Learning outcomes and the Australian Curriculum
PROJECT ROCKIT event outcomes
a. Students have explored different risks and rewards in challenging bullying, hate and prejudice
b. Students have grown empathy for people targeted by online hate
c. Students have gained skills to deal with (cyber)bullying and creating healthy online communications
d. Students have explored their own online behaviours, limits and potential to create positive change
e. Students have an improved understanding of diverse perspectives among their peers and other people in their online community
f. Students have identified the positive change that they want to see in the online world for themselves and the diversity of issues and causes that matter to their peers
g. Students have recognised the scope to create positive social change ranging from educating yourself on an issue to starting a conversation to starting a movement
h. Students are united to take next steps as Digital Ambassadors in their school, community and online
Post-event learning outcomes (via Online Action Hub)
i. Students have exercised critical thinking to interrogate the content that they’re seeing on social media and explored the role that they play in curating their online experience
j. Students have tested stereotypes and other limiting social assumptions that lead to marginalisation or victimisation of others
k. Students have explored the external influences and internal drivers that have an impact on the way that they build relationships online
l. Students have identified a community need and explored innovative ways to tackle it through leadership and action
m. Students have had the opportunity to personally contribute to a broader youth-driven movement
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Australian CurriculumPROJECT ROCKIT
Digital Ambassadors
Capability Element Sub-element Typically, by the end of Year 8, students: Learning outcome
Personal and Social
Self-awareness
Recognise emotionsexamine influences on and consequences of their emotional
responses in learning, social and work related contexts
b, dRecognise personal qualities and achievements
make a realistic assessment of their abilities and achievements, and prioritise areas for improvement
Express emotions appropriately
forecast the consequences of expressing emotions inappropriately and devise measures to regulate behaviour d
Become confident, resilient and adaptable
assess, adapt and modify personal and safety strategies and plans, and revisit tasks with renewed confidence c
Social awareness
Appreciate diverse perspectives
acknowledge the values, opinions and attitudes of different groups within society and compare to their own points of view e
Contribute to civil society
analyse personal and social roles and responsibilities in planning and implementing ways of contributing to their
communities j
Understand relationships
identify indicators of possible problems in relationships in a range of social and work related situations
c
Social management
Communicate effectively
analyse enablers of and barriers to effective verbal, nonverbal and digital communication
Make decisionsassess individual and group decision making processes in
challenging situations a
Develop leadership skills
plan school and community projects, applying effective problem-solving and team-building strategies, and making the
most of available resources to achieve goals i, m
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Australian CurriculumPROJECT ROCKIT
Digital Ambassadors
Capability Element Sub-element Typically, by the end of Year 8 (level 5), students: Learning outcome
Critical and Creative Thinking
Inquiring – identifying,
exploring and organising information and ideas
Pose questionspose questions to probe assumptions and investigate complex
issues
lIdentify and clarify
information and ideasclarify information and ideas from texts or images when
exploring challenging issues
Generating ideas,
possibilities and actions
Imagine possibilities and connect ideas
draw parallels between known and new ideas to create new ways of achieving goals
d, e, j Consider alternatives
generate alternatives and innovative solutions, and adapt ideas, including when information is limited or conflicting
Seek solutions and put ideas into action
predict possibilities, and identify and test consequences when seeking solutions and putting ideas into action
Reflecting on thinking and
processes
Think about thinking (metacognition)
assess assumptions in their thinking and invite alternative opinions
Reflect on processesevaluate and justify the reasons behind choosing a particular
problem solving strategy
cAnalysing,
synthesising and evaluating reasoning and
procedures
Draw conclusions and design a course of
action
differentiate the components of a designed course of action and tolerate ambiguities when drawing conclusions
Evaluate procedures and outcomes
explain intentions and justify ideas, methods and courses of action, and account for expected and unexpected outcomes
against criteria they have identified
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Australian CurriculumPROJECT ROCKIT
Digital Ambassadors
Capability Element Sub-element Typically, by the end of Year 8 (level 5), students: Learning outcome
Ethical Understanding
Understanding ethical
concepts and issues
Explore ethical concepts in context
analyse the ethical dimensions of beliefs and the need for action in a range of settings l
Reasoning in decision
making and actions
Reason and make ethical decisions
analyse inconsistencies in personal reasoning and societal ethical decision making k
Consider consequencesinvestigate scenarios that highlight ways that personal
dispositions and actions can affect consequences e
Reflect on ethical actionanalyse perceptions of occurrences and possible ethical
response in challenging scenarios
Exploring values, rights
and responsibilities
Explore rights and responsibilities
analyse rights and responsibilities in relation to the duties of a responsible citizen d
Consider points of viewdraw conclusions from a range of points of view associated
with challenging ethical dilemmase
Intercultural Understanding
Interacting and
empathising with others
Consider and develop multiple perspectives
assess diverse perspectives and the assumptions on which they are based
Empathise with othersimagine and describe the feelings and motivations of people
in challenging situations b
Reflecting on intercultural experiences and taking
responsibility
Challenge stereotypes and prejudices
identify and challenge stereotypes and prejudices in the representation of group, national and regional identities
j
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