Core Learning Outcome	CI 1.1 Students compare ideas and feelings about stories of diverse cultures including Torres Strait Islander cultures and Aboriginal cultures.
Students know: Cultural diversity	stories of diverse cultures including Aboriginal cultures and Torres Strait Islander cultures · contemporary and traditional stories in various forms e.g. - oral, written - dramatic, dance - video/film - puppets - sand/string stories - myths, legends, fairytales - nursery rhymes - modern literature - personal cultural stories (describing an experience) · Indigenous stories including Aboriginal Dreaming stories and Torres Strait Islander legends e.g. - of traditional and contemporary aspects of life - that indicate Indigenous people’s long period of occupation - that make connections between traditional and contemporary Indigenous children - that identify similarities between Indigenous and non-Indigenous children today · stories that describe aspects of other cultures e.g. - similarities with people from other cultures - how different people solve the same problem (stealing, managing emotions) - why some cultural practices are different · stories that transmit culture and beliefs e.g. - morals - Creation stories
Students can: Investigating	compare ideas and feelings · analyse a list of class members’ favourite stories (a lot of children like … stories, a few people like me enjoy … stories) · orally share and compare ideas about stories (I think this story is about friends; this story says it’s not okay to be bossy) · orally share and compare emotional responses to a story (this story makes me feel good because…) · form groups that share a similar emotional response to a type of story (picture book, oral story, dance) and offer reasons which are listed and compared

Core Learning Outcome	CI 1.2 Students observe and record examples of different perceptions of gender roles in various settings.
Students know: Cultural perceptions	different perceptions of gender roles · based on experiences and lack of experiences - observations - practices - language - stories · perceived roles in various settings - leadership roles (male as leader at home and female as leader at school) - passive roles - work roles - carer/protector roles - use of toys and equipment - use of places various settings · school · family · after-school care · recreational · community (local shopping centre)
Students can: Creating	observe and record examples · challenge, with guidance, gendered stereotypes that arise from discussions about literature, pictures or film · draw or collect pictures associated with work roles of a guest speaker and/or workers in familiar settings · enact roles through puppet play that represent non-gendered female and male roles that they have observed · collect and list examples of gendered class play and language for discussion (do girls and boys share equipment and spaces?) · with guidance, challenge gendered stereotypes that arise in play or conversation

Core Learning Outcome	CI 1.3 Students share an understanding of how diverse families meet human needs of food, clothing, shelter and love.
Students know: Belonging	diverse families · kinship systems · nuclear families · extended families · blended families · communal families · one-parent families · family members including the elderly and the young how diverse families meet human needs · food - diverse types of food - food for various age groups - diverse ways of obtaining and preparing food - family members associated with providing food - rituals associated with food · clothing - diverse types of clothing - work roles associated with clothing - diverse ways of obtaining clothing - family members associated with providing clothing - traditions associated with clothing · shelter - diverse types of shelter - how families use shelter - ways of maintaining shelter - customs associated with homes · love - different ways of showing love to different ages (the young, the elderly) - diverse words that show love - diverse deeds that show love (gift-giving, celebrating special occasions, doing a favour) - various behaviours (hugging, nose-rubbing, holding hands, rocking, smiling)
Students can: Participating	share an understanding · contribute to and talk about a class-created concept map based on a need (how various families provide food) · explain a number of stories that are about how families show their love for each other · orally compare how an unfamiliar family (a traditional Inuit family and their own family provide shelter)

Core Learning Outcome	CI 1.4 Students gather and record information about familiar traditions, celebrations and cultural changes.
Students know: Cultural change	familiar traditions · gift-giving on special occasions · school assembly · class awards ceremony · Anzac Day · religious (Vietnamese Moon Festival, Christmas, Passover, Ramadan) familiar celebrations · parties · baptism/naming ceremonies · community celebrations · Australia Day · NAIDOC Week familiar cultural changes · birthdays to celebrate a change in age · symbols to celebrate losing baby teeth · New Year/Tet to celebrate a change in time · school captain ceremony to celebrate new leadership · seasonal festivals (agricultural show, wildflower festival, prawn festival) · marriage to celebrate a change in family structure
Students can: Communicating	gather and record information · share and list experiences and observations about a familiar tradition or celebration, and record them as a word, picture and/or artefact display · share a range of personal changes (second teeth, family restructuring, new baby) and write about or illustrate how these are celebrated · gather and record information about the diverse ways that familiar families celebrate a familiar event (a collage or concept map about New Year celebrations)

Core Learning Outcome	CI 1.5 Students describe their unique and common characteristics and abilities.
Students know: Construction of identities	their common and unique characteristics · physical · social · cultural · family resemblances · personality · idiosyncrasies · mannerisms · learning styles · likes and dislikes · interests common and unique abilities · abilities and limitations associated with age · abilities associated with multiple intelligences e.g. - linguistic - mathematical - naturalistic - musical - interpersonal - intrapersonal - mathematical/logical - kinesthetic - spiritual
Students can: Reflecting	describe unique and common characteristics and abilities · draw, list or represent abilities or characteristics they have in common with others in a group and those that are unique to them · share affirmations with other students about things that make them special · write a personal account of what others (family) believe makes them unique · cooperatively list common emotions related to situations in life · create a personal caricature