Learning continuum
Self-awareness
Students:
Recognise emotions
- recognise and identify their own emotions
Examples:
- recognising when they are feeling 'happy', 'sad', 'afraid' or 'angry' and naming the emotion or selecting a photograph of a face that matches their current emotional state
Recognise personal qualities and achievements
- express a personal preference
Examples:
- choosing to engage in an activity
Understand themselves as learners
- select tasks they can do in different learning contexts
Examples:
- communicating a willingness to have a go at a task
Develop reflective practice
- recognise and identify participation in or completion of a task
Examples:
- communicating 'I have finished' or 'I am working hard'
Self-management
Students:
Express emotions appropriately
- recognise and identify how their emotions influence the way they feel and act
Examples:
- communicating the physical changes they experience when excited, angry or stressed such as when they are excited they feel happy; or when they are angry their body goes tense
Develop self-discipline and set goals
- make a choice to participate in a class activity
Examples:
- choosing to complete a task for positive reinforcement
Work independently and show initiative
- attempt tasks with support or prompting
Examples:
- completing a selected task
Become confident, resilient and adaptable
- identify people and situations with which they feel a sense of familiarity or belonging
Examples:
- identifying family, friends, familiar people in the community
Social awareness
Students:
Social Awareness
- show an awareness for the feelings, needs and interests of others
Examples:
- showing interest in a peer's ideas or opinions
Social management
Students:
Social Management
- respond to the feelings, needs and interests of others
Examples:
- giving appropriate response to a peer's achievements such as by clapping, smiling or cheering
Self-awareness
Typically by the end of Foundation Year, students:
Recognise emotions
Examples:
- describing responses such as being excited at a birthday party or feeling disappointed when not selected for an award
Recognise personal qualities and achievements
- identify their likes and dislikes, needs and wants, and explore what influences these
Examples:
- describing activities they enjoy at school, noting their strengths
Understand themselves as learners
- identify their abilities, talents and interests as learners
Examples:
- sharing a personal experience, interest or discovery with peers, and describing what they have learnt
Develop reflective practice
- reflect on their feelings as learners and how their efforts affect skills and achievements
Examples:
- responding to open-ended statements such as 'I'm proud of this because …' or using visual aids to illustrate their responses
Self-management
Typically by the end of Foundation Year, students:
Express emotions appropriately
- express their emotions constructively in interactions with others
Examples:
- communicating when they feel left out, lonely, excited, disappointed or unsafe during class and physical activities
Develop self-discipline and set goals
- follow class routines to assist learning
Examples:
- using class routines such as turn-taking, sitting when listening to stories, following instructions, managing transitions between activities
Work independently and show initiative
- attempt tasks independently and identify when and from whom help can be sought
Examples:
- identifying situations where help is needed and the people who can help them, and when it is appropriate to 'give tasks a go'
Become confident, resilient and adaptable
- identify situations that feel safe or unsafe, approaching new situations with confidence
Social awareness
Typically by the end of Foundation Year, students:
Appreciate diverse perspectives
- acknowledge that people hold many points of view
Examples:
- identifying the range of likes and dislikes within their class
Contribute to civil society
- describe ways they can help at home and school
Examples:
- describing their role in completing class activities and family chores
Understand relationships
- explore relationships through play and group experiences
Social management
Typically by the end of Foundation Year, students:
Communicate effectively
- identify positive ways to initiate, join and interrupt conversations with adults and peers
Examples:
- practising encouraging others, listening to others' ideas, greeting others by name, excusing themselves when interrupting
Work collaboratively
- share experiences of cooperation in play and group activities
Examples:
- taking turns, sharing resources and following class routines
Make decisions
- identify options when making decisions to meet their needs and the needs of others
Examples:
- making choices about resources for play and learning tasks
Negotiate and resolve conflict
Develop leadership skills
- identify ways to take responsibility for familiar tasks at home and school
Examples:
- identifying ways to help at school, such as closing windows, tidying workspace, distributing resources
Self-awareness
Typically by the end of Year 2, students:
Recognise emotions
Recognise personal qualities and achievements
Understand themselves as learners
Develop reflective practice
- reflect on what they have learnt about themselves from a range of experiences at home and school
Examples:
- responding to prompts which help them acknowledge their successes and identify what they could do to make improvements
Self-management
Typically by the end of Year 2, students:
Express emotions appropriately
- describe ways to express emotions to show awareness of the feelings and needs of others
Examples:
- using different tone and voice level in and outside the classroom, and when interacting with adults and peers
Develop self-discipline and set goals
- set goals in learning and personal organisation by completing tasks within a given time
Examples:
- organising their time using calendars and clocks
Work independently and show initiative
- work independently on routine tasks and experiment with strategies to complete other tasks where appropriate
Examples:
- describing their daily school routine, identifying areas where it is appropriate and helpful for them to show initiative
Become confident, resilient and adaptable
- undertake and persist with short tasks, within the limits of personal safety
Examples:
- continuing to practise a physical activity despite individual limitations
Social awareness
Typically by the end of Year 2, students:
Appreciate diverse perspectives
- describe similarities and differences in points of view between themselves and people in their communities
Examples:
- comparing changes in attitudes about behaviours in different places or over time
Contribute to civil society
- describe how they contribute to their homes, classrooms and local communities, and how others care for and assist them
Examples:
- describing contributions made by significant individuals to their communities
Understand relationships
- identify ways to care for others, including ways of making and keeping friends
Examples:
- discussing how words and actions can help or hurt others, and the effects of modifying their behaviour
Social management
Typically by the end of Year 2, students:
Communicate effectively
Work collaboratively
- identify cooperative behaviours in a range of group activities
Make decisions
- practise individual and group decision making in situations such as class meetings and when working in pairs and small groups
Examples:
- naming roles and responsibilities in class meetings and identifying fair methods for choosing people for these roles
Negotiate and resolve conflict
- practise solving simple interpersonal problems, recognising there are many ways to solve conflict
Examples:
- using strategies such as showing courtesy to others when voicing disagreement or an alternative point of view
Develop leadership skills
- discuss ways in which they can take responsibility for their own actions
Self-awareness
Typically by the end of Year 4, students:
Recognise emotions
- describe the influence that people, situations and events have on their emotions
Examples:
- discussing their emotional responses to events, such as celebrations, sporting events or news stories
Recognise personal qualities and achievements
Examples:
- listing a range of strengths supported by examples from home, school and community experiences
Understand themselves as learners
Examples:
- keeping a journal of their learning, describing both positive and negative experiences
Develop reflective practice
- reflect on personal strengths and achievements, based on self-assessment strategies and teacher feedback
Examples:
- with support, identifying strategies that help them complete tasks when they are uncertain and reflecting on their contributions to group activities
Self-management
Typically by the end of Year 4, students:
Express emotions appropriately
Develop self-discipline and set goals
- explain the value of self-discipline and goal-setting in helping them to learn
Examples:
- identifying how distractions and priorities influence learning
Work independently and show initiative
- consider, select and adopt a range of strategies for working independently and taking initiative
Examples:
- recognising when strategies previously used are not as effective as new strategies
Become confident, resilient and adaptable
- persist with tasks when faced with challenges and adapt their approach where first attempts are not successful
Examples:
- persisting to inform a trusted adult about an unsafe encounter, event or situation
Social awareness
Typically by the end of Year 4, students:
Appreciate diverse perspectives
Contribute to civil society
- identify the various communities to which they belong and what they can do to make a difference
Examples:
- identifying ways they can advocate for specific groups in their communities
Understand relationships
- describe factors that contribute to positive relationships, including with people at school and in their community
Examples:
- identifying the importance of including others in activities, groups and games
Social management
Typically by the end of Year 4, students:
Communicate effectively
- identify communication skills that enhance relationships for particular groups and purposes
Examples:
- actively listening and responding to opinions that differ from their own
Work collaboratively
Make decisions
- contribute to and predict the consequences of group decisions in a range of situations
Examples:
- deciding how to share resources for a learning task and forecasting the outcomes of options
Negotiate and resolve conflict
- identify a range of conflict resolution strategies to negotiate positive outcomes to problems
Examples:
- identifying issues that cause conflict and exploring how conflict has been resolved in a range of contexts
Develop leadership skills
Self-awareness
Typically by the end of Year 6, students:
Recognise emotions
- explain how the appropriateness of emotional responses influences behaviour
Examples:
- explaining the likely consequences of inappropriate emotional responses in a range of social situations
Recognise personal qualities and achievements
- describe the influence that personal qualities and strengths have on their learning outcomes
Examples:
- keeping a journal or blog of how their personal qualities have helped achieve a positive learning outcome
Understand themselves as learners
- identify preferred learning styles and work habits
Examples:
- identifying their preference as a visual, auditory or kinaesthetic learner
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
Examples:
- building on their strengths in various roles in small and large groups, setting personal challenges to develop new skills and strategies
Self-management
Typically by the end of Year 6, students:
Express emotions appropriately
- explain the influence of emotions on behaviour, learning and relationships
Examples:
- noticing how emotions such as anger and excitement affect learning and impact on achievements and successes
Develop self-discipline and set goals
Work independently and show initiative
- assess the value of working independently, and taking initiative to do so where appropriate
Examples:
- identifying situations where it is preferable to work independently or with others
Become confident, resilient and adaptable
- devise strategies and formulate plans to assist in the completion of challenging tasks and the maintenance of personal safety
Examples:
- developing coping strategies for managing set backs
Social awareness
Typically by the end of Year 6, students:
Appreciate diverse perspectives
Contribute to civil society
- identify a community need or problem and consider ways to take action to address it
Examples:
- considering current methods of waste management in their local environment and ways they might contribute to improving these
Understand relationships
- identify the differences between positive and negative relationships and ways of managing these
Examples:
- identifying behaviours that display the positive use of power in relationships
Social management
Typically by the end of Year 6, students:
Communicate effectively
Examples:
- making and responding to introductions, building on the ideas of others in discussions, offering and accepting constructive criticism
Work collaboratively
- contribute to groups and teams, suggesting improvements in methods used for group investigations and projects
Examples:
- encouraging others, negotiating roles and relationships and managing time and tasks
Make decisions
- identify factors that influence decision making and consider the usefulness of these in making their own decisions
Examples:
- identifying the people, events and situations that influence how decisions are made
Negotiate and resolve conflict
- identify causes and effects of conflict, and practise different strategies to diffuse or resolve conflict situations
Examples:
Develop leadership skills
- initiate or help to organise group activities that address a common need
Self-awareness
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
Examples:
- investigating emotional responses to unfair play or unfair treatment at work
Recognise personal qualities and achievements
- make a realistic assessment of their abilities and achievements, and prioritise areas for improvement
Examples:
- considering what interventions they could have made, and how these may have changed outcomes in study and personal pursuits
Understand themselves as learners
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
Examples:
- identifying strategies they have used successfully to complete learning area tasks they have found difficult
Self-management
Typically by the end of Year 8, students:
Express emotions appropriately
- forecast the consequences of expressing emotions inappropriately and devise measures to regulate behaviour
Examples:
- predicting situations that serve as emotional triggers and implementing regulating responses
Develop self-discipline and set goals
Work independently and show initiative
- critique their effectiveness in working independently by identifying enablers and barriers to achieving goals
Examples:
- developing strategies for overcoming obstacles encountered in working independently
Become confident, resilient and adaptable
- assess, adapt and modify personal and safety strategies and plans, and revisit tasks with renewed confidence
Examples:
- recording successful strategies, and drawing on these in unfamiliar and complex situations
Social awareness
Typically by the end of Year 8, students:
Appreciate diverse perspectives
- acknowledge the values, opinions and attitudes of different groups within society and compare to their own points of view
Examples:
- identifying and explaining different perspectives on social issues arising in areas such as industry, agriculture and resource management
Contribute to civil society
- analyse personal and social roles and responsibilities in planning and implementing ways of contributing to their communities
Examples:
- investigating strategies to maintain part of the local environment and ways to contribute to its improvement
Understand relationships
- identify indicators of possible problems in relationships in a range of social and work related situations
Examples:
- recognising personal boundaries, appropriate degrees of intimacy, distribution of power, effects of social and cultural norms and mores
Social management
Typically by the end of Year 8, students:
Communicate effectively
- analyse enablers of and barriers to effective verbal, nonverbal and digital communication
Examples:
- analysing popular modes of communication used by young people, noting factors that promote or obstruct communication
Work collaboratively
- assess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives
Examples:
- assessing how well they support other members of the team in group investigations and projects
Make decisions
- assess individual and group decision-making processes in challenging situations
Examples:
- using scientific, ethical, economic and social arguments to make decisions regarding personal and community issues
Negotiate and resolve conflict
- assess the appropriateness of various conflict resolution strategies in a range of social and work-related situations
Examples:
- evaluating the effectiveness of imposed resolutions compared to mutually agreed resolutions to conflict
Develop leadership skills
- plan school and community projects, applying effective problem-solving and team-building strategies, and making the most of available resources to achieve goals
Examples:
- initiating and planning school and community projects such as charity work, environmental projects and coaching
Self-awareness
Typically by the end of Year 10, students:
Recognise emotions
- reflect critically on their emotional responses to challenging situations in a wide range of learning, social and work-related contexts
Examples:
- gathering feedback from peers and adults about the appropriateness of their emotional responses in a range of situations
Recognise personal qualities and achievements
- assess their strengths and challenges and devise personally appropriate strategies to achieve future success
Examples:
- designing a personal capability inventory that includes evidence to support their self -assessments
Understand themselves as learners
- evaluate the effectiveness of commonly used learning strategies and work practices and refine these as required
Examples:
- developing personal learning plans that identify effective study techniques
Develop reflective practice
- reflect on feedback from peers, teachers and other adults, to analyse personal characteristics and skill set that contribute to or limit their personal and social capability
Examples:
- monitoring learning plans and identifying future learning needs
Self-management
Typically by the end of Year 10, students:
Express emotions appropriately
- consider control and justify their emotional responses, in expressing their opinions, beliefs, values, questions and choices
Examples:
- choosing appropriate language and voice to convey personal responses and opinions to a range of adults and peers
Develop self-discipline and set goals
- critically analyse self-discipline strategies and personal goals and consider their application in social and work-related contexts
Examples:
- drawing on goal setting strategies used at school to plan for work life
Work independently and show initiative
- establish personal priorities, manage resources effectively and demonstrate initiative to achieve personal goals and learning outcomes
Examples:
- identifying learning goals and monitoring effectiveness of their strategies and interventions to achieve them
Become confident, resilient and adaptable
- evaluate, rethink and refine approaches to tasks to take account of unexpected or difficult situations and safety considerations
Social awareness
Typically by the end of Year 10, students:
Appreciate diverse perspectives
- articulate their personal value system and analyse the effects of actions that repress social power and limit the expression of diverse views
Examples:
- recognising how language can be used to position listeners in particular ways, analysing different accounts of the same event
Contribute to civil society
- plan, implement and evaluate ways of contributing to civil society at local, national regional and global levels
Examples:
- identifying and trialling strategies to address a global social issue such as child labour
Understand relationships
Social management
Typically by the end of Year 10, students:
Communicate effectively
- formulate plans for effective communication (verbal, nonverbal, digital) to complete complex tasks
Examples:
- using agreed protocols to join group discussions and assert their own viewpoint, entertaining divergent views, developing guidelines for the effective use of social media
Work collaboratively
- 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:
- considering the ideas of others in reaching an independent or shared decision
Make decisions
Negotiate and resolve conflict
Develop leadership skills
- propose, implement and monitor strategies to address needs prioritised at local, national, regional and global levels, and communicate these widely
Examples:
- developing a communication strategy for an identified project