Students explore activities in each of Gardiner's Intelligences to determine what they enjoy and what their strengths are.

Students identify and describe emotions and develop an understanding that people can have different feelings and responses to different situations.

Students develop an understanding that social skills are required to build and maintain friendships.

Students explore things they are good at, identify these as their strengths, and explore how these can change over time.

Students distinguish between friendly and unfriendly behaviour and identify their own ‘getting on with others’ strengths and limitations. Students practise using friendly behaviour with others by expressing giving and receiving compliments.

Students explore different emotions, the signals their bodies give for each emotion, and positive coping strategies for different scenarios.

Students explore the feelings associated with being able to do something by themselves for the first time and reflect on how personal achievements can influence a person’s identity.

Students discuss and practise strategies for making new friends and including others in activities and games through practising good playing skills. Feelings such as anxiety and nervousness, and strategies such as resilience and persistence, are discussed.

Students identify external body cues and verbal cues that people demonstrate when they are feeling a range of emotions. They identify how to ‘look’ and ‘listen’ to read these emotions in others and practise reading emotions in others in role-play situations.

Students discuss the changes that take place in families and identify independent activities that they can do to help and cope with these changes.

Students explore the concepts of males and females by looking at the physical, emotional and social similarities and differences.

Students learn to recognise problems in relationships and develop practical solutions to prevent or manage conflict.

Students develop an understanding of what to do in situations where others are being bullied, that shows empathy and respects the rights of others.

Students examine how success, challenge and failure strengthen their own personal identity.

Students explore the physical, social and emotional changes that occur throughout a person’s life.

Students identify and explore the relationship between and social skills. They practise cooperating and collaborating with peers using specific social skills relating to respect, empathy and valuing differences.

Students explore the implications of intense emotions on self and others and develop personal strategies to cope with the intense emotions that can result from adverse situations and the demands of others.

Students identify and apply resilience skills required to respond positively to challenges and failure such as ways to calm the body; using self-talk and optimistic thinking and help-seeking behaviours.

Students develop a repertoire of strategies to use to protect themselves from bullying. They also examine ways to help someone else that may be being bullied.

Students discuss the changes that take place in relationships over time and identify feelings and strategies to help and cope with these changes.

Students investigate strategies that promote safe practices online.

Students investigate ways to access community resources to seek help about health, safety and wellbeing. They then determine criteria for the credibility of a website and evaluate a range of websites and apps.

Students develop an understanding that the changes that occur during puberty affect young people physically, socially and emotionally and that the changes can affect boys and girls differently.

Students investigate the possible influence that peers have on making decisions.

Students identify the qualities of a respectful relationship, problem solve in a range of bullying, harassment and stressful situations and work towards enhancing an existing relationship through the development of an action plan.

Students analyse how beauty is represented in the media through magazines and the impact this and the perceptions of others have on personal identities.

Students discuss, consider and compare different views and perspectives on being ready for sexual activity.

Students develop an understanding of cyberbullying and the implications of sharing information online.

Students watch Kaiyai Girl, an interactive DVD about an Aboriginal Girl, Missy, who is faced with many choices and consequences regarding alcohol and other drugs and sexual health.

Students explore the purpose of health campaigns and identify the components of a successful campaign. In groups, they develop their own campaign with a sexual health theme.

Students explore the impact of sexualised imagery on young people’s sexual identities and sexual behaviours through the use of music clips and newspaper articles.

Students use a video and a decision mapping process to explore situations where people might be asked to send a sext. Emotional, social, ethical and legal consequences of sending or not sending a sext are unpacked.

Students use a video and the graffiti wall strategy to develop an understanding of what porn is, how people come across porn, why people access porn and its possible harms. Strategies for dealing with unwanted exposure to porn are also discussed. 

Students explore gender stereotypes, respectful relationship qualities, sex and consent, sexual assault, sexual decision making.

Students analyse sexual consent and the law through real life scenarios.