SHW-01: Analyses the interrelationship between contextual factors, attitudes and behaviours to promote safety, health and wellbeing. 

Students:

• explore circumstances that may contribute to food insecurity, homelessness, social isolation or disadvantage 
• consider how attitudes and assumptions can influence the way people experiencing hardship are perceived 
• recognise the relationship between community support and wellbeing 
• identify ways individuals and groups can positively contribute to the wellbeing of others 
• consider how volunteering can influence their own wellbeing and sense of purpose 

How this is addressed in Kids Giving Back incursions 

Students explore the community issue behind the items they are packing. For example, when preparing Breakfast Boxes, students consider why some individuals and families may experience food insecurity and how this can affect health and wellbeing. Students are encouraged to consider the broader circumstances that may lead someone to need support and to challenge assumptions surrounding disadvantage. They then take practical action by preparing items that directly support people experiencing hardship, demonstrating how individuals and communities can contribute positively to the wellbeing of others. 

Outcome: PH5-SMI-01: Evaluates and adapts self-management and interpersonal skills to manage complex situations. 

Students:

• communicate and collaborate effectively 
• demonstrate initiative and responsibility 
• manage individual roles and responsibilities 
• work towards a shared goal 
• apply decision-making and problem-solving skills 
• evaluate their own contribution to a collective outcome 

How this is addressed in Kids Giving Back incursions 

Students work collaboratively to assemble, organise, check and pack items for distribution to a community organisation. They are required to communicate effectively, manage responsibilities, work within time constraints and solve problems collaboratively. At the conclusion of the activity, students can evaluate their individual contribution and recognise how collective action amplifies impact – one person’s contribution may seem small, but hundreds of individual actions can provide meaningful support to a large number of people. 

Outcome: PH5-RRL-01: Evaluates and applies strategies for promoting and maintaining safe and respectful relationships in a range of contexts. 

Students:

• demonstrate empathy and respect for others 
• consider experiences and perspectives different from their own 
• examine and challenge stereotypes and assumptions 
• recognise the importance of dignity, inclusion and respect 
• communicate appropriately when discussing complex social issues 

How this is addressed in Kids Giving Back incursions 

Students learn about the people behind the cause, rather than viewing recipients simply as “people in need”. Facilitated discussion encourages students to examine stereotypes surrounding issues such as homelessness, poverty and disadvantage and recognise that people’s circumstances are complex and diverse. Students are encouraged to approach community service from a position of empathy and dignity rather than pity, before translating this understanding into practical action. 

Outcome: PH5-IBC-01: Analyses how identity and a sense of belonging contribute to the health and wellbeing of individuals and communities. 

Students:

• consider how inclusion and exclusion can affect individuals and communities 
• examine the importance of feeling valued and supported 
• explore how community participation can strengthen connection and belonging 
• consider their own role within their wider community 
• recognise how contributing to others can create a sense of purpose and connection 

How this is addressed in Kids Giving Back incursions 

Students explore the importance of connection, belonging and community support and consider how these factors influence wellbeing. Through volunteering, students experience what it means to become an active contributor to their community. They reflect not only on the impact their work has on the recipient, but also on how helping others can strengthen their own sense of purpose, connection and belonging. 

Outcome: GE5-PER-01: Accounts for the perspectives of people and organisations on a range of geographical opportunities and challenges. 

Students:

• investigate the role of organisations responding to community challenges 
• explore connections between individuals, organisations and communities 
• consider how community action can contribute to improving human wellbeing 

How this is addressed in Kids Giving Back incursions 

Students investigate the community need being addressed by their particular program and learn about the charity partner receiving the items. For example, students packing Breakfast Boxes can explore food insecurity and consider how access to food influences human wellbeing. Students can examine how charities, community organisations, volunteers and governments respond to disadvantage. They then become part of that response themselves through practical volunteering. This also connects to the broader Geography aim of developing students as active, informed and responsible citizens.