Now that we have identified the essence of each learning area and how this helps us think about the intended learning in our learning design process, we turn to learning task design to ensure we don't undo all the good thinking and planning work done so far.
In South Australia our primary years research shows us that there is an unintended outcome from our strong support of learners. We can be so supportive of our learners, that we inhibit their intellectual struggle with the unfamiliar and the complex. In other words, we rescue them from thinking. Learning about what to do when you don't know something and not being thrown by new contexts is at the heart of learner resilience needed for academic and future life success.