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• VCPSCSE060

  Indicate the personal characteristics and the abilities they possess

  Elaborations

  • starting to recognise themselves in a mirror and photographs
  • exploring the personal characteristics and capabilities they possess through structured learning activities
  • reflecting on their own learning and personal characteristics by answering ‘yes’ and ‘no’ questions

  VCPSCSE060 | Capabilities | Personal and Social Capability | Level B | Self-Awareness and Management | Development of resilience

• VCPSCSE008

  Extend their vocabulary through which to recognise and describe emotions and when, how and with whom it is appropriate to share emotions

  Elaborations

  • developing and displaying in the classroom a list of alternative words for emotions such as excited or fearful
  • discussing whether it is easy to talk to someone when you are happy, excited, angry, sad or scared
  • imagining you are afraid of the dark, describe how you would tell a friend, parent or teacher
  • identifying situations when it might not be appropriate to openly share feelings
  • exploring when it might be appropriate to use the strategy of ‘counting to ten’ before responding

  VCPSCSE008 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Self-Awareness and Management | Recognition and expression of emotions

• VCPSCSE026

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

  Elaborations

  • identifying personal strengths in others, such as courage, sense of humour and determination and explaining how these could contribute to achieving success
  • describing what being successful at school looks and feels like and what personal strengths would assist
  • listing personal strengths that would make you successful at home, school and in the community and discussing the strengths that are common in all three settings

  VCPSCSE026 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Self-Awareness and Management | Development of resilience

• VCPSCSE025

  Explore the links between their emotions and their behaviour

  Elaborations

  • creating a video or play to show the links between emotions and behaviour
  • analysing stories/movies to demonstrate the links between emotions and behaviour
  • exploring how individuals experience changing emotions and changing intensity of emotions, depending on the situation and day
  • predicting probable emotions and subsequent behaviours by interpreting body language

  VCPSCSE025 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Self-Awareness and Management | Recognition and expression of emotions

• VCPSCSE027

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

  Elaborations

  • responding to the statement that ‘playing sport develops confidence, adaptability and persistence’
  • sharing and discussing ideas about how people respond to new or challenging situations, such as changing school, and describing what it means to be resilient
  • in relation to a fairy tale, identifying when the characters were being confident, adaptable and/or persistent and explaining your reasons

  VCPSCSE027 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Self-Awareness and Management | Development of resilience

• VCPSCSE034

  Describe how and why emotional responses may change in different contexts

  Elaborations

  • identifying the range of possible emotions in different scenarios and explore how these may be managed
  • identifying triggers that evoke different emotions
  • using ‘what if’ questions to explore a scenario to identify changing emotional responses

  VCPSCSE034 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Self-Awareness and Management | Recognition and expression of emotions

• VCPSCSE053

  Identify significant objects and people and make a choice between alternatives to show what they like

  Elaborations

  • reacting to the sound of their name
  • accepting and rejecting objects or activities by an emotional response
  • focusing on familiar people and objects

  VCPSCSE053 | Capabilities | Personal and Social Capability | Level A | Self-Awareness and Management | Development of resilience

• VCPSCSE068

  Try a variety of activities and completing some steps in a set routine independently

  Elaborations

  • independently carry out simple, familiar activities and using cues from others to work out next movement in a familiar routine
  • learning to follow adult prompts to stop external and internal distractions
  • making choices about learning activities

  VCPSCSE068 | Capabilities | Personal and Social Capability | Level C | Self-Awareness and Management | Development of resilience

• VCPSCSO031

  Describe the characteristics of respectful relationships and suggest ways that respectful relationships can be achieved

  Elaborations

  • brainstorming the characteristics of respectful relationships and displaying them on a concept map
  • working in groups to develop a tip sheet for achieving respectful relationships
  • using a story to stimulate discussion about the characteristics and achievement of respectful relationships

  VCPSCSO031 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Social Awareness and Management | Relationships and diversity

• VCPSCSO021

  Describe the ways in which similarities and differences can affect relationships

  Elaborations

  • thinking about someone you admire and explore whether there are similarities or differences between yourself and that person
  • reading a story to enable students to discuss similarities and differences and the affect on relationships
  • discussing the statement ‘Differences can contribute to good relationships’

  VCPSCSO021 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Social Awareness and Management | Relationships and diversity

• VCPSCSO005

  Practise the skills required to include others and make friends with peers, teachers and other adults

  Elaborations

  • discussing what it means to be friendly and make a list of the qualities of a friend
  • role playing a range of scenarios such as saying hello to a new student in your class or thanking an adult for helping you
  • describing how it feels when talking with teachers and other adults

  VCPSCSO005 | Capabilities | Personal and Social Capability | Foundation Level | Social Awareness and Management | Relationships and diversity

• VCPSCSO065

  Demonstrate awareness of basic social rules by responding to assistance provided by an adult

  Elaborations

  • accepting adult support to manage emotional expression
  • following adult prompts on what to do and expected behaviour in classroom situations
  • accepting help during an interaction

  VCPSCSO065 | Capabilities | Personal and Social Capability | Level B | Social Awareness and Management | Collaboration

• VCPSCSO012

  Listen to others’ ideas, and recognise that others may see things differently

  Elaborations

  • sharing with a partner things that they like to do and partner then retells the whole class comparing what is similar and what is different
  • providing students with a series of statements, such as cats are better than dogs or chocolate ice-cream is better than vanilla, ask students to share their opinion and provide a reason
  • discussing how opinions and thoughts may change after hearing others’ ideas, and that different views are not better or worse, just different

  VCPSCSO012 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Relationships and diversity

• VCPSCSO041

  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

  Elaborations

  • exploring similarities and differences between being a team leader and a team member
  • reflecting on the success and possible improvements for various team roles undertaken
  • developing strategies to support others to be successful in pursuit of team goals

  VCPSCSO041 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Social Awareness and Management | Collaboration

• VCPSCSO051

  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

  Elaborations

  • identifying stages of conflict and the key skills required in managing conflict across a range of situations
  • researching strategies that can be used to manage conflict across home, school, community and workplace contexts
  • examining the impact of language, listening skills and power dynamics on conflict, and how this contributes to resolution or continuation of conflict

  VCPSCSO051 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Collaboration

• VCPSCSO071

  Follow basic social rules regarding the sharing and care of property and social expectations regarding behaviour

  Elaborations

  • greeting and interacting with others during play and class activities
  • using property safely, demonstrating and identifying some acceptable ways of behaving
  • working cooperatively, taking turns and sharing some items

  VCPSCSO071 | Capabilities | Personal and Social Capability | Level C | Social Awareness and Management | Collaboration

• VCPSCSO048

  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

  Elaborations

  • exploring definitions of empathy and using examples to demonstrate understanding of this concept
  • discussing how human rights are expressed across a range of contexts, for example at home, school or workplace, in local or global scenarios
  • analysing the effects of actions that promote human rights and build a respectful cohesive community

  VCPSCSO048 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Relationships and diversity

• VCPSCSO020

  Examine the similarities and differences between individuals and groups based on factors such as sex, age, ability, language, culture and religion

  Elaborations

  • surveying the class and use data to present a diagram to explore similarities and differences, such as the cultural background of students
  • describing the person beside you and identifying one thing which is the same and one thing that is different
  • describing the similarities and differences between people of different ages, such as babies, teenagers, parents and grandparents

  VCPSCSO020 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Social Awareness and Management | Relationships and diversity

• VCPSCSO076

  Categorise familiar people and members of their family and class

  Elaborations

  • naming self, family members and classmates from a photograph
  • seeking a consistent friendship group or person during recreation and class group work and identifying own ‘friends’ when asked
  • identifying people associated with particular events and routines

  VCPSCSO076 | Capabilities | Personal and Social Capability | Level D | Social Awareness and Management | Relationships and diversity

• VCPSCSO058

  Interact with another showing cooperation

  Elaborations

  • experiencing the sensory elements of an interaction
  • learning to react and give attention to others

  VCPSCSO058 | Capabilities | Personal and Social Capability | Level A | Social Awareness and Management | Collaboration