The teaching and learning activities may be linked to a number of key learning areas, although they are particularly relevant to the NSW Board of Studies syllabuses in Human Society and Its Environment (HSIE) and Personal Development, Health and Physical Education (PDHPE). Learning outcomes to which the activities may be linked include:
| Human Society and Its Environment |
| Stage |
Outcome |
Related units |
| Early Stage 1 |
CCES1 Describes events or retells stories that demonstrate their own heritage and the heritage of others. |
School days
This is me! |
| CUES1 Communicates some common characteristics that all people share, as well as some of the differences. |
| SSES1 Identifies ways in which their own needs and the needs of others are met, individually and co-operatively. |
| Stage 1 |
CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities. |
Celebrations
Families past and present
Identifying us |
| CUS1.3 Identifies customs, practices, symbols, languages and traditions of their family and other families. |
| SSS1.8 Identifies roles and responsibilities within families, schools and the local community, and determines ways in which they should interact with others. |
| Stage 2 |
CUS2.2 Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities. |
Co-operating communities
People and their beliefs
Living in communities |
| CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. |
| SSS2.8 Investigates rights, responsibilities and decision making processes in the school and community and demonstrates how participation can contribute to the quality of their school and community life. |
| Personal Development, Health and Physical Education (PDHPE) |
| Stage |
Outcome |
Related units |
| Early Stage 1 |
DMES1.2 Identifies some options available when making simple decisions. |
I am special
Me and my friends |
| INES1.3 Relates well to others in work and play situations. |
| IRES1.11 Identifies how individuals care for each other. |
| Stage 1 |
INS1.3 Develops positive relationships with peers and other people. |
There is only one ME
Getting along with others |
| GDS1.9 Describes characteristics that make them both similar to others and unique. |
| IRS1.11 Identifies the ways in which they communicate, co-operate and care for others. |
| Stage 2 |
INS2.3 Makes positive contributions to group activities. |
My growing self
Building my network |
| PSS2.5 Uses a range of problem-solving strategies. |
| IRS2.11 Describes how relationships with a range of people enhance well-being. |
Student work samples
Student work samples based on the activities have been included to assist teachers to monitor and assess the progress of individual students. When considering the achievement of outcomes, teachers should consider the entirety of work completed for each strand rather than individual activities. In most cases, work completed by students in relation to an individual activity illustrates progress towards the achievement of an outcome or outcomes.
The school environment
For anti-prejudice education to be most effective, an anti-bias approach, applied to the whole school environment, is suggested. This may involve assessing pedagogy, curriculum, the learning environment and teaching and learning materials to ensure they are inclusive of the diversity of the classroom and the broader community.
