Is Access Learning aligned to the Australian Curriculum?

Yes — Access Learning maps all activities to ACARA and state-specific curriculum codes for NSW, VIC, QLD, SA, WA, TAS, NT and ACT.

Does it generate homeschool registration reports?

Yes — Kye generates state-specific compliance reports including NSW Registration Reports, QLD Annual Reports, VIC VRQA Evidence Portfolios, TAS OER reports, and more.

Is there a free trial?

Yes — 7 days free, no credit card required.

Real-World Capabilities

What your child learns, year by year

Seven real-world capabilities taught alongside the curriculum — not as one-off activities, but properly, over the years, and mapped to the Australian Curriculum so the hands-on learning counts toward your records. Here's exactly what each one covers at every stage, how it's taught, and what your child will be able to do.

How each capability is taught

A spine and a spiral. The spine is a weekly, parent-led activity (about 30–45 minutes) your child returns to across the year. The spiral means the same core ideas come back each year at greater depth — Early Years to Year 10 — so skills compound instead of resetting.

A gentle three-step scaffold. Every activity follows the same rhythm: Kye explains the idea, you do it together, then your child tries it on their own — adjusted to their year level, interests and pace.

Real, and grounded. Activities use your local context (season, setting, what you have) and draw only on trusted Australian sources — never made-up facts.

You're in charge. You set the boundaries — tools, topics, animals, money — and can skip or remove anything. Available on Premium and Family plans.

Grow & Raise Food

Grow a real seasonal garden and, if you choose, care for animals — food as a living system to plan, tend, measure and improve across the seasons.

The Seasonal GardenRaising Animals

Parent-led & safety-first: Animal care follows the Five Domains of welfare. Livestock is senior and parent-led; planting suggestions match your local climate zone.

Year level	What they learn	By the end, they can…
Early Years approx. ages 2–5	Over the early years the child discovers that food comes from living things, and learns through play and gentle, parent-guided care that they can help a plant and an animal grow and notice them change.	The Seasonal Garden Helps tend a living plant across several weeks Notices and describes how the plant changes Tells the seed-to-plant-to-food story in their own words Raising Animals Behaves gently and kindly around animals Notices what an animal needs to be happy and safe Can tell how they help care for their animal
Foundation – Year 2 approx. ages 5–8	Over Foundation to Year 2 the child learns that plants and animals have needs and that seasons change what grows, and cares for a living thing on a routine while keeping a simple record.	The Seasonal Garden Keeps a plant alive across a season with a care routine Explains what plants need and matches foods to seasons Keeps a simple picture growth diary Raising Animals Names the five ways an animal is kept well and healthy Maps their animal’s needs to each of the five ways Keeps a care routine and notices signs of wellbeing
Years 3–4 approx. ages 8–10	Over Years 3–4 the child grows a real seasonal garden and (optionally) cares for a welfare-first animal, learning that food comes from living systems they can observe, tend, measure and improve across a season.	The Seasonal Garden Can name what grows well in their zone this season and explain why Plans, plants and tends a small bed or pots across a full season Records and graphs plant growth and predicts what happens next Diagnoses a real garden problem and takes a sensible action Harvests something and connects it to healthy eating Reflects on what worked and plans the next season (intro rotation) Raising Animals Can name and explain the Five Domains of animal welfare Maps a real animal’s needs to all five domains Keeps a daily care routine and care journal Reads behaviour and health as signs of welfare Assesses an animal against all five domains and acts to improve it Can show and explain how they know their animal is thriving
Years 5–6 approx. ages 10–12	Over Years 5–6 the child sees food as a system that moves from producer to consumer and uses resources, weighs waste and sustainability, distinguishes welfare from neglect, learns from Indigenous practices, and runs the garden as a year-round system.	The Seasonal Garden Plans and runs a year-round garden using succession and rotation Uses own data on cost, yield and food miles to reason Presents a food-choice case backed by evidence Raising Animals Assesses animal welfare against the Five Domains with evidence Distinguishes welfare from neglect across farming systems Argues an ethical position on animal products
Years 7–8 approx. ages 12–14	Over Years 7–8 the child thinks like a producer — designing to constraints, understanding soil science and nutrients, running a small enterprise, and designing husbandry systems assessed for welfare.	The Seasonal Garden Designs a productive garden to a real space and water constraint Runs a small produce enterprise end-to-end with a budget Evaluates the enterprise and growing method with data Raising Animals Designs a husbandry system that meets all Five Domains Manages animal health with monitoring and records Assesses welfare with scored, evidenced judgements
Years 9–10 approx. ages 14–16	Over Years 9–10 the child works as a systems thinker on food security and sustainability, weighing economic, ethical, climate and land trade-offs, and building a defensible, data-backed position through analysis and modelling.	The Seasonal Garden Frames and researches a food-system question with a model Analyses results against the model and evaluates systems on evidence Presents a defensible, data-backed food-system position Raising Animals Analyses production systems against welfare science with data Weighs welfare against economics and policy Presents and defends an evidence-based welfare position

Money & Enterprise

Budgeting, saving, and running a small enterprise — so your child grows up understanding money instead of being managed by it.

Run a Real EnterpriseManage Money Well

Parent-led & safety-first: No gambling or speculation. Real money is parent-supervised; younger children practise with a safe simulated economy first.

Year level	What they learn	By the end, they can…
Early Years approx. ages 2–5	Over the early years the child discovers through play and gentle, parent-guided steps that money is swapped for things, that we can’t have everything, and that a coin in the jar means "for later".	Run a Real Enterprise Acts out a simple buy-and-sell exchange in play Swaps a "thing" for a coin and gives the item in return Shows a made or found item to a "customer" and says what it is Manage Money Well Puts a coin in the jar and knows it means "for later" Chooses one want instead of both when asked Tells a simple story of buying something with a coin
Foundation – Year 2 approx. ages 5–8	Over Foundation–Year 2 the child learns that coins and notes have different values and things cost money, saves toward a small goal over several weeks, tells a need from a want, and runs a tiny stall and counts the takings.	Run a Real Enterprise Runs a pretend or tiny real stall and counts the takings Names and orders coins and notes by their value Makes a simple price sign and tells a customer what things cost Manage Money Well Saves toward a small goal over several weeks and counts the money Sorts needs from wants and explains the difference Explains why they chose to save rather than spend
Years 3–4 approx. ages 8–10	Over Years 3–4 the child learns that money is earned through work and value, plans a budget before spending, and runs a real small stall — working out what it cost, what it took, and what was left: the intuition of profit.	Run a Real Enterprise Runs a real small stall and works out what was left after costs Calculates takings, costs and change using decimals Explains the intuition of profit: takings minus costs Manage Money Well Keeps a simple save/spend/give budget across the term Tracks pocket money or earnings and makes change accurately Explains a needs-vs-wants choice and the idea of opportunity cost
Years 5–6 approx. ages 10–12	Over Years 5–6 (where Economics & Business begins) the child learns that enterprises turn resources into goods and services, that cost plus margin makes a price and profit is takings minus costs, and that consumers make choices which advertising tries to influence.	Run a Real Enterprise Costs a product properly and sets a price for a target profit Runs a costed micro-enterprise with a record of income vs costs Shows cost, price and profit with real numbers and evaluates the venture Manage Money Well Compares best buys using unit price and justifies a consumer choice Budgets to a goal and identifies needs, wants and opportunity cost Spots persuasion techniques used in advertising
Years 7–8 approx. ages 12–14	Over Years 7–8 the child designs, markets and runs a costed micro-business with real records, and models a personal budget while learning how banking, interest and tax work — always with a parent supervising real money and accounts.	Run a Real Enterprise Designs, markets and runs a costed micro-business with real records Writes persuasive marketing and pitches the venture Produces income, expenses and a profit/loss and evaluates the business Manage Money Well Models a personal budget with income, fixed and variable costs Explains banking and calculates interest and percentages Explains what tax is and what it funds
Years 9–10 approx. ages 14–16	Over Years 9–10 the child scales or re-runs a venture to a break-even with a proper business plan, and analyses real financial decisions with data — modelling payslips, income tax, GST, super and compound interest, and understanding saving versus investing as concepts (risk, compounding, diversification, time) with no speculation.	Run a Real Enterprise Writes a business plan with break-even and a pricing strategy Scales or re-runs the venture and models tax, margins and risk Evaluates the venture against its plan with real data Manage Money Well Completes a mock payslip and income-tax/GST calculation Models compound interest for saving and for debt, and explains super Analyses a real financial decision with data and defends it (saving vs investing — concepts only)

Food & Nutrition

Cook real meals and understand what food actually does — practical, confidence-building, non-diet and non-shaming.

Cook Real MealsUnderstand Nutrition

Parent-led & safety-first: Allergies and dietary needs are a hard filter. Kitchen safety is age-gated and always supervised.

Year level	What they learn	By the end, they can…
Early Years approx. ages 2–5	Over the early years the child discovers, through play and gentle parent-guided steps, that cooking is fun and food is interesting — they can help with safe tasks like washing, tearing and stirring, they try new foods happily at the table, and they learn that some everyday foods help them grow big and strong.	Cook Real Meals Helps with safe no-heat tasks like washing, tearing, mashing and stirring Follows simple kitchen safety rules such as washing hands before cooking Helps make and share a simple no-cook snack with an adult Understand Nutrition Names some familiar everyday foods that help them grow Tries and talks about new foods happily, without pressure Points to foods from different groups at the table
Foundation – Year 2 approx. ages 5–8	Over Foundation–Year 2 the child learns that foods come in five groups that do different jobs for the body, prepares very simple food safely with help (an adult still does all heat, and knives are round-tipped on soft foods only), follows a picture recipe from start to finish, and knows the core kitchen hygiene and safety rules.	Cook Real Meals Makes a simple no-cook or minimal-cook dish start to finish with supervision Uses a round-tipped knife on soft foods with adult guidance, and lets the adult do all heat Follows the core hygiene and safety rules such as washing hands and cleaning up Understand Nutrition Names the five food groups and sorts foods into them Says what a couple of food groups do for the body Tells an everyday food from a sometimes food using neutral, non-shaming words
Years 3–4 approx. ages 8–10	Over Years 3–4 the child prepares simple dishes with real, safe technique — using bridge and claw knife cuts on soft foods and helping at the stovetop under close supervision — explains why each food group helps the body, builds and reasons about a balanced plate, and measures ingredients.	Cook Real Meals Prepares a simple cooked dish using safe bridge and claw knife technique on soft foods, closely supervised at any heat Measures ingredients and follows a written or picture recipe reliably Cleans as they go and keeps raw and ready-to-eat foods apart Understand Nutrition Explains what each food group does for the body (energy, growth, protection, fibre) Builds a balanced plate and gives reasons for the balance Reads a simple nutrition label and tells everyday from sometimes foods by evidence, not marketing
Years 5–6 approx. ages 10–12	Over Years 5–6 the child plans and cooks a whole balanced meal with growing independence — using most knife tasks and the stovetop, oven and common appliances under supervision — reads and interprets a nutrition panel and ingredient list, distinguishes everyday from sometimes foods by evidence, and costs a meal.	Cook Real Meals Plans, prepares and serves a balanced meal for others with growing independence Uses most knife tasks and the stovetop and oven safely under supervision Costs a meal and shops to a simple budget Understand Nutrition Reads and interprets a nutrition panel and ingredient list to inform a choice Explains key nutrients and why the body needs them Distinguishes everyday from sometimes foods by evidence rather than marketing
Years 7–8 approx. ages 12–14	Over Years 7–8 the student cooks confidently from scratch — using independent knife skills and the stovetop and oven within agreed safety rules, with an adult present for higher-risk methods like hot oil — plans and budgets a week of balanced meals, and understands nutrition as science while critiquing how food is marketed.	Cook Real Meals Plans and budgets a week of balanced meals with a shopping list and waste-reduction plan Cooks confidently from scratch using independent knife and heat skills within agreed rules (adult present for higher-risk methods) Scales and adapts recipes using ratios and quantities Understand Nutrition Explains macronutrients, key micronutrients, fibre, water and the basics of digestion and energy use Analyses a food advertisement or on-pack claim and explains the persuasion techniques Applies nutrition science to justify a balanced meal plan
Years 9–10 approx. ages 14–16	Over Years 9–10 the student cooks independently and adaptively for self and others across a range of dishes and constraints, plans and budgets balanced eating over a week, analyses an eating pattern for balance and adequacy (never calories or weight), and investigates how food systems and environments shape health.	Cook Real Meals Cooks independently and well for self and others across a range of dishes and constraints (budget, allergy, availability, culture) Plans and budgets a balanced week and shops efficiently with a waste-reduction plan Works safely and hygienically in an independent kitchen, using parent judgement for higher-risk methods Understand Nutrition Analyses an eating pattern for balance and adequacy and proposes evidence-based improvements, never using calorie or weight framing Explains digestion, metabolism and nutrients at a scientific level Investigates a food-system or food-environment issue and defends a reasoned, health-positive position

The Human Body

How the body genuinely works and how to look after it — taught warmly, factually and body-positively.

Map the BodyLook After My Body

Parent-led & safety-first: You control if and when growth, puberty and reproduction topics appear. Nothing is ever a diagnosis.

Year level	What they learn	By the end, they can…
Early Years approx. ages 2–5	Over the early years the child gets to know their own body through play and gentle, parent-guided moments — they can point to and name the main body parts and the five senses, and they learn some simple, happy ways to look after their body: washing, sleeping, moving, drinking water and naming how they feel. Every body is different and every body is valued.	Map the Body Points to and names the main body parts — head, arms, legs, hands, feet and tummy Names the five senses and says what each one helps them do Talks about parts inside the body, like a heart that beats and lungs for breathing Look After My Body Helps with simple hygiene like washing hands and brushing teeth Names a feeling and a trusted grown-up they can go to Enjoys moving, and knows sleep and water help their body feel good
Foundation – Year 2 approx. ages 5–8	Across Foundation to Year 2 the child names the outside of their body and begins to say what parts do — legs for moving, hands for holding, eyes for seeing — and knows the five senses tell them about the world and help keep them safe. They keep a simple, kind daily routine to look after their body, can name their feelings and a trusted adult, and know that if their body feels unwell a parent and a doctor are there to help.	Map the Body Labels the main outside body parts and says what each one does Names the five senses and gives an example of each Describes some parts inside the body, like the heart, lungs and tummy, and what they do Look After My Body Keeps a simple daily routine — hands, teeth, water, moving and sleep Names feelings and a trusted adult to talk to Knows some ways to stay safe and who to tell if hurt or unwell
Years 3–4 approx. ages 8–10	In Years 3 to 4 the child maps the body’s major parts and systems in simple terms — the skeleton, muscles, heart, lungs, stomach and brain — and can say what each does, how the body grows across a life, and how parts work together when we move. They connect their own daily habits to keeping the body working: why sleep, movement, food, water and hygiene matter, how the mind and body are linked, and who to tell when something is wrong.	Map the Body Labels the major body parts and systems and says what each does in their own words Describes how the body grows across a life, from baby to adult Explains how some body parts work together, such as during exercise Look After My Body Explains why sleep, movement, food, water and hygiene matter for the body Describes the mind–body link and names who to talk to when worried Knows how to stay safe, ask for help, and who to tell when something is wrong
Years 5–6 approx. ages 10–12	In Years 5 to 6 the student studies the body’s major systems in depth — skeletal, muscular, circulatory, respiratory, digestive and nervous — modelling how each is structured, what it does, and how systems work together and adapt. On the care side they support each system with kind, non-diet habits, run self-experiments, explore the mind–body link and help-seeking, and — where the family has opted in — meet growth and puberty factually and respectfully. Real health concerns always go to a parent, a doctor, or Healthdirect.	Map the Body Explains how at least three body systems are structured and what they do Describes how systems work together and how the body adapts Backs explanations with their own investigation or model Look After My Body Links kind, non-diet habits to the body systems they support, tested by self-experiment Describes the mind–body link and healthy ways to manage feelings, and knows help-seeking pathways Meets growth and change respectfully within the family’s chosen scope, and knows first-aid basics
Years 7–8 approx. ages 12–14	In Years 7 to 8 the student works from cells up — cells, tissues, organs and systems — and explains how systems interact under real demands like exercise, stress and illness. On the care side they focus on adolescent health with non-diet, body-positive framing, build physical and mental wellbeing strategies and help-seeking pathways, learn to judge reliable health information, and gain real first-aid knowledge (DRSABCD). Adolescence and puberty are covered factually and respectfully only where the family has opted in.	Map the Body Explains the body from cells to tissues to organs to systems Explains how body systems interact under a real demand such as exercise or illness Models the interaction of two or more systems Look After My Body Applies non-diet, body-positive habits to adolescent health across multiple systems Uses wellbeing and help-seeking strategies and distinguishes reliable health information from noise Explains and can act on basic first aid (DRSABCD), covering adolescence only within the family’s scope
Years 9–10 approx. ages 14–16	In Years 9 to 10 the student reasons about the body as an integrated whole — homeostasis, nervous and endocrine coordination, systems integration under load, and the basics of genetics and inheritance — explaining systems at a mechanism level and how lifestyle shapes long-term health. On the care side they make informed, unpressured health decisions, evaluate health claims with evidence, build mental health literacy and help pathways, weigh risk and wellbeing, and design and defend a realistic personal wellbeing plan. Every body is valued, and real health concerns always go to a parent, a doctor, or Healthdirect.	Map the Body Explains body systems at a mechanism level, including homeostasis and coordination Explains the basics of genetics, inheritance and human variation Builds and defends an integrated, mechanism-level model of the body Look After My Body Makes reasoned, evidence-backed health decisions and evaluates health claims Shows mental health literacy, knows help pathways, and weighs risk against wellbeing Designs, evaluates and defends a realistic plan for their own physical and mental wellbeing

Practical & Trades

Fixing, maintaining and understanding how everyday things work — tools, bikes, and (for seniors, with you) the family car.

Maintain & RepairUnderstand How It Works

Parent-led & safety-first: Hazard-tiered with safety gear and supervision. Power tools and vehicle work are senior and parent-led.

Year level	What they learn	By the end, they can…
Early Years approx. ages 2–5	Over the early years the child discovers that things are made of parts, that some things can be fixed, and that machines move because of pushes and pulls. With a grown-up they help care for their belongings and fix simple things — gently and safely. There are no tools, no sharp, hot or powered jobs and no electricity work at this age; the adult does those parts, and the child helps, watches and wears closed shoes.	Maintain & Repair Helps care for their belongings and puts tools and toys back in their place Helps fix a simple toy with an adult — clicks a part back on, or helps while the grown-up changes a battery Helps pump up a bike tyre or a ball with an adult, and knows to wear closed shoes Understand How It Works Points to the parts of a simple thing — wheels, buttons, handles — and says what makes it go Notices that pushes and pulls make things move, and spots wheels and ramps around home Talks with a grown-up about how a simple toy or machine moves
Foundation – Year 2 approx. ages 5–8	The right tool does the job. With an adult right beside them the child learns to tighten, loosen and fix simple things safely, and to name the simple machines — lever, wheel, ramp and pulley — that make work easier. Hand tools only (screwdriver, spanner, pump, tape); no blades, power, heat, chemicals or mains electricity, and safety glasses and closed shoes for every hands-on job.	Maintain & Repair Uses a screwdriver or spanner safely, with an adult beside them, to tighten or loosen Fixes a simple broken thing — re-attaches a part, changes a battery, re-threads a screw Follows the workshop safety rules: safety glasses on, closed shoes, tools packed away Understand How It Works Names the simple machines — lever, wheel, ramp, pulley — and finds them around home Says what a tool is for and picks the right tool for a simple job Explains simply how a wheel or a lever makes a job easier
Years 3–4 approx. ages 8–10	Maintenance prevents breakdown. The child learns to inspect something and care for it on a routine — a bike ABC check, oiling a squeak, tightening to the right feel — and keeps a simple log. They explain how simple machines and gears reduce effort, and take a simple object apart to name its parts. Full hand-tool set, bike pump and child-safe lubricant, plus a first supervised go at a hand saw or craft knife on soft material only; no power tools, no vehicles, no mains electricity and no automotive chemicals, with a grown-up supervising directly and safety glasses, gloves and closed shoes on.	Maintain & Repair Runs a bike ABC check — Air, Brakes, Chain — and explains why each part matters Oils a squeak and tightens fasteners to the right feel, with an adult supervising directly Keeps a simple maintenance log of what they checked and did Understand How It Works Explains how a lever, ramp or pulley makes a job easier Takes a simple object apart, names its parts, then reassembles it Describes how gears change effort or speed
Years 5–6 approx. ages 10–12	A machine is a system of parts working together, and regular servicing keeps it safe and efficient. The child performs a full bike service to a checklist — clean and lube the chain, check brakes, index gears, check tyre pressure and tread — diagnoses a simple fault and explains the bike as a system, including how pedalling becomes motion through gears and the drivetrain. Full hand-tool kit, tyre gauge, lubricants and safe low-voltage battery/torch circuits; still no power tools, no vehicles and no mains electricity, with an adult close for anything with a blade or spring tension and glasses and gloves on. For any specific figure, follow the manufacturer’s manual.	Maintain & Repair Performs a full bike service to a checklist — cleans and lubes the chain, checks brakes, indexes gears, checks tyre pressure and tread Tightens fasteners to the right feel and follows the manufacturer’s manual for any specification Diagnoses a simple fault and explains the cause — "the chain slips because…" Understand How It Works Explains how pedalling becomes wheel motion through gears, ratio and the drivetrain Describes a machine as a system — what each part does and what fails without maintenance Builds and explains a simple low-voltage circuit that lights a torch or sounds a buzzer
Years 7–8 approx. ages 12–14	Faults can be reasoned about systematically, and energy converts from one form to another to do useful work. The child works a full fault-finding process on a real device, makes a repair, and has a first, closely supervised go on a low-risk cordless drill and at soldering, with full PPE. They begin introductory vehicle checks — always parent-led, engine off, handbrake on — and explain how a four-stroke engine and an electrical circuit turn energy into work. Hand tools plus supervised power tools and soldering (glasses, gloves, closed shoes, hearing protection); low-voltage electronics only — mains is understand-only and never touched — and no hands-on vehicle repair yet. For any specification, follow the manufacturer’s manual.	Maintain & Repair Works a fault-finding process end to end — symptom, hypothesis, test, fix, verify — on a real device Uses a cordless drill/driver and solders safely, under direct supervision with full PPE Carries out introductory vehicle checks with a parent — tyre pressure and tread, lights, wipers, fluid levels — engine off and handbrake on Understand How It Works Explains how a four-stroke engine converts fuel into motion Builds and explains a working low-voltage circuit as input, process and output Explains energy conversion — chemical to motion, electrical to light or heat — and why mains electricity is dangerous
Years 9–10 approx. ages 14–16	The student can safely carry out basic real-world maintenance on the machines a citizen owns — including a car, strictly parent-led — understand the systems behind them, and know the limits of what they should attempt. Cars and power tools are senior and parent-led: a supervising licensed-driver adult, the vehicle secured (park brake, wheel chocks, engine cold for fluid work), axle stands never a jack alone, and PPE — gloves and eye protection. NEVER brakes, steering, airbags, fuel, ignition, mains or high-voltage/EV high-voltage systems — a qualified mechanic or electrician does safety-critical work. For any procedure, quantity or spec, follow the manufacturer’s manual.	Maintain & Repair Completes a supervised, parent-led basic car-maintenance routine to a checklist — oil, coolant and washer levels, tyre pressure and tread, lights, wipers and battery terminals — with correct PPE States clearly what is beyond a home task — brakes, steering, airbags, fuel, mains and high-voltage systems — and belongs to a qualified mechanic or electrician Completes a supervised repair project end to end, follows the manufacturer’s manual, and keeps a proper service log Understand How It Works Explains the whole systems — the four-stroke cycle, the drivetrain and the 12V electrical system Explains why oil lubricates and coolant regulates heat, and how an electric vehicle differs Reads a manual or diagram to find a procedure or specification rather than guessing

Design, Build & Make

Design thinking and real building — thinking it, planning it, and making it, from cardboard prototypes to finished projects.

Build a Real ThingDesign Thinking

Parent-led & safety-first: Hazard-tiered with safety gear. Power tools are senior and parent-led; projects adapt to small spaces and recycled materials.

Year level	What they learn	By the end, they can…
Early Years approx. ages 2–5	Over the early years the child discovers that they can join things together and make something, and that they can notice a little problem and have an idea for it. Making is play-based and parent-guided, and the guide speaks to the parent. There are no sharp tools, no heat and no small-parts risk at this age — the grown-up does any cutting and hot-glue, and the child stacks, joins, tapes and helps, with closed shoes on. Everything can be made from boxes, tubes and recycled bits at the kitchen table.	Build a Real Thing Stacks, balances and joins blocks or boxes into a construction and tells you what it is and what it does Tapes and sticks recycled materials into a "thing", with the adult doing any cutting Tries again to fix their construction when it falls or does not work Design Thinking Notices a little problem around home and says an idea for something that could help Draws or describes an idea before making it Talks about what their thing is for and one thing they might change
Foundation – Year 2 approx. ages 5–8	The child learns to draw an idea before making it, to notice that materials are different and pick one, to join safely with their hands and simple tools, and to change their thing if it does not work. Work is parent-supervised: the child uses child scissors, glue, tape and split pins, while the adult does any craft-knife cutting and any hot-glue. Safety glasses go on for messy or springy jobs and closed shoes stay on. Measuring is rough — hands, blocks or a ruler. The whole build can be made from cardboard and recycled bits at a table.	Build a Real Thing Makes a simple model with safe joins — glue, tape or split pins — from a rough plan Uses child scissors, glue and tape safely, with the adult doing any craft-knife or hot-glue work Measures roughly with a ruler or blocks and says what worked and what they would change Design Thinking Draws and labels a simple plan before making Tries the made thing and asks whether it is better than before Makes one deliberate change and can explain what it is for
Years 3–4 approx. ages 8–10	The child does real measuring with a ruler, marks before cutting, chooses the right material and the right join, and runs the design loop once properly — design, make, test, improve. Work is parent-supervised: the child may use a junior hacksaw and hand sanding on soft materials (card, foam-board, balsa or light timber) with an adult, plus child scissors and PVA glue, while the adult still does any craft-knife and any hot-glue work. Safety glasses and closed shoes go on for cutting and sanding, and the rule is "measure twice, cut once". A no-workshop family can do it all in card and recycled bits at a table.	Build a Real Thing Measures and marks in centimetres before cutting — measure twice, cut once Cuts soft materials to size with a supervised junior hacksaw and sands the edges, glasses and closed shoes on Builds a simple project to roughly the intended size and improves it once after a test Design Thinking Writes a short design brief and sketches and labels a plan Sets simple criteria for success — what "it worked" will look like Tests against the criteria and explains what worked and what they would change
Years 5–6 approx. ages 10–12	The child works to a plan with accurate measurements, writes a proper brief with constraints, prototypes before the real build, and produces square, accurate, finished work — and begins to reason about why structures stand up. Tools step up to hand tools — handsaw, hand drill, screwdriver, clamps — used on light timber, parent-supervised and taught safe-use first; there are still no power tools. Safety glasses and closed shoes go on, the work is clamped down, and it is always "measure twice, cut once" and "follow the plan". A small-space family can reach every skill through cardboard and foam-board models at a table.	Build a Real Thing Measures and marks accurately with a ruler and square, and cuts to the line — measure twice, cut once Uses a handsaw, hand drill and screwdriver safely on light timber, taught first, work clamped, glasses and closed shoes on Produces a build that matches a plan within a reasonable tolerance, with a stronger join and one justified structural choice Design Thinking Writes a brief with constraints — size, budget, materials, time Makes a prototype and produces annotated drawings before the real build Iterates from feedback and evaluates the build against the brief
Years 7–8 approx. ages 12–14	The child designs to a real brief with genuine constraints, works up a design folio, and builds with real joins and structural thinking — reasoning about load. Tool selection matures: hand tools used confidently, and a first supervised power tool (a cordless drill/driver) introduced at senior tier, parent-led — the parent operates or directly supervises, never child-alone. For power-tool work the PPE is safety glasses, hearing protection and dust protection, with closed shoes and the work clamped; always follow the tool’s instructions and Safe Work guidance, and measure twice, cut once. A small-space family builds structures that hold load in foam-board and craft-stick models.	Build a Real Thing Sets out a build accurately with a cutting list and works to it — measure twice, cut once Uses hand tools confidently and a first supervised power tool parent-led, with glasses, hearing and dust protection and clamped work Builds a sound object with real joins appropriate to the load and structure that holds it Design Thinking Designs to a real brief with genuine constraints and documents it in a design folio Prototypes and tests with a real user, setting measurable success criteria Chooses materials and fasteners for the job and evaluates honestly against criteria
Years 9–10 approx. ages 14–16	The student runs the full design process on a real project — brief, research, modelling, prototyping, construction, testing against measurable criteria and an evidenced, evaluated redesign — reasoning about structures and forces along the way. Tools include supervised power tools, which stay SENIOR and PARENT-LED: the parent operates or directly supervises, never child-alone. PPE is safety glasses, hearing protection and dust protection with closed shoes, the work is clamped, and every tool is used to the tool’s instructions and Safe Work Australia guidance — measure twice, cut once. A small-space student delivers the same rigour through a scale model and a costed materials list.	Build a Real Thing Plans and costs a build, turning a scale drawing into a cutting list — measure twice, cut once Uses supervised power tools parent-led with full PPE and clamped work, to the tool’s instructions and Safe Work guidance Builds a designed project with appropriate materials and fastenings, structure that holds load, and a proper finish Design Thinking Runs the full design process — research, ideate, model, prototype, test, refine Tests against measurable criteria, gathers data and proposes an evidenced redesign Communicates the design clearly in a folio or presentation

Emotional Intelligence

Naming feelings, managing big ones, building healthy relationships and working through conflict — everyday skills taught explicitly.

Know & Manage MyselfConnect & Navigate

Parent-led & safety-first: This is education, not therapy. It never diagnoses, and any sign of real distress routes to a trusted adult and Kids Helpline (1800 55 1800).

Year level	What they learn	By the end, they can…
Early Years approx. ages 2–5	Over the early years the child learns that all feelings are normal and have names, that a big feeling can be noticed and soothed with a grown-up’s help, and that being kind to others feels good. Making sense of feelings is play-based and parent-led here, and the guide speaks to the parent. Sharing a feeling is always invited, never required, and nothing is clinical — this teaches everyday feelings skills, not therapy. If a feeling ever gets too big or something feels wrong, the grown-up steps in and, if needed, reaches out for help.	Know & Manage Myself Names basic feelings — happy, sad, angry, scared — in themselves, in a picture or in a story Shows where a big feeling sits in their body and tries a simple calming action, like a slow breath, with a grown-up Notices a big feeling starting and comes to a trusted grown-up for help Connect & Navigate Notices when someone else is happy or sad and shows care for them Listens, takes a turn, and can say a simple sorry Knows a trusted grown-up they can go to when they need help
Foundation – Year 2 approx. ages 5–8	In these years the child names a wider range of feelings, notices where they sit in the body, chooses a calming strategy that works for them, and practises being a kind, fair friend. It stays warm, parent-led and strengths-based — sharing feelings is always invited, never required, and nothing here is clinical or a diagnosis; these are everyday skills, not therapy. If a feeling ever gets too big, a child feels unsafe, or something is really wrong, the family pauses and talks to a trusted adult — or calls Kids Helpline on 1800 55 1800.	Know & Manage Myself Names a range of feelings and points to where they sit in the body Notices a big feeling starting and chooses a calm-down strategy that works for them Knows that thoughts and feelings are linked and can say a kind thing to themselves Connect & Navigate Listens, takes turns and reads whether a friend is happy or upset Uses ‘I feel’ words, and can say no kindly and respect a friend’s no Calms down before sorting out a squabble, says a genuine sorry, and knows who to ask for help
Years 3–4 approx. ages 8–10	By Years 3–4 the child treats feelings as useful signals, sees how thoughts shape feelings, steadies themselves with a calming routine they can use independently, and works through a friendship bump and repairs it. The tone stays warm, strengths-based and parent-facilitated; reflections are always optional and never a disclosure of private things, and nothing here diagnoses or labels — it teaches everyday skills, not therapy. If a feeling gets too big, a child feels unsafe, or something is really wrong, the family pauses and talks to a trusted adult — or calls Kids Helpline on 1800 55 1800.	Know & Manage Myself Links a feeling to what happened and to the thought behind it, using a good feelings vocabulary Notices a big feeling early and uses a calming routine independently Checks an unhelpful thought against the facts and swaps in kinder self-talk Connect & Navigate Listens well, takes another point of view, and uses ‘I feel’ messages Sets and respects boundaries and knows what makes a healthy friendship Calms before responding, resolves a disagreement fairly, repairs it, and seeks help when needed
Years 5–6 approx. ages 10–12	In Years 5–6 the child learns to catch an unhelpful thought and reframe it, to see how habits like sleep, food and screens shape their mood, and to handle a conflict calmly and fairly while keeping the relationship. It stays warm, parent-led and strengths-based; reflection is always optional and never requires sharing anything private, and nothing here diagnoses or treats — these are everyday skills, not therapy. From this band, any content about body changes and hormones is a parent-led, optional topic, included only if the family chooses. If a feeling gets too big, a child feels unsafe, or something is really wrong, pause and talk to a trusted adult — or call Kids Helpline on 1800 55 1800.	Know & Manage Myself Uses a precise feelings vocabulary and links feelings to thoughts and situations Catches an unhelpful thought and reframes it, and regulates strong feelings with a chosen strategy Explains how habits like sleep, food, screens and movement affect mood, focus and energy Connect & Navigate Listens to understand, takes other perspectives, and communicates needs with ‘I feel’ messages Sets and respects boundaries and can tell a healthy friendship from an unhealthy one Handles conflict with a calm, fair approach, repairs the relationship, and knows help pathways
Years 7–8 approx. ages 12–14	In Years 7–8 emotions get stronger and more layered; the young person learns to regulate under real pressure, to notice and check unhelpful thinking, to understand how habits — and, at the family’s discretion, body changes and hormones — affect mood and thinking, and to navigate real relationships and conflict while knowing how to seek help. The tone stays warm, respectful and strengths-based; reflection is optional and never requires disclosing anything private, and nothing here diagnoses, labels or treats — these are everyday skills, not therapy. Any hormones or puberty content is a parent-led topic, included only if your family has chosen it. If a feeling gets too big, a young person feels unsafe, or something is really wrong, pause and talk to a trusted adult — or call Kids Helpline on 1800 55 1800.	Know & Manage Myself Names complex and mixed feelings and links them to thoughts, situations and body state Uses a regulation strategy under real pressure and checks and reframes unhelpful thinking Explains how habits — and, at the family’s chosen level, body changes and hormones — affect mood and thinking Connect & Navigate Listens to understand, takes perspective, and communicates assertively and respectfully Sets and respects boundaries and sustains healthy relationships, including online Navigates real conflict respectfully, repairs it, and knows help pathways and when to use them
Years 9–10 approx. ages 14–16	In Years 9–10 the young person consolidates lifelong wellbeing: building and defending a personal wellbeing plan, recognising unhelpful thinking patterns and stress responses and managing them, understanding how body, habits — and, at the family’s discretion, hormones — shape mood over time, sustaining healthy relationships and boundaries, handling serious conflict constructively, and knowing how to seek and offer help safely, including the real limits of peer support. The tone stays warm, respectful and strengths-based; reflection is always optional and never requires disclosing anything private, and nothing here diagnoses, labels or treats — these are everyday skills, not therapy. Any hormones content is a parent-led topic, included only if your family has chosen it. If a feeling gets too big, a young person feels unsafe, or something is really wrong, pause and talk to a trusted adult — or call Kids Helpline on 1800 55 1800.	Know & Manage Myself Recognises unhelpful thinking patterns and stress responses and manages them with a range of strategies Builds, explains and defends a personal wellbeing plan, and knows when to seek professional help Explains how body, habits — and, at the family’s chosen level, hormones — shape mood and thinking over time Connect & Navigate Sustains healthy, respectful relationships and maintains boundaries and consent, online and off Handles serious conflict constructively and repairs or thoughtfully moves on Seeks and offers help safely and understands the limits of peer support

Real life, taught properly — and it counts.

Real-World Capabilities are included on the Premium and Family plans, alongside the full Australian Curriculum program.

We acknowledge the Traditional Custodians of the lands on which we live and learn, and pay our respects to Elders past, present and emerging.