As such, whilst the program does not explicitly mention specific curriculum standards or content areas, intrinsic to the program’s construction is the incorporation of many elements in alignment with learning areas and general capabilities outlined in official school curriculum documents, both in Victoria and Australia, more broadly.  This allows the program to help students consolidate various curriculum outcomes in a wholly unique context, still with a strong emphasis on fun and positivity.  For example, the personal and social capability strand aligns with the REBOOT program’s focus on self-esteem and building resilience amongst students.  Personal and social capability is an important area of focus, as it connects with all other key learning areas across all levels of a student’s schooling.

Within the Australian curriculum, four interrelated organising elements form the curriculum's personal and social capability component.  These are self-management, self-awareness, social management, and social awareness.  The REBOOT program provides many opportunities for these four organising elements to be investigated and strengthened within the minds of students:

1)    Self-management: this element is centred on appropriate emotional expression and the development of resilience and adaptability.  These ideas form many of the core tenets of the REBOOT program.  REBOOT has been created to specifically cater to developing improved resilience skills amongst students by imparting an understanding of the key wellbeing principles that impact and drive student emotions.

2)    Self-awareness: this element focuses on students developing an understanding of their emotions, achievements and personal reflections.  REBOOT facilitates the development of these factors through activities focusing on developing a growth-based mindset alongside talks and other games and challenges focused on student achievement.  Throughout these activities, students are also challenged to reflect on their thoughts and actions through various prompts, allowing them to consolidate their learning.

3)    Social management: this area challenges students to work effectively in teams through skills such as effective communication and group collaboration.  REBOOT allows students to develop their interpersonal communication skills through discussions and active participation in team-based activities.

4)    Social awareness: this area involves students learning to recognise the emotions of others and recognise when someone may require assistance.  REBOOT delivers content that develops a student’s capacity to recognise the factors influencing their personal wellbeing and those of others around them.  The program also challenges students to maintain respectful communication and understanding between fellow students and themselves.  Finally, the program also facilitates the creation of spaces that emphasise interpersonal encouragement and understanding, where students can support and uplift each other.

Another area of curriculum focus in the program is the development of student ethical capability.  This part of the curriculum challenges students to explore living responsibly and engaging with topics with an open-minded yet analytical approach.  The varied and nuanced discussions facilitated by the REBOOT program provide students with a broad range of opportunities to engage critically with topics such as personal and interpersonal self-esteem, respect and the appropriate treatment of others.  Throughout the program, these topics and their associated discussions should strengthen students’ ability to consider the values and ideas behind different behaviours and perspectives.

Also interspersed throughout these factors is the opportunity for students to engage with and improve their critical and creative thinking.  Creativity is highly valued in the REBOOT program, which seeks to engage students in creative and resourceful ways to facilitate greater engagement with key wellbeing concepts.  Creative student responses to various challenges and questions are also encouraged.  Students will participate in many creative games and be given the opportunity to respond with imaginative responses to video challenges at home.

Another advantage facilitated by the REBOOT program is the creation of a range of additional opportunities for students to explore cross-curricular connections.  Given that much of the curriculum-aligned learning facilitated by REBOOT is applicable across a broad range of different learning areas, there will be multiple opportunities for interdisciplinary learning to take place within the time of a normal school day.  Students will be challenged with the knowledge of how to apply their learning within the program to their daily lives.  This teaching should allow students to apply these key curriculum outcomes to their regular learning outside the REBOOT program, opening a range of unique contexts for cross-curricular developments.  Furthermore, whilst in the program, students must often draw upon their learning from other curriculum areas and apply it in a new and unique context.

These are just a few examples of how REBOOT can facilitate an exploration of key learning areas and general capabilities valued by school curriculums across Australia. As with everything in the program, fun and excitement remain the key factors dictating exploring these important learning outcomes.  Consolidating curriculum content alongside subjective wellbeing homeostasis theory principles creates a unique intersection of curriculum content and wellbeing learning.

For further information on the Australian and Victorian schools' curriculum, visit the websites of the Australian and Victorian Curriculum and Assessment Authority.