Personal and Social Capability
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Foundation Level A
Foundation Level B
Foundation Level C
Foundation Level D
Foundation
Levels 1 and 2
Levels 3 and 4
Levels 5 and 6
Levels 7 and 8
Levels 9 and 10
By the end of Foundation Level A, students express their emotions by responding to familiar situations and interactions.
They respond to coregulation strategies to comfort and/or calm, with support from a familiar adult.
Students engage in new learning experiences.
Students demonstrate an awareness of others and of some objects and actions associated with familiar activities and routines in their immediate environment, including the concepts of ‘safe’ and ‘unsafe’.
By the end of Foundation Level B, students communicate some emotions in response to what is happening in their environment.
They participate in coregulation activities with familiar adults as a strategy to support their emotional regulation and engagement.
Students make choices and explore trial and error, practising persistence as a way of managing learning challenges.
They demonstrate an awareness of body autonomy.
They recognise that some actions they take result in praise.
By the end of Foundation Level C, students use known vocabulary to identify some emotions in themselves and others in different situations and interactions.
They implement regulation or coregulation strategies, with support from an adult.
Students make choices between objects, actions or activities and seek help when experiencing emotional or learning challenges.
They establish an understanding of consent and their personal boundaries. They use their preferred communication modality to practise ways of providing consent.
By the end of Foundation Level D, students use known vocabulary to identify some emotions.
They recognise, identify and name how a situation or event can affect their emotions.
They recall and build on learnt strategies to support their emotional regulation, identifying which to apply in different situations.
Students initiate choices, follow instructions and apply strategies that support them when faced with social, emotional or learning challenges during the school day.
They identify and apply...
By the end of Foundation, students identify emotions and their own and others’ responses in different situations and interactions. They recognise their own and others’ personal strengths and interests. They identify a range of strategies for supporting themselves and others when experiencing social, emotional and learning challenges, and recognise that attempting challenges and new experiences is an important part of their development.
Students identify different types of relationships and the skills for developing them, and describe behaviours that support inclusion...
By the end of Level 2, students identify emotions and describe their own and others’ responses in different situations and interactions. They describe strategies, behaviours and actions for building awareness of other perspectives, and for supporting themselves and others in personal and social contexts.
Students begin to distinguish between appropriate and inappropriate behaviours and attitudes in personal, collaborative and other social contexts. They describe ways to modify their behaviours and actions in different situations and reflect on their decisions.
By the end of Level 4, students describe how different situations and interactions can affect emotional responses and behaviours. They explain a range of ways to support themselves and others in personal and social contexts, including consideration of the outcomes of behaviour and actions. They explain the importance of inclusion, collaboration and different perspectives in different contexts.
Students describe similarities and differences between individuals and groups, and how these impact relationships. They explain ways to...
By the end of Level 6, students explain the effect that different personal and social contexts have on emotional responses and behaviours.
They explain a range of ways to support themselves and others in personal and social contexts; select strategies and justify their decisions, taking into consideration cause and effect in relation to situations, emotions, behaviours, attitudes and actions as appropriate; and reflect on the results.
Students explain how respectful relationships can be achieved, maintained and rebuilt, demonstrating sensitivity to individual, social and cultural...
By the end of Level 8, students identify emotional complexity and its causes and consequences in personal and social contexts.
They analyse a range of ways to support themselves and others in personal and social contexts, select strategies and justify their decisions, taking into consideration likely outcomes and contextual and other influencing factors, and analyse the results. They identify, explain and reflect on strategies for responding to challenges and factors that influence success in responsible decision-making and working independently.
Students...
By the end of Level 10, students analyse and evaluate emotional complexity in personal and social contexts from different perspectives. They analyse a range of ways to support themselves and others, make selections and adaptations and justify their decisions, taking into consideration other perspectives, enablers and barriers, as appropriate to different needs and contexts. They identify, analyse and reflect on strategies for responding to challenges and for supporting independence and responsible decision-making, considering personal and social enablers of and barriers to success, and making...