Exploring the Personal and Social Capability for Secondary schools

Victorian Curriculum F–10 Released in September 2015 as a central component of the Education State Provides a stable foundation for the development and implementation of whole-school teaching and learning programs The Victorian Curriculum F–10 incorporates the Australian Curriculum and reflects Victorian priorities and standards

Terminology

Aims The Personal and Social Capability curriculum aims to develop knowledge, understandings and skills to enable students to: recognise, understand and evaluate the expression of emotions demonstrate an awareness of their personal qualities and the factors that contribute to resilience develop empathy for and understanding of others and recognise the importance of supporting diversity for a cohesive community understand how relationships are developed and use interpersonal skills to establish and maintain respectful relationships work effectively in teams and develop strategies to manage challenging situations constructively.

Structure Strands and Sub-strands Self-Awareness and Management Social Awareness and Management Recognition and expression of emotions Appreciation of diversity and understanding of relationships Development of resilienceWorking collaboratively Achievement standards The first achievement standard at Foundation and then at Levels 2, 4, 6, 8 and 10. A curriculum for students with disabilities will be developed in this learning area.

Personal and Social Capability Web Tour tion10/f10index.aspx

Curriculum Planning Schools can decide how to structure their teaching and learning program. Content descriptions across the learning areas and capabilities can be combined to create teaching and learning programs. Schools will design teaching and learning programs to: reflect local resources, expertise and contexts, and allows for specialisation and innovation ensure every student has the opportunity to learn the knowledge, understandings and skills defined in the curriculum Personal and Social Capability resources, including Curriculum Mapping Templates:

Victorian Curriculum F-10 Revised curriculum planning and reporting guidelines F-10CurriculumPlanningReportingGuidelines.pdf

Years 7–10 (in two-year bands) Schools teach and report on student achievement in each of the following curriculum areas during each two year band of school, in accordance with the whole school teaching and learning plan: The Arts Humanities: including History, Geography, Economics and Business (from Year 5 or 6), and Civics and Citizenship (from Year 3 or 4) Technologies: including Design and Technologies and Digital Technologies Capabilities: Critical and Creative Thinking, Intercultural, Ethical, and Personal and Social Capability Languages Health and Physical Education

Curriculum connections Learning in Personal and Social capability is strongly connected to many other areas of the curriculum, especially those that explore human relationships. Health and Physical Education, in particular, enables students to develop knowledge of recognition of personal qualities, awareness of identity and establishment and maintenance of respectful relationships Respectful relationships A teaching and learning program for respectful relationships may include: the importance of a range of social relationships, including within families, peer groups and the community identifying and managing emotional responses in a range of contexts developing knowledge and skills to promote safe and respectful relationships.

Curriculum continuum Levels 5 and 6Levels 7 and 8Levels 9 and 10 Define and recognise examples of stereotypes, discrimination and prejudice and discuss how they impact on the individual Investigate human rights and discuss how these contribute to a cohesive community 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

Explicit teaching and assessment The Personal and Social Capability describes social and emotional learning as discrete knowledge, understandings and skills, rather than a statement of pedagogy For example, just because a student completes a task as part of the team, this does not mean that they acquire the knowledge, understandings and skills necessary to work collaboratively with others. The knowledge, understandings and skills for working collaboratively, such as communication, negotiation, time management and conflict resolution, need to be explicitly taught and assessed. Successful social and emotional learning programs move beyond giving information to explicitly teaching and providing opportunity for students to practise interpersonal skills.

Explicit teaching and assessment What strategies will you use to explicitly teach these content descriptors? Levels 7 and 8 Reflect on their effectiveness in working independently by identifying enablers and barriers to achieving goals Levels 9 and 10 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

Support for schools VCAA has employed specialist teachers to support schools implement the Victorian Curriculum in relation to Health Education and the Personal and Social Capability: through development of resources (Term 1 and 2) providing professional learning for schools (Term 3 onwards)

Support for schools DET Building Resilience Social and Emotional Learning materials (F-12) Emotional literacy Personal strengths Positive coping Problem solving Stress management Help seeking vic.gov.au/pages/View. aspx?pin=5DZ88S Under development New respectful relationship topics

Questions?

Nerida Matthews Curriculum Manager, Health and Physical Education VCAA Phone: