| K1 | <p>Understand the rights of young people, the obligations and purposes of school, and how to interrogate personal assumptions</p> |
| K2 | <p>Examine the diverse linguistic, cultural, religious, and socioeconomic backgrounds and identities of young people and understand teaching strategies that are responsive to diversity</p> |
| K3 | <p>Understand the physical, social, and intellectual development of young people and the possible effects on learning and wellbeing, including knowledge and understanding of commong neuromyths and the impact of their perpetuation.</p> |
| K4 | <p>Examine ways schools can enhance the mental, physical, and emotional wellbeing of young people</p> |
| K5 | <p>Examine intercultural capabilities, cultural responsiveness in teaching, and appreciate young people as global citizens</p> |
| K6 | <p>Explore the impact of technology and social media on young peoples’ lives and strategies to support the safe, responsible, and ethical use of ICT in schools</p> |
| K7 | <p>Appreciate diverse gender identities and examine the implications for education</p> |
| K8 | <p>Understand legislative requirements, policies, obligations, and teaching strategies that support full participation, inclusion and learning of students with disability</p> |
| K9 | <p>Identify teaching strategies that support inclusive participation, differentiation, and engagement of students with a full range of abilities</p> |
| K10 | <p>Identify strategies for working effectively, sensitively, and confidentially with parents/carers</p> |
| S1 | <p>Use research, creativity, and critical dialogue to effectively, sensitively, and confidently represent significant ideas about diverse young people and their worlds</p> |
| S2 | <p>Relate theoretical, philosophical, and pedagogical perspectives to meeting the practical needs of diverse young people, including those with disability</p> |
| S3 | <p>Select and annotate appropriate resources and teaching strategies that support and foster agency and wellbeing for young people from diverse backgrounds and with unique abilities</p> |
| S4 | <p>Engage professionally with colleagues, parents/carers, and the community</p> |
| S5 | <p>Reflect critically on biases and assumptions about diverse young people, their practices, behaviours, and attitudes and how biases may impact on specific groups and teaching practices</p> |
| A1 | <p>Based on an examination of youth cultures and the diverse social, physical, cognitive, and emotional characteristics and identities of young people, construct a creative response to be exhibited publicly for feedback. Which Includes a written explanation with links to research that examines the implications for learning at school and personal assumptions</p> |
| A2 | <p>Develop an annotated portfolio to showcase evidence-informed resources (including ICT) and teaching strategies that are inclusive and cater for a full range of abilities, including students with disability. which Incorporates legislative requirements, family/carer engagement and a focus on wellbeing</p> |