Incursion Outcomes: Stage 2

Outcome: PH2-IHW-01: Explains how related factors influence identity, health and wellbeing. 

Students:

• explore factors that contribute to individual and community wellbeing 
• consider how people’s circumstances can influence their health and wellbeing 
• recognise the importance of connection, belonging and feeling supported 
• identify actions that can positively influence the wellbeing of others 
• reflect on how helping others can contribute to their own sense of purpose and wellbeing 

How this is addressed in Kids Giving Back incursions 

Students explore why some people in their community may need additional support and how access to everyday essentials can influence wellbeing. 

Whether students are packing Breakfast Boxes, Care Packs or Activity Packs, they learn that their actions can have a positive impact on another person’s day. Students are encouraged to reflect on how helping someone else makes them feel and recognise that giving back can contribute to their own sense of connection, purpose and wellbeing. 

Outcome: PH2-RRS-01: Describes and applies skills and strategies to strengthen respectful relationships.

Students:

• develop empathy and consideration for others 
• consider experiences and circumstances that may be different from their own 
• recognise the importance of treating others with dignity and respect 
• challenge assumptions about people experiencing hardship 
• practise respectful communication and cooperation 

How this is addressed in Kids Giving Back incursions 

Before packing, students learn about the people and community organisations receiving the items and why that support is needed. 

Age-appropriate discussions and activities encourage students to put themselves in someone else’s shoes and consider how they might feel if they were experiencing food insecurity, homelessness, isolation or another challenging circumstance. 

Importantly, students learn to approach people experiencing hardship with empathy rather than judgement, recognising that everyone deserves dignity, respect and kindness. 

Outcome: PH2-SMI-01: Explains and applies self-management and interpersonal skills in a range of contexts. 

Students:

• work cooperatively towards a shared goal 
• communicate effectively with others 
• share roles and responsibilities 
• demonstrate responsibility and independence 
• apply problem-solving and decision-making skills 
• recognise how their individual contribution forms part of a larger collective impact 

How this is addressed in Kids Giving Back incursions 

Students work collaboratively to assemble, check and pack items ready for distribution to a community organisation. 

The practical activity requires students to listen to instructions, communicate with their peers, share responsibilities and work efficiently as part of a team. 

At the conclusion of the session, students can see the collective impact of their work – for example, how 100 students each packing two Breakfast Boxes results in 200 boxes ready to support people in their community. 

Outcome: HS2-GEO-01: Explains how people care for Australia’s environments and participate in Australian society, using geographical information. 

Students:

• investigate ways people participate in their communities 
• explore the roles of charities, volunteers and community organisations 
• identify community needs and ways people respond to them 
• recognise that individuals can contribute positively to society 
• consider how people working together can create community change 
• develop an understanding of active community participation 

How this is addressed in Kids Giving Back incursions 

Students are introduced to the charity partner receiving the items they pack and learn about who the organisation supports, the needs within their community and the role volunteers play in responding to those needs. 

Students then move from learning about community participation to actually participating themselves. By packing practical items for people experiencing hardship, students experience firsthand that young people can be active members of their community and make a meaningful difference regardless of their age. This connection is particularly relevant because the new HSIE syllabus aims to develop students’ understanding of Australia’s democracy so they can become active, informed members of their community.