Protective Behaviours and Australian curriculum – general capabilities General capabilities a key dimension of the Australian Curriculum and are addressed explicitly in the content of the learning areas. General capabilities comprise an integrated and interconnected set of knowledge, skills, behaviours and dispositions that students develop and use in their learning (ACARA, 2012, p. 5). While Protective Behaviours relates to all of the general capabilities, there is a particular focus on the personal and social capability and the ethical behavior capability. Personal and social capability The personal and social capability learning continuum has four organising elements: self-awareness, self-management, social awareness and social management. Below is an example of how Protective Behaviours relates to the nature, scope and sequence of the personal and social capability. Self-awareness By the end of Year 2 students: By the end of Year 6 students: Recognising emotions identify and name their emotions, and the impact emotions have on their lives (for example identifying safe and unsafe feelings in response to particular stories and scenarios) describe and understand their emotional responses in various situations, including how emotions are linked to behaviour and learning (for example taking action to keep safe) Self-knowledge discover personal strengths and challenges, and describe their abilities, likes and dislikes (for example identifying own Early Warning Signs and people to talk to about safe and unsafe feelings) describe and assess personal strengths and challenges, learning from success and failure (for example taking action to keep safe in response to Early Warning Signs for safe and unsafe feelings) Self-perception discover who they are and where they fit into their family, class and peer groups (for example, identifying a personal safety network) recognise a range of external influences that may impact on their sense of identity (for example extending personal safety network) Self-worth recognise and celebrate what they have done well, and acknowledge and learn from their mistakes (for example understanding that feeling safe is a right) demonstrate awareness of personal habits and behaviour, and factors influencing their successes and mistakes (for example recognising that children have rights including the right to feel safe) Reflective practice reflect on and discover more about themselves – their strengths, challenges and interests (for example communicating about safe and unsafe risk-taking) reflect on and apply learning to their everyday lives to consolidate strengths and address challenges (for example taking charge and making a plan to keep safe in risky situations) Self-management By the end of Year 2 students: By the end of Year 6 students: Appropriate expression of emotion understand and begin to demonstrate appropriate expression and management of their emotions (for example identifying safe and unsafe feelings and talking about them) draw and understand complex connections between their emotions and their behaviour, as they relate to learning and relationships (for example communicating about unsafe and yukky things in a safe way) Self-discipline show self-discipline in their learning, recognising the need to complete tasks within a given time (for example identifying personal space and respecting others’ personal space) how self-discipline in organising their learning (for example respecting and communicating assertively about the right to personal space) Goal setting and tracking set goals to assist their learning and personal organisation, demonstrating care for personal property and shared materials (for example reviewing personal safety network) set and keep track of personal and academic goals (for example identifying the characteristics we want from a network person and reviewing our networks) Working independently and showing initiative begin to work independently, showing initiative and recognising when to ask for help and support (for example knowing key anatomically correct names for private parts of the body) recognise the value of working independently, taking initiative to do so where appropriate (for example knowing anatomically correct names for private parts of the body ) Confidence, resilience and adaptability build confidence and resilience, being willing to undertake and persist with short tasks, and acknowledging successes (for example knows that it is OK to persist if people don't listen until we feel safe again) demonstrate confidence in themselves, showing persistence and adaptability in completing challenging tasks) (for example knows how to persist to get help to solve a range of problems) Social awareness By the end of Year 2 students: By the end of Year 6 students: Empathy interpret and anticipate the emotional states of others based on their words, facial expressions and body language (for example identifying the impact on others of things we do and say that are kind or unkind use listening and observational skills to identify and empathise with the feelings and perspectives of others in a range of situations (for example identifying the impact of bullying and cyberbullying on others and ways to help) Appreciating diverse perspectives describe commonalities and differences between themselves and people in their communities, recognising that people hold many viewpoints (for example knowing that it is against the law for someone to harm children and who children can go to for help) recognise that social cues and means of communication may differ within and between various communities, explaining a point of view that is different from their own (for example respecting different views and at the same time knowing that it is against the law for someone to harm children and who children can go to for help) Contributing to civil society, advocacy for and service to others identify and carry out ways of contributing to their homes, classrooms and communities, and recognise how others help them (for example knowing and being able to use key contact information – phone numbers and emergency contacts) explain and act on personal roles and responsibilities in their homes, schools and communities (for example knowing and being able to use extended contact information – phone numbers and emergency contacts) Understanding relationships value relationships and friendships, recognising how words and actions can help or hurt others, and recognise the effects of modifying their behaviour (for example understanding how people can sometimes be mean and unsafe and develop strategies to keep safe) identify the differences between positive and negative relationships and ways of managing these (for example developing strategies for keeping safe from bullying and cyberbullying Social management By the end of Year 2 students: By the end of Year 6 students: Communication use verbal and nonverbal communication skills, such as listening when others speak, waiting their turn and knowing when to respond (for example knowing personal safety rules including to get away to a safe place and talk about it) build verbal and nonverbal communication skills, such as attentive and reflective listening, participation in class discussions, presentation of group reports (for example knowing personal safety rules including to get away to a safe place and talk about it) Working collaboratively work with partners and in small groups, using strategies such as taking turns, staying on task, sharing resources (for example, responding to questions such as: If everyone was safe, what might it look like? What might people do about this?) work in teams, encouraging others and recognising their contributions, negotiating roles and managing time and tasks (for example, responding to questions such as: What gets in the road of people staying safe? What might people do about this?) Decision making practise group decision making with peers in situations such as class meetings and when working in pairs and small groups, (for example knowing that someone might use tricks, lies, bribes and threats to get children to do unsafe things and making safe decisions) identify and explain how factors such as feelings, social and cultural norms, and conflicting points of view influence individual and group decision making (for example making safe decisions and responding assertively to someone who uses tricks, lies, bribes and threats to get children to do unsafe things) Conflict resolution and negotiation clarify and practice solving simple interpersonal problems, recognising that there are many ways to solve conflicts (for example communicating assertively about rights, feeling safe, being safe) identify causes and effects of conflict, and use effective strategies to manage, resolve and negotiate these conflict situations (for example communicating assertively and problem solving ethically about rights, feeling safe, being safe in a range of situations) Building and maintaining relationships build relationships with peers as they participate in and contribute to classroom and group activities (for example, talk about unsafe secrets – knowing that unsafe secrets can always be told to someone on personal safety network) understand the difference between safe and risky behaviours in relationships (for example talking about when might we need to tell someone if we were worried about a friend’s safety? How can we be a pro-social helpers?) Leadership show a sense of responsibility and sensitivity to others and become skilled in treating others fairly ((for example, developing a story of how our group/class/ might take stand to promote personal safety) initiate or help to organise classroom and group activities, identifying and addressing a common need (for example developing and implementing plan for our class/school to take a stand to promote personal safety and positive relationships)