Challenge and Grow – 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)
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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)
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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 |