DEVELOPING PERSONAL AND SOCIAL CAPABILITIES USING THE AUSTRALIAN CURRICULUM

Paper developed by

Telesha Uren, Annette Downs, Joanna Humphries & Emma Hansen Charles Darwin University

ETP 310 April 2013

School of Education Group 14 Assignment 1 ETP310

INTRODUCTION
The Melbourne Declaration on Educational Goals for Young Australians (Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA), 2008), acknowledged the requirement to improve educational outcomes for all young Australians as fundamental to develop the Nations social and economic position. The Melbourne Declaration outlines two goals to achieve this outcome:

Goal 1: Australian schooling promotes equity and excellence

Goal 2: All young Australians to become successful learners, confident and creative individuals and active and informed citizens. (MCEETYA, 2008). This paper will focus on Goal 2 of the Melbourne Declaration; supporting individual value and success through developing students personal and social capabilities to create confident and creative individuals who have a sense of self-worth, self-awareness and personal identity that enables them to manage their emotional, mental, spiritual and physical wellbeing (MCEETYA, 2008, p. 9); whilst considering Goal 1 of the Melbourne Declaration; promoting equity and excellence within our school teaching and learning to provide all students with access to high-quality schooling that is free from discrimination (MCEETYA, 2008, p. 7), to deliver a paper that provides guidance which enables teachers to develop this area of the curriculum. Explicitly addressed in the Australian Curriculum are seven general capabilities. The general capabilities encompass the knowledge, skills, behaviours and dispositions that assist students to live and work successfully in the twenty-first century (ACARA, 2012). The Seven capabilities include:

Literacy Numeracy Information and communication technology (ICT) capability Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding

School of Education Group 14 Assignment 1 ETP310

This paper is designed to develop the Personal and Social Capability within our school; however it should be acknowledged that all general capabilities are integrated and interconnected to transfer across a variety of learning contexts, in which teaching applications will enhance and complement each other (ACARA, 2012).

WHAT ARE PERSONAL AND SOCIAL CAPABILITIES?

ACARA (2012) define Personal and Social Capabilities to encompass students personal/emotional and social/relational dispositions, intelligences, sensibilities and learning. This capability of the curriculum develops effective life skills for students including understanding and handling themselves, their relationships, learning and work. When students develop their skills in any one of these elements, it leads to greater overall social capability, and also enhances their skills in the other elements. As students learn about their own emotions and behaviours, they understand others and establish and maintain positive relationships (ACARA, 2012).

ORGANISING ELEMENTS OF PERSONAL AND SOCIAL CAPABILITIES

ACARA (2012) has identified the Personal and Social Capability learning continuum as organised into four interrelated elements of: Self-awareness Self-management Social awareness Social management The diagram below sets out these elements:

School of Education Group 14 Assignment 1 ETP310

Self-awareness
This element involves students in identifying and describing the factors that influence their emotional responses. They develop a realistic sense of their personal abilities, qualities and strengths through knowing what they are feeling in the moment, and having a realistic assessment of their own abilities and a well-grounded sense of self-knowledge and selfconfidence. Self-awareness involves students reflecting on and evaluating their learning, identifying personal characteristics that contribute to or limit their effectiveness, learning from successes or failures, and being able to interpret their own emotional states, needs and perspectives. In developing and acting with personal and social capability, students: recognise emotions recognise personal qualities and achievements understand themselves as learners develop reflective practice.

Self-management
This element involves students in effectively regulating, managing and monitoring their own emotional responses, and persisting in completing tasks and overcoming obstacles. Students are engaged in developing organisational skills, and identifying the resources needed to achieve goals. This is achieved through developing the skills to work independently and to show initiative, learning to be conscientious, delaying gratification and persevering in the face of setbacks and frustrations. It also involves the metacognitive skill of learning when and how to use particular strategies. In developing and acting with personal and social capability, students: express emotions appropriately develop self-discipline and set goals work independently and show initiative become confident, resilient and adaptable

Social awareness
This element involves students recognising others feelings and knowing how and when to assist others. Students learn to show respect for and understand others perspectives, emotional states and needs. They learn to participate in positive, safe and respectful relationships, defining and accepting individual and group roles and responsibilities. Students gain an understanding of the role of advocacy in contemporary society and build their capacity to critique societal constructs and forms of discrimination, such as racism and sexism. In developing and acting with personal and social capability, students:

School of Education Group 14 Assignment 1 ETP310

 appreciate diverse perspectives contribute to civil society understand relationships

Social management
This element involves students in interacting effectively and respectfully with a range of adults and peers. Students learn to negotiate and communicate effectively with others; work in teams, positively contribute to groups and collaboratively make decisions; resolve conflict and reach positive outcomes. Students develop the ability to initiate and manage successful personal relationships, and participate in a range of social and communal activities. Social management involves building skills associated with leadership, such as mentoring and role modelling. In developing and acting with personal and social capability, students: communicate effectively work collaboratively make decisions negotiate and resolve conflict develop leadership skills

WHY TEACH P ERSONAL AND SOCIAL CAPABILITIES?

As stated in the introduction, the Melbourne Declaration of Educational Goals for Young Australians endeavours to improve educational outcomes for all young Australians, as this is central to the nations social and economic prosperity. Along with the 2 main goals of the declaration, is a commitment to action. This commitment to action outlines the actions that will need to be taken through the commitment of the Australian Government and Australian Schools in order to achieve these goals. The actions that relate to the Personal and Social Capabilities of the Australian Curriculum are as follows: The curriculum will enable students to build social and emotional intelligence, and nurture student wellbeing The curriculum will support young people to develop a range of generic and employability skills that have particular application to the world of work and further education and training, such as planning and organising, the ability to think flexibly, to communicate well and to work in teams. The curriculum will support students to relate well to others and foster an understanding of Australian society, citizenship and national values, including through the study of civics and citizenship.

School of Education Group 14 Assignment 1 ETP310

The curriculum will enable students to develop knowledge in the disciplines of English, mathematics, science, languages, humanities and the arts; to understand the spiritual, moral and aesthetic dimensions of life; and open up new ways of thinking. (MCEETYA, 2008). This commitment to action has been put into place to help schools understand the full commitment that the Australian government has made in order for every Young Australian to meet their full potential within the Australian school system. In order to fulfil these commitments, it is vital that classroom teachers begin including Personal and Social Capabilities into their curriculum. Conway (2010) explains that the Declaration does not identify students with special needs or disabilities as one specific category, as the whole focus is clearly on inclusion of all students rather than separate provisions.

The Disability Standards for Education (2005)

The Disability Standards for Education 2005 were developed to ensure that educational practices complied with discrimination provisions of the existing Disability Discrimination Act 1992 (Conway 2010). The standards relate to all education settings from early childhood through to tertiary, and all types of education including online and distance. The standards provide that students with disabilities must be treated in the same way as students without disabilities (Conway, 2010). The standards have 5 specific areas which all have individual rights and requirements. (NB. Reasonable adjustment refers to minimum change needed in order for the students with special needs to be able to interact with the learning materials (Conway, 2010)). Enrolment - The right to seek admission and enrol on the same basis as prospective students without disability including the right to reasonable adjustments (DEEWR, 2010, p. 9). Therefore, education settings to do not discriminate against a student because of their disabilities at the stage of enrolment (Conway, 2010). Participation - The right to access courses and programs; use services and facilities; and have reasonable adjustments, to ensure students with disability are able to participate in education and training on the same basis as students without disability (DEEWR, 2010, p. 9). Therefore, there needs to be flexibility in the ways that students with disabilities participate in activities and alternative activities need be prepared to increase participation (Conway, 2010). Curriculum development, accreditation and delivery- The right to participate in courses and relevant supplementary programs that are designed to develop their skills, knowledge and understanding, on the same basis as students without disability and to
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have reasonable adjustments to ensure they are able to participate in education and training (DEEWR, 2010, p. 9). Therefore, reasonable adjustment to curriculum, teaching materials, assessment, teaching and learning activities and delivery modes to be considered (Conway, 2010). Student Support Services - The right to access student support services provided by education institutions on the same basis as students without disability. Students with disability also have the right to specialised services needed for them to participate in the educational activities for which they are enrolled (DEEWR, 2010, p. 9). Harassment and victimisation - The right to education and training in an environment that is free from discrimination caused by harassment and victimisation on the basis of their disability (DEEWR, 2010, p. 10). From the key areas of the Disability Standards for Education 2005, it is evident that when a student with a disability enters the classroom, some adjustments will need to be made to allow for full inclusion. Hyde (2010) explains that inclusion is more of an individual experience than a group experience and is as much associated to the individuals social participation, access to quality education and well-being as it is to levels of academic achievement. Therefore, the inclusion of students with disabilities can be described as the method of responding to the uniqueness of the individual and increasing their sense of presence and involvement within a learning culture (Hyde, 2010). From this, it is clear that it is vital that the inclusion of Social and Personal Capabilities within the classroom is implemented to promote self-awareness and management and social awareness and management to all students, with and without disabilities.

HOW DO PERSONAL AND SOCIAL C APABILITIES FIT INTO THE CURRICULUM?

All areas of the curriculum need to take account of the principles of inclusion and equal opportunities. Every learner is entitled to benefit from access to a curriculum which provides a range of learning experiences of the highest standard possible, which take account of unequal starting points and which are provided irrespective of gender, ethnic background, age or disability. Learners are empowered through participation in a curriculum which enables them to adopt meaningful roles in the present while preparing them for an effective and purposeful adult and working life. (Benton Park School Community College, 2013)
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"Personal and Social Capabilities are central to achieving the aims of the National Curriculum." (ACARA, 2013)

When including Personal and Social Capabilities into the curriculum this can be done by motivating students to engage them through their interests, allowing students to have time to think out loud. The ACARA states personalising the teaching and learning program enables teachers to: - Select age-equivalent content that is meaningful and respects students individual needs, strengths and interests. - Use their knowledge of students learning and support needs to make adjustments in relations to curriculum, instruction and/or environment to enable access to the teaching and learning program (ACARA 2012, pg7). Students diversity and the Australian Curriculum suggest considerations when using the personal and social capability continuum: - Teachers can use the personal and social capabilities continuum to identify particular skills, knowledge, behaviors and dispositions that a student needs to develop in relation to their individual learning needs and plan for opportunities to develop these across the curriculum and throughout the school day. - The skills, knowledge, behaviors and dispositions at the beginning of the personal and social capability continuum assume students have a sense of self and are able to communicate with intent. For students who have an unintentional level of communication, teachers should refer to the beginning of the literacy continuum to identify a focus for learning. This does not exclude the student from the personal and social capability continuum, but rather places the learning focus on communication (ACARA, 2012). When looking at personal and social capabilities across the curriculum, the ACARA advice is that the skills are addressed in all learning areas and at every stage of a students schooling..The Personal and Social Capability is addressed through the learning areas and is identified whenever it is developed or applied in content descriptions. It is also identified where it offers opportunities to add depth and richness to student learning in content elaborations.. Teaching of Personal and Social Capabilities will vary depending on the teachers choice of activities. Students can also be encouraged to develop capability through personally relevant initiatives of their own design (ACARA, 2012).

School of Education Group 14 Assignment 1 ETP310

When using Literacy, for example the ACARA states students develop personal and social capability as they learn to understand themselves and mange relationships, lives, work and learning more effectively. The capability involves students in arrange of practices including recognising and regulating their emotions, developing empathy for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively. There are many opportunities for students to develop personal and social capability in English. Language is central to personal and social identity. Using English to develop communication skills and self-expression assists students personal and social development as they become effective communicators and able to articulate their own opinions and beliefs and to interact and collaborate with others. The study of English as a system helps students to understand how language functions as a key component of social interactions across all social situations. Through close reading and discussion of texts students experience and evaluate a range of personal and social behaviors, perspectives, develop connections and empathy with characters in different social contexts (Australian Curriculum, 2013). When looking at the other areas this is also the same for mathematics, science and history with the ACARA. By including personal and social capabilities in each area of the curriculum this will allow the student the opportunities of using what they have learnt in their everyday lives.

Provision for Personal and Social Capabilities in the curriculum

The introduction of the Australian Curriculum offers a unique opportunity to plan for effective inclusion of Personal and Social Capabilities as fundamental elements of our teaching and learning programs (Queensland Studies Authority (QSA), 2012). In order to do this successfully, it is necessary to establish whole-school shared understanding of the Personal and Social Capabilities. Once these are determined, teachers need professional learning opportunities which broaden their content knowledge and enhance their understandings of the skills, behaviours and dispositions required for the development of Personal and Social Capabilities. This enables planning for teaching, learning, assessment and reporting which reflects those deepened understandings (QSA, 2012). Personal and Social Capabilities are understandings, skills and behaviours which are integrated throughout the curriculum. They can be included in the school program as:

Embedded capabilities- Icons throughout the Australian Curriculum documents highlight where Personal and Social

School of Education Group 14 Assignment 1 ETP310

Capabilities fit naturally within different Key Learning Areas (KLAs). In this way they become an integrated part of teaching and learning and are not assessed and reported on as separate elements.

Focused capabilities - Personal and Social Capabilities can be highlighted as core priorities, becoming a school wide or year level focus, which is explicitly planned for and emphasised across the curriculum. The assessment and reporting process is agreed at the planning stage. Intrinsic capabilities which characterise the school culture - This period of significant change offers an opportunity to establish Personal and Social Capabilities as the central focus of the schools curriculum and/or school culture.

PERSONAL AND S OCIAL C APABILITY LEARNING CONTINUUM

ACARA (2012) has designed a learning continuum to present Personal and Social Capabilities which describe the knowledge, skills, behaviours and dispositions that students can reasonably be expected to have developed at a particular stage of schooling. The continuum is based on the belief that students need opportunities to develop these capabilities, whilst recognising that each students pace of development may be influenced by prior experience, sense of self in the world and cognitive capacity (ACARA, 2012). In addition, Personal and Social Capability is addressed through the ACARA Curriculum learning areas and is identified using this icon wherever it is developed or applied in content descriptions. It is also identified where it offers opportunities to add depth and richness to student learning in content elaborations (ACARA, 2012).

This following section will outline strategies and resources that our school will inclusively implement as part of our teaching and learning delivery to develop this area of the curriculum as both interrelating curriculum content and explicit teaching opportunity, as detailed in the preceding provision section. The following links will direct you to Social Capability in each key curriculum area: Personal and social capability in English www.australiancurriculum.edu.au/English/General-capabilities Personal and social capability in Mathematics www.australiancurriculum.edu.au/Mathematics/General-capabilities

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Personal and social capability in Science www.australiancurriculum.edu.au/Science/General-capabilities Personal and social capability in History www.australiancurriculum.edu.au/History/General-capabilities

For further information about Personal and Social Capability in the Australian Curriculum please visit: http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/Personal-andsocial-capability.

Teaching and Learning Strategies used to develop Personal and Social Capabilities:
There are many ways we can help students learn to identify feelings in themselves and others, manage their thoughts and emotions more effectively, in order to solve interpersonal problems (DeAngelis, 2010).

Self-awareness
In order to develop self-awareness, it is important to begin by teaching social skill vocabulary, this includes terminology such as expected and unexpected behaviours, good thoughts and not so good thoughts, how we make an impression, whole body listening and keeping our mind with the group (Clark, 2013). This builds a framework from which students are able to understand expectations and a means for teachers to provide meaningful feedback to students (for example: you are making a good impression, displaying an unexpected behaviour (i.e. shouting out, pushing over chairs, refusing to join in activities, etc) or your mind isnt with the group (Clark, 2013). This helps students learn to identify whether their behaviour, words, and nonverbal cues are expected or unexpected for a particular social situation. When looking at self-awareness in the curriculum, ACARA (2012) explains it as this element involves students in identifying and describing the factors that influence their emotional responses. They develop a realistic sense of their personal abilities, qualities and strengths through knowing what they are feeling in the moment and having a realistic assessment of their own abilities and a well-grounded sense of self knowledge and self-confidence. Self-awareness involves students reflecting on and evaluating their learning, identifying personal characteristics that contribute to or limit their effectiveness, learning from successes or failures, and being able to interpret their own emotional states, needs and perspectives. In developing and acting with personal and social capability, students:
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Recognise emotions Recognise personal qualities and achievements Understand themselves as learners Develop reflective practice

(ACARA, 2012)

The personal and social capability in the ACARA (2012) states that self-awareness primary consists of: Recognition of emotions Self-knowledge Self-perception Self-worth Reflective practice

(ACARA, 2012) By the end of year 6 a typical student should be able to:

Recognise emotions - Explain how the appropriateness of emotional responses influences behavior Recognise personal qualities and achievements - Describe the influence that personal qualities and strengths have on their learning outcomes Understand themselves as learners - Identify preferred learning styles and work habits Develop reflective practice - Monitor their progress, seeking and responding to feedback from teachers to assist them in consolidating strengths, addressing weakness and fulfilling their potential (ACARA, 2012)

Self-management
Self-management is a progression from the previous self-awareness element, interrelating to extend own behaviours and responses to those in which influence emotions on behaviour, learning and relationships; applying strategies to work independently; and being able to complete challenging tasks. ACARA (2012) describe the learning continuum as progressions for students across all year levels to develop self-management capabilities. Below are examples drawn from the year 6 domains (level 4), to describe strategies in which to support delivery of this capability into our
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teaching and learning at TAJE Primary School. Level 4 Typically by the end of year 6:

Express emotions appropriately - Students can explain the influence of emotions on behaviour, learning and relationships. Develop self-discipline and set goals Student analyse factors that influence ability to self-regulate; devise and apply strategies to monitor own behaviour and set realistic learning goals. Work independently and show initiative Students assess the value of working independently Become confident, resilient and adaptable Students devise strategies and formulate plans to assist the completion of challenging tasks and the maintenance of personal safety.

The Australian Curriculum provides opportunities in which to develop student selfmanagement within different KLAs, integrating this capability naturally into the scope and sequence by applying teaching strategies that promote inclusion. An example of learning indicators are displayed below along with some strategies to implement into teaching and learning contexts; planning for development of students social capabilities to meet these curriculum outcomes: English / Year 6 / Language / Language for interaction Content description - Understand the uses of objective and subjective language and bias (ACELA1517) Personal and social capability Self-management History / Year 6 / Historical Skills / Historical questions and research Content description - Identify and locate a range of relevant sources (ACHHS120) Personal and social capability - Self-management To plan for inclusive teaching and learning contexts, the teacher must first address the learning environment and plan for objective learning in supportive contexts. Carpenter & Thompson (2010) highlight the role of a teacher is to; develop supportive and enabling learning environments, provide students with behaviours that will enable them to achieve their goals and support them in becoming proficient in these behaviours (Carpenter & Thompson, 2010). Scaffolding learning in this content area will assist by providing students a modeled approach towards expressing their emotions appropriately. The Universal Design for Learning (UDL) Guidelines emphasise the requirement to support students to develop self-regulation skills as not all students develop these skills on their own. The teacher must explicitly teach the skills required to be successful within the learning context through modelling and prompting in a variety of methods, gradually developing the skills required to manage the task (CAST, 2011).
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Some strategies to achieve success for students to express emotions appropriately towards learning tasks, develop their self-regulation skills and become confident, resilient and adaptable include:

Classroom management Positive classrooms consider the needs of all students. When included in the implementation of classroom rules students are able to participate in self-management towards these goals (Carpenter & Thompson, 2010). To identify steps for constructive problem-solving, teachers can use visual representation such as "traffic light" posters. Red is stop and calm down, yellow is go slow and think, and green is go ahead, try my plan. Children apply this guide to real-life problems and then evaluate how their solutions worked (DeAngelis, 2010). These (or other) classroom devised rules can be incorporated into all areas of curriculum and referred to throughout lessons to remind students of the strategies to use when they become confused about their emotions. Use media to introduce the subject/content area where a variety of opinions are shared and discussed (Example Scootle http://www.scootle.edu.au/ec/p/home Learning path TLF ID R6076, I Think). Provide options for perception using a variety of auditory and visual information. As learners all process information differently, providing a variety of auditory and visual resources can support access to the learning content being presented (CAST, 2011). Allow partner discussion using a KAGAN Cooperative learning structure such as MixPair-Share. The teachers allow students to mix silently around the room, the teacher calls pair, students pair up with the person closes to them and give a high five. Teacher asks a question and gives think time. Students share with their partner their opinion (and in turn listen to their partners opinion). This task can then be extended to have one partner share their partners opinion with the class (not their own - enhancing listening skills and respect for others opinions) (Kagan & Kagan, 2011). Implement a KAGAN cooperative structure to instruct small group activity such as Round Robin. The teacher poses a problem to which there are multiple possible responses or solutions and provides think time. In teams students take turns sharing responses. All teammates write each answer that is shared.

KAGAN structures ensure equal engagement, less behaviour problems and everybody is accountable. Social skills are fundamental and students experience themselves as part of a team. Students understand that individual behaviours will affect learning and relationships. Additionally structures assist learning to be achieved by all students; open questions allow extending giftedness and supporting those with learning difficulties (Kagan & Kagan, 2011). Focused and Intrinsic capabilities which inform school culture or unit focus can be explicitly planned to develop student emotional capabilities. A variety of resources can be used to demonstrate self-management capabilities throughout explicit teaching and learning including:

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Habit Of Minds Implement a Habit Of Mind (HOM) thinking habit such as Listening to others into your classroom weekly/monthly structure to support students to work towards personal and social capabilities. Listening to others aims for students to become more successful when they are able to focus on others and assimilate what they are hearing while setting aside their own value judgments (Rennie, 2006). Listening to others includes all learners and provides opportunity to value diversity within group activity (de Courcy, 2010). Teachers can use Feeling Scenarios from the Keeping Safe Child Protection Curriculum (SA) handbook. Students act out a variety of freeze frames to a scenario where mixed emotions are displayed. The class then draw conclusions about these situations, recognising that they may each possess different ideas and emotions (South Australia. Department of Education and Children's Services, 2010).

When students engage in objective discussions they do not always have the ability to selfregulate opinions and emotions to be accepting of others ideas. Challenging behaviour is often displayed in such situations, where the environment becomes too taxing for students to cope (Carpenter & Thompson, 2010). The above strategies are just a few to assist you to think logically about promoting inclusion in your classroom, whilst incorporating personal and social capabilities to develop students self-management throughout teaching and learning contexts.

Social awareness
Building on their sense of self-awareness and growing skills in self-management, students begin to develop understandings of themselves in relation to others - learning about the dynamics of social relationships between individuals, groups and communities (wikiHow, 2013). Establishing and maintaining positive relationships with others is central to success both in the school environment and the world beyond. This requires the ability to recognise the thoughts, feelings and perspectives of others, even though they may be different to our own. Skills in cooperation, communication and rational conflict resolution will enable students to develop positive peers, family and work based relationships (Stecher, 2013). Our classrooms should provide an environment in which students are given opportunities to safely express ideas, and be supported in their development of increasingly complex social perspectives (Selman, 2003). As previously mentioned, it is essential to create supportive and enabling learning environments (Carpenter & Thompson, 2010) in which students can generate these understandings through the use of teaching strategies which promote inclusion. Students should develop the skills necessary to take responsibility for themselves, each other and the class as a whole, recognising that every student has the right to be involved in community decisions. This kind of classroom can be developed through creating a shared vision between teachers and students by establishing explicit rules and common goals through open discussion and agreement. One method for identifying and agreeing shared norms is the
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process of Contracting (Facing History and Ourselves, 2013). Teaching strategies which provide opportunities for students to develop and demonstrate awareness of other people's feelings and perspectives include:

"Feelings Charades" - a game where students learn how to predict how others are feeling based on body language and facial expressions (Anchorage Schools District, 2012). Prediction of feelings/Understanding others' perspectives - this can be integrated into activities involving the reading of narrative text. After one character does something specific in the text, students can be asked to predict how this will make the other characters feel. The students may also be asked to retell the story from the perspective of one of the other characters (Anchorage Schools District, 2012). Class meetings - provide opportunities for students to support one another, learning how to show respect and demonstrate empathy (Anchorage Schools District, 2012). "Barometer" - this is a visual teaching strategy which supports students in identifying and sharing their opinion on a controversial issue. Students line up or place a marker at a point along a continuum which represents their point of view on a given topic. This strategy can be a useful pre-writing exercise as it helps to identify multiple perspectives (Facing History and Ourselves, 2013).

Such teaching methods allow for a range of visual, auditory and kinesthetic approaches allowing for the different learning preferences of students (Benton Park School Community College, 2013). In addition to developing an appreciation of others' feelings and perspectives, social awareness also relates to students' understanding of themselves in relation to the wider community. Opportunities should be explored for students to engage with real issues through participation in community projects and mini-enterprises (Benton Park School Community College, 2013). Teaching strategies which enable students to develop consideration for others and foster a desire to contribute positively to society include:

Collage - to recognise and name those people in their lives who help them on a day-byday basis, students can create a collage which depicts daily personal activities and circle or otherwise identify when they or others are helping (Anchorage Schools District, 2012). Positions of responsibility - a class job list offers students an insight into responsibility. Jobs may include delivering tuck shop orders, answering the class phone, rubbish bin or chair monitor. Students can then participate in a class discussion about how these jobs help the class (Anchorage Schools District, 2012).
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Adopt a community service project - such as creating a wall of leaves which represent pledges or donations to a worthy cause such as the Animal Welfare League or participating in community greening projects (Anchorage Schools District, 2012). Impact Web - students draw a web to represent how their actions could potentially affect others or reflect on how a historical figure's actions impacted on society (Anchorage Schools District, 2012).

Whole school involvement in democratic forums, such as student councils, provides opportunities for students to develop skills in discussion, debate and decision making (Benton Park School Community College, 2013). These activities allow us to create and model a society which recognizes the rights of all to live in an environment characterized by equality, free from any form of discrimination due to race, color, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status (UN Convention on the Rights of the Child, 1989, cited in Bernard Van Leer Foundation, 2011). Engaging children in creating environments which are fully inclusive and free of discrimination serves to discourage them from development of bias and prejudice, which not only meets the current needs of our students but also prepares them to take these values with them into the wider society. It is hoped that by instilling in our children values of social inclusion and a respect for diversity, they will become engaged citizens in modern democracies which have greater social cohesion (Bernard Van Leer Foundation, 2011).

Social management
Social management relates to the development of particular social skills and competencies which are vital in initiating and managing successful and positive relationships and partnerships, as well as participating in a variety of social and communal activities (ACARA, 2012). We live most of our lives as members of social groups (McMullin, Aistrope, Brown & Hannaford 1992). It is often thought that our quality of life is primarily determined by the quality of participation in these groups, and this participation, in turn, is determined by the quality of the skills that we bring to these situations (McMullin et al, 1992). Oden (1986) explains that in general, students who are neglected or less known by peers, often referred to as withdrawn or isolated, have been found to lack skills for social initiative and participation. The students with negative social behaviours appear to be likely to maintain low peer acceptance over time (Oden, 1986). There are many social skill/management instruction strategies that be incorporated in the curriculum which can often be used to intervene or prevent cases of low peer acceptance (Oden, 1986).

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Within the learning continuum of the Australian Curriculum, examples are given on what the skills of social management should look like at different stages of schooling. This allows for the teacher to understand what they are looking for within the students when the capability is reached. This also allows for the integration of social skills development within the curriculum. Below is a summary of the key social skills within the Social Management learning continuum and what the skills may look like at the end of Foundation year and at the end of year 4 (ACARA, 2012). Within these explanations are some brief strategies which explicitly focus on developing the individual skills within your students. Skill 1: Communicate effectively By the end of foundation year: Students will be able to identify positive ways to initiate, join and interrupt conversations with adults and peers. This can be achieved by practicing encouraging others, listening to others ideas, greeting others by name and excusing themselves when interrupting. By the end of year 4: Students will be able to identify communication skills that enhance relationships for particular groups and purposes. This can be achieved by actively listening and responding to opinions that differ from their own. (ACARA, 2012) Skill 2: Work collaboratively By the end of foundation year: Students will be able to share experiences of cooperation in play and group activities. This can be achieved by taking turns, sharing resources and following class routines. By the end of year 4: Students will be able to describe characteristics of cooperative behaviour and identify evidence of these in group activities. This can be achieved by including others in the group and respecting their opinions, working for a common goal. (ACARA, 2012) Skill 3: Make decisions By the end of foundation year: Students will be able to identify options when making decisions to meet their needs and the needs of others. This can be achieved by making choices about resources for play and learning tasks. By the end of year 4: Students will be able to contribute to and predict the consequences of group decisions in a range of situations. This can be achieved by deciding how to share resources for a learning task and forecasting the outcomes of options. (ACARA, 2012) Skill 4: Negotiate and resolve conflict By the end of foundation year: Students will be able to listen to others ideas, and recognise that others may see things differently from them. This can be achieved by identifying

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characters in stories who feel differently about the same situation, and how they might respond in the same situation. By the end of year 4: Students will be able to identify a range of conflict resolution strategies to negotiate positive outcomes to problems. This can be achieved by identifying issues that cause conflict and exploring how conflict has been resolved in a range of contexts. (ACARA, 2012) Strategies Within the Social Management learning continuum, it is evident that these skills need to practised and learned by the students. The South Australian Teaching for Effective Learning (SA TfEL) framework is a learning and learner centred pedagogical framework based on current research, the expertise of many South Australians teachers and the voices of experts around the world (DECS, 2010). It is the how of teaching, as opposed to the Australian Curriculum being the what of teaching. Within the SA TfEL framework, strategies on building democratic relationships are discussed and explained. To build democratic relationships, students need to develop social management skills. Below are strategies from that SA TfEL framework which focusses on developing democratic relationships with a range of underlying social management skills. Shared ownership of routines and systems- The students will need to effectively communicate with one another in a collaborative way to make sure notice boards, diaries, timetables and monitor tasks are all up to date, in order for the classroom to run smoothly (DECS, 2010). This will allow the students to have certain sense of control while needing to participate in decision making and time management. Class Agreement- Usually completed at the beginning of year, students will need to use their decision making skills to create a list of attitudes/actions they consider most important for maintaining a positive and productive classroom (DECS, 2010). The students will need to decide on their views about what they believe to be the most important, and then communicate this with the rest of the class. Student run class meeting- During class meetings that are run by the students themselves, all of the social management skills will be developed. Students will all be involved in decision making; they will all need to communicate effectively if they have an idea or opinion; they will need to resolve conflict if there are different points of views and opinions; and they will all need to work collaboratively to make sure the meeting runs smoothly and that they reach the goal intended. There will still need to be teacher input for clarification and behaviour management.

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New Angles- This strategy involves students to look at an object from all different angles; sitting, laying, standing etc. The idea of the strategy is to allow the students understand that where we stand can change what we see. This encourages students to see people from differing perspectives and to have a new appreciation of their peers, which will develop into a skill of conflict resolution (DECS, 2010). Partner Learning Talks- This strategy involves students discussing and sharing their learning on a particular topic with a partner. They can share progress, seek feedback, ask for help, provide encouragement, ask challenging questions or give another perspective on the topic (DECS, 2010). They are then able to use any advice to further their learning. Skills register- A skills register involves the students nominating other students as been skilled in certain areas (DECS, 2010). The skills register is displayed on the wall and is continually added to throughout the year (DECS, 2010). When a student needs help or feedback, instead of asking the teacher, they would ask one of their peers who is seen as being skilled in that particular area (DECS, 2010). By developing this strategy within the classroom, the students are continually working collaboratively and improving their communication skills. The internet is full of resources that relate to developing social skills of children. There are many simple games that can be played as lesson transitions or time fillers that incorporate skills for social management. Some simple games include: Tangled- Students are in groups of 8-10. They all stand in a circle and grab two other peoples hands that are across from them, so that their arms are all tangled. The students then need to work collaboratively by using effective communication and leadership skills to untangle one another, without letting go of hands, so that they are in one big circle again. Non-verbal line up- The teacher gives the instruction that the students have to line up in a particular order, such as birthdays, without talking. The students then have to work together to develop a way to communicate to one another without using words. Problem solving tasks- Students in groups are given a social problem, either as a picture or story. The students need to develop a solution for the problem. It is evident that social management is vital for successful and positive relationships. The skills involved in social management can either be explicitly taught, or they can be included into everyday classroom routines and activities.

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RESOURCES
The school will build up a wide range of resources for developing Personal and Social Capabilities. These may include video and DVD material, posters, leaflets, games, CD-ROMs the Internet and artifacts. Bullying no way The bullying no way website has a lot of ideas and resources for Resources will present positive images and reflect the values that the teachers to use in the classroom in all year levels. It also has some school wishes to promote. They will provide breadth and balance, be lesson plans on self-awareness. The website integrates with the factually accurate and up-to-date. They will be free from stereotyping Australian curriculum. and bias in terms of gender, race, class, sexual orientation ability and http://www.bullyingnoway.gov.au/teachers/classroomdisability. (Benton Park School Community College, 2013) resources/primary.html Rowan of Rin Rowan of Rin unit of work also can be used across the curriculum in all year levels. In the unit of work there are aspects that can be integrated with the learning of the four stages of schooling self-awareness, self-management, social-awareness and social-management. The Learning Place The learning place website is another website with lots of different ideas and resources for all year levels http://www.learningplace.com.au/deliver/content.asp?pid=46704 The following websites also offer lesson plans, unit of work, resources and ideas and are agreed as appropriate curriculum resources and strategies to form part of our teaching and learning tool kit at TAJE Primary School: http://www.scholastic.com.au/schools/bookclub/pdf/toolkit_downloads/rowan_tnotes_1.pdf http://www.sharemylesson.com/teaching-resource/Rowan-of-Rin-Emily-Rodda-AcceleratedLiteracy-6196656/ http://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK38.php http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf http://www.australiancurriculum.edu.au/ http://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK38.php http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf http://www.australiancurriculum.edu.au/

MONITORING AND EVALUATION

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It is recommended that Personal and Social Capabilities are delivered via a planned program which allows for continuity and progression, breadth and balance, and is inclusive of students at all stages of their intellectual, physical and emotional development (Benton Park School Community College, 2013). Achievement and inclusion should be viewed as complementary rather than conflicting concepts - encouraging high levels of attainment for all students is a key element of social and educational inclusion. It is therefore essential to provide opportunities for all pupils to experience success and feel a sense of achievement, which develops their sense of self- esteem (Education Scotland, 2002). Assessment practices should encourage full participation of all students and incorporate appropriate methodology for evaluating students with special educational needs. This includes providing opportunities for students to discuss, review and record their progress and to be involved in setting their own learning goals. (Education Scotland, 2002) It is important that our assessment acknowledges the wide range of individual achievements and progress achieved in school, rather than limiting our focus to national test results (Education Scotland, 2002). Features of good practice for enhancing student achievement include:

demonstrating high expectations of all pupils developing a school culture which recognises and celebrates achievement in all its forms providing opportunities for all pupils to experience success, increasing confidence and self-esteem empowering students to share responsibility for their own learning planning, supporting and monitoring student progress through instruments like Individualized Educational Programs (IEPs), personal learning plans, education plans or behaviour programs (Education Scotland, 2002).

Teachers and pupils must have a good understanding of progress made in all areas of Personal and Social Capability in order to establish clear goals and expectations as they enter the next stage of the developmental continuum.

CONCLUSION
TAJE Primary School has developed this paper through consultation with teachers, special education professionals, classroom support aids, principals and parents within the school community, to better define Personal and Social Capabilities within the Australian Curriculum and how this curriculum will look in our school.

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In order to provide opportunities for students to become confident and creative individuals who have a sense of self-worth, self-awareness and personal identity that enables them to manage their emotional, mental, spiritual and physical wellbeing, TAJE Primary School will integrate and explicitly teach skills of self-awareness, self-management, social awareness and social management that will interconnect and transfer across a variety of learning contexts. Included in this paper are teaching strategies along with appropriate resource tool kit recommendations to provide teachers a systematic focus for programming delivery to achieve outcomes in this area of the curriculum. TAJE Primary School has an agreed focus and important vision that developing Personal and Social Capabilities is of upmost important to better prepare our students for life-long learning in which to enable social and emotional intelligence, employability skills and relationships with others. Through developing this area of the curriculum we have considered and focused on our commitment to provide every young Australian the opportunity to meet their full potential, focusing on inclusion of individual students in our lesson planning and delivery. If teachers require further information implementing Personal and Social Capabilities into their lesson planning, we advise that you seek support from your leadership team. We, the authors of this paper, urge teachers to adhere to the Melbourne Declaration and The Disability Standards for Education Act when planning curriculum instruction and delivery to ensure a fully inclusive learning environment at TAJE Primary School. For further information about inclusion in education, teachers should contact their Special Education Teacher or The Department of Education for Children Services.

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References
Anchorage Schools District. (2012). Social and emotional learning standards. Retrieved from http://www.asdk12.org/depts/SEL/media/SEL_Standards.pdf Australian Curriculum Assessment and Reporting Authority. (2012). Personal and Social Capability. Retrieved from http://www.australiancurriculum.edu.au/GeneralCapabilities/Personal-and-socialcapability/Introduction/Introduction Australian Government Department of Education, Employment and Workplace Relations. (2010). Review of Disability Standards for Education 2005. Retrieved from http://foi.deewr.gov.au/documents/review-disability-standards-education-2005 Benton Park School Community College. (2013). Policy on personal, social and health education and citizenship Retrieved from http://skyreachmedia.co.uk/bentonparkfiles/files/psche.pdf Bernard Van Leer Foundation. (2011). Social inclusion and respect for diversity. Retrieved from http://www.bernardvanleer.org/English/Home/Programmes/Social-inclusion-andrespect-for-diversity.html Carpenter, L., & Thompson, R. (2010). Chapter 7: Supporting Behaviour Change. In M. Hyde, L. Carpenter, & R. Conway. (Eds). Diversity and Inclusion in Australian Schools (pp. 137168). South Melbourne: Oxford University Press. CAST. (2011). Universal design for learning (UDL) Guidelines: Full-Text Representation. Wakefield, MA: CAST. Retrieved March 20, 2013, from www.uldcenter.org Clark, F. (2013). A guest post on social skills. Retrieved from http://allisonspeechpeeps.blogspot.com.au/2013/01/a-guest-post-on-social-skills.html Conway, R. (2012). Chapter 2: Australian Schools, Policy and Legislation in Perspective. In M. Hyde, L. Carpenter, & R. Conway. (Eds). Diversity and Inclusion in Australian Schools (pp. 14-34). South Melbourne: Oxford University Press. DeAngelis. (2010). Social awareness + emotional skills = successful kids. Retrieved from http://www.apa.org/monitor/2010/04/classrooms.aspx De Courcy, M. (2010). Chapter 3: Linguistic and Cultural Diversity. In M. Hyde, L. Carpenter, & R. Conway. (Eds). Diversity and inclusion in Australian schools (pp. 37-62). South Melbourne: Oxford University Press. Education Scotland (2002). Count us in: Achieving inclusion in Scottish schools. Retrieved from http://www.educationscotland.gov.uk/Images/cui_tcm4-712831.pdf
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Facing History and Ourselves. (2013). Teaching strategies. Retrieved from http://www.facinghistory.org/teachingstrategies Government of South Australia, Dept. of Education and Childrens Services. (2010). South Australian Teaching for Effective Learning Framework guide: A resource for developing quality teaching and learning in South Australia. South Australia: DECS Hyde, M. (2010). Chapter 1: Understanding diversity and inclusion. In M. Hyde, L. Carpenter, & R. Conway. (Eds). Diversity and Inclusion in Australian Schools (pp. 3-13). South Melbourne: Oxford University Press. Kagan, L., & Kagan, S. (2011). KAGAN Cooperative Learning: It's all about engagement. San Clemente CA: Kagan Publishing. McMullin, C. Aistrope, D. Brown, J. & Hannaford, D (1992). The Sheidow Park social problem solving program. South Australia: The Institute for the Study of Learning Difficulties. Ministerial Council on Education, Employment, Training and Youth Affairs. (December 2008). Melbourne declaration on educational goals for young Australians. Melbourne. Oden, S. (1986). Chapter 8: Developing Social Skills Instruction for Peer Interaction and Relationships. In G. Cartledge, & J. Milburn. (Eds). Teaching social skills to children (pp. 246-269). New York: Pergamon Press. Queensland Studies Authority. (2012). General capabilities: A starting point - Advice on implementing the Australian Curriculum (DRAFT FOR CONSULTATION) Retrieved from http://www.qsa.qld.edu.au/downloads/aust_curric/ac_gc_starting_point.pdf Rennie, A. (2006). Implementing Habits of Mind. Mascot, NSW: User Friendly Resources. South Australia. Department of Education and Children's Services. (2010). Keeping safe: child protection curriculum: primary years. South Australia: DECS Publishing. Stecher, T. (2013). Use social awareness and interpersonal skills to establish and maintain positive relationships. Retrieved from http://curriculumdesignandeval.wikispaces.com/Use+socialawareness+and+interpersonal+skills+to+establish+and+maintain+positive+relationships wikiHow. (2013). How to develop social awareness. Retrieved from http://www.wikihow.com/Develop-Social-Awareness Source for document template http://skyreachmedia.co.uk/bentonparkfiles/files/psche.pdf

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APPENDIX 1: EVIDENCE OF COLLABORATION

SKYPE:
[25/03/2013 7:56:28 PM] Jo Humphries: ok, so where to from here! I guess the question is how are we going to determine what content is needed and how to put it all together and divide the labour before coming back to try to fuse everything into a cohesive paper? [25/03/2013 7:57:53 PM] Telesha Uren: Well, do we try and work out some similarities of the different approaches to encourage inclusion... and then discuss these...? Does that make sense? [25/03/2013 7:58:40 PM] Annette Downs: yeah it does but do we look at it in our different roles to write up? [25/03/2013 7:59:28 PM] Jo Humphries: Strategies to promote management Social awareness Social management Self-awareness Self-

[25/03/2013 7:59:37 PM] Emma Hansen: we should discuss our focus from our 'roles' perspective, but then our roles are really irrelevant. [25/03/2013 8:00:35 PM] Jo Humphries: I believe the purpose of the roles was to aid us in communicating - to distance ourselves from the opinions we presented to make sure no one was "offended" (for want of a better word) [25/03/2013 8:01:00 PM] Emma Hansen: yes - agree [25/03/2013 8:01:08 PM] Telesha Uren: Agree also [25/03/2013 8:01:33 PM] Emma Hansen: so lets look at Self-awareness and discuss inclusion from each of our roles perspectives? [25/03/2013 8:01:42 PM] Annette Downs: yeah i agree also [25/03/2013 8:03:35 PM] Emma Hansen: these 4 elements have come from the ACARA capabilities: 'personal and social capability will always include a minimum foundation of the four interrelated and non-sequential organising elements Self-awareness, Selfmanagement, Social awareness and Social management - used in the Personal and Social capability learning continuum.'

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[25/03/2013 8:15:23 PM] Jo Humphries: I guess there will be some crossover in terms of interconnections between the 4 elements [25/03/2013 8:15:42 PM] Emma Hansen: I am not even sure if it would apply to the social capabilities, but the UDL guidelines give 'inclusive' strategies to cater for all learners to achieve in the same curriculum [25/03/2013 8:16:13 PM] Jo Humphries: So we are back to 4/4=1 Strategies to promote Self-awareness Self-management Social awareness Social management

[25/03/2013 8:16:21 PM] Jo Humphries: anyone have a preference? [25/03/2013 8:16:42 PM] Annette Downs: I am happy to take on any [25/03/2013 8:16:46 PM] Jo Humphries: same [25/03/2013 8:16:56 PM] Emma Hansen: allocate Jo [25/03/2013 8:17:05 PM] Jo Humphries: alphabetically? [25/03/2013 8:17:09 PM] Emma Hansen: sure [25/03/2013 8:17:10 PM] Jo Humphries: Annette = awareness [25/03/2013 8:17:10 PM] Telesha Uren: sounds good [25/03/2013 8:17:23 PM] Annette Downs: ok cool thanks [25/03/2013 8:17:25 PM] Jo Humphries: Emma= self-management [25/03/2013 8:17:33 PM] Emma Hansen: cool [25/03/2013 8:17:51 PM] Jo Humphries: Telesha = social management [25/03/2013 8:18:01 PM] Telesha Uren: yep, sounds great
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[25/03/2013 8:18:17 PM] Jo Humphries: so what are our expectations of each other? [25/03/2013 8:18:33 PM] Emma Hansen: should we work around the same basic guidelines or methods/strategies (such as the approaches listed). What about a word count goal each? [25/03/2013 8:18:53 PM] Annette Downs: is there a word count for this assignment [25/03/2013 8:19:04 PM] Telesha Uren: i dont think so [25/03/2013 8:19:07 PM] Jo Humphries: no [25/03/2013 8:19:16 PM] Emma Hansen: no - but if we aim for the same length it will flow better I think [25/03/2013 8:19:17 PM] Jo Humphries: Ok how about we take the pdf I linked to and use that as a template [25/03/2013 8:19:46 PM] Annette Downs: yeah sounds good to me [25/03/2013 8:19:47 PM] Telesha Uren: Yeah = I like this as a template [25/03/2013 8:20:38 PM] Emma Hansen: yes - some content will be applicable that we can leave (per say) as long as we reference the document [25/03/2013 8:20:47 PM] Jo Humphries: then we each take our element and we try to do out bit = an overview of the concept, an indication of how it fits in and strategies for implementation [25/03/2013 8:21:01 PM] Jo Humphries: (or something like that?!) [25/03/2013 8:21:05 PM] Telesha Uren: perfect! [25/03/2013 8:21:21 PM] Annette Downs: yep :) [25/03/2013 8:21:29 PM] Jo Humphries: ok I will make a template on the wiki and you guys can feedback? [25/03/2013 8:21:44 PM] Telesha Uren: I believe that we do need to mention and discuss students with disabilities and gifted students...

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WIKISPACE:

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EMAIL:
From: Jo Humphries Sent: Friday, April 5, 2013 3:13 PM To: Don & Emma Hansen ; TELESHA UREN ; msadowns Subject: Assignment 1 Hi Ladies, Attached is the first word based draft of our project. If anyone has any artistic sensibilities which will be offended by my plain styling, please feel free to embellish as you will! I send this to you for feedback and suggestions. Oh and please can I have your student ids. (I imagine we submit one document?) Happy Fridays, Jo

On Friday, April 5, 2013, msadowns wrote: Hi all Ive just added my bit on personal and social capabilities to the wiki is someone able to check it please just to double check Im on the right track thanks. Now to get and do the next bit. Jo my student id is s198740. Annette

From: Joanna Humphries [mailto:mrsjhumphries@gmail.com] Sent: Fri 5/04/2013 4:58 PM To: ANNETTE SARAH DOWNS Cc: EMMA HANSEN; TELESHA UREN Subject: Re: Assignment 1 I scanned it quickly Annette and it looks great - well done !! From: TELESHA UREN
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Sent: Saturday, April 6, 2013 7:38 AM To: Joanna Humphries ; ANNETTE SARAH DOWNS Cc: EMMA HANSEN Subject: RE: Assignment 1

It's looking great guys. I will get all the references done this afternoon. I also believe we submit a copy each, then we also submit our own notes and proof of collaboration etc. Telesha

From: msadowns [mailto:msadowns@optusnet.com.au] Sent: Sat 6/04/2013 10:19 AM To: TELESHA UREN; JOANNA FRANCESS HUMPHRIES; EMMA HANSEN Subject: Re: Assignment 1 Im just typing up the last of my bits now. Im confused on how we have to submit it if we all have to do it, do we then zip the file with all the emails, skype and wiki stuff as proof of collaboration? Annette

From: TELESHA UREN Sent: Saturday, April 6, 2013 3:30PM To: Joanna Humphries ; ANNETTE SARAH DOWNS Cc: EMMA HANSEN Hi Girls, Annette- We all submit the same paper separately. Then we all individually add our notes and collaboration evidence into our own submission. Does this help? Also, the resources look great!

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I have finished the references. If any one sees any massive mistakes, please feel free to change it! I also had to change a couple of my own references within my sections so this will need to be altered in the word document that Jo created. There was one reference that has a highlighted note next to from me, so if you could all check that and let me know what you think, that would be appreciated. It's all coming together nicely!! Telesha

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BLACKBOARD GROUP WIKI:

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APPENDIX 2: EVIDENCE OF RESEARCH

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