Special note: In the following tables, note the content of the Links column where the relationship to the key learning areas (KLAs) is described. The content of this column may change in the future as a result of the work of the QCAR ( Curriculum and Assessment Reporting) project. If necessary, a new edition of the Phase descriptors will be published at that time. Social & personal learning: social learning Learning statement: Children sustain relationships by: acknowledging and negotiating rights, roles and responsibilities in a range of contexts cooperating with others in social situations. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support the child With support the child identifies With prompts the child The child takes on and talks Health & Physical identifies their own needs in the and takes on familiar roles and identifies shared roles and about roles and responsibilities Education: Enhancing learning environment and responsibilities to interact with responsibilities and uses in order to cooperate in a personal development (HPE: interacts with others for short others constructively within familiar strategies to sustain variety of learning contexts. EPD) periods. school contexts. relationships in familiar Students understand that they contexts. can be described in personal family and community terms. They understand how they change as they grow and develop. Students understand that the ways they interact with and relate to others differ. They demonstrate the basic skills to communicate and work effectively with others. Negotiating rights, roles and responsibilities HPE: EPD 1.2 With explicit support, listens to With clear directions, takes on With some prompts, willingly Acknowledges their own and Students identify relationships discussions about and shows some familiar classroom roles considers ideas, the rights of others in the class. others’ they experience in their daily lives, interest in needs and responsibilities. feelings and needs while others’ ideas, Negotiates with others in the and can demonstrate the and feelings. negotiating in learning With support, discusses learning environment. others’ behaviours appropriate for these. situations. When prompted, copies the points of view and tries out Independently takes on a range way that others take on simple ways to respond appropriately With prompts, reflects on of familiar roles and roles and responsibilities, e.g. to ideas, needs and alternative actions that may be others’ responsibilities in real-life and wipes the table when shown. feelings. used in social situations. play contexts, e.g. leader, When asked, takes on follower, helper, doctor, and classroom roles, e.g. leader, secretary. follower, helper. Helps other children with their
Special note: In the following tables, note the content of the Links column where the relationship to the key learning areas (KLAs) is described. The content of this column may change in the future as a result of the work of the QCAR ( Curriculum and Assessment Reporting) project. If necessary, a new edition of the Phase descriptors will be published at that time. Social & personal learning: social learning Learning statement: Children sustain relationships by: acknowledging and negotiating rights, roles and responsibilities in a range of contexts cooperating with others in social situations. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support the child identifies their own needs in the learning environment and interacts with others for short periods. With support the child identifies and takes on familiar roles and responsibilities to interact with others constructively within school contexts. With prompts the child identifies shared roles and responsibilities and uses familiar strategies to sustain relationships in familiar contexts. The child takes on and talks about roles and responsibilities in order to cooperate in a variety of learning contexts. Health & Physical Education: Enhancing personal development (HPE: EPD) Students understand that they can be described in personal family and community terms. They understand how they change as they grow and develop. Students understand that the ways they interact with and relate to others differ. They demonstrate the basic skills to communicate and work effectively with others. Negotiating rights, roles and responsibilities With explicit support, listens to discussions about and shows interest in others’ ideas, needs and feelings. When prompted, copies the way that others take on simple roles and responsibilities, e.g. wipes the table when shown. With clear directions, takes on some familiar classroom roles and responsibilities. With support, discusses others’ points of view and tries out ways to respond appropriately to others’ ideas, needs and feelings. With some prompts, willingly considers others’ ideas, feelings and needs while negotiating in learning situations. With prompts, reflects on alternative actions that may be used in social situations. When asked, takes on classroom roles, e.g. leader, follower, helper. Acknowledges their own and the rights of others in the class. Negotiates with others in the learning environment. Independently takes on a range of familiar roles and responsibilities in real-life and play contexts, e.g. leader, follower, helper, doctor, and secretary. Helps other children with their HPE: EPD 1.2 Students identify relationships they experience in their daily lives, and can demonstrate the behaviours appropriate for these.