Incursion Outcomes: Stage 3

Outcome: PH3-IHW-01: Examines and explains factors that influence identity, health and wellbeing of individuals and groups. 

Students:

• examine factors that influence individual and community wellbeing 
• consider how people’s circumstances and access to resources can influence wellbeing 
• explore the importance of connection, belonging and community support 
• identify ways individuals and groups can positively influence the wellbeing of others 
• reflect on how volunteering and helping others can contribute to their own sense of purpose, connection and wellbeing 

How this is addressed in Kids Giving Back incursions 

Students explore the circumstances that may lead people within their community to require additional support. Depending on the incursion, this may include discussion around food insecurity, homelessness, social isolation or other forms of disadvantage. 

Students consider how practical support – such as receiving a Breakfast Box, Lunch Bag or Care Pack – can contribute to someone’s wellbeing. 

Importantly, students also reflect on the reciprocal benefits of volunteering and consider how helping others can positively influence their own wellbeing, sense of purpose and connection to their community.  

Outcome: PH3-RRS-01: Explains and applies skills and strategies to manage respectful relationships. 

Students:

• demonstrate empathy and respect towards others 
• consider perspectives and experiences that may differ from their own 
• recognise and challenge assumptions and stereotypes 
• understand the importance of dignity, inclusion and belonging 
• apply respectful communication when discussing sensitive community issues 
• consider how their behaviour and actions can positively affect others 

How this is addressed in Kids Giving Back incursions 

Students learn about the people who will ultimately receive the items they pack and consider circumstances that may be very different from their own. Through facilitated discussion, students are encouraged to move beyond stereotypes and consider the person behind the circumstance. 

Rather than approaching community service from a position of pity, students develop an understanding of empathy, dignity and respect, recognising that people experiencing hardship have diverse experiences, strengths and circumstances. 

Outcome: PH3-SMI-01: Evaluates and applies self-management and interpersonal skills in a range of contexts. 

Students:

• communicate and collaborate effectively 
• apply teamwork and interpersonal skills 
• demonstrate responsibility and initiative 
• solve problems and make decisions collaboratively 
• manage roles and responsibilities 
• work towards a shared goal 
• evaluate their individual contribution to a group outcome 

How this is addressed in Kids Giving Back incursions 

During the practical component, students work collaboratively to assemble, check, pack and prepare items for distribution. They are required to communicate, follow instructions, manage their responsibilities and cooperate efficiently with others. 

Students then see the power of collective action. For example, one student packing two Breakfast Boxes may seem like a small contribution, but 100 students working together can provide 200 Breakfast Boxes for people experiencing hardship. 

Outcome: HS3-GEO-01: Examines global citizenship and how people organise, protect and sustainably use the environment, using geographical information. 

Students:

• explore what it means to be an active and responsible citizen 
• investigate ways individuals and groups contribute to communities 
• consider the role of charities, volunteers and community organisations 
• investigate community needs and responses to those needs 
• recognise that individuals have responsibilities within their communities 
• consider how individual and collective actions can contribute to positive social change 

How this is addressed in Kids Giving Back incursions 

Students learn about the charity partner receiving their packed items, including who the organisation supports, why that support is needed and the role the organisation plays within the community. Students then move beyond simply learning about community participation and become active participants themselves. 

By packing essential items for people experiencing hardship, students see that young people have the capacity to contribute meaningfully to society and that active citizenship can begin at any age. This is consistent with the broader aim of the new HSIE syllabus: developing students’ knowledge and understanding so they can become active, informed members of their community.