The Australian Curriculum (ACARA) is made up of three components: Learning Areas, General Capabilities and Cross-curriculum priorities. All three components are important and overlap each other in supporting each of our student's to access a well-rounded education.
When it comes to the Personal and Social Capability, students come to school with different levels of ability and understanding of: resilience, motivation, empathy, ability to develop friendships, understanding what is acceptable behaviour, ability to deal with problems and general self worth – I could go on and on!
Just as a teacher teaches English and Mathematics and would use strategies to support a child’s learning, a teacher explicitly models strategies and uses questions to help develop Hackham East student's Personal and Social development in order for them to become responsible and valued members of our school community.
To quote from the Personal and Social Capability in ACARA.
"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."
At Hackham East Primary School we support students to develop the Personal and Social Capability in a multitude of ways. We use the Play Is The Way games based approach alongside our School Values of Good Manners, Tolerance, Resilience, Persistence, Courage, Friendliness and Compassion. Through this approach we support and challenge our students learning in regards to building empathy for others, developing their collaborative skills, supporting students to make responsible decisions as well as developing the skills needed to build positive relationships with their peers.
Interoception is explicitly taught to support our students to work towards being able to recognize their emotions, identify what their body is telling them, enabling students to act on it appropriately. Interoception exercises are taught daily to give students the skills and strategies needed for self-management and to self-regulate. It provides students with the tools to know when they are developing emotional reactions and the skills to be in control of those actions.
The reality is that as all students come to school with differing academic abilities students also come to school with a differing capacity to collaborate with their peers, get along with others, ability to deal with problems, skills to develop friendships as well as their level of empathy and their ability to self-regulate their emotions. In partnership with parents/caregivers we need to work together to support and develop all of these areas in our students.
Scott Megson, Deputy Principal