Challenge and Grow – Self
Personal and Social Capability
Students will work through tasks that are designed to challenge them, build and encourage resilience and self-awareness.
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 goals | 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 |
Examples | Examples | Examples | Examples | Examples | |
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 |
Examples | Examples | Examples | Examples | Examples | |
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 |