ACARA personal and social capabilities

The Australian Curriculum outlines the personal and social capabilities that students should develop. Document found here.

Introduction:

In the Australian Curriculum, students develop personal and social capability as they learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively. The capability involves students in a range of practices including recognising and regulating emotions, developing empathy for others and understanding relationships, establishing and building positive relationships, making responsible decisions, working effectively in teams, handling challenging situations constructively and developing leadership skills.

The Melbourne Declaration on the Educational Goals for Young Australians (MCEETYA 2008) recognises that personal and social capability assists students to become successful learners, helping to improve their academic learning and enhancing their motivation to reach their full potential. Personal and social capability supports students in becoming creative and confident individuals with ‘a sense of self-worth, self-awareness and personal identity that enables them to manage their emotional, mental, spiritual and physical wellbeing’, with a sense of hope and ‘optimism about their lives and the future’. On a social level, it helps students to ‘form and maintain healthy relationships’ and prepares them ‘for their potential life roles as family, community and workforce members’ (MCEETYA, p. 9).

Students with well-developed social and emotional skills find it easier to manage themselves, relate to others, develop resilience and a sense of self-worth, resolve conflict, engage in teamwork and feel positive about themselves and the world around them. The development of personal and social capability is a foundation for learning and for citizenship.

The Personal and social capability learning continuum is organised into four interrelated elements of:

·         Self-awareness

·         Self-management

·         Social awareness

·         Social management

The diagram below sets out these elements.

EQ Learning and Wellbeing Framework

Here.

Foreword:

Learning and wellbeing are inextricably linked — students learn best when their wellbeing is optimised, and they develop a strong sense of wellbeing when they experience success in learning.

Happy, healthy and confident young people are vital in securing a strong future for Queensland, which is why the Learning and Wellbeing Framework will be used in Queensland state schools from 2012.

Students themselves identify schooling as a key influence on their wellbeing. Whether it is the positive impact of a great teacher, an inspirational and engaging classroom lesson or that bit of extra support provided at just the right time – there is no doubt that a student’s experience at school has a significant impact on their wellbeing.

In turn, schools are only too aware that students with high levels of wellbeing make better learners — they demonstrate more effective academic, social and emotional functioning and generally engage in more appropriate behaviour at school. Parents and carers have the most significant impact on their child’s wellbeing, and their partnership and active participation in school activities are welcomed and encouraged.

This framework connects the elements of curriculum, environment, policy and community that enhance wellbeing for learning and life — complementing the exceptional work already happening in state schools. It identifies ways to support students and it will be a useful, important and practical resource for state schools to improve outcomes for all students.