CURRICULUM AREA Personal and Social Capability Context: Personal Strengths Using the Department

CURRICULUM AREA – Personal and Social Capability

Context: Personal strengths

Using the Department of Education and Training teaching and learning materials Level 5-6 Resilience, Rights and Respectful Relationships students engage in a range of activities designed to teach the knowledge, skills and understandings relating to personal strengths. See pages 15 to 25.

Use Activity: 2 ‘Strengths I admire’ and Activity 3; Using our strengths in everyday life’ to assess students ability to:  describe the difference between ‘talents’ and ‘character strengths’

 describe the strengths that they admire in others

 describe how personal strengths assist in managing everyday challenges and in achieving success.

Content Descriptions:

Reflect on how personal strengths have assisted in achieving success at home, at school or in the community (VCPSCSE026)

Describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations (VCPSCSE027)

Personal and Social Capability Level 4 Achievement Example of Indicative Progress toward Level 4 Personal and Social Capability Level 6 Achievement Standard Achievement Standard Standard

©VCAA By the end of Level 4: In Personal and Social Capability, indicative progression By the end of Level 6:  Students explain the consequences of emotional towards the Level 4 achievement standard may be when  Students describe different ways to express emotions and responses in a range of social situations. students: the relationship between emotions and behaviour.  They recognise personal strengths and challenges and • identify a character strength and a talent  They describe the influence that personal qualities and identify skills they would like to develop. • identify the character strengths they admire in others strengths have on achieving success.  They suggest strategies for coping with difficult situations. • identify and provide an example of personal strengths that  They undertake some extended tasks independently and would assist in managing everyday challenges and in  They persist with tasks when faced with challenges and describe task progress. achieving success adapt their approach when first attempts are not  They identify and describe personal attributes important in successful. developing resilience.  Students discuss the value of diverse perspectives and  Students recognise and appreciate the uniqueness of all through their interactions they demonstrate respect for a people. diverse range of people and groups.  They are able to explain how individual, social and cultural  They describe factors that contribute to positive differences may increase vulnerability to stereotypes. relationships with peers, other people at school and in the  They identify characteristics of respectful relationships. community.  They contribute to groups and teams suggesting  They explain characteristics of cooperative behaviours and improvements for methods used in group projects and they use criteria to identify evidence of this in group investigations. activities. They identify causes and effects of conflict and explain They identify a range of conflict resolution strategies to  negotiate positive outcomes to problems. different strategies to diffuse or resolve conflict situations. CURRICULUM AREA – Personal and Social Capability

Context: Emotional Literacy

Using the Department of Education and Training teaching and learning materials Level 7-8 Resilience, Rights and Respectful Relationships students engage in a range of activities designed to teach the knowledge, skills and understandings relating to emotional literacy for the Level 7-8. See pages 10 to 19.

Students complete activity 4: Hidden emotions. Select one scenario and ask students the following questions:  What were some of the different emotions experienced in the scenario?  Why can two people in the same situation experience different emotions?  Why is it important to understand that two people might feel different emotions from the same scenario?  What strategies could you use to display empathy and/or sensitivity to the feelings of a person in this scenario?

Content Descriptions:

©VCAA Describe how and why emotional responses may change in different contexts (VCPSCSE034) Personal and Social Capability Level 6 Achievement Example of Indicative Progress toward Level 6 Achievement Personal and Social Capability Level 8 Achievement Standard Standard Standard By the end of Level 6: In Personal and Social Capability, indicative progression towards By the end of Level 8:  Students describe different ways to express emotions the Level 6 achievement standard may be when students:  Students reflect on the influence of emotions on and the relationship between emotions and behaviour. • explain how emotions identified in a story or scenario may not behaviour, learning and relationships.  They describe the influence that personal qualities and be the same for everyone and begins to explain some of these  They use feedback to identify their achievements and strengths have on achieving success. differences prioritise areas for improvement. • identify that behaviours can reflect emotions that are visible or  They undertake some extended tasks independently  They initiate and undertake some tasks independently, invisible and describe task progress. within negotiated time frames and use criteria to review • explain the term ’empathy’ and suggest ways they could  They identify and describe personal attributes important their work. display empathy. in developing resilience.  They reflect on strategies to cope with difficult situations  Students recognise and appreciate the uniqueness of and are able justify their choice of strategy demonstrating all people. knowledge of resilience and adaptability.  They are able to explain how individual, social and  Students explain the impact of valuing diversity and cultural differences may increase vulnerability to promoting human rights in the community. stereotypes.  They explore the values and beliefs of different groups in  They identify characteristics of respectful relationships. society.  They contribute to groups and teams suggesting  They identify indicators of respectful relationships in a improvements for methods used in group projects and range of social and work-related situations. investigations.  They explain the extent to which individual roles and  They identify causes and effects of conflict and explain responsibilities enhance group cohesion and the different strategies to diffuse or resolve conflict achievement of personal and group objectives. situations.  They assess the appropriateness of various strategies to avoid or resolve conflict in a range of situations.