Challenge and Grow Curriculum – Thinking and Acting
Students will learn to think clearly, rationally and logically when challenged.
Personal and Social Capability
Year 1/2 | Year 3/4 | Year 5/6 | Year 7/8 | Year 9/10 | |
Understand themselves as learners.
(Self-Awareness) |
discuss their strengths and weaknesses as learners and identify some learning strategies to assist them | identify and describe factors and strategies that assist their learning | identify preferred learning styles and work habits | identify and choose a range of learning strategies appropriate to specific tasks and describe work practices that assist their learning | evaluate the effectiveness of commonly used learning strategies and work practices and refine these as required |
Examples | Examples | Examples | Examples | Examples | |
describing how practicing a skill improves performanceEnglish ACELY1667
Science ACSSU030 |
keeping a journal of their learning, describing both positive and negative experiences | identifying their preference as a visual, auditory or kinesthetic learner | choosing strategies that capitalize on and expand their strengths and preferred learning styles | developing personal learning plans that identify effective study techniques | |
Make decisions.
(Social management) |
practice individual and group decision making in situations such as class meetings and when working in pairs and small groups | contribute to and predict the consequences of group decisions in a range of situations | identify factors that influence decision making and consider the usefulness of these in making their own decisions | assess individual and group decision-making processes in challenging situations | develop and apply criteria to evaluate the outcomes of individual and group decisions and analyse the consequences of their decision making |
Examples | Examples | Examples | Examples | Examples | |
naming roles and responsibilities in class meetings and identifying fair methods for choosing people for these roles | deciding how to share resources for a learning task and forecasting the outcomes of options | identifying the people, events and situations that influence how decisions are made | using scientific, ethical, economic and social arguments to make decisions regarding personal and community issues | explaining how a change in a social policy could affect individuals and groups |
Critical and Creative Thinking
Year 1/2 | Year 3/4 | Year 5/6 | Year 7/8 | Year 9/10 | |
Critical and Creative Thinking(Generating ideas, possibilities and Actions)
Consider alternatives |
identify and compare creative ideas to think broadly about a given situation or problem | explore situations using creative thinking strategies to propose a range of alternatives | identify situations where current approaches do not work, challenge existing ideas and generate alternative solutions | generate alternatives and innovative solutions, and adapt ideas, including when information is limited or conflicting | speculate on creative options to modify ideas when circumstances change |
Examples | Examples | Examples | Examples | Examples | |
considering ways of conserving water in their environment | asking ‘What if..?’ when conducting an investigation | examining the environmental impact of transporting goods | negotiating a solution to a community dispute | submitting designed and developed ideas or products for further investigation |
Ethical Understanding
Year 1/2 | Year 3/4 | Year 5/6 | Year 7/8 | Year 9/10 | |
Consider consequences.
(Reasoning in decision making and actions) |
describe the effects that personal feelings and dispositions have on how people behave | examine the links between emotions, dispositions and intended and unintended consequences of their actions on others | evaluate the consequences of actions in familiar and hypothetical scenarios | investigate scenarios that highlight ways that personal dispositions and actions can affect consequences | analyse the objectivity or subjectivity behind decision making where there are many possible consequences |
Examples | Examples | Examples | Examples | Examples | |
discussing the consequences of keeping or not keeping promises, or being truthful or untruthful | examining what it means to cause people to feel let down
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assessing possible consequences of including or excluding a person or group | examining the effects of tolerance on relationships or of misrepresentations in social media or reporting | exploring the complexities associated with sharing or violating resources |