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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/Overview8/10/2019 Curriculum Australian
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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/8/10/2019 Curriculum Australian
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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/8/10/2019 Curriculum Australian
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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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, 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
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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, students:
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
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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, students:
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
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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, 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
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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, 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
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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, students:
English ACELY1646
Mathematics ACMMG008
Science ACSIS233
English ACELA1461
Mathematics ACMMG041
Science ACSIS039
English ACELY1688
Mathematics ACMMG086
Science ACSIS065
English ACELY1710
Mathematics ACMMG139
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
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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, 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
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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, 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
Typically by the end ofFoundation Year,students:
Typically by the end ofYear 2, students:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, students:
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18
Level 1a 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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, students:
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
Level 1a 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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, students:
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
Level 1a 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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, students:
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
Level 1a 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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, students:
Understand relationships
(The description abovealso applies to this sub-element)
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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Level 1a 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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, students:
English ACELA1428 English ACELT1589
Science ACSIS042
English ACELA1488 English ACELA1516
History ACHHK115
English ACELA1541
History ACDSEH010
English ACELA1564
History ACDSEH123
Social management
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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, students:
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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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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, students:
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
(The description abovealso applies to this sub-element)
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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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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, students:
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
(The description abovealso applies to this sub-element)
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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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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, 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
Mathematics ACMNA132
Science ACSHE220
History ACHHK116
Mathematics ACMNA187
Science ACSHE136
Mathematics ACMNA229
Science ACSIS206
History ACDSEH123
Negotiate and resolve c onflict
(The description abovealso applies to this sub-element)
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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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:
Typically by the end ofYear 4, students:
Typically by the end ofYear 6, students:
Typically by the end ofYear 8, students:
Typically by the end ofYear 10, 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
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