Challenge and Grow Curriculum
Students will travel beyond their own perceived limitations and gain an understanding that physical and social risks are made safe through skill development and mutual help.
Self
Students will work through tasks that are designed to challenge them, build and encourage resilience and self-awareness.
Personal and Social Capability
| Year 1/2 | Year 3/4 | Year 5/6 | Year 7/8 | Year 9/10 | |
Work independently show initiative.(Self-Management |
work independently on routine tasks and experiment with strategies to complete other tasks where appropriate | consider, select and adopt a range of strategies for working independently and taking initiative | assess the value of working independently, and taking initiative to do so where appropriate | critique their effectiveness in working independently by identifying enablers and barriers to achieving | establish personal priorities, manage resources effectively and demonstrate initiative to achieve personal goals and learning outcomes |
| Examples | Examples | Examples | Examples | Examples | |
| describing their daily school routine, identifying areas where it is appropriate and helpful for them to show initiative | recognizing when strategies previously used are not as effective as new strategies | identifying situations where it is preferable to work independently or with others | developing strategies for overcoming obstacles encountered in working independently | identifying learning goals and monitoring effectiveness of their strategies and interventions to achieve them | |
Become confident, resilient and adaptable.(Self Management) |
undertake and persist with short tasks, within the limits of personal safety | persist with tasks when faced with challenges and adapt their approach where first attempts are not successful | devise strategies and formulate plans to assist in the completion of challenging tasks and the maintenance of personal safety | assess, adapt and modify personal and safety strategies and plans, and revisit tasks with renewed confidence | evaluate, rethink and refine approaches to tasks to take account of unexpected or difficult situations and safety considerations |
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continuing to practice a physical activity despite individual limitations | persisting to inform a trusted adult about an unsafe encounter, event or situation | developing coping strategies for managing set backs | recording successful strategies, and drawing on these in unfamiliar and complex situations | reconceptualising a challenging learning task |
Recognize personal qualities and achievements.(Self Awareness) |
identify and describe personal interests, skills and achievements and explain how these contribute to family and school life | describe personal strengths and challenges and identify skills they wish to develop | describe the influence that personal qualities and strengths have on their learning outcomes | make a realistic assessment of their abilities and achievements, and prioritize areas for improvement | assess their strengths and challenges and devise personally appropriate strategies to achieve future success |
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identifying a personal quality or skill, such as being good at soccer or spelling, and describing how this might be useful to others | listing a range of strengths supported by examples from home, school and community experiences | keeping a journal or blog of how their personal qualities have helped achieve a positive learning outcome | considering what interventions they could have made, and how these may have changed outcomes in study and personal pursuits | designing a personal capability inventory that includes evidence to support their self-assessments |
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Relationships
Students will develop ways of initiating and sustaining positive and constructive relationships with peers and adults.
Personal and Social Capability
| Year 1/2 | Year 3/4 | Year 5/6 | Year 7/8 | Year 9/10 | |
Negotiate, resolve conflict.(Social Management) |
practice solving simple interpersonal problems, recognizing there are many ways to solve conflict | identify a range of conflict resolution strategies to negotiate positive outcomes to problems | identify causes and effects of conflict, and practice different strategies to diffuse or resolve conflict situations | assess the appropriateness of various conflict resolution strategies in a range of social and work-related situations | generate, apply and evaluate strategies such as active listening, mediation and negotiation to prevent and resolve interpersonal problems and conflicts |
| Examples | Examples | Examples | Examples | Examples | |
| using strategies such as showing courtesy to others when voicing disagreement or an alternative point of view | identifying issues that cause conflict and exploring how conflict has been resolved in a range of contexts | demonstrating steps of a conflict resolution process such as listen, express feelings, discuss solutions, make amends | evaluating the effectiveness of imposed resolutions compared to mutually agreed resolutions to conflict | using mediation skills to support people holding different views on a given topic and to assist in respecting one another’s views | |
Appreciate diverse perspectives.(Social Awareness) |
describe similarities and differences in points of view between themselves and people in their communities | discuss the value of diverse perspectives and describe a point of view that is different from their own | explain how means of communication differ within and between communities and identify the role these play in helping or hindering understanding of others | acknowledge the values, opinions and attitudes of different groups within society and compare to their own points of view | using mediation skills to support people holding different views on a given topic and to assist in respecting one another’s views |
| Examples | Examples | Examples | Examples | Examples | |
| comparing changes in attitudes about behaviors in different places or over time | exchanging views with a classmate on a topical issue and reporting their perspective to the class | describing ways that language or gestures are used in a range of social settings | identifying and explaining different perspectives on social issues arising in areas such as industry, agriculture and resource management | recognizing how language can be used to position listeners in particular ways, analysing different accounts of the same event | |
Understand relationships.(Self Awareness) |
identify ways to care for others, including ways of making and keeping friends | describe factors that contribute to positive relationships, including with people at school and in their community | identify the differences between positive and negative relationships and ways of managing these | identify indicators of possible problems in relationships in a range of social and work related situations | explain how relationships differ between peers, parents, teachers and other adults, and identify the skills needed to manage different types of relationships |
| Examples | Examples | Examples | Examples | Examples | |
| discussing how words and actions can help or hurt others, and the effects of modifying their behaviour | identifying the importance of including others in activities, groups and games | identifying behaviors that display the positive use of power in relationships | recognizing personal boundaries, appropriate degrees of intimacy, distribution of power, effects of social and cultural norms and mores | identifying the various communities to which they belong and how language reinforces membership of these communities | |
Work collaboratively.(Social Management) |
identify cooperative behaviors in a range of group activities | describe characteristics of cooperative behavior and identify evidence of these in group activities | contribute to groups and teams, suggesting improvements in methods used for group investigations and projects | assess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives | critique their ability to devise and enact strategies for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks |
| Examples | Examples | Examples | Examples | Examples | |
| participating in guided group investigations | including others in the group and respecting their opinions, working for a common goal | encouraging others, negotiating roles and relationships and managing time and tasks | assessing how well they support other members of the team in group investigations and projects | considering the ideas of others in reaching an independent or shared decision | |
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Communication
Students will increase their ability to communicate more effectively in challenging situations by understanding their emotions more and developing communication techniques
Personal and Social Capability
| Year 1/2 | Year 3/4 | Year 5/6 | Year 7/8 | Year 9/10 | |
Express emotions appropriately.(Self-Management) |
describe ways to express emotions to show awareness of the feelings and needs of others | identify and describe strategies to manage and moderate emotions in increasingly unfamiliar situations | explain the influence of emotions on behavior, learning and relationships | forecast the consequences of expressing emotions inappropriately and devise measures to regulate behavior | consider control and justify their emotional responses, in expressing their opinions, beliefs, values, questions and choices |
| Examples | Examples | Examples | Examples | Examples | |
| using different tone and voice level in and outside the classroom, and when interacting with adults and peers | learning when, how and with whom it is appropriate to share anger, frustration and excitement | noticing how emotions such as anger and excitement affect learning and impact on achievements and successes | predicting situations that serve as emotional triggers and implementing regulating responses | choosing appropriate language and voice to convey personal responses and opinions to a range of adults and peers | |
Recognise emotions.(Self-Awareness) |
compare their emotional responses with those of their peers | describe the influence that people, situations and events have on their emotions | explain how the appropriateness of emotional responses influences behavior | examine influences on and consequences of their emotional responses in learning, social and work-related contexts | reflect critically on their emotional responses to challenging situations in a wide range of learning, social and work-related contexts |
| Examples | Examples | Examples | Examples | Examples | |
| considering how others respond to difficult situations in historical contexts or when listening to fictional stories | discussing their emotional responses to events, such as celebrations, sporting events or news stories | explaining the likely consequences of inappropriate emotional responses in a range of social situations | investigating emotional responses to unfair play or unfair treatment at work | gathering feedback from peers and adults about the appropriateness of their emotional responses in a range of situations | |
Communicate effectively.(Social management) |
discuss the use of verbal and nonverbal communication skills to respond appropriately to adults and peers | identify communication skills that enhance relationships for particular groups and purposes | identify and explain factors that influence effective communication in a variety of situations | analyse enablers of and barriers to effective verbal, nonverbal and digital communication | formulate plans for effective communication (verbal, nonverbal, digital) to complete complex tasks |
| Examples | Examples | Examples | Examples | Examples | |
| using spoken language and body language to share observations and ideas | actively listening and responding to opinions that differ from their own | making and responding to introductions, building on the ideas of others in discussions, offering and accepting constructive criticism | analysing popular modes of communication used by young people, noting factors that promote or obstruct communication | using agreed protocols to join group discussions and assert their own viewpoint, entertaining divergent views, developing guidelines for the effective use of social media | |
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Thinking & 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 ACELY1667Science 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 | |
Consider Alternatives(Generating ideas, possibilities and Actions) |
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 | 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 | |
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Reflecting
Students will reflect critically on the environment they are in, physically and socially, and understand that reward is a direct result of effort invested.
Personal and Social Capability
| Year 1/2 | Year 3/4 | Year 5/6 | Year 7/8 | Year 9/10 | |
Develop reflective practice.(Self-Awareness) |
reflect on what they have learnt about themselves from a range of experiences at home and school | reflect on personal strengths and achievements, based on self-assessment strategies and teacher feedback | monitor their progress, seeking and responding to feedback from teachers to assist them in consolidating strengths, addressing weaknesses and fulfilling their potential | predict the outcomes of personal and academic challenges by drawing on previous problem-solving and decision-making strategies and feedback from peers and teachers | reflect on feedback from peers, teachers and other adults, to analyze personal characteristics and skill sets that contribute to or limit their personal and social capability |
| Examples | Examples | Examples | Examples | Examples | |
| responding to prompts which help them acknowledge their successes and identify what they could do to make improvements | with support, identifying strategies that help them complete tasks when they are uncertain and reflecting on their contributions to group activities | building on their strengths in various roles in small and large groups, setting personal challenges to develop new skills and strategies | identifying strategies they have used successfully to complete learning area tasks they have found difficult | monitoring learning plans and identifying future learning needs |
Critical and Creative Thinking
| Year 1/2 | Year 3/4 | Year 5/6 | Year 7/8 | Year 9/10 | |
Reflect on processes.(Reflecting on thinking and Processes) |
outline the details and sequence in a whole task and separate it into workable parts | identify pertinent information in an investigation and separate into smaller parts or ideas | identify and justify the thinking behind choices they have made | evaluate and justify the reasons behind choosing a particular problem-solving strategy | balance rational and irrational components of a complex or ambiguous problem to evaluate evidence |
| Examples | Examples | Examples | Examples | Examples | |
| using logic to sort information in graphic organizers or musical segments | examining the significant aspects of an historical event | explaining why particular musical notations or mathematical sequences were selected | choosing images that best represent an idea or product | exploring reasons for selecting or rejecting patterns or groupings to represent an idea | |
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