# data[].attributes.headline
State policy links (Respectful Relationships (RR))

# data[].attributes.subject
State policy links (Respectful Relationships (RR))

# data[].attributes.body
Excerpt: ​​​​​​​​​​​"Respectful Relationships supports schools and early childhood settings to promote and model respect, positive attitudes and behaviours. It teaches our children how to build healthy relationships, resilience and confidence."
Indicators that this policy is practised include:

Differentiated delivery should not be stigmatised (Black, Krahmer & Allen, 2018)

Students with non-mainstream needs valued as integral member of class (Bossaert, Colpin & Petry, 2013)

Potential difficulties/ considerations in implementation:

Full class sizes and a lot of content to get through within time constraints

Full buy-in from stakeholders from a multitude of backgrounds

Facilitated by the existence/ creation of a supportive environment

# data[].attributes.body
"Goal 1: Australian schooling promotes equity and excellence"
Excerpt:  "... provide all students with access to high-quality schooling that is free from discrimination based on gender, language, sexual orientation, pregnancy, culture, ethnicity, religion, health or disability, socioeconomic background or geographic location..."
Goal 2 has connections to RR in that it calls for "All young Australians [to] become successful learners, confident and creative individuals, and active and informed citizens". This mirrors RR's emphasis on building healthy relationships and confidence.
Indicators that this policy is practised include:

Students experience a shared culture (Childs, 2017); surveys

Teaching materials meet different needs, for example, translated glossaries (Marsela, 2014; Woolfolk & Margetts, 2015)

Access to resources such as funds for excursions (Booth & Ainscow, 2002); this point is not delved into on this padlet

Students as co-decision makers (Manefield, Collin, Moore, Mahar & Warne, 2007)

Confluence of social/ political; cultural/ recognition and economic barriers and biases that are addressed (Apple, Au & Gandin, 2009; Keddie, 2011)

Potential difficulties/ considerations in implementation:

Feedback loop of student confidence- English language communication abilities- willingness to learn English

Resources and professional development availability and demand

Existing school policy and culture; buy-in to the creation of such

# data[].attributes.body
Connection to Wellbeing and Belonging
-When self-esteem is low, students feel insecure, fearful and create social distance between themselves and others. In the languages classroom, low self-esteem can reduce student risk taking and acquisition of communicative target language competence (Rubio, 2007). Improving student self-esteem can increase time on task and refocus students towards language acquisition.

-Being a confident language learner allows students to use the target language in a variety of social situations with people from different cultural and professional backgrounds. High confidence in the language classrooms enables students to be happy and comfortable with the progress they are making (Yates & Chisari, 2013).

-A sense of belonging in the classroom, through group work and teams, provides a rewarding learning experience for students when set up and structured correctly. (Quy, 2017).

Link to Respectful Relationships

-Personal and Social Capability of the Respectful Relationships Curriculum (DET, 2018) aims to help students develop empathy and understanding for others and recognise the importance of supporting diversity in the community

-Work effectively in teams and develop strategies to manage challenging situations (ibid).

-There are three steps to developing group cohesion in the classroom: At the start of the course with getting to know you activities like ‘Fun Facts About Our Class’(reveal personal information in a comfortable environment, encourages good group dynamics), during the course with activities such as, ‘We Are A Team’ (giving direction skills and trust) and at the end of the course when students have a ’Class Party’ (brainstorm ideas and prepare) (Quy, 2017). This type of collaborative work encourages the development of student social skills and may enhance student language learning. It also helps create a safe learning environment for students and increases their interpersonal skills and communication in the Target Language.

-Learning Languages in the Victorian Curriculum develops students’ intercultural understanding of, and respect for diversity and difference. Increases openness to different experiences and perspectives (VCAA, 2018).

Fuse activity: Cultural Diversity examples: could modify the activity for different target languages/cultures: http://fuse.education.vic.gov.au/Resource/LandingPage?ObjectId=c057dec9-0ec8-4b37-b2c2-7eb55719cfda&SearchScope=Teacher

-Successful language learning includes the acquisition of knowledge, knowing how to communicate and interpersonal skills (Chiesa, 2012). Learning a language is not just direct translation and communication, it raises our self and cultural consciousness and fosters global awareness. This is why VCE language courses incorporate the understanding of languages and cultures in terms of connections, comparisons and communities (VCAA, 2018).

Link to the Melbourne Declaration

-Goal 1:

-Students are taught that a socially cohesive classroom respects and appreciates diversity. Weinstein et al. (2003) discuss strategies to manage student behaviour in a culturally diverse classroom alongside how behaviour management promotes or obstructs equal access to learning.

-Promoting a culture of excellence in schools and providing challenging and stimulating-learning experiences for students. Motivating students to learn a language can be challenging for teachers and students. Learning a second language should be engaging and challenging and promote student excellence and respect for individual differences. There are a number of strategies to motivate students, including increasing the learners linguistic self-confidence, promoting learner autonomy and familiarising them learner with the target language culture (Dörnyei, 1998).

# data[].attributes.body
Mental health - prejudice discrimination and stigma
The themes of wellbeing and belonging are extremely important throughout VCE Psychology, and are incorporated in many aspects of the curriculum. According to the Better Health Channel (State Government of Victoria, 2018), wellbeing encompasses many different facets of an individuals life including the quality of relationships, quality of sleep, positive self-esteem, a sense of belonging and acceptance, a network of friends, and generally having a fulfilling and enjoyable life. Many of these topics are evident in the psychology curriculum and thus are extremely important to be handled with care, to be relevant to students' lives and to be  as informative and helpful as possible for students who may be experiencing a sense of exclusion, mental illness, or other difficulty.

Themes of wellbeing/belonging in Year 11 Psychology curriculum (VCAA, 2016)

Unit 1: How are behaviour and mental processes shaped?

1. Role of the brain in mental processes and behaviour
2. Brain plasticity and brain damage
3. The complexity of psychological development
4. Atypical psychological development
5. Social Cognition --> stereotypes, attitudes, prejudice & discrimination
6. Social influences on behaviour - Bullying and influences of media

Themes of wellbeing/belonging in Year 12 Psychology curriculum (VCAA, 2016)

A) Unit 3: Stress as an example of a psycho-biological process
B) Unit 4: How is wellbeing developed and maintained?

1. Importance of sleep

2. Effects of sleep disturbances and possible treatments

3. What influences mental wellbeing?

4. Defining mental health

5. Factors that contribute to the development and progression of mental health disorders

6. Application of a bio-psycho-social approach, as a scientific model, to explain specific phobia

7. Maintenance of mental health

Link to Respectful Relationships
​​​Respectful Relationships (RR) is an initiative to support schools and early childhood education settings promote and model respect and equality. It also supports educators to teach our children how to build healthy relationships, resilience and confidence.

Given the curriculum heavily focuses on topics of wellbeing, it significantly links to the respectful relationships policy. Students are able to become highly aware of how respect, resilience and confidence are vital to having a healthy relationship as well as wellbeing in student's lives. The content can be taught in a manner where students are able to take away practical and realistic tools and information that can be applied in their own life, relevant to the initiatives in RR.

E.g. Family Violence.
The RR framework proposes that "helping children develop an understanding of healthy relationships and respect is key to preventing family violence in the future." Thus this topic can be explored throughout different aspects of the curriculum, such as maintenance of mental health, mental health disorders, factors that contribute to the developmental of mental health disorders and how these may in turn result in domestic violence.
Similarly, other themes of wellbeing covered in the RR policy, can easily be incorporated into the Psychology curriculum combining the theoretical aspects of the policy, with the content of VCE Psychology and with practical tools and information for students to implement their knowledge in their own lives.

Link to Melbourne Declaration

Goal 1: Australian schooling promotes equity and excellence
Goal 2:All young Australians become successful learners, confident and creative individuals, and active and informed citizens

Teaching the many aspects of wellbeing/mental health etc throughout the Psychology course enables the above goals listed by the Melbourne declaration to be fulfilled.
The subject allows students to become increasingly self aware of possible un-diagnosed and untreated mental health issues / difficulties / sleep disturbances etc. Additionally students gain more knowledge about mental health and are thus more understanding, sympathetic, supportive and less discriminatory.
This in turn allows students to become active and informed citizens, well-rounded and successful in their learning.

# data[].attributes.body
Connections to wellbeing and belonging

Duty of care that permits all students to be safe online and safely engage with media technologies

https://www.esmart.org.au/esmart-schools/

https://www.esafety.gov.au/about-the-office/research-library/aussie-teens-and-kids-online

https://www.esafety.gov.au/esafety-information/get-help

Creative outlet for students to explore various perspectives through media narratives

http://www.acmi.net.au

Fostering strong student-teacher relationships as well as peer collaboration

The subject induces how ideologies are formed through representation

A student-centred environment that accommodates participatory culture and diversity (Jenkins, 2009)

Links to Respectful Relationship

Media is contemporary cultural expression and communication –it is known as the main socialising influence in society and is embedded in everyday life (Buckingham, 2013)

Media education highlights collaborative means where students engage in peer-to-peer communication thus accommodating participatory culture (Buckingham, 2013; Jenkins, 2009)

"Students learn to reflect critically on their own and others’ media arts experiences and evaluate media artworks from different cultures, time periods and contexts. They express, conceptualise and communicate through their media artworks using creative and critical use of language and technologies with increasing complexity and aesthetic understanding". (VCAA, 2018)

"Students learn to reflect critically on their own and others’ media arts experiences and evaluate media artworks from different cultures, time periods and contexts, including Aboriginal and Torres Strait Islander cultures." (VCAA, 2018)

Defining safety online and cyber-bullying as a class to create a positive and respectful learning community

https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1467&context=ajte

Link to Melbourne Declaration

Goal 2: All young Australians become:

Successful learners

Buckingham describes media education as a way to develop broad-based competence as a form of literacy. In turn, students become emerged in media literacy which will engage them to “interpret and make informed decisions as consumers of media” (Buckingham, 2013, p6) in addition to producers of media.

Confident and creative individuals

Educating students through media arts in schools permits students to have a creative outlet and fully immerse themselves in culture whilst discovering their interests. Vygotsky (1978) underlines the importance of strong student-teacher familiarity as it is a joint effort to push students towards new concepts and outcomes.

The peer collaboration in a media classroom allows students to "relate well to others and form and maintain healthy relationships" due to the diversity of perspectives and personalities.

Media can be applied to real world industries ensuring that students are "well prepared for their potential life roles as family, community and workforce members"

Through production tasks students can "embrace opportunities embrace opportunities, make rational and informed decisions about their own lives and accept responsibility for their own actions" as they have to consider a wide range of factors such as location, props, costumes, various technical skills etc

Active and informed citizens

Cultural competencies and social skills are an essential part of a student’s upbringing and media education allows room for these abilities to be reinforced and implemented (Buckingham, 2013; Jenkins, 2009)

Through the media arts, students learn to view things with a creative eye that can form their way of seeing things.

# data[].attributes.body
Connections to wellbeing and belonging

Equal opportunity that leads to confidence and self-efficacy (Bracken & Lamprecht, 2003)

Correlation between wellbeing and engagement levels (Sulkowski, Demaray & Lazarus, 2012)

Links to Respectful Relationships

1. Music education facilitates the development of a pro-social climate. Ensemble experiences are often conducive to teamwork (Barrett & Bond, 2015; Craft, 2001; Hallam, 2015). In other words, it "promote[s]... respect... [and] teaches... how to build healthy relationships" (DET, 2018).
CMVIC- https://cmvic.org.au/resources/music_groups
Virtual instruments- http://www.virtualmusicalinstruments.com/musical-instruments - https://www.sessiontown.com/en/music-games-apps

2. Collaborative experiences in music training foster positive relationships between students (Barrett & Bond, 2015; Faulkner, Wood, Ivery & Donovan, 2012). They teach students "how to build healthy relationships" (DET, 2018). Ways in include group compositions, performances and research projects. Multi-disciplinary approaches that include, for example, drama and English learning areas, can extend this benefit.
AMC- https://www.artscentremelbourne.com.au/en/Learn/Resources

3. At risk or alienated youths have experienced positive social learning outcomes from music education (Barrett & Bond, 2015; Faulkner et al., 2012). Schools are able to "promote and model respect, positive attitudes and behaviours" (DET, 2018).
Musical futures- https://www.musicalfutures.org/resources

4. There is a "common need" (p. 175) to differentiate education content and tasks for all students (Philpott, Wright, Evans and Zimmerman, 2016). Nuance in pedagogical practices for “children with disabilities and other special needs” (p. 3) can benefit everyone (including children without disabilities) (Ockelford, 2012). Jellison (2012) elaborates on this by encouraging positive social interactions between all students such that negative attitudes towards classmates with disabilities can be addressed and "respectful relationships" (DET, 2018) can be cultivated. Students can learn at their own pace via-
Music theory- https://www.musictheory.net/
Guitar, vocals and more- http://www.bbc.co.uk/learning/subjects/music.shtml

5. The address of wellbeing and sense of belonging for students with disability also connects to "free[ing] from discrimination based on ... health or disability" (MCEETYA, 2018). This is elaborated below.
Connections to visual arts- http://www.cjny.com/myPollock-web/
All levels- https://musiclab.chromeexperiments.com/

Links to Melbourne Declaration

1. To elaborate on ensemble experiences as described above, choirs in particular, would further free music participation from "discrimination based on... socioeconomic background" (MCEETYA, 2008) since not all students can afford music instruments or receive music lessons.
1/11/2018 - Count Us In - https://musicaustralia.org.au/program/countusin/

2. Cross-cultural understanding can be stimulated by including multicultural music (Arostegui, Stake & Simmons, 2004; Hallam, 2015). When cultural music reflects that of the cohort, it frees it from "discrimination based on... culture, ethnicity" (MCEETYA, 2008). Ways in include listening analysis repertoire and music making.
Indigenous music- https://padlet.com/mgsemusiced/indigenous
Multicultural - https://musicaustralia.org.au/discover/the-professional-music-industry/music-in-australia/
World music- http://www.ancient-future.com/rhythm.html

3. Music participation can enhance “self-efficacy, self-esteem and self-concept, improvements in mood, reduced anger, increased motivation and improved behaviour” (Hallam, 2015, p. 14). It improves emotional health (Arostegui et al, 2004); attitude and resilience (Parliament of Victoria, Education and Training Committee, 2013); and self-confidence (Barrett & Bond, 2015; Craft, 2001; Faulkner et al., 2012). This helps "all young Australians [to] become successful learners, confident and creative individuals, and active and informed citizens" (MCEETYA, 2008). In addition to the links above, music creation and exploration can be highly accessible and interactive, for example,
Chrome Music Lab- https://musiclab.chromeexperiments.com/
Free sheet music- https://imslp.org/
Free music notation software- https://musescore.com/

4. Students with disabilities could enjoy an elevated social role via "social valorisation" (Jellison, 2012, p. 8); this extends beyond normalising them into mainstream education. For example, Philpott et al.  (2016) show how a blind student is able to teach her visually unimpaired classmates about how Braille is used, thereby raising awareness of differences in physical ability. This aproach arguably sits at the intersection of the medical and social models of disability (Lourens, McKinney & Swartz, 2016.
Braille music- http://svrc.vic.edu.au/curriculum/braille-music/

5. As for "All young Australians [to] become... creative individuals" (MCEETYA, 2008), music education encourages creativity (Craft, 2001) and improves problem solving abilities (Arostegui et al., 2004; Hallam, 2015).
Australian Music Centre- https://www.australianmusiccentre.com.au/

# data[].attributes.body
"programs ... to assist schools promote positive mental health and wellbeing"

# data[].attributes.body
Apple, M.W., Au, W. & Gandin, L.A. (2018). Mapping Critical Education. In M. W. Apple, W. Au, & L. A. Gandin (Eds.), The Routledge International Handbook of Critical Education(pp. 1–20). Retrieved from https://ebookcentral.proquest.com/lib/unimelb/reader.action?docID=410989&ppg=14.

Arostegui, J., Stake, R., & Simmons, H. (2004). Music education for the 21st century: Epistemology and ontology as bases for student aesthetic education. Education Policy Analysis Archives, 12(54), 1-14. Retrieved from https://files.eric.ed.gov/fulltext/EJ853520.pdf

Barrett, M. & Bond, N. (2015). Connecting through music: The contribution of a music programme to fostering positive youth development. Research Studies in Music Education, 37(1), 37-54. doi:10.1177/1321103X14560320

Black, S., Krahmer, D., & Allen, J. D. (2018). Part 6: Diversity and Inclusion. Reference Librarian, 59(2), 92-106. doi:10.1080/02763877.2018.1451425

Booth, T. & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools. Retrieved from
http://csie.org.uk/resources/translations/IndexEnglish.pdf

Bossaert, G., Colpin, H., Pijl, S. J., Petry, K. (2013). Truly included? A literature study focusing on the social dimension of inclusion in education. International Journal Of Inclusive Education, 17(1), 60-79. doi:10.1080/13603116.2011.580464

Bracken, B. A., & Lamprecht, M. S. (2003). Positive self-concept: An equal opportunity construct. School Psychology Quarterly, 18(2), 103-121. doi:10.1521/scpq.18.2.103.21859

Buckingham, D. (2013). Media education: Literacy, learning and contemporary culture. John Wiley & Sons.

Chiesa, B. (2012). “Expansion of our own being”: Language Learning, Cultural Belonging and Global Awareness. Languages in a Global World- Learning for Better Understanding. 437-460.

Childs, K. (2017). Integrating multiculturalism in education for the 2020 classroom: Moving beyond the “melting pot” of festivals and recognition months. Journal for Multicultural Education, 11(1), 31-36. Retrieved from
https://doi-org.ezp.lib.unimelb.edu.au/10.1108/JME-06-2016-0041

Craft, A. (2001). An analysis of research and literature on creativity in education (report prepared for the Qualifications and Curriculum Authority). Retrieved from
http://www.creativetallis.com/uploads/2/2/8/7/2287089/creativity_in_education_report.pdf

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching 31(3). 117-135.

Faulkner, S., Wood, L., Ivery, P., & Donovan, R. (2012). It is not just music and rhythm... Evaluation of a Drumming-based intervention to improve the social well-being of alienated youth. Children Australia, 37 (1), 31-39. doi:10.1017/cha.2012.5

Hallam, S. (2015). Executive summary. In S. Hallam, The power of music (pp. 9-19). London: Music Education Council. Retrieved from

static1.1.sqspcdn.com/static/f/735337/25902273/1422485417967/power+of+music.pdf?token=3eikeEgRD0v0PodZPBf8YNZQppQ%3D

Jellison, J. (2012). Inclusive music classrooms and programs. In G.E. McPherson & G.F. Welch (Eds) The Oxford Handbook of Music Education. Volume 2. [ebook] USA: OUP. Retrieved from http://www.oxfordhandbooks.com.ezp.lib.unimelb.edu.au/view/10.1093/oxfordhb/9780199928019.001.0001/oxfordhb-9780199928019-e-5

Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. MIT Press.

Keddie, A. (2011). Chapter 2: Removing Barriers in Students’ Lives: An international perspective on issues of justice and cultural diversity. In Educating for Diversity and Social Justice (pp. 13-37). Taylor and Francis. Retrieved from https://ebookcentral.proquest.com/lib/unimelb/reader.action?docID=958249&ppg=21&tm=1499744700607

Lourens, H, McKinney, E. L., & Swartz, L. (2016). Disability and education: More than just access. The Palgrave International Handbook of Education for Citizenship and Social Justice. Retrieved from https://link-springer-com.ezp.lib.unimelb.edu.au/content/pdf/10.1057%2F978-1-137-51507-0.pdf

Manefield, J., Collin, R., Moore, J., Mahar, S.,  Warne, C. (2007). Student voice: A historical perspective and new directions (Paper no. 10). Retrieved from
http://www.education.vic.gov.au/studentlearning/research/researchpublications.htm

Marsela, R. (2014). Social inclusion and inclusive education. Academicus: International Scientific Journal, MMXIV (10), 181-191. doi:10.7336/academicus.2014.10.12

Ministerial Council on Education, Employment Training and Youth Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from
http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf

Ockelford, A. (2012). Commentary: Special abilities, special needs. In G.E. McPherson & G.F. Welch (Eds) The Oxford Handbook of Music Education. Volume 2. [ebook] USA: OUP. Retrieved from
http://www.oxfordhandbooks.com.ezp.lib.unimelb.edu.au/view/10.1093/oxfordhb/9780199928019.001.0001/oxfordhb-9780199928019-e-1

Philpott, C., Wright, R., Evans, K., & Zimmerman, S. (2016). Addressing individual needs and equality of opportunity in music education. In C. Cooke, K. Evans, C. Philpott and G. Spruce (Eds.). Learning to Teach Music in the Secondary School (3rd ed.) [ebook], (pp. 173-193). Abingdon: Routledge. Retrieved from https://ebookcentral.proquest.com/lib/unimelb/detail.action?docID=4505604

Quy, P. (2017). Group Dynamics: Building sense of belonging in the EFL classroom. English Teaching Forum.

Rubio, F. (2007). Self Esteem and Foreign Language Learning. Cambridge Scholars Publishing, Newcastle, United Kingdom.

State Government of Victoria (2018). The Better Health Channel. Retrieved from: https://www.betterhealth.vic.gov.au/health/healthyliving/wellbeing

Sulkowski, M. L., Demaray, M. K., & Lazarus, P. J. (2012). Connecting students to schools to support their emotional well-being and academic success. Communique, 40(7), 20-22. Retrieved from http://www.nasponline.org/publications/cq/index.aspx?vol=40&issue=7

Victorian Curriculum and Assessment Authority. (2016). Victorian Certificate of Education Psychology Study Design. Melbourne, Australia.

Victorian Curriculum and Assessment Authority, (2018). Personal and Social Capability. Retrieved from: http://victoriancurriculum.vcaa.vic.edu.au/personal-and-social-capability/introduction/rationale-and-aims

Victorian Curriculum and Assessment Authority. (2018). Victorian Curriculum: Foundation – 10 Media Arts. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/level10?layout=1&d=ma

Victorian Curriculum and Assessment Authority, (2018). VCE Study Design: German. Retrieved from: https://www.vcaa.vic.edu.au/Documents/vce/german/GermanSD_2019.pdf

Victorian Curriculum and Assessment Authority, (n.d). German: Rationale and Aims. Retrieved from: http://victoriancurriculum.vcaa.vic.edu.au/languages/german/introduction/rationale-and-aims

Victorian Department of Education and Training. (2018). Respectful Relationships. Retrieved from https://www.education.vic.gov.au/about/programs/Pages/respectfulrelationships.aspx

Weinstein, C., Curran, M., and Tomlinson-Clarke, S. (2003). Culturally Responsive Classroom Management: Awareness into Action. Theory into Practice 42(4).

Woolfolk, A. & Margetts, K. (2015). Educational Psychology (4th ed.). Melbourne, Australia: Pearson Australia.

Yates, L. and Chisari, M. (2013). Building Confidence in the Language Classroom. Retrieved from: http://www.neas.org.au/wp-content/uploads/Building-Confidence-Fact-Sheet-1.pdf

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary educational psychology, 25(1), 82-91.

# data[].attributes.body
Excerpts:
1.3  Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.6 Strategies to support full participation of students with disability

# data[].attributes.attachment_link.readable_text
Australian Professional Standards for Teachers

The Australian Professional Standards for Teachers help you understand and develop your teaching practice and expertise across 4 career stages. By demonstrating the Standards you can have maximum impact on all learners.

# data[].attributes.attachment_link.keywords[]
australian professional standards for teachers

# data[].attributes.attachment_link.description
Australian Professional Standards for Teachers