Speak Up About Compulsion Risks: Create a Podcast or Fact Sheet

Australian Curriculum (Version 9.0)

The Australian Curriculum outlines the fundamental knowledge, comprehension, and abilities students are expected to acquire as they advance through the initial 11 years of schooling. 

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Podcasting

Years 5 & 6: Health and Physical Education

• AC9HP6P08: Analyse and rehearse protective behaviours and help-seeking strategies that can be used in a range of online and offline situations.
• AC9HP6P10: Analyse how behaviours influence the health, safety, relationships and wellbeing of individuals and communities.
• AC9HP6M06: Propose and explain strategies to increase physical activity and reduce sedentary behaviour levels in their lives.

Years 5 & 6: Media Arts

• AC9AMA6D01: Develop media production skills to communicate ideas, perspectives and/or meaning through manipulation of media languages, including images, sounds, texts and/or interactive elements, and media technologies‍
• AC9AMA6C01: Use media languages, media technologies and production processes to construct media arts works that communicate ideas, perspectives and/or meaning for specific audiences

Year 5: English

• AC9E5LA02: Understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources.‍
• AC9E5LY02: Use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea.‍
• AC9E5LY05: Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas.

Year 6: English

• AC9E6LY02: Use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions.‍
• AC9E6LY05: Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources.

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Fact sheets

Years 5 & 6: Health and Physical Education

• AC9HP6P08: Analyse and rehearse protective behaviours and help-seeking strategies that can be used in a range of online and offline situations.‍
• AC9HP6P10: Analyse how behaviours influence the health, safety, relationships and wellbeing of individuals and communities.‍
• AC9HP6M06: Propose and explain strategies to increase physical activity and reduce sedentary behaviour levels in their lives.

Years 5 & 6: Digital Technologies

• AC9TDI6P07: Select and use appropriate digital tools effectively to create, locate and communicate content, applying common conventions.‍
• AC9TDI6P08: Select and use appropriate digital tools effectively to share content online, plan tasks and collaborate on projects, demonstrating agreed behaviours.

Year 5: English

• AC9E5LA02: Understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources.‍
• AC9E5LY05: Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas.

Year 6: English

• AC9E6LA02: Understand the uses of objective and subjective language, and identify bias.‍
• AC9E6LA07: Identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning.‍
• AC9E6LY03: Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences.‍
• AC9E6LY05: Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources.

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‍My Time, Our Place – Framework for School Age Care in Australia    

This framework assists educators to provide children and young people with opportunities to maximise their potential and develop a foundation for successful lifelong learning. The Framework has been designed for use by approved providers and school age care educators working in partnership with children and young people, their families and the community, including schools.

Outcome 1: Children and young people have a strong sense of identity.

Children develop an understanding of their emotions and sense of self through reflection on their digital interactions and mindful media consumption. This is evident when children:

• Identify their right to emotional and mental wellbeing when engaging in digital spaces.
• Reflect on how online content impacts their mood and emotions, making choices that promote positive self-perception.

Outcome 3: Children and young people have a strong sense of wellbeing.

Children understand how their media choices influence their physical, emotional, and social wellbeing and learn strategies to enhance it. This is evident when children:

• Identify and implement strategies for mindful media use to support their emotional and physical wellbeing.
• Engage in reflective activities that help them recognise the balance needed between online and offline life.

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CASEL Framework    

This Framework creates a foundation for applying evidence-based, Social and Emotional Learning (SEL) strategies both at school and in the broader community. Its aim is to support the cultivation of SEL skills and environments that advance students’ learning and development.    

Self-Awareness

The lesson helps students reflect on their emotions and how media consumption impacts their wellbeing. This is evident when learners:

• Recognise their emotional responses before and after engaging with media.
• Identify which media content contributes positively or negatively to their mood and mental state.
• Develop an understanding of their personal needs and boundaries in digital spaces.

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Bournemouth University Theory of Change

This project, funded by the Department for Digital, Culture, Media and Sport (DCMS) as part of the UK government's Online Literacy Media Strategy, aims to empower people to stay safe online by being able to critically evaluate what they see and read on the internet. It offers a transferable and sustainable framework and methodology that can not only be used for the independent evaluation of media literacy projects but also to inform their future design.

• Awareness: Media literacy enables people to have a critical awareness of how media and information represent people, events, issues and places. On a larger scale, media literacy helps us to understand how the media environment we are engaging with is constructed, for example in terms of how diverse it is, who owns or controls different media sources and how digital and social media is governed, designed and manipulated. Media literacy also involves critical awareness about the role of data and algorithms in everyday life and with regard to citizenship, education, work and health.

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National Association of Media Literacy Education (NAMLE)

The NAMLE Framework outlines the foundational concepts and principles for teaching and learning about media literacy. Media literacy, as defined by NAMLE, is the ability to access, analyze, evaluate, create, and act using all forms of communication.

Core Principle 1

• 1.1: MLE encourages learners to ask critical questions about what they watch, listen to, play, and read.
• 1.2: MLE intersects with other literacies, such as emotional and social literacy.

Core Principle 2

• 2.1: MLE is inclusive of all types of media, including digital, visual, and interactive formats.
• 2.3: MLE integrates physiological and psychological responses to media.

Core Principle 5

• 5.1: MLE emphasises personal experiences as a lens for media interpretation.

Core Principle 6

• 6.1: MLE encourages responsible and active digital citizenship.
• 6.3: MLE promotes collaboration and dialogue.

Core Principle 7

• 7.1: MLE highlights both the benefits and risks of media.

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