This element involves students developing an awareness of their own emotional states, needs and perspectives.
Students identify and describe the factors that influence their emotional responses. They develop a realistic sense of their personal abilities, qualities and strengths through knowing what they are feeling in the moment, and having a realistic assessment of their own abilities and a well-grounded sense of self-knowledge and self-confidence. Students reflect on and evaluate their learning, identify personal characteristics that contribute to or limit their effectiveness and learn from successes or failures. In developing and acting with personal and social capability, students:
- recognise emotions
- recognise personal qualities and achievements
- understand themselves as learners
- develop reflective practice.
Level 3
Typically by the end of Year 4, students:
Recognise emotions
describe the influence that people, situations and events have on their emotions
Recognise personal qualities and achievements
describe personal strengths and challenges and identify skills they wish to develop
Understand themselves as learners
identify and describe factors and strategies that assist their learning
Develop reflective practice
reflect on personal strengths and achievements, based on self-assessment strategies and teacher feedback
Level 4
Typically by the end of Year 6, students:
Recognise emotions
explain how the appropriateness of emotional responses influences behaviour
Recognise personal qualities and achievements
describe the influence that personal qualities and strengths have on their learning outcomes
Understand themselves as learners
identify preferred learning styles and work habits
Develop reflective practice
monitor their progress, seeking and responding to feedback from teachers to assist them in consolidating strengths, addressing weaknesses and fulfilling their potential
Level 5
Typically by the end of Year 8, students:
Recognise emotions
examine influences on and consequences of their emotional responses in a learning, social and work-related contexts
Recognise personal qualities and achievements
make a realistic assessment of their abilities and achievements, and prioritise areas for improvement
Understand themselves as learners
identify and choose a range of learning strategies appropriate to specific tasks and describe work practices that assist their learning
Develop reflective practice
predict the outcomes of personal and academic challenges by drawing on previous problem solving and decision making strategies and feedback from peers and teachers
This element involves students developing the metacognitive skill of learning when and how to use particular strategies to manage themselves in a range of situations.
Students effectively regulate, manage and monitor their own emotional responses, and persist in completing tasks and overcoming obstacles. They develop organisational skills and identify the resources needed to achieve goals. Students develop the skills to work independently and to show initiative, learn to be conscientious, delay gratification and persevere in the face of setbacks and frustrations. In developing and acting with personal and social capability, students:
- express emotions appropriately
- develop self-discipline and set goals
- work independently and show initiative
- become confident, resilient and adaptable.
Level 3
Typically by the end of Year 4, students:
Express emotions appropriately
identify and describe strategies to manage and moderate emotions in increasingly unfamiliar situations
Develop self-discipline and set goals
explain the value of self-discipline and goal-setting in helping them to learn
Work independently and show initiative
consider, select and adopt a range of strategies for working independently and taking initiative
Become confident resilient and adaptable
persist with tasks when faced with challenges and adapt their approach where first attempts are not successful
Level 4
Typically by the end of Year 6, students:
Express emotions appropriately
explain the influence of emotions on behaviour, learning and relationships
Develop self-discipline and set goals
analyse factors that influence ability to self-regulate; devise and apply strategies to monitor own behaviour and set realistic learning goals
Work independently and show initiative
assess the value of working independently, and taking initiative to do so where appropriate
Become confident resilient and adaptable
devise strategies and formulate plans to assist in the completion of challenging tasks and the maintenance of personal safety
Level 5
Typically by the end of Year 8, students:
Express emotions appropriately
forecast the consequences of expressing emotions inappropriately and devise measures to regulate behaviour
Develop self-discipline and set goals
select, use and analyse strategies that assist in regulating behaviour and achieving personal and learning goals
Work independently and show initiative
critique their effectiveness in working independently by identifying enablers and barriers to achieving goals
Become confident resilient and adaptable
assess, adapt and modify personal and safety strategies and plans, and revisit tasks with renewed confidence