Core Learning Outcome	SRP 1.1 Students identify how elements in their environment meet their needs and wants.
Students know: Interactions between ecological and other systems	elements in their environment which meet needs and wants · natural elements e.g. - trees which provide shade - plants which provide food - water for thirst, swimming - air to breathe - sunlight for warmth · built elements e.g. - houses for shelter - footpaths to walk safely - playgrounds for play - shops to buy food · social elements e.g. - Safety House for safety - teacher-librarian to help find resources - special events like birthday parties to help children feel special - signs and traffic lights to keep children safe - money to buy things - school rules for safety - education for life skills - ceremonies to help children know they belong
Students can: Investigating	identify how · explain why they use particular things in their environment · match elements to personal activities e.g. - match pictures of people in work role to activities (road crossing supervisor and student going home) - match words that link items of need to activity (fruit tree and drinking juice) · describe feelings associated with needs and wants being met e.g. - ‘When I am helped by the teacher aide, I feel …’ - ‘When I play with people, I feel …’ · describe basic economic transactions that they observe (which needs are provided for with money)

Core Learning Outcome	SRP 1.2 Students create representations that identify and challenge stereotypes about work roles.
Students know: Economy and business	stereotypes about work roles · personal and others’ work roles at school, at home, in community · sources of stereotypes e.g. - student misconceptions - misrepresentations in text and pictures - school practices (boy and girl monitors) · local language (groundskeeper or groundsman) · stereotypes about gender, disability, culture and age e.g. - who performs paid and unpaid work - abilities required for work roles - unrecognised and undervalued work (parent work at home, child work, volunteer aide work)
Students can: Creating	create representations · answer questions that challenge possible generalisations (If the school principal is a woman, are all school principals women?) · draw or collect pictures of familiar work roles and analyse for diversity of gender, culture, age, ability and disability · list words associated with abilities required for class work roles and analyse them (Can girls and boys do this? How would someone with a hearing impairment manage this? Could an older person do this?) · enact non-stereotypical practices in class work roles · discuss, role-play or draw responses to scenarios (What if only boys could use the playground?) · create a collage of media representations of stereotyping and discuss · analyse gendered work roles in various familiar settings (carer roles at home and school) and synthesise conclusions about gender and work roles (poster, annotated mural, cartoon)

Core Learning Outcome	SRP 1.3 Students monitor their personal abilities and limitations in cooperative work and play, to identify goals for social development.
Students know: Participating and decision making	cooperative work and play · games · sharing play equipment, resources · sharing places · sharing work · sharing expertise personal abilities and limitations · physical · social · intellectual · what is easy and difficult · likes and dislikes in play and work situations · learning styles (performing best in hot or cold, light or dark, noisy or quiet, on own or in groups) · dominant intelligence type e.g. - linguistic - mathematical - naturalistic - musical - interpersonal - intrapersonal - mathematical/logical - kinesthetic - spiritual
Students can: Participating	monitor personal abilities and limitations · discuss abilities and limitations before and after activities (group and individual) · compare a performance over time · identify what they are good at in group situations · identify what they would like help with · identify what others are good at in group situations · identify times when they received help, gave help · share feelings associated with being able to and not able to do certain things · accept limitations · know when to seek adult help identify goals for social development · discuss goals with teacher guidance e.g. - what could be practised tomorrow? - how can I know if this has been successful? - what might need to be practised for a longer time?

Core Learning Outcome	SRP 1.4 Students describe practices for fair, sustainable and peaceful ways of sharing and working in a familiar environment.
Students know: Citizenship	familiar environment · work situations · play situations · classroom · garden · playground · library · home · out-of-school care practices for fair, sustainable and peaceful ways of sharing and working · ways to share resources · ways to reuse resources · ways to conserve resources · care of living things · consideration of others’ feelings · consideration of others’ abilities and limitations · managing emotions · appropriate language (courtesies, non-racist and non-sexist) · being responsible for own actions and words · responsibility for own and others’ materials · appropriate sense of humour
Students can: Communicating	describe practices · enact class protocols, rules and practices · explain class protocols, rules and practices · role-play practices · list words associated with fair, sustainable and peaceful practices · negotiate class rules and consequences · discuss stories which model fair, sustainable and peaceful practices · dramatically present solutions to problems in given scenarios (How do three people use the computer?)

Core Learning Outcome	SRP 1.5 Students discuss strategies that assist them to manage limiting situations.
Students know: Access to power	limiting situations · disempowering situations e.g. - being bullied - being excluded · uncertainty of routines and rules e.g. - bells - library - tuckshop - games · unsafe situations e.g. - being lost - stranger contact · fearful situations e.g. - participating in discussions - being with unknown people - being in strange places · inability to join in e.g. - not knowing game rules · not maximising use of places and equipment e.g. - social expectations (gender, age) strategies that assist students to manage limiting situations · anti-bullying e.g. - telling the bully ‘I don’t like that’ - walking away - ‘hands off’ gesture - seeking help · asking for assistance · ‘give it a go’ motto · knowing limitations · learning by observing others · Protective Behaviours · Safety House procedures
Students can: Reflecting	discuss strategies · collaboratively list ways to cope with particular situations · share successful ways of coping in particular situations · describe personal contributions in creating limitations for others (exclusion) and how that can be changed · explain Protective Behaviours · explain where Safety Houses are and what to do in times of concern