Incursion Outcomes: Stage 4

Outcome: PH4-SHW-01: Assesses the influence of contextual factors on attitudes and behaviours to propose strategies that enhance safety, health and wellbeing. 

Students:

• explore factors that can influence individual and community wellbeing 
• consider how social and economic circumstances can affect people’s experiences 
• examine attitudes towards people experiencing hardship or disadvantage 
• consider how stereotypes and assumptions can influence behaviour towards others 
• identify practical actions that can contribute to community wellbeing 
• consider how volunteering and community support can positively influence wellbeing 

How this is addressed in Kids Giving Back incursions 

Students explore the real community need behind the items they are packing. Depending on the program, this may include discussion about food insecurity, homelessness, social isolation or families experiencing hardship. 

Students consider the circumstances that can contribute to these challenges and examine how attitudes and assumptions can influence the way vulnerable members of the community are treated. By packing practical items for a charity partner, students move from simply discussing wellbeing to taking action that contributes to the wellbeing of others. 

Outcome: PH4-SMI-01: Refines and applies self-management and interpersonal skills to manage complex situations. 

Students:

• communicate effectively with others 
• collaborate to achieve a shared goal 
• demonstrate leadership and responsibility 
• manage roles and responsibilities within a group 
• use problem-solving and decision-making skills 
• adapt their behaviour when working with others 
• reflect on their individual contribution to a collective outcome 

How this is addressed in Kids Giving Back incursions 

Students work collaboratively to assemble, check, organise and pack items for distribution to a community organisation. The practical activity requires students to communicate effectively, manage responsibilities, solve problems and work efficiently as part of a team. 

Students can see their collective impact at the end of the session – for example, how each student packing two Breakfast Boxes can result in hundreds of boxes being distributed to people experiencing hardship. This provides an authentic setting for students to apply interpersonal and self-management skills beyond the classroom. 

Outcome: PH4-RRL-01: Explains and applies strategies for promoting safe and respectful relationships in a range of contexts. 

Students:

• develop empathy and respect for others 
• recognise and challenge stereotypes and assumptions 
• consider perspectives and experiences different from their own 
• recognise the importance of dignity and inclusion 
• explore how attitudes and behaviours affect other people 
• apply respectful communication when discussing sensitive community 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”. Through facilitated discussions and activities, students are encouraged to consider people’s different circumstances, strengths and experiences and to challenge stereotypes surrounding issues such as homelessness and disadvantage. 

The program encourages students to approach community service from a position of empathy, dignity and respect rather than pity. Students then translate this understanding into meaningful action by preparing items that directly support people in their community. 

Outcome: PH4-IBC-01: Investigates and explains factors that shape identity and sense of belonging. 

Students:

• explore factors that contribute to identity and belonging 
• consider the importance of social connection and community 
• explore how participation can strengthen a sense of belonging 
• consider their own role within their school and wider community 
• recognise the importance of creating inclusive communities 

How this is addressed in Kids Giving Back incursions 

Students explore the idea that belonging and connection are important to everyone, regardless of their circumstances. Students consider how people experiencing hardship may also experience isolation or disconnection and discuss ways communities can help people feel supported, respected and included. 

Students also consider their own sense of belonging and purpose and how participating in volunteering and community action can strengthen their connection to something larger than themselves. 

Outcome: GE4-PER-01: Examines and describes the perspectives of people and organisations on a range of geographical issues.

Students can:

• explore how organisations respond to social and community needs 
• consider the perspectives of people affected by issues such as food insecurity or disadvantage 
• examine the role of community organisations in responding to people’s needs 
• recognise that people’s experiences of places and communities can differ 

How this could be addressed in Kids Giving Back incursions 

Students learn about the charity partner receiving the items they pack, including who the organisation supports, the community need it is addressing and how it responds. For example, when packing Breakfast Boxes, students could explore food insecurity and consider the perspectives of individuals, charities and communities affected by or responding to the issue. The discussion encourages students to consider perspectives different from their own and understand that community issues are often complex and influenced by a range of circumstances.