Kids Thrive School Programs – AusVELS Links

Kids as Catalyst: children leading community change

Kids as Catalyst meets AusVELS and the new Victorian F-10 curriculum standards for assessing competencies. Suitable for AusVELS Levels: 5 to 8.

THE STRANDS

1. Physical, Personal and Social Learning: students learn about themselves and their place in society. They learn about their rights and responsibilities as a global citizen. The students will be enabled to express opinions and ideas of responsibility, integrity and commitment.

2. Discipline-based Learning: students will develop skills, knowledge and behaviours in the arts and humanities.

3. Interdisciplinary Learning: students will explore different ways of thinking, problem solving, reflection and evaluation skills. They will also learn creative skills to communicate ideas and principles.


Preamble

The KiC program enables students and participants the opportunity to express opinions and ideas of responsibility, integrity and commitment using the arts as a vehicle for expression. We provide a ‘real life’ context, combining skills development with formal and informal presentations within the school for community organisations and representatives. KiC provides a focus for staff to develop opportunities for their students to extend the classroom into the community.

The program provides capacity building for the development of partnerships between the school, local learning communities and community groups.

KiC provides the context for authentic student engagement with support within the framework of AusVELS curriculum and assessment outcomes. Whilst fostering collaboration between students and their community, KiC creates a sense of belonging and responsibility for personal and community health and wellbeing. The experience is one of authentic problem solving and deep thinking where the arts is a tool for expression and vehicle for creative problem solving.

The experience is social change, a microcosm where students recognise their ideas, opinions and talents are integral to the future of community wellbeing.

These essential areas of learning are described in detail within the Domains outlined below.


DOMAIN FOCUS

1. Strand: Interdisciplinary Learning

Domains:

a. Communication Focus

“Years 5 to 8 – Building breadth and depth”

In Years 5 to 8 students consolidate and build on their knowledge and skills related to effective communication. Students strengthen their communication skills as they become more independent, flexible and self-regulatory in their learning, and participate in a variety of interactive classroom situations, both formal and informal, and including cooperative learning situations.

As they progress through this stage, students develop a wider range of strategies for listening attentively and for extracting meaning from different kinds of communication. They regularly present ideas, information and opinions for a variety of purposes, to a range of audiences, in both formal and informal settings.

In all learning areas, students respond to a wide variety of aural, written and visual media. They interpret increasingly complex information and evaluate the effectiveness of the ways in which it is presented.”

b. Thinking Processes

Dimensions:

  • Reasoning, processing and inquiry
  • Creativity
  • Reflection, evaluation and metacognition

Reasoning, processing and inquiry: The Reasoning, processing and inquiry dimension encompasses the knowledge, skills and behaviours required to enable students to inquire into the world around them, and to use critical thinking to analyse and evaluate information they encounter. Students learn to assemble and question information and develop opinions based on informed judgments. They also develop the capacity to transform information into coherent knowledge structures.

Creativity: The capacity to think creatively is a central component of being able to solve problems and be innovative. In the Creativity dimension, students learn to seek innovative alternatives and use their imagination to generate possibilities. They learn to take risks with their thinking and make new connections.

Reflection, evaluation and metacognition: Learning is enhanced when individuals develop the capacity to reflect on, and refine their existing ideas and beliefs. Students learn to reflect on what they know and develop awareness that there is more to know. They learn to question their perspectives and those of others. They evaluate the validity of their own and others’ ideas. They also develop their metacognitive skills in planning, monitoring and evaluating their own thinking processes and strategies.

2. Strand: Physical, Personal and Social Learning

Domain:

a. Civics and Citizenship

Dimensions

  • Civic knowledge
  • Community engagement

Civic Knowledge and Understanding: They explore the differences between rules and laws, why we have them, what role they serve, and how they can be changed. They contribute to the development and support of classroom rules. They develop an understanding of the qualities of good laws, the importance of laws applying equally to everyone in a democracy, and the ways that laws are made. Students engage in democratic processes to plan and carry out activities and events at the school or in the local community.

Community Engagement: Toward Level 6, students demonstrate understanding of the roles and responsibilities of leaders, and of democratic processes, when engaging in school and community activities. They present a point of view on a significant current issue or issues and include recommendations about the actions that individuals and governments can take to resolve issues. They demonstrate understanding that there are different viewpoints on an issue, and contribute to group and class decision-making.

b. Interpersonal Development 

Dimensions:

  • Building social relationships
  • Working in teams

Young people will increasingly differentiate themselves in terms of their peers, physical attributes and competence, and begin to recognise similarities and differences in the values and beliefs of others.

Building social relationships: Learning in the Building social relationships dimension supports students to initiate, maintain and manage positive social relationships with a diverse range of people in a range of contexts. Students learn about and practise the social conventions that underpin relationships and learn how to act in socially responsible ways. Strategies for understanding, managing and resolving conflict are also an important focus.

Working in teams: In the Working in teams dimension students develop the knowledge, skills and behaviours to cooperate with others to contribute to the achievement of group goals. The focus is not only task achievement, but also on contributing to, and reflecting on, the learning that occurs through being part of a team.

c. Personal Development

Dimensions:

  • Building breadth and depth
  • Developing pathways

Building breadth and depth: While motivation remains essentially intrinsic at the beginning of this stage of learning, developing the habits of positive self-talk and seeking support will help students to persist with challenging tasks. At the onset of adolescence, emotions become increasingly difficult to manage; learning to recognise and manage emotions helps students maintain resilient attitudes to learning. Organisation is a key skill in this stage of learning. As students specialise, they need an in-depth grasp of the organising structures or thinking patterns of a discipline, as well as factual knowledge.

Developing pathways

  • accepting their physique and their gender identity
  • developing more supportive relationships with their peers
  • gaining independence from their parents and teachers
  • seeking economic independence
  • thinking about an occupation
  • developing intellectual skills and concepts necessary for civic competance
  • desiring and achieving socially responsible behaviour
  • imagining the sort of life to which they aspire
  • building conscious values congruent with an adequate scientific world-picture.

New Victorian Curriculum F-10

Learning Areas:

The Arts
English
Humanities – Civics and Citizenship
Economics and Business
Mathematics

Capabilities

Critical and Creative Thinking
Ethical
Personal and Social
Intercultural

 

Banyule Kids Thrive: songwriting for social change

Banyule Kids Thrive (BKT) meets AusVELS curriculum standards for assessing competencies. Suitable for AusVELS Levels: Early Years Foundation to 4.

THE STRANDS

1. Physical, Personal and Social Learning: students learn about themselves and their place in society. They learn about their rights and responsibilities as a global citizen.

2. Discipline-based Learning: students will develop skills, knowledge and behaviours in the arts and humanities.

3. Interdisciplinary Learning: students will explore different ways of thinking, problem solving, reflection and evaluation skills. They will also learn creative skills to communicate ideas and principles.


DOMAIN FOCUS
(Toward standards from Foundation to Level 4)

1. Strand: Physical, Personal and Social Learning

Domains:

Personal Learning – reflection, self-regulation, skills and behaviours of successful and positive learners.

Interpersonal Development – strategies toward the development of the capacity to work cooperatively; to work in a respectful and friendly classroom culture; and to participate and share in respectful communication.

Health and Physical Education – understanding and awareness of personal safety and the safety of others, working in teams, using resources and developing rules to ensure healthy outcomes.

2. Strand: Discipline-Based Learning

Domains:

The Arts – students create and make works, engage in arts related activities, games and music making combining arts elements, principles and conventions.

English (sub-strand: Literacy) & Mathematics (sub-strand: Number & Algebra) – Focus on listening, speaking, reading, writing and viewing are inherent in student responses to a variety of activities, and students develop a common language around emotions and social skills. The music/maths framework incorporates rhythm, counting, patterns in numbers – a kinaesthetic approach which forms the basis of Kids Thrive’s ‘Slow Arts – Deep Learning’ methodology.

3. Strand: Interdisciplinary Learning

Domains:

Communication – to practice the skills of listening, and sharing ideas, thoughts and opinions in small groups, presentations and performances.

 

KIND – songs and stories to promote cultural empathy

KIND meets AusVELS curriculum standards for assessing competencies. Suitable for AusVELS Levels: Early Years Foundation to 4.

THE STRANDS

1. Physical, Personal and Social Learning: students learn about themselves and their place in society. They learn about their rights and responsibilities as a global citizen.

2. Discipline-based Learning: students will develop skills, knowledge and behaviours in the arts and humanities.

3. Interdisciplinary Learning: students will explore different ways of thinking, problem solving, reflection and evaluation skills. They will also learn creative skills to communicate ideas and principles.

DOMAIN FOCUS (Toward standards from Foundation to Level 4)

1. Strand: Physical, Personal and Social Learning

Domains:

Personal Learning – reflection, self-regulation, skills and behaviours of successful and positive learners.

Interpersonal Development – strategies toward the development of the capacity to work co-operatively; to work in a respectful and friendly classroom culture; and to participate and share in respectful communication.

Health and Physical Education – understanding and awareness of personal safety and the safety of others, working in teams, using resources and developing rules to ensure healthy outcomes.

Civics and Citizenship – Students will consider human rights and social justice issues at a local and global level. They will investigate and understand why diversity is important. They learn about importance of common values in the classroom and community, and the wellbeing of societies. Students focus on the language and wisdom of kindness, care and empathy.

2. Strand: Discipline-based Learning

Domains:

The Arts – students create and make works, engage in arts related activities, games and music making combining arts elements, principles and conventions.

English (sub-strand: Literacy) & Mathematics (sub-strand: Number & Algebra) – Focus on listening, speaking, reading, writing and viewing are inherent in student responses to a variety of activities, and students develop a common language around emotions and social skills. The music/maths framework incorporates rhythm, counting, patterns in numbers – a kinaesthetic approach which forms the basis of Kids Thrive’s ‘Slow Arts – Deep Learning’ methodology.

3. Strand: Interdisciplinary Learning

Domains:

Communication – to practice the skills of listening, and sharing ideas, thoughts and opinions in small groups, presentations and performances.