Skip to main content Skip to navigation

Personal and Social Capability

Filter
Filter
  1. A
  2. B
  3. C
  4. D  
  5. F
  6. 1-2
  7. 3-4
  8. 5-6
  9. 7-8
  10. 9-10

Level A (Towards Foundation)

Level A Description

In Level A, the curriculum focuses on enabling students to react and engage with and to be socially receptive to others. Students show emotions when reacting to people and events they experience. Students begin to develop an understanding of themselves and their needs. The curriculum provides opportunity for students to interact with others and develop emotional bonds.

Level A Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. React to people and express emotions (VCPSCSE052)
Development of resilience
  1. Identify significant objects and people and make a choice between alternatives to show what they like (VCPSCSE053)
  2. Experience problems within everyday situations and assist to implement routine and accept assistance from familiar adults to manage problems (VCPSCSE054)

Social Awareness and Management

Relationships and diversity
  1. Identify significant people by gesturing, vocalising or orienting towards them (VCPSCSO055)
  2. Supported to interact with others (VCPSCSO056)
Collaboration
  1. Develop ability to focus attention on others and acknowledge their presence (VCPSCSO057)
  2. Interact with another showing cooperation (VCPSCSO058)

Level A Achievement Standard

By the end of Level A students express emotions in relation to a current situation. They indicate a preference between two alternatives. They recognise and react to significant people. They accept assistance from a familiar adult when faced with a problem and undertake simple routine tasks coactively.

Students react to the attention of others and focus on significant people and watch and respond to others showing cooperation.

Level B (Towards Foundation)

Level B Description

In Level B, the curriculum focuses on students learning how to be socially responsive. Students are developing an awareness of the emotions in themselves and others. Students are developing...

Show more

Level B Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. Respond to people or events and demonstrate a range of emotions (VCPSCSE059)
Development of resilience
  1. Indicate the personal characteristics and the abilities they possess (VCPSCSE060)
  2. Follow teacher direction and orientate their attention to an activity or person and persist in a task when supported by teacher (VCPSCSE061)

Social Awareness and Management

Relationships and diversity
  1. Identify members of their family and some members of their class (VCPSCSO062)
  2. Participate in routine activities and interact with others in a range of familiar contexts instigated by the teacher (VCPSCSO063)
Collaboration
  1. Demonstrate some simple social skills including attending to others, greeting, and following adult directions (VCPSCSO064)
  2. Demonstrate awareness of basic social rules by responding to assistance provided by an adult (VCPSCSO065)

Level B Achievement Standard

By the end of Level B, students express a range of basic emotions that indicate their feelings. They explore personal characteristics and abilities. Students focus on a task demonstrating persistence.

Students recognise familiar people and demonstrate ways to interact with others. They respond to teacher prompts to follow basic social rules when working alongside others.

Level C (Towards Foundation)

Level C Description

In Level C, this curriculum focuses on enabling students to be socially active. Students are becoming peer focused and learning how to actively interact with peers. Students are learning to...

Show more

Level C Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. Name emotions shown by self and match these emotions to familiar events or experiences (VCPSCSE066)
Development of resilience
  1. Change, accept and reject things based on their personal preference (VCPSCSE067)
  2. Try a variety of activities and completing some steps in a set routine independently (VCPSCSE068)

Social Awareness and Management

Relationships and diversity
  1. Identify familiar adults and explore groups they belong to (VCPSCSO069)
  2. Follow adult directions to intentionally participate in class activities and follow rules and routines (VCPSCSO070)
Collaboration
  1. Follow basic social rules regarding the sharing and care of property and social expectations regarding behaviour (VCPSCSO071)
  2. Identify reactions and solutions to familiar social problems in supported situations (VCPSCSO072)

Level C Achievement Standard

By the end of Level C, students can recognise some key emotions and identify events or people that impact on these feelings. They can complete some familiar tasks unaided and try some new activities.

Students identify and name some class members and familiar adults. They follow simple rules, participate in group activities cooperatively, take turns and share some items. When prompted they can identify acceptable and unacceptable ways to behave in familiar situations.

Level D (Towards Foundation)

Level D Description

In Level D, the curriculum focuses on enabling students to learn how to be socially perceptive. Students learn to guide their behaviour across a range of familiar situations. They learn to...

Show more

Level D Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. Name a range of emotions and describe how these are expressed or shown (VCPSCSE073)
Development of resilience
  1. Identify characteristics of self and share their likes and dislikes (VCPSCSE074)
  2. Identify situations that could be a problem or challenge and discuss relevant self-help skills (VCPSCSE075)

Social Awareness and Management

Relationships and diversity
  1. Categorise familiar people and members of their family and class (VCPSCSO076)
  2. Work with various peers, including participating in an activity they didn’t like (VCPSCSO077)
Collaboration
  1. Respond to others in group situations, playing or working in a small group cooperatively (VCPSCSO078)
  2. Demonstrate some understanding that negative words and actions are hurtful and that their behaviour can impact on others (VCPSCSO079)

Level D Achievement Standard

By the end of Level D, students can name emotional responses and identify the cause of emotions. They can identify some characteristics of self. They use cues and prompts to solve simple problems.

Students can identify people associated with particular events and routines. They attend to and implement some basic social rules. They cooperate with others when working or playing in groups, showing an understanding of the impact of their behaviour on others.

Foundation Level

Foundation Level Description

In Foundation, this curriculum focuses on enabling students to interact and play constructively with others and to establish friendships with peers. Students develop a vocabulary to describe the...

Show more

Foundation Level Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. Develop a vocabulary and practise the expression of emotions to describe how they feel in different familiar situations (VCPSCSE001)
Development of resilience
  1. Identify their likes and dislikes, needs and wants, abilities and strengths (VCPSCSE002)
  2. Recognise that problems or challenges are a normal part of life and that there are actions that can be undertaken to manage problems (VCPSCSE003)

Social Awareness and Management

Relationships and diversity
  1. Identify a range of groups to which they, their family and members of their class belong (VCPSCSO004)
  2. Practise the skills required to include others and make friends with peers, teachers and other adults (VCPSCSO005)
Collaboration
  1. Name and practise basic skills required to work collaboratively with peers (VCPSCSO006)
  2. Use appropriate language to describe what happens and how they feel when experiencing positive interactions or conflict (VCPSCSO007)

Foundation Level Achievement Standard

By the end of Foundation Level, students identify and express a range of emotions in their interactions with others. They recognise personal qualities and achievements by describing activities they enjoy at school and home, noting their strengths. They recognise that attempting new and challenging tasks are an important part of their development.

Students identify different types of relationships. They begin to identify and practise basic skills for including and working with others in groups.

Levels 1 and 2

Levels 1 and 2 Description

In Levels 1 and 2, the curriculum focuses on enabling students to learn about making and keeping friends and understanding the effects that their actions have on others. Students extend their vocabulary...

Show more

Levels 1 and 2 Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. Extend their vocabulary through which to recognise and describe emotions and when, how and with whom it is appropriate to share emotions (VCPSCSE008)
Development of resilience
  1. Identify personal strengths and describe how these strengths are useful in school or family life (VCPSCSE009)
  2. Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations (VCPSCSE010)

Social Awareness and Management

Relationships and diversity
  1. Identify how families can have a range of relationships (VCPSCSO011)
  2. Listen to others’ ideas, and recognise that others may see things differently (VCPSCSO012)
  3. Describe ways of making and keeping friends, including how actions and words can help or hurt others, and the effects of modifying their behaviour (VCPSCSO013)
Collaboration
  1. Use basic skills required for participation in group tasks and respond to simple questions about their contribution to group tasks (VCPSCSO014)
  2. Recognise that conflict occurs and distinguish between appropriate and inappropriate ways to deal with conflict (VCPSCSO015)

Levels 1 and 2 Achievement Standard

By the end of Level 2, students show an awareness of the feelings and needs of others. They identify and describe personal interests, skills and achievements and reflect on how these might contribute to school or family life. They recognise the importance of persisting when faced with new and challenging tasks.

Students recognise the diversity of families and communities. They describe similarities and differences in points of view between themselves and others. They demonstrate ways to interact with and care for others. They describe their contribution to group tasks. They practise solving simple problems, recognising there are many ways to resolve conflict.

Levels 3 and 4

Levels 3 and 4 Description

In Levels 3 and 4, the curriculum focuses on developing students’ understandings of positive relationships and connections. Students extend their emotional literacy via an enhanced vocabulary...

Show more

Levels 3 and 4 Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. Identify and explore the expression of emotions in social situations and the impact on self and others (VCPSCSE016)
Development of resilience
  1. Identify personal strengths and select personal qualities that could be further developed (VCPSCSE017)
  2. Identify how persistence and adaptability can be used when faced with challenging situations and change (VCPSCSE018)
  3. Name and describe the skills required to work independently (VCPSCSE019)

Social Awareness and Management

Relationships and diversity
  1. Examine the similarities and differences between individuals and groups based on factors such as sex, age, ability, language, culture and religion (VCPSCSO020)
  2. Describe the ways in which similarities and differences can affect relationships (VCPSCSO021)
  3. Identify the importance of including others in activities, groups and games (VCPSCSO022)
Collaboration
  1. Demonstrate skills for effective participation in group tasks and use criteria provided to reflect on the effectiveness of the teams in which they participate (VCPSCSO023)
  2. Identify conflicts that may occur in peer groups and suggest possible causes and resolutions (VCPSCSO024)

Levels 3 and 4 Achievement Standard

By the end of Level 4, students explain the consequences of emotional responses in a range of social situations. They recognise personal strengths and challenges and identify skills they would like to develop. They suggest strategies for coping with difficult situations. They persist with tasks when faced with challenges and adapt their approach when first attempts are not successful.

Students discuss the value of diverse perspectives and through their interactions they demonstrate respect for a diverse range of people and groups. They describe factors that contribute to positive relationships with peers, other people at school and in the community. They explain characteristics of cooperative behaviours and they use criteria to identify evidence of this in group activities. They identify a range of conflict resolution strategies to negotiate positive outcomes to problems.

Levels 5 and 6

Levels 5 and 6 Description

In Levels 5 and 6, the curriculum focuses on exploring the expression of emotions and how the expression of emotions can impact on relationships with others. Students consider the characteristics...

Show more

Levels 5 and 6 Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. Explore the links between their emotions and their behaviour (VCPSCSE025)
Development of resilience
  1. Reflect on how personal strengths have assisted in achieving success at home, at school or in the community (VCPSCSE026)
  2. Describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations (VCPSCSE027)
  3. Identify the skills for working independently and describe their performance when undertaking independent tasks (VCPSCSE028)

Social Awareness and Management

Relationships and diversity
  1. Explore and discuss behaviours that demonstrate sensitivity to individual, social and cultural differences (VCPSCSO029)
  2. Define and recognise examples of stereotypes, discrimination and prejudice and discuss how they impact on the individual (VCPSCSO030)
  3. Describe the characteristics of respectful relationships and suggest ways that respectful relationships can be achieved (VCPSCSO031)
Collaboration
  1. Identify the characteristics of an effective team and develop descriptions for particular roles including leadership, and describe both their own and their team’s performance when undertaking various roles (VCPSCSO032)
  2. Describe the various causes of conflict and evaluate possible strategies to address conflict (VCPSCSO033)

Levels 5 and 6 Achievement Standard

By the end of Level 6, students describe different ways to express emotions and the relationship between emotions and behaviour. They describe the influence that personal qualities and strengths have on achieving success. They undertake some extended tasks independently and describe task progress. They identify and describe personal attributes important in developing resilience.

Students recognise and appreciate the uniqueness of all people. They are able to explain how individual, social and cultural differences may increase vulnerability to stereotypes. They identify characteristics of respectful relationships. They contribute to groups and teams suggesting improvements for methods used in group projects and investigations. They identify causes and effects of conflict and explain different strategies to diffuse or resolve conflict situations.

Levels 7 and 8

Levels 7 and 8 Description

In Levels 7 and 8, the curriculum focuses on emotional self-management and the ability to recognise the characteristics of respectful relationships in a range of contexts. Students learn about personal...

Show more

Levels 7 and 8 Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. Describe how and why emotional responses may change in different contexts (VCPSCSE034)
Development of resilience
  1. Assess personal strengths using feedback from peers, teachers and others and prioritise areas for improvement (VCPSCSE035)
  2. Discuss the range of strategies that could be used to cope with difficult tasks or changing situations (VCPSCSE036)
  3. Reflect on their effectiveness in working independently by identifying enablers and barriers to achieving goals (VCPSCSE037)

Social Awareness and Management

Relationships and diversity
  1. Explore their personal values and beliefs and analyse how these values and beliefs might be different or similar to those of others (VCPSCSO038)
  2. Investigate human rights and discuss how these contribute to a cohesive community (VCPSCSO039)
  3. Recognise the impact of personal boundaries, intimacy, distribution of power and social and cultural norms and mores on the ways relationships are expressed (VCPSCSO040)
Collaboration
  1. Perform in a variety of team roles and accept responsibility as a team member and team leader, assessing how well they support other members of the team (VCPSCSO041)
  2. Identify ways to be proactive in initiating strategies to prevent and/or accomplish positive resolutions to conflict (VCPSCSO042)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students reflect on the influence of emotions on behaviour, learning and relationships. They use feedback to identify their achievements and prioritise areas for improvement. They initiate and undertake some tasks independently, within negotiated time frames and use criteria to review their work. They reflect on strategies to cope with difficult situations and are able justify their choice of strategy demonstrating knowledge of resilience and adaptability.

Students explain the impact of valuing diversity and promoting human rights in the community. They explore the values and beliefs of different groups in society. They identify indicators of respectful relationships in a range of social and work-related situations. They explain the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives. They assess the appropriateness of various strategies to avoid or resolve conflict in a range of situations.

Levels 9 and 10

Levels 9 and 10 Description

In Levels 9 and 10, the curriculum focuses on analysing factors that influence respectful relationships in a range of diverse settings and the importance of empathy and respect for diversity in...

Show more

Levels 9 and 10 Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. Evaluate emotional responses and the management of emotions in a range of contexts (VCPSCSE043)
Development of resilience
  1. Develop criteria to appraise personal qualities and use these to design strategies to plan for the future or address a challenge (VCPSCSE044)
  2. Analyse the significance of independence and individual responsibility in the completion of challenging tasks (VCPSCSE045)
  3. Evaluate behaviours and protective factors that contribute to the development of confidence, adaptability and self-reflection (VCPSCSE046)

Social Awareness and Management

Relationships and diversity
  1. Analyse how divergent values and beliefs contribute to different perspectives on social issues (VCPSCSO047)
  2. Acknowledge the importance of empathy and the acceptance of diversity for a cohesive community and reflect on the effectiveness of strategies for being respectful of diversity and human rights (VCPSCSO048)
  3. Investigate personal, social and cultural factors that influence the ability to experience positive and respectful relationships and explore the rights and responsibilities of individuals in relationships (VCPSCSO049)
Collaboration
  1. Evaluate own and others contribution to group tasks, critiquing roles including leadership and provide useful feedback to peers, evaluate task achievement and make recommendations for improvements in relation to team goals (VCPSCSO050)
  2. Develop specific skills and a variety of strategies to prevent or resolve conflict, and explore the nature of conflict resolution in a range of contexts (VCPSCSO051)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students reflect critically on their emotional responses to challenging situations in a wide range of contexts. They demonstrate persistence, motivation, initiative and decision-making through completion of challenging tasks. They evaluate personal characteristics, strategies and sources of support used to cope with stressful situations/life challenges.

Students analyse the effects of actions that repress human rights and limit the expression of diverse views. They analyse factors that influence different types of relationships. They critique their ability to devise and enact strategies for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks. They develop and apply criteria to evaluate the outcomes of group tasks and make recommendations for improvements. They generate, apply and evaluate strategies to prevent and resolve conflicts in a range of contexts.

Scroll to the top of the page