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• VCPSCSE075

  Identify situations that could be a problem or challenge and discuss relevant self-help skills

  Elaborations

  • expressing and communicating their feelings, needs and choices in increasingly appropriate ways
  • showing a readiness and willingness to be taught how to do some things not yet learned or tried
  • seeking help when they cannot solve a problem or challenge, or when a peer needs help

  VCPSCSE075 | Capabilities | Personal and Social Capability | Level D | Self-Awareness and Management | Development of resilience

• VCPSCSE010

  Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations

  Elaborations

  • introducing the topics, such as fear, unfamiliar situations, change and challenge, and discussing how these situations make them feel and respond
  • interviewing family members, peers and others about ‘their first day of school,’ or other unfamiliar situations and acknowledging that everyone has fears
  • understanding that giving it a go and trying new things is important and can result in positive experiences and growth, and establishing when this has happened in the past

  VCPSCSE010 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Self-Awareness and Management | Development of resilience

• VCPSCSE002

  Identify their likes and dislikes, needs and wants, abilities and strengths

  Elaborations

  • discussing and listing individual likes, interests and dislikes
  • comparing needs and wants in daily life by asking the question ‘could you live without this?’
  • exploring abilities, strengths and achievements and share with others

  VCPSCSE002 | Capabilities | Personal and Social Capability | Foundation Level | Self-Awareness and Management | Development of resilience

• VCPSCSE059

  Respond to people or events and demonstrate a range of emotions

  Elaborations

  • beginning to notice peers and their significant emotional expression
  • indicating the immediate and present cause of emotions
  • exploring emotions, people’s physical characteristics, labels and visual representations

  VCPSCSE059 | Capabilities | Personal and Social Capability | Level B | Self-Awareness and Management | Recognition and expression of emotions

• VCPSCSE067

  Change, accept and reject things based on their personal preference

  Elaborations

  • producing responses to specific people and objects based on experience and preference
  • trying a variety of learning activities and developing personal preferences
  • expressing feelings about learning activities

  VCPSCSE067 | Capabilities | Personal and Social Capability | Level C | Self-Awareness and Management | Development of resilience

• VCPSCSE052

  React to people and express emotions

  Elaborations

  • reacting positively or negatively to an element in their environment, for example person, object, activity or event
  • communicating basic needs through emotional displays such as crying, sounds, physical movement, facial expression
  • having emotional displays ‘labelled’ by an adult, for example you look sad/ happy/ upset

  VCPSCSE052 | Capabilities | Personal and Social Capability | Level A | Self-Awareness and Management | Recognition and expression of emotions

• 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

• 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

• 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

• VCPSCSO030

  Define and recognise examples of stereotypes, discrimination and prejudice and discuss how they impact on the individual

  Elaborations

  • identifying the terms ‘stereotype’, ‘discrimination’ and ‘prejudice’ and giving examples of these
  • discussing how lack of understanding and respect for diversity can impact on people’s lives
  • presenting students with a range of newspaper articles and asking them to identify examples of stereotypes, discrimination and prejudice and reflect on how these could impact on the individual

  VCPSCSO030 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Social Awareness and Management | Relationships and diversity

• VCPSCSO011

  Identify how families can have a range of relationships

  Elaborations

  • exploring the features of their family including who lives at home and name their relationships to each of these people
  • brainstorming what is a family’s role, such as providing love, support and food, and identify the family members who undertake these tasks
  • graphing class results showing the number of students who have brothers, sisters and pets

  VCPSCSO011 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Relationships and diversity

• Capabilities | Personal and Social Capability: Learning in Personal and Social Capability

  The Personal and Social capability focuses on the recognition and expression of emotions, the development of resilience, and the appreciation of diversity of gender, age, language, culture and religion. Students explore the importance of a range of social relationships, including within families...

  Overview material | Personal and Social Capability

• Capabilities | Personal and Social Capability: Rationale and Aims

  Rationale

  The Personal and Social Capability is essential in enabling students to understand themselves and others, and manage their relationships, lives, work and learning more effectively. The capability involves students learning to recognise and regulate emotions, develop empathy for others...

  Overview material | Personal and Social Capability