|
4.1 Students evaluate the influence on self-concept
and self-esteem of their own and others’ behaviours, including recognition
of achievement and changes in responsibilities.
|
4.2 Students explore different types of relationships and evaluate
standards of behaviour considered appropriate for these relationships.
|
4.3 Students explain how factors, including
challenges and inherited characteristics, influence physical, social and
emotional growth and development.
|
4.4 Students demonstrate skills and actions that support the rights
and feelings of others, while adopting different roles and responsibilities
in social, team or group activities.
|
|
Behaviours that
influence self-concept and self-esteem:
·
recognising achievement
·
accepting or rejecting changes in responsibilities
·
losing responsibilities or assuming increased
responsibilities
·
celebrating achievements
·
providing love and support
·
engaging in antisocial activities, e.g. stealing, lying,
bullying, being disobedient, being destructive
·
being honest and trustworthy
·
acknowledging effort
|
Different
types of relationships:
·
child - parent
·
peer group
·
extended family
·
siblings
·
student - teacher
·
player - coach
·
doctor - patient
·
friends of same sex
·
friends of the opposite sex
·
acquaintances
·
strangers
Aspects of
behaviours in relationships:
·
level of intimacy or physical contact
·
adherence to rules
·
degree of respect
·
degree of openness and honesty
Evaluating
appropriateness:
·
why standards are set
·
who sets standards
·
why standards are important
·
whether standards are the same for all people
|
Factors
that influence physical, social and emotional growth and development:
·
challenges
- in the outdoors
- in making and maintaining friendships
- in resolving conflict
- associated with anger, grief, loss and
success
·
inherited characteristics
- genetic
- cultural characteristics and beliefs
·
environmental
- nutrition
- sunlight
- exercise
- smog
- living standards
·
social and emotional
- love
- affection
- abuse and violence
- emotional turmoil
- racism
|
Skills
and actions that support the rights and feelings of others in social, team
or group activities:
·
showing trust and tolerance
·
recognising the rights of others
·
encouraging, praising, pointing out strengths,
acknowledging the contribution of others
·
showing courtesy, cooperation, respect and loyalty as a
group member
·
assuming responsibility to ensure the rights of others
are met or facilitated
·
anticipating the needs of others
·
offering assistance by adapting rules or codes of
behaviour to be inclusive
·
acknowledging the feelings of others
·
reporting bullying, harassment and racist remarks or
behaviours
·
adhering to rules and codes as a team member
·
playing a non-preferred position for the good of the
team
|