Lesson plans and activities: Co-curricular Activities
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Co-curricular activities
Co-curricular activities include ideas, information and suggestions about how schools are implementing the National Framework outside the formal classroom context. Written by school-based practitioners of values education they contain practical activities for teachers to use or adapt in their communities.
The multicultural kitchen garden: Clayton North Primary School | ||||||||||||||||||||||||||
The multicultural kitchen garden integrates values education into all areas of the curriculum. As students participate in activities and interact with their peers and the community to create a multicultural garden and cooking program, they are encouraged to identify the values in their physical, cultural and social environments and learn personal development skills. | ||||||||||||||||||||||||||
| Year levels | Explicit values focus | Key Learning Areas | ||||||||||||||||||||||||
Early years–Middle childhood (5-11 years) |
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Philosophy in the classroom: Oxenford State School | ||||||||||||||||||||||||||
A practical look at how to conduct philosophy with a class or other small groups to demonstrate values education. | ||||||||||||||||||||||||||
| Year levels | Explicit values focus | Key Learning Areas | ||||||||||||||||||||||||
Early years–Middle childhood (5-11 years) |
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Connections: Sherbourne Primary School | ||||||||||||||||||||||||||
This activity was designed to develop awareness and foster an acceptance of and respect for the elderly. Primary-aged students were partnered with residents at a local retirement village. The students acted as mentors in developing the Information and Communication Technology (ICT) skills of the residents. | ||||||||||||||||||||||||||
| Year levels | Explicit values focus | Key Learning Areas | ||||||||||||||||||||||||
Middle childhood (10–11 years) |
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Students lead in investigating and implementing values education using a Student Action Team (SAT) framework: St. Charles Borromeo Primary School | ||||||||||||||||||||||||||
This activity was undertaken to achieve an increased understanding within the school community of the nature of core values for Australian schools and how these were represented within personal, school and community spheres. | ||||||||||||||||||||||||||
| Year levels | Explicit values focus | Key Learning Areas | ||||||||||||||||||||||||
Middle childhood (8-11 years) |
| The Student Action Team framework touches all KLAs as it engages students in real decision making, and action which takes them beyond the classroom to work on issues valued by the students and the broader community which are linked to other mandated goals. | ||||||||||||||||||||||||
Well Being Ambassadors: Port Vincent Primary School | ||||||||||||||||||||||||||
Port Vincent Primary School’s Well Being Ambassadors project has empowered students to develop an understanding of values and ways to apply these consistently in school practice. | ||||||||||||||||||||||||||
| Year levels | Explicit values focus | Key Learning Areas | ||||||||||||||||||||||||
Middle childhood (8-11 years) |
| Cross-curricular – student leadership beyond the curriculum, recognising that values are central to all areas of, and in, the curriculum | ||||||||||||||||||||||||
Integrating values education into the Middle Years curriculum: BEACHVALE cluster | ||||||||||||||||||||||||||
This activity was designed to develop and implement values in student social skills by integrating values education into Key Learning Areas for the Middle Years of Schooling. | ||||||||||||||||||||||||||
| Year levels | Explicit values focus | Key Learning Areas | ||||||||||||||||||||||||
Middle childhood - Early adolescence (10–14 years) |
| Strategies underpinning the Inquiry Learning approach provided opportunities for values education to be integrated into all KLAs | ||||||||||||||||||||||||
Student leadership and values education – Making the link: Merrylands High School | ||||||||||||||||||||||||||
A practical look at what student leaders can do to enhance values education practices across their school and wider community. | ||||||||||||||||||||||||||
| Year levels | Explicit values focus | Key Learning Areas | ||||||||||||||||||||||||
Middle childhood - Later adolescence (8-18 years) |
| Extracurricular – student leadership | ||||||||||||||||||||||||
Surf Awareness – Being safe at the beach: Unity in Diversity Cluster | ||||||||||||||||||||||||||
Surf awareness activities were conducted for students from culturally diverse backgrounds to help them develop relationships and become more understanding of difference. | ||||||||||||||||||||||||||
| Year levels | Explicit values focus | Key Learning Areas | ||||||||||||||||||||||||
Middle childhood (8-11 years) Later adolescence (16-18 years) |
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Kaniva Chicks: An enterprise-based approach to applied learning: Kaniva P-12 College | ||||||||||||||||||||||||||
The Kaniva Chicks program provides Year 8 students with an opportunity to integrate all domains of learning into a real-life situation that focuses on the resources of the local community. The Year 8 students are responsible for the growing of the raw product, the chickpeas, its production into a healthy alternative snack food and its marketing. | ||||||||||||||||||||||||||
| Year levels | Explicit values focus | Key Learning Areas | ||||||||||||||||||||||||
Early adolescence (12-15 years) |
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Peer support and values education: Christian Brother's College, Burwood, NSW | ||||||||||||||||||||||||||
This activity looks at how the Peer Support Program by the Peer Support Foundation can enhance values education in a school. | ||||||||||||||||||||||||||
| Year levels | Explicit values focus | Key Learning Areas | ||||||||||||||||||||||||
Early adolescence (12-15 years) |
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Applied Learning Experience: Abbotsleigh Girls School | ||||||||||||||||||||||||||
Topic description: The Abbotsleigh Applied Learning Experience provides Year 10 students with the opportunity to participate in a student-directed project in an area of curriculum relevance and personal interest. All projects incorporate a service element in keeping with the school’s commitment to service learning as a pedagogy. | ||||||||||||||||||||||||||
| Year levels | Explicit values focus | Key Learning Areas | ||||||||||||||||||||||||
Early adolescence - Later adolescence (12-18 years) |
| Cross-Disciplinary | ||||||||||||||||||||||||
Building values through drama and dance with a wellbeing focus | ||||||||||||||||||||||||||
The ACT MindMatters Wellbeing Festival of Drama and Dance engages students in exploring relevant aspects of student wellbeing and communicating their findings through drama and dance to peers, families and the wider school community. | ||||||||||||||||||||||||||
| Year levels | Explicit values focus | Key Learning Areas | ||||||||||||||||||||||||
Early adolescence - Later adolescence (15–18 years) |
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