Curriculum Australian

8/10/2019 Curriculum Australian

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General Capabilities


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Personal and soc ial capabilit y

Introduction

In the Australian Curriculum, students develop personal and social capability as they learn tounderstand themselves and others, and manage their relationships, lives, work and learningmore effectively. The capability involves students in a range of practices including recognisingand regulating emotions, developing empathy for others and understanding relationships,establishing and building positive relationships, making responsible decisions, workingeffectively in teams, handling challenging situations constructively and developing leadership

skills.

The Melbourne Declaration on the Educational Goals for Young Australians (MCEETYA 2008)recognises that personal and social capability assists students to become successful learners,helping to improve their academic learning and enhancing their motivation to reach their fullpotential. Personal and social capability supports students in becoming creative and confidentindividuals with a sense of self-worth, self-awareness and personal identity that enables themto manage their emotional, mental, spiritual and physical wellbeing, with a sense of hope andoptimism about their lives and the future. On a social level, it helps students to form andmaintain healthy relationships and prepares them for their potential life roles as family,community and workforce members (MCEETYA, p. 9).

Students with well-developed social and emotional skills find it easier to manage themselves,relate to others, develop resilience and a sense of self-worth, resolve conflict, engage inteamwork and feel positive about themselves and the world around them. The development of

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However, some of the skills and practices implicit in the development of the capability may bemost explicitly addressed in specific learning areas, such as Health and Physical Education.Teachers can also use the Personal and social capability learning continuum to plan for theteaching of targeted skills specific to an individuals learning needs. For more detailed adviceon using the Personal and social capability to personalise learning go to Student Diversity

The Personal and social capability is addressed through the learning areas and is identifiedwherever it is developed or applied in content descriptions. It is also identified where it offersopportunities to add depth and richness to student learning in content elaborations. An iconindicates where Personal and social capability has been identified in learning area content

descriptions and elaborations. A filter function on the Australian Curriculum website assistsusers to find where Personal and social capability has been identified in F10 curriculumcontent. Teachers may find further opportunities to incorporate explicit teaching of Personal andsocial capability depending on their choice of activities. Students can also be encouraged todevelop capability through personally relevant initiatives of their own design.

Personal and social capability in English(www.australiancurriculum.edu.au/English/General-capabilities )

Personal and social capability in Mathematics(www.australiancurriculum.edu.au/Mathematics/General-capabilities )

Personal and social capability in Science(www.australiancurriculum.edu.au/Science/General-capabilities )

Personal and social capability in History
http://www.australiancurriculum.edu.au/StudentDiversity/Overviewhttp://www.australiancurriculum.edu.au/StudentDiversity/Overviewhttp://www.australiancurriculum.edu.au/StudentDiversity/Overviewhttp://www.australiancurriculum.edu.au/English/General-capabilities#Critical-and-creative-thinkinghttp://www.australiancurriculum.edu.au/English/General-capabilitieshttp://www.australiancurriculum.edu.au/English/General-capabilitieshttp://www.australiancurriculum.edu.au/Mathematics/General-capabilitieshttp://www.australiancurriculum.edu.au/Mathematics/General-capabilitieshttp://www.australiancurriculum.edu.au/Science/General-capabilitieshttp://www.australiancurriculum.edu.au/Science/General-capabilitieshttp://www.australiancurriculum.edu.au/History/General-capabilities#Critical-and-creative-thinkinghttp://www.australiancurriculum.edu.au/History/General-capabilitieshttp://www.australiancurriculum.edu.au/History/General-capabilitieshttp://www.australiancurriculum.edu.au/History/General-capabilitieshttp://www.australiancurriculum.edu.au/History/General-capabilities#Critical-and-creative-thinkinghttp://www.australiancurriculum.edu.au/Science/General-capabilitieshttp://www.australiancurriculum.edu.au/Mathematics/General-capabilitieshttp://www.australiancurriculum.edu.au/English/General-capabilitieshttp://www.australiancurriculum.edu.au/English/General-capabilities#Critical-and-creative-thinkinghttp://www.australiancurriculum.edu.au/StudentDiversity/Overview


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of his eight intelligences. More recently, Goleman further popularised the concepts of emotionalintelligence (1995) and social intelligence (2006) in educational discourse.

In 1994, Goleman and others founded the Collaborative for Academic, Social, and EmotionalLearning (CASEL) at the University of Illinois Chicago (UIC). Since then, CASEL has been theworlds leading organisation in advancing understandings, research, networks, curriculum,school practice and public policy in the area of personal and social learning.

CASELs evidence-based approach and definitions of Social and Emotional Learning (SEL) arethe best known and most highly respected in the world today, and provide an excellentframework for integrating the academic, emotional and social dimensions of learning.

Most educational programs around the world that integrate social and emotional learning arebased on CASELs SEL framework. This framework is also drawn upon and referenced byvarious personal, interpersonal and social curriculum in Australian states and territories, and byprograms such as MindMatters, KidsMatter and Response Ability.

While some differences emerge within the literature about how personal and emotional learning

should be named, constructed and taught, and different organisations also include someadditional categories, it is widely accepted that a Personal and social capability will alwaysinclude a minimum foundation of the four interrelated and non-sequential organising elements Self-awareness, Self-management, Social awareness and Social management used in thePersonal and social capability learning continuum.

The capability has also been richly informed by understandings gained through the NationalFramework for Values Education in Australian Schools (DEEWR 2005), and the resultant


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References

Beveridge, A. 2010, Report : General capabilities social competence , Hay Group

(commissioned by ACARA, unpublished).

Collaborative for Academic, Social, and Emotional Learning (CASEL), Social and Emotional Learning (SEL ) in Schools : http://casel.org (accessed 9 October 2011).

Department of Education, Employment and Workplace Relations 2005, National Framework forValues Education in Australian Schools :www.curriculum.edu.au/values/val_national_framework_for_values_education,8757.html (accessed 9 October 2011).

Department of Education, Employment and Workplace Relations 2010, National Safe Schools Framework draft, ACT, Australia:www.deewr.gov.au/Schooling/NationalSafeSchools/Pages/nationalsafeschoolsframework.aspx (accessed 9 October 2011).

Department of Health and Ageing 2010, KidsMatter: Australian primary schools mental healthinitiative : www.kidsmatter.edu.au/primary/ (accessed 9 October 2011).

Department of Health and Ageing 2010, MindMatters : www.mindmatters.edu.au/default.asp (accessed 9 October 2011).

Department of Health and Ageing, implemented by Hunter Institute of Mental Health inpartnership with universities and tertiary educators, Response Ability:www.responseability.org/site/index.cfm (accessed 9 October 2011).
http://www.casel.org/http://www.casel.org/http://www.casel.org/http://www.curriculum.edu.au/values/val_national_framework_for_values_education,8757.htmlhttp://www.curriculum.edu.au/values/val_national_framework_for_values_education,8757.htmlhttp://www.deewr.gov.au/Schooling/NationalSafeSchools/Pages/nationalsafeschoolsframework.aspxhttp://www.deewr.gov.au/Schooling/NationalSafeSchools/Pages/nationalsafeschoolsframework.aspxhttp://www.kidsmatter.edu.au/primary/http://www.kidsmatter.edu.au/primary/http://www.kidsmatter.edu.au/primary/http://www.mindmatters.edu.au/default.asphttp://www.mindmatters.edu.au/default.asphttp://www.mindmatters.edu.au/default.asphttp://www.responseability.org/site/index.cfmhttp://www.responseability.org/site/index.cfmhttp://www.mindmatters.edu.au/default.asphttp://www.kidsmatter.edu.au/primary/http://www.deewr.gov.au/Schooling/NationalSafeSchools/Pages/nationalsafeschoolsframework.aspxhttp://www.curriculum.edu.au/values/val_national_framework_for_values_education,8757.htmlhttp://www.casel.org/


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Salovey, P. & Mayer, J. 1990, Emotional Intelligence, Imagination, Cognition, and Personality 9, Baywood Publishing Company, Inc., pp. 185211.

Seligman, M. 1998, Learned Optimism: how to change your mind and your life, 2nd edn, PocketBooks, New York.

Shogren, K. (2013). Self-determination and transition planning. Baltimore: Paul H. Brookes.

Thorndike, E.L. 1920, Intelligence and its use, Harpers Magazine , no. 140, pp. 227235.

Topping, K. Promoting social competence:http://www.dundee.ac.uk/eswce/research/projects/socialcompetence/ (accessed 8 March 2013)

Vernon, P.E. 1933, Some characteristics of the good judge of personality, Journal of SocialPsychology, 4, pp. 4257

Wechsler, D. 1940, Non-intellective Factors in General Intelligence, Psychological Bulletin , 37,pp. 444445

Wehmeyer, M., Agran, M., Hughes, C., Palmer, S., Mithaug, D., & Martin, J. (2007). Promotingself-determination and student-directed learning for students with intellectual anddevelopmental disabilities. New York: Guilford.

Wehmeyer, M., Shogren, K., Palmer, S., Williams-Diehm,K., Little, T., Boulton, A. (2012). Theimpact of the self-determined learning model of instruction on student self-determination. Council for Exceptional Children, Vol 78, No. 2, pages 135-153.

Welsh Assembly Government (2008) Personal and social development, well-being and cultural
http://www.dundee.ac.uk/eswce/research/projects/socialcompetence/http://www.dundee.ac.uk/eswce/research/projects/socialcompetence/http://www.dundee.ac.uk/eswce/research/projects/socialcompetence/


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Organising elements

The Personal and social capability learning continuum is organised into four interrelated

elements of:

Self-awareness

Self-management

Social awareness

Social management

The diagram below sets out these elements.


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Self-management

This element involves students in effectively regulating, managing and monitoring their own

emotional responses, and persisting in completing tasks and overcoming obstacles. Studentsare engaged in developing organisational skills, and identifying the resources needed toachieve goals. This is achieved through developing the skills to work independently and toshow initiative, learning to be conscientious, delaying gratification and persevering in the face ofsetbacks and frustrations. It also involves the metacognitive skill of learning when and how touse particular strategies. In developing and acting with personal and social capability, students:

express emotions appropriately

develop self-discipline and set goals

work independently and show initiative

become confident, resilient and adaptable.

Social awareness

This element involves students recognising others feelings and knowing how and when toassist others. Students learn to show respect for and understand others perspectives,emotional states and needs. They learn to participate in positive, safe and respectfulrelationships, defining and accepting individual and group roles and responsibilities. Studentsgain an understanding of the role of advocacy in contemporary society and build their capacityto critique societal constructs and forms of discrimination, such as racism and sexism. In


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10

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

1a 1b

Typically by the end ofFoundation Year,students:

Typically by the end ofYear 2, students:





English ACELA1429 English ACELA1462 English ACELA1488 English ACELT1617

History ACHHK115

English ACELT1626

Science ACSIS140

English ACELT1643

Science ACSIS208

History ACDSEH121

Recognise personal qualities and achievements

express a personalpreference

identify their likes anddislikes, needs andwants, and explore

what influences these

identify and describepersonal interests,skills and

achievements andexplain how thesecontribute to family andschool life

describe personalstrengths andchallenges and identify

skills they wish todevelop

describe the influencethat personal qualitiesand strengths have on

their learning outcomes

make a realisticassessment of theirabilities and

achievements, andprioritise areas forimprovement

assess their strengthsand challenges anddevise personally

appropriate strategiesto achieve futuresuccess

Examples

choosing to engagein an activity

Examples

describing activitiesthey enjoy atschool, noting theirstrengths

Examples

identifying apersonal quality orskill, such as beinggood at soccer orspelling, and

describing how thismight be useful toothers

Examples

listing a range ofstrengths supportedby examples fromhome, school andcommunity

experiences

Examples

keeping a journal orblog of how theirpersonal qualitieshave helpedachieve a positive

learning outcome

Examples

considering whatinterventions theycould have made,and how these mayhave changed

outcomes in studyand personalpursuits

Examples

designing apersonal capabilityinventory thatincludes evidenceto support their self-

assessments


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11


1a 1b







English ACELA1429

Science ACSSU002

History ACHHK001

English ACELT1589

Science ACSSU030

History ACHHK045

English ACELY1692

Science ACSIS069

English ACELA1515

Science ACSHE220

History ACHHS120

English ACELA1541 English ACELT1814

History ACDSEH147

Understand themselves as learners

select tasks they cando in different learningcontexts

identify their abilities,talents and interests aslearners

discuss their strengthsand weaknesses aslearners and identify

some learningstrategies to assistthem

identify and describefactors and strategiesthat assist their

learning

identify preferredlearning styles andwork habits

identify and choose arange of learningstrategies appropriate

to specific tasks anddescribe work practicesthat assist theirlearning

evaluate theeffectiveness ofcommonly used

learning strategies andwork practices andrefine these as required

Examples

communicating awillingness to havea go at a task

Examples

sharing a personalexperience, interestor discovery withpeers, anddescribing whatthey have learnt

Examples

describing howpractising a skillimprovesperformance

Examples

keeping a journal oftheir learning,describing bothpositive andnegativeexperiences

Examples

identifying theirpreference as avisual, auditory orkinaesthetic learner

Examples

choosing strategiesthat capitalise onand expand theirstrengths andpreferred learningstyles

Examples

developing personallearning plans thatidentify effectivestudy techniques

English ACELT1575

Science ACSSU002

English ACELY1667

Science ACSSU030

English ACELY1689 English ACELY1714 English ACELY1736


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12


1a 1b







Develop reflective practice

recognise and identifyparticipation in orcompletion of a task

reflect on their feelingsas learners and howtheir efforts affect skillsand achievements

reflect on what theyhave learnt aboutthemselves from arange of experiences athome and school

reflect on personalstrengths andachievements, basedon self-assessmentstrategies and teacherfeedback

monitor their progress,seeking andresponding to feedbackfrom teachers to assistthem in consolidatingstrengths, addressingweaknesses andfulfilling their potential

predict the outcomes ofpersonal and academicchallenges by drawingon previous problem-solving and decision-making strategies andfeedback from peersand teachers

reflect on feedbackfrom peers, teachersand other adults, toanalyse personalcharacteristics and skillsets that contribute toor limit their personaland social capability

Examples

communicating Ihave finished or Iam working hard

Examples

responding to open-ended statementssuch as Im proudof this because or using visual aidsto illustrate theirresponses

Examples responding to

prompts which helpthem acknowledgetheir successes andidentify what theycould do to makeimprovements

Examples

with support,identifyingstrategies that helpthem completetasks when they areuncertain andreflecting on theircontributions togroup activities

Examples

building on theirstrengths in variousroles in small andlarge groups,setting personalchallenges todevelop new skillsand strategies

Examples

identifyingstrategies they haveused successfully tocomplete learningarea tasks theyhave found difficult

Examples

noticing howemotions such asanger andexcitement affectlearning and impacton achievementsand successes

English ACELT1577

History ACHHS017

English ACELT1590 English ACELY1689

Science ACSIS065

English ACEL1710

Science ACSIS108

English ACELY1736 English ACELT1815

Science ACSIS208


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13

Self-management


1a 1b

Typically by the end ofFoundation Year,

students:






Express emotions appropriately

recognise and identifyhow their emotionsinfluence the way theyfeel and act

express their emotionsconstructively ininteractions with others

describe ways toexpress emotions toshow awareness of thefeelings and needs ofothers

identify and describestrategies to manageand moderate emotionsin increasinglyunfamiliar situations

explain the influence ofemotions on behaviour,learning andrelationships

forecast theconsequences ofexpressing emotionsinappropriately anddevise measures to

regulate behaviour

consider control and justify their emotionalresponses, inexpressing theiropinions, beliefs,

values, questions andchoices

Examples

communicating thephysical changesthey experiencewhen excited, angryor stressed such aswhen they areexcited they feel

happy; or whenthey are angry theirbody goes tense

Examples

communicatingwhen they feel leftout, lonely, excited,disappointed orunsafe during classand physicalactivities

Examples

using different toneand voice level inand outside theclassroom, andwhen interactingwith adults andpeers

Examples

learning when, howand with whom it isappropriate to shareanger, frustrationand excitement

Examples

noticing howemotions such asanger andexcitement affectlearning and impacton achievementsand successes

Examples

predictingsituations thatserve as emotionaltriggers andimplementingregulatingresponses

Examples

choosingappropriatelanguage and voiceto convey personalresponses andopinions to a rangeof adults and peers

English ACELA1428 English ACELA1461 English ACELT1603 English ACELA1517 English ACELY1808 English ACELY1813


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14


1a 1b


students:






Science ACSIS071 Science ACSIS232

History ACHHS120

Science ACSHE135 Science ACSHE194

History ACDSEH109

Develop self-discipli ne and set goals

make a choice toparticipate in a classactivity

follow class routines toassist learning

set goals in learningand personalorganisation bycompleting tasks withina given time

explain the value ofself-discipline and goal-setting in helping themto learn

analyse factors thatinfluence ability to self-regulate; devise andapply strategies tomonitor own behaviourand set realisticlearning goals

select, use and analysestrategies that assist inregulating behaviourand achieving personaland learning goals

critically analyse self-discipline strategiesand personal goals andconsider theirapplication in socialand work-relatedcontexts

Examples

choosing tocomplete a task forpositivereinforcement

Examples

using class routinessuch as turn-taking,sitting whenlistening to stories,followinginstructions,managingtransitions betweenactivities

Examples

organising theirtime usingcalendars andclocks

Examples

identifying howdistractions andpriorities influencelearning

Examples

identifying desiredgoals and makingplans to achievethese results

Examples

using spread sheetsand otherorganisers to planand arrangeactivities at schooland study outsideschool

Examples

drawing on goalsetting strategiesused at school toplan for work life


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15


1a 1b


students:






English ACELY1646

Mathematics ACMMG008

Science ACSIS233

English ACELA1461


Science ACSIS039

English ACELY1688


Science ACSIS065

English ACELY1710


Science ACSHE100

History ACHHS120

English ACELY1731

Science ACSHE148

English ACELY1751

Science ACSIS208

Work independently and show initiative

attempt tasks withsupport or prompting

attempt tasksindependently andidentify when and fromwhom help can besought

work independently onroutine tasks andexperiment withstrategies to completeother tasks whereappropriate

consider, select andadopt a range ofstrategies for workingindependently andtaking initiative

assess the value ofworking independently,and taking initiative todo so whereappropriate

critique theireffectiveness inworking independentlyby identifying enablersand barriers toachieving goals

establish personalpriorities, manageresources effectivelyand demonstrateinitiative to achievepersonal goals andlearning outcomes

Examples

completing aselected task

Examples

identifyingsituations wherehelp is needed andthe people who canhelp them, andwhen it isappropriate to 'give

Examples

describing theirdaily school routine,identifying areaswhere it isappropriate andhelpful for them to

Examples

recognising whenstrategiespreviously usedare not aseffective as newstrategies

Examples

identifyingsituations where itis preferable towork independentlyor with others

Examples

developingstrategies forovercomingobstaclesencountered inworking

Examples

identifying learninggoals andmonitoringeffectiveness oftheir strategies andinterventions to


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16


1a 1b


students:






tasks a go' show initiative independently achieve them

English ACELY1647

Science ACSIS233

History ACHHS021

English ACELY1667

Science ACSIS039

English ACELT1607

Science ACSIS066

English ACELY1816

Science ACSIS104

History ACHHS120

English ACELY1731

Science ACSHE135

English ACELY1756

Science ACSHE195

Become confident, resilient and adaptable

identify people andsituations with whichthey feel a sense offamiliarity or belonging

identify situations thatfeel safe or unsafe,approaching newsituations withconfidence

undertake and persistwith short tasks, withinthe limits of personalsafety

persist with tasks whenfaced with challengesand adapt theirapproach where firstattempts are notsuccessful

devise strategies andformulate plans toassist in the completionof challenging tasksand the maintenance ofpersonal safety

assess, adapt andmodify personal andsafety strategies andplans, and revisit taskswith renewedconfidence

evaluate, rethink andrefine approaches totasks to take account ofunexpected or difficultsituations and safetyconsiderations

Examples

identifying family,friends, familiar

people in thecommunity

Examples

choosing strategiesto manage unsafe

situations such asNo Go Tell

Examples

continuing topractise a physical

activity despiteindividual limitations

Examples

persisting to informa trusted adult

about an unsafeencounter, event orsituation

Examples

developing copingstrategies for

managing set backs

Examples

recordingsuccessful

strategies, anddrawing on these inunfamiliar andcomplex situations

Examples

reconceptualising achallenging learning

task


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17


1a 1b


students:






English ACELY1651 English ACELY1667

Science ACSIS039

English ACELT1603

Science ACSIS065

English ACELY1710

Science ACSHE100

History ACHHS120

English ACELY1808

Mathematics ACMNA187

Science ACSIS148

English ACELY1757

Science ACSHE230

Social awareness

Level 1a Level 2 Level 3 Level 4 Level 5 Level 6

1a 1b








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18


1a 1b







App rec iate d iver se per sp ecti ves

show an awarenessfor the feelings,needs and interestsof others

acknowledge thatpeople hold manypoints of view

describe similaritiesand differences inpoints of view betweenthemselves and peoplein their communities

discuss the value ofdiverse perspectivesand describe a point ofview that is differentfrom their own

explain how means ofcommunication differwithin and betweencommunities andidentify the role theseplay in helping orhindering

understanding of others

acknowledge thevalues, opinions andattitudes of differentgroups within societyand compare to theirown points of view

articulate their personalvalue system andanalyse the effects ofactions that represssocial power and limitthe expression ofdiverse views

Examples

showing interest ina peers ideas oropinions

Examples

identifying therange of likes anddislikes within theirclass

Examples

comparing changesin attitudes aboutbehaviours indifferent places orover time

Examples

exchanging viewswith a classmate ona topical issue andreporting theirperspective to theclass

Examples

describing waysthat language orgestures are usedin a range of socialsettings

Examples

identifying andexplaining differentperspectives onsocial issues arisingin areas such asindustry, agricultureand resourcemanagement

Examples

recognising howlanguage can beused to positionlisteners inparticular ways,analysing differentaccounts of thesame event


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19


1a 1b







English ACELT1575

Science ACSSU004

History ACHHS020

English ACELA1460

Science ACSHE035

History ACHHK046

English ACELT1602

History ACHHS085

English ACELY1709

Mathematics ACMSP148

Science ACSHE099

History ACHHS123

English ACELT1626

Science ACSHE136

History ACDSEH009

English ACELY1813

Science ACSHE230

History ACDSEH108

Contribute to civil society

(The description abovealso applies to this sub-element)

describe ways they canhelp at home andschool

describe how theycontribute to theirhomes, classroomsand local communities,and how others carefor and assist them

identify the variouscommunities to whichthey belong and whatthey can do to make adifference

identify a communityneed or problem andconsider ways to takeaction to address it

analyse personal andsocial roles andresponsibilities inplanning andimplementing ways ofcontributing to theircommunities

plan, implement andevaluate ways ofcontributing to civilsociety at local,national regional andglobal levels


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20


1a 1b







Examples

describing their rolein completing classactivities and familychores

Examples

describingcontributions madeby significantindividuals to theircommunities

Examples

identifying waysthey can advocatefor specific groupsin their communities

Examples

considering currentmethods of wastemanagement intheir localenvironment andways they mightcontribute toimproving these

Examples

investigatingstrategies tomaintain part of thelocal environmentand ways tocontribute to itsimprovement

Examples

identifying andtrialling strategies toaddress a globalsocial issue such aschild labour

Science ACSHE035

History ACHHK046

Science ACSHE062 Mathematics ACMMG139

Science ACSHE099

Science ACSHE135 Science ACSHE195


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21


1a 1b







Understand relationships


explore relationshipsthrough play and groupexperiences

identify ways to care forothers, including waysof making and keepingfriends

describe factors thatcontribute to positiverelationships, includingwith people at schooland in their community

identify the differencesbetween positive andnegative relationshipsand ways of managingthese

identify indicators ofpossible problems inrelationships in a rangeof social and workrelated situations

explain howrelationships differbetween peers,parents, teachers andother adults, andidentify the skillsneeded to manage

different types ofrelationships

Examples

discussingdifferent ways ofworking together

Examples

discussing howwords and actionscan help or hurtothers, and theeffects ofmodifying theirbehaviour

Examples

identifying theimportance ofincluding others inactivities, groupsand games

Examples

identifyingbehaviours thatdisplay thepositive use ofpower inrelationships

Examples

recognisingpersonalboundaries,appropriatedegrees ofintimacy,distribution of

power, effects ofsocial and culturalnorms and mores

Examples

identifying thevariouscommunities towhich they belongand how languagereinforcesmembership of

these communities


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22


1a 1b







English ACELA1428 English ACELT1589

Science ACSIS042

English ACELA1488 English ACELA1516

History ACHHK115

English ACELA1541

History ACDSEH010

English ACELA1564

History ACDSEH123

Social management


1a 1b







Communicate effectively

respond to the feelings,needs and interests ofothers

identify positive ways toinitiate, join andinterrupt conversationswith adults and peers

discuss the use ofverbal and nonverbalcommunication skills torespond appropriately

to adults and peers

identify communicationskills that enhancerelationships forparticular groups and

purposes

identify and explainfactors that influenceeffectivecommunication in a

variety of situations

analyse enablers ofand barriers to effectiveverbal, nonverbal anddigital communication

formulate plans foreffectivecommunication (verbal,nonverbal, digital) to

complete complextasks

Examples

giving appropriate

Examples

practising

Examples

using spoken

Examples

actively listening

Examples

making and

Examples

analysing popular

Examples

using agreed


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23


1a 1b







response to apeersachievements suchas by clapping,smiling or cheering

encouraging others,listening to othersideas, greetingothers by name,excusingthemselves wheninterrupting

language and bodylanguage to shareobservations andideas

and responding toopinions that differfrom their own

responding tointroductions,building on theideas of others indiscussions,offering andacceptingconstructivecriticism

modes ofcommunicationused by youngpeople, notingfactors that promoteor obstructcommunication

protocols to joingroup discussionsand assert theirown viewpoint,entertainingdivergent views,developingguidelines for theeffective use ofsocial media

English ACELA1429

Mathematics ACMSP011

Science ACSIS014

History ACHHK003

English ACELY1668

Science ACSIS037

History ACHHK045

English ACELA1489

Science ACSIS071

English ACELY1816

Science ACSIS232

History ACHHS120

English ACELT1627

Science ACSIS139

English ACELA1572

Science ACSIS208

History ACHHS189

Work collaboratively


share experiences ofcooperation in play andgroup activities

identify cooperativebehaviours in a rangeof group activities

describe characteristicsof cooperativebehaviour and identifyevidence of these ingroup activities

contribute to groupsand teams, suggestingimprovements inmethods used forgroup investigations

assess the extent towhich individual rolesand responsibilitiesenhance groupcohesion and theachievement of

critique their ability todevise and enactstrategies for workingin diverse teams,drawing on the skillsand contributions of


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24


1a 1b







and projects personal and groupobjectives

team members tocomplete complextasks

Examples

taking turns,sharing resourcesand following classroutines

Examples

participating inguided groupinvestigations

Examples

including others inthe group andrespecting theiropinions, working

for a common goal

Examples

encouraging others,negotiating rolesand relationshipsand managing time

and tasks

Examples

assessing how wellthey support othermembers of theteam in group

investigations andprojects

Examples

considering theideas of others inreaching anindependent or

shared decision

English ACELY1646

Science ACSHE013

English ACELY1789

Science ACSIS041

English ACELY1688

Science ACSIS065

English ACELY1816 English ACELY1808

Science ACSIS140

English ACELY1813

Science ACSIS208

Make decisions


identify options whenmaking decisions tomeet their needs andthe needs of others

practise individual andgroup decision makingin situations such asclass meetings andwhen working in pairsand small groups

contribute to andpredict theconsequences of groupdecisions in a range ofsituations

identify factors thatinfluence decisionmaking and considerthe usefulness of thesein making their owndecisions

assess individual andgroup decision-makingprocesses inchallenging situations

develop and applycriteria to evaluate theoutcomes of individualand group decisionsand analyse theconsequences of theirdecision making


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students:






Examples

making choicesabout resources forplay and learningtasks

Examples

naming roles andresponsibilities inclass meetings andidentifying fairmethods forchoosing people forthese roles

Examples

deciding how toshare resources fora learning task andforecasting theoutcomes of options

Examples

identifying thepeople, events andsituations thatinfluence howdecisions are made

Examples

using scientific,ethical, economicand socialarguments to makedecisions regardingpersonal andcommunity issues

Examples

explaining how achange in a socialpolicy could affectindividuals andgroups

English ACELT1794

Science ACSIS064

English ACELY1709


Science ACSHE220

History ACHHK116


Science ACSHE136


Science ACSIS206

History ACDSEH123

Negotiate and resolve c onflict


listen to others ideas,and recognise thatothers may see thingsdifferently from them

practise solving simpleinterpersonal problems,recognising there aremany ways to solveconflict

identify a range ofconflict resolutionstrategies to negotiatepositive outcomes toproblems

identify causes andeffects of conflict, andpractise differentstrategies to diffuse orresolve conflictsituations

assess theappropriateness ofvarious conflictresolution strategies ina range of social andwork-related situations

generate, apply andevaluate strategiessuch as activelistening, mediation andnegotiation to preventand resolveinterpersonal problems


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students:






and school own actions this role common need team-buildingstrategies, and makingthe most of availableresources to achievegoals

national, regional andglobal levels, andcommunicate thesewidely

Examples

identifying ways tohelp at school, such

as closing windows,tidying workspace,distributingresources

Examples

discussing ways inwhich they

participate in gamesin the playground

Examples

choosing a range ofroles in group

activities

Examples

volunteering to leada peer coaching

activity

Examples

initiating andplanning school and

community projectssuch as charitywork, environmentalprojects andcoaching

Examples

developing acommunication

strategy for anidentified project

English ACELY1789 English ACELY1689 English ACELY1714

Curriculum Australian

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Transcript of Curriculum Australian