General

Capabilities
Personal and Social Capability
Self awareness
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Recognise recognise and identify their compare their emotional describe the influence that explain how the examine influences on and reflect critically on their
own emotions responses with those of their people, situations and events appropriateness of emotional consequences of their emotional responses to
emotions peers have on their emotions responses influences emotional responses in a challenging situations in a
behaviour learning, social and work- wide range of learning, social
related contexts and work-related contexts
Recognise personal express a personal identify and describe personal describe personal strengths describe the influence that make a realistic assessment assess their strengths and
preference interests, skills and and challenges and identify personal qualities and of their abilities and challenges and devise
qualities and achievements and explain skills they wish to develop strengths have on their achievements, and prioritise personally appropriate
achievements how these contribute to family learning outcomes areas for improvement strategies to achieve future
and school life success
Understand select tasks they can do in discuss their strengths and identify and describe factors identify preferred learning identify and choose a range evaluate the effectiveness of
different learning contexts weaknesses as learners and and strategies that assist their styles and work habits of learning strategies commonly used learning
themselves as identify some learning learning appropriate to specific tasks strategies and work practices
learners strategies to assist them and describe work practices and refine these as required
that assist their learning

Develop reflective recognise and identify reflect on what they have reflect on personal strengths monitor their progress, predict the outcomes of reflect on feedback from
participation in or completion learnt about themselves from and achievements, based on seeking and responding to personal and academic peers, teachers and other
practice of a task a range of experiences at self-assessment strategies feedback from teachers to challenges by drawing on adults, to analyse personal
home and school and teacher feedback assist them in consolidating previous problem solving and characteristics and skill set
strengths, addressing decision making strategies that contribute to or limit their
weaknesses and fulfilling their and feedback from peers and personal and social capability
potential teachers
Self Management
Express emotions recognise and identify how describe ways to express identify and describe explain the influence of forecast the consequences of consider control and justify
their emotions influence the emotions to show awareness strategies to manage and emotions on behaviour, expressing emotions their emotional responses, in
appropriately way they feel and act of the feelings and needs of moderate emotions in learning and relationships inappropriately and devise expressing their opinions,
others increasingly unfamiliar measures to regulate beliefs, values, questions and
situations behaviour choices
Develop self- make a choice to participate set goals in learning and explain the value of self- analyse factors that influence select, use and analyse critically analyse self-
in a class activity personal organisation by discipline and goal-setting in ability to self-regulate; devise strategies that assist in discipline strategies and
discipline and set completing tasks within a helping them to learn and apply strategies to regulating behaviour and personal goals and consider
goals given time monitor own behaviour and achieving personal and their application in social and
set realistic learning goals learning goals work-related contexts
Work independently attempt tasks with support or work independently on consider, select and adopt a assess the value of working critique their effectiveness in establish personal priorities,
prompting routine tasks and experiment range of strategies for independently, and taking working independently by manage resources effectively
and show initiative with strategies to complete working independently and initiative to do so where identifying enablers and and demonstrate initiative to
other tasks where appropriate taking initiative appropriate barriers to achieving goals achieve personal goals and
learning outcomes
Become confident identify people and situations undertake and persist with persist with tasks when faced devise strategies and assess, adapt and modify evaluate, rethink and refine
with which they feel a sense short tasks, within the limits of with challenges and adapt formulate plans to assist in personal and safety approaches to tasks to take
resilient and of familiarity or belonging personal safety their approach where first the completion of challenging strategies and plans, and account of unexpected or
adaptable attempts are not successful tasks and the maintenance of revisit tasks with renewed difficult situations and safety
personal safety confidence considerations


Social Management
Communicate identify positive ways to discuss the use of verbal and identify communication skills identify and explain factors analyse enablers of and formulate plans for effective
initiate, join and interrupt nonverbal communication that enhance relationships for that influence effective barriers to effective verbal, communication (verbal,
effectively conversations with adults and skills to respond appropriately particular groups and communication in a variety of nonverbal and digital nonverbal, digital) to
peers to adults and peers purposes situations communication complete complex tasks
Work share experiences of identify cooperative describe characteristics of contribute to groups and assess the extent to which critique their ability to devise
cooperation in play and group behaviours in a range of cooperative behaviour and teams, suggesting individual roles and and enact strategies for
collaboratively activities group activities identify evidence of these in improvements in methods responsibilities enhance working in diverse teams,
group activities used for group investigations group cohesion and the drawing on the skills and
and projects achievement of personal and contributions of team
group objectives members to complete
complex tasks
Make decisions identify options when making practise individual and group contribute to and predict the identify factors that influence assess individual and group develop and apply criteria to
decisions to meet their needs decision making in situations consequences of group decision making and consider decision-making processes in evaluate the outcomes of
and the needs of others such as class meetings and decisions in a range of the usefulness of these in challenging situations individual and group
when working in pairs and situations making their own decisions decisions and analyse the
small groups consequences of their
decision making
Negotiate and listen to others’ ideas, and practise solving simple identify a range of conflict identify causes and effects of assess the appropriateness generate, apply and evaluate
recognise that others may interpersonal problems, resolution strategies to conflict, and practise different of various conflict resolution strategies such as active
resolve conflict see things differently from recognising there are many negotiate positive outcomes strategies to diffuse or strategies in a range of social listening, mediation and
them ways to solve conflict to problems resolve conflict situations and work-related situations negotiation to prevent and
resolve interpersonal
problems and conflicts
Develop identify ways to take discuss ways in which they discuss the concept of initiate or help to organise plan school and community propose, implement and
responsibility for familiar can take responsibility for leadership and identify group activities that address a projects, applying effective monitor strategies to address
leadership skills tasks at home and school their own actions situations where it is common need problem-solving and team- needs prioritised at local,
appropriate to adopt this role building strategies, and national, regional and global
making the most of available levels, and communicate
resources to achieve goals these widely

Social Awareness
Appreciate acknowledge that people hold describe similarities and discuss the value of diverse explain how means of acknowledge the values, articulate their personal value
many points of view differences in points of view perspectives and describe a communication differ within opinions and attitudes of system and analyse the
diverse between themselves and point of view that is different and between communities different groups within society effects of actions that repress
perspectives people in their communities from their own and identify the role these and compare to their own social power and limit the
play in helping or hindering points of view expression of diverse views
understanding of others
Contribute to civil describe ways they can help describe how they contribute identify the various identify a community need or analyse personal and social plan, implement and evaluate
at home and school to their homes, classrooms communities to which they problem and consider ways to roles and responsibilities in ways of contributing to civil
society and local communities, and belong and what they can do take action to address it planning and implementing society at local, national
how others care for and to make a difference ways of contributing to their regional and global levels
assist them communities
Understand explore relationships through identify ways to care for describe factors that identify the differences identify indicators of possible explain how relationships
play and group experiences others, including ways of contribute to positive between positive and problems in relationships in a differ between peers, parents,
relationships making and keeping friends relationships, including with negative relationships and range of social and work teachers and other adults,
people at school and in their ways of managing these related situations and identify the skills needed
community to manage different types of
relationships




 General Capabilities
Intercultural Understanding
Recognising culture and developing respect
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Investigate share ideas about self and identify and describe the identify and describe identify and describe the explain ways that cultural analyse how membership
belonging with peers various groups to which they variability within and across roles that culture and groups and identities of local, regional, national
culture and belong and the ways people cultural groups language play in shaping change over time and in and international groups
cultural identity act and communicate within group and national different contexts shapes identities including
them identities their own
Explore and identify, explore and describe and compare the describe and compare a describe and compare the analyse the dynamic nature critically analyse the
compare culturally diverse way they live with people in range of cultural stories, knowledge, beliefs and of cultural knowledge, complex and dynamic
compare cultural activities and objects other places or times events and artefacts practices of various cultural beliefs and practices in a nature of knowledge,
knowledge beliefs groups in relation to a range of personal, social beliefs and practices in a
and practices specific time, event or and historical contexts wide range of contexts over
custom time
Develop respect discuss ideas about describe ways that diversity identify and discuss the discuss opportunities that understand the importance understand the importance
cultural diversity in local presents opportunities for significance of a range of cultural diversity offers of maintaining and of mutual respect in
for cultural contexts new experiences and cultural events, artefacts or within Australia and the celebrating cultural promoting cultural
diversity understandings stories recognised in the Asia-Pacific region traditions for the exchange and collaboration
school, community or nation development of personal, in an interconnected world
group and national
identities
Interacting and empathising with others
Communicate recognise that people use describe how the use of recognise there are identify factors that explore ways that culture analyse the complex
different languages to words and body language in similarities and differences contribute to understanding shapes the use of language relationship between
across cultures communicate interactions may have in the ways people in intercultural in a wide range of contexts language, thought and
different meanings for various communicate, both within communication and discuss context to understand and
cultural groups and across cultural groups some strategies to avoid enhance communication
misunderstanding
Consider and express their opinions and express their own identify and describe explain perspectives that assess diverse present a balanced view on
listen to the opinions of perspectives on familiar shared perspectives within differ to expand their perspectives and the issues where conflicting
develop multiple others in given situations topics and texts, and identify and across various cultural understanding of an issue assumptions on which they views cannot easily be
perspectives the perspectives of others groups are based resolved
Empathise with imagine and describe their imagine and describe the imagine and describe the imagine and describe the imagine and describe the recognise the effect that
own feelings if they were feelings of others in familiar feelings of others in a situations of others in local, feelings and motivations of empathising with others
others put in someone else’s situations range of contexts national and global people in challenging has on their own feelings,
place contexts situations motivations and actions
Reflecting on intercultural experiences and taking responsibility
Reflect on identify and describe identify and describe what identify and describe what explain what and how they reflect critically on the reflect critically on the
memorable intercultural they have learnt about others they have learnt about have learnt from a wide representation of various effect of intercultural
intercultural experiences from intercultural encounters themselves and others range of intercultural cultural groups in texts and experiences on their own
experiences and culturally diverse texts from real, virtual and interactions and the media and how they attitudes and beliefs and
vicarious intercultural experiences respond those of others
experiences
Challenge identify examples of the discuss the effects of explain the dangers of explain the impact of identify and challenge critique the use of
acceptance and inclusion acceptance and inclusion in making generalisations stereotypes and prejudices stereotypes and prejudices stereotypes and prejudices
stereotypes and of others in given situations familiar situations about individuals and on individuals and groups in the representation of in texts and issues
prejudices groups within Australia group, national and concerning specific cultural
regional identities
 groups at national, regional
and global levels
Mediate cultural identify similarities and recognise that cultural identify ways of reaching discuss ways of reconciling identify and address recognise the challenges
differences between differences may affect understanding between differing cultural values and challenging issues in ways and benefits of living and
difference themselves and their peers understanding between culturally diverse groups perspectives in addressing that respect cultural working in a culturally
people common concerns diversity and the right of all diverse society and the role
to be heard that cultural mediation
plays in learning to live
together




General Capabilities
Critical and Creative Thinking
Inquiring – identifying, exploring and organizing information and ideas
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Pose questions pose factual and pose questions to identify pose questions to expand pose questions to clarify pose questions to probe pose questions to critically
exploratory questions and clarify issues, and their knowledge about the and interpret information assumptions and analyse complex issues
based on personal compare information in their world and probe for causes and investigate complex issues and abstract ideas
interests and experiences world consequences
Identify and identify and describe identify and explore identify main ideas and identify and clarify relevant clarify information and clarify complex information
familiar information and information and ideas from select and clarify information information and prioritise ideas from texts or images and ideas drawn from a
clarify ideas during a discussion source materials from a range of sources ideas when exploring challenging range of sources
information and or investigation issues
ideas
Organise and gather similar information organise information based collect, compare and analyse, condense and critically analyse critically analyse
or depictions from given on similar or relevant ideas categorise facts and combine relevant information and evidence independently sourced
process sources from several sources opinions found in a widening information from multiple according to criteria such information to determine
information range of sources sources as validity and relevance bias and reliability

Generating ideas, possibilities and actions

Imagine use imagination to view or build on what they know to expand on known ideas to combine ideas in a variety draw parallels between create and connect
create things in new ways create ideas and possibilities create new and imaginative of ways and from a range known and new ideas to complex ideas using
possibilities and and connect two things that in ways that are new to them combinations of sources to create new create new ways of imagery, analogies and
connect ideas seem different possibilities achieving goals symbolism
Consider suggest alternative and identify and compare creative explore situations using identify situations where generate alternatives and speculate on creative
creative ways to approach ideas to think broadly about a creative thinking strategies current approaches do not innovative solutions, and options to modify ideas
alternatives a given situation or task given situation or problem to propose a range of work, challenge existing adapt ideas, including when circumstances
alternatives ideas and generate when information is limited change
alternative solutions or conflicting
Seek solutions predict what might happen investigate options and experiment with a range of assess and test options to predict possibilities, and assess risks and explain
in a given situation and predict possible outcomes options when seeking identify the most effective identify and test contingencies, taking
and put ideas into when putting ideas into when putting ideas into action solutions and putting ideas solution and to put ideas consequences when account of a range of
action action into action into action seeking solutions and perspectives, when seeking
putting ideas into action solutions and putting
complex ideas into action
Analysing, synthesizing and evaluating reasoning and procedures
Apply logic and identify the thinking used to identify reasoning used in identify and apply assess whether there is identify gaps in reasoning analyse reasoning used in
solve problems in given choices or actions in specific appropriate reasoning and adequate reasoning and and missing elements in finding and applying
reasoning situations situations thinking strategies for evidence to justify a claim, information solutions, and in choice of
particular outcomes conclusion or outcome resources

Draw conclusions share their thinking about identify alternative courses of draw on prior knowledge scrutinise ideas or differentiate the use logical and abstract
possible courses of action action or possible and use evidence when concepts, test conclusions components of a designed thinking to analyse and
and design a conclusions when presented choosing a course of action and modify actions when course of action and synthesise complex
course of action with new information or drawing a conclusion designing a course of tolerate ambiguities when information to inform a
action drawing conclusions course of action
Evaluate check whether they are evaluate whether they have explain and justify ideas evaluate the effectiveness explain intentions and evaluate the effectiveness
satisfied with the outcome accomplished what they set and outcomes of ideas, products, justify ideas, methods and of ideas, products and
procedures and of tasks or actions out to achieve performances, methods courses of action, and performances and
outcomes and courses of action account for expected and implement courses of
against given criteria unexpected outcomes action to achieve desired
against criteria they have outcomes against criteria
identified they have identified
Reflecting on thinking and processes
Think about describe what they are describe the thinking reflect on, explain and reflect on assumptions assess assumptions in their give reasons to support
thinking and give reasons strategies used in given check the processes used made, consider reasonable thinking and invite their thinking, and address
thinking why situations and tasks to come to conclusions criticism and adjust their alternative opinions opposing viewpoints and
(metacognition) thinking if necessary possible weaknesses in
their own positions
Reflect on identify the main elements outline the details and identify pertinent identify and justify the evaluate and justify the balance rational and
of the steps in a thinking sequence in a whole task and information in an thinking behind choices reasons behind choosing a irrational components of a
processes process separate it into workable investigation and separate they have made particular problem-solving complex or ambiguous
parts into smaller parts or ideas strategy problem to evaluate
evidence
Transfer connect information from use information from a transfer and apply apply knowledge gained justify reasons for decisions identify, plan and justify
one setting to another previous experience to inform information in one setting to from one context to another when transferring transference of knowledge
knowledge into a new idea enrich another unrelated context and information to similar and to new contexts
new contexts identify new meaning different contexts












 General Capabilities
ICT Capability
Investigating with ICT
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Define and plan use ICT to identify use ICT to identify, use ICT to plan an information use a range of ICT to identify use a range of ICT to select and use a range
where information is record and classify search or generation of and represent patterns in analyse information in of ICT independently
information searches located textual and graphic information, recognising some sets of information and to terms of implicit patterns and collaboratively,
information to show what pattern within the information, pose questions to guide and structures as a analyse information to
is known and what searching for, or generating, basis to plan an frame questions and
needs to be investigated further information information search or plan search strategies
generation or data generation
Locate generate and use icons to locate or explain the usefulness of explain why located data or assess the suitability of data assess the suitability of develop and use criteria
generate required located data or information was selected or information using a range data or information systematically to
access data and information information of appropriate given criteria using appropriate own evaluate the quality,
information criteria suitability and credibility
of located data or
information and sources
Select and evaluate data explain how located locate information from a locate, retrieve or generate locate, retrieve or generate locate, retrieve or use advanced search
data or information was given set of digital information from a range of information using search generate information tools and techniques or
and information used sources digital sources engines and simple search using search facilities simulations and digital
functions and classify and organise models to locate or
information in meaningful information in generate precise data
ways meaningful ways and information that
supports the
development of new
understandings
Communicating with ICT
Collaborate share and use purposefully use purposefully selected use appropriate ICT tools select and use appropriate select and use select and use a range
selected ICT tools ICT tools safely to share safely to share and exchange ICT tools safely to share and appropriate ICT tools of ICT tools efficiently
exchange safely to view and exchange information information with appropriate exchange information and to safely to lead groups in and safely to share and
information shared by with appropriate local known audiences safely collaborate with others sharing and exchanging exchange information,
trusted adults audiences information, and taking and to collaboratively
part in online projects or and purposefully
active collaborations construct knowledge
with appropriate global
audiences
Understand computer understand that understand that computer understand that computer understand that particular understand that there understand that
messages are mediated mediated communications forms of computer mediated are various methods of computer mediated
mediated recorded, viewed or communications may be are directed to an audience communications and tools collaboration through communications have
communications sent in computer received later by the for a purpose are suited to synchronous or computer mediated advantages and
mediated receiver asynchronous and one-to- communications that disadvantages in
communications for one or group vary in form and control supporting active
others to receive communications participation in a
community of practice
and the management of
collaboration on digital
materials


Creating with ICT
Generate ideas plans use ICT to follow or use ICT to prepare simple use ICT to generate ideas use ICT effectively to record use appropriate ICT to select and use ICT to
contribute to a simple plans to find solutions or and plan solutions ideas, represent thinking and collaboratively generate articulate ideas and
and processes plan for a solution answers to questions plan solutions ideas and develop plans concepts, and plan the
development of complex
solutions
use ICT as a creative experiment with ICT as a create and modify simple independently or design and modify Design, modify and
Generate solutions tool to generate simple creative tool to generate digital solutions, creative collaboratively create and simple digital solutions, manage complex digital
to challenges and solutions, modifications simple solutions, outputs or data modify digital solutions, or multimodal creative solutions, or multimodal
or data representations modifications or data representation/transformation creative outputs or data outputs or data creative outputs or data
learning area tasks for personal or school representations for for particular purposes representation/transformation transformations for transformations for a
purposes particular audiences or for particular audiences and particular audiences range of audiences and
purposes purposes and purposes following purposes
recognised conventions
Applying social and ethical protocols and practices when using ICT
Recognise intellectual recognise ownership recognise ownership of acknowledge when they use apply practices that identify and describe
over their own digital digital products that digital products created by identify the legal obligations comply with legal ethical dilemmas and
property work others produce and that someone else, and start to regarding the ownership and obligations regarding consciously apply
what they create or indicate the source use of digital products and the ownership and use practices that protect
provide can be used or apply some referencing of digital products intellectual property
misused by others conventions resources
Apply digital information follow class rules about follow class rules about independently apply standard independently apply independently apply use a range of
using digital information applying selected guidelines and techniques for strategies for determining strategies for strategies for securing
security practices standard guidelines and particular digital systems to and protecting the security of determining the and protecting
techniques to secure secure digital information digital information and appropriate type of information, assess the
digital information assess the risks associated digital information suited risks associated with
with online environments to the location of online environments and
storage and adequate establish appropriate
security for online security strategies and
environments codes of conduct
Apply personal security follow class rules when follow class guidelines apply standard guidelines identify the risks to identity, identify and value the independently apply
sharing personal when sharing personal and take action to avoid the privacy and emotional safety rights to identity, privacy appropriate strategies to
protocols information with known information and apply common dangers to personal for themselves when using and emotional safety for protect rights, identity,
audiences and basic social protocols security when using ICT and ICT and apply generally themselves and others privacy and emotional
demonstrate an when using ICT to apply appropriate basic accepted social protocols when using ICT and safety of others when
awareness of applying communicate with known social protocols when using when sharing information in apply generally using ICT, and
social protocols when audiences ICT to communicate with online environments, taking accepted social discriminate between
using ICT to unknown audiences into account different social protocols when using protocols suitable for
communicate and cultural contexts ICT to collaborate with different communication
local and global tools when collaborating
communities with local and global
communities
Identify the impacts of identify how they use identify how ICT is used identify the value and role of explain the main uses of ICT explain the benefits and assess the impact of
ICT in multiple ways on at home and at school ICT use at home and school at school, home and in the risks of the use of ICT ICT in the workplace
ICT in society multiple devices local community, and for particular people in and in society, and
recognise its potential work and home speculate on its role in
positive and negative environments the future and how they
impacts on their lives can influence its use



Managing and Operating ICT
Select and use hardware identify and safely identify and safely identify and independently select from, and safely independently select justify the selection of,
operate ICT systems to operate a selected range operate a range of devices, operate, a range of devices and operate a range of and optimise the
and software complete relevant of appropriate devices, software, functions and to undertake specific tasks devices by adjusting operation of, a selected
simple specified tasks software, functions and commands, taking into and use basic relevant software range of devices and
and seek help when commands when consideration ergonomics troubleshooting procedures functions to suit specific software functions to
encountering a problem operating an ICT system when operating appropriate to solve routine malfunctions tasks, and complete specific tasks,
and attempt to solve a ICT systems, and seek independently use for different purposes
problem before seeking solutions when encountering common and in different social
help a problem troubleshooting contexts
procedures to solve
routine malfunctions
Understand ICT systems identify common identify the main identify and compare the use identify, compare and identify and compare apply an understanding
consumer ICT systems components of common of the main components of classify basic ICT system networked ICT system of networked ICT
with input and output consumer ICT systems, different ICT systems components components including system components to
functions their fundamental between hardware, make changes to
functions, and describe software and data functions, processes,
them using basic ICT procedures and devices
terminology to fit the purpose of the
solutions
Manage digital data save and retrieve digital manage and maintain manage and maintain digital manage and maintain data manage and maintain manage and maintain
data with support digital data with guidance data using common methods on different storage mediums data for groups of users data securely in a
– locally and on networks using a variety of variety of storage
methods and systems mediums and formats


















 General Capabilities
Ethical Understanding
Understanding ethical concepts and issues
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Recognise ethical identify ethical concepts describe ethical concepts, identify ethical concepts, examine and explain analyse behaviours that critique generalised
arising in familiar contexts, such as right and wrong, such as equality, respect ethical concepts such as exemplify the dimensions statements about ethical
concepts such as good and bad honesty, fairness and and connectedness, and truth and justice that and challenges of ethical concepts
behaviours tolerance describe some of their contribute to the concepts
attributes achievement of a particular
outcome
Explore ethical describe familiar situations discuss ethical concepts discuss actions taken in a explain what constitutes an analyse the ethical distinguish between the
that involve ethical within a range of familiar range of contexts that ethically better or worse dimensions of beliefs and ethical and non-ethical
concepts in concepts contexts include an ethical dimension outcome and how it might the need for action in a dimensions of complex
context be accomplished range of settings issues

Reasoning and decision making
Reason and make identify examples from discuss how people make explain reasons for acting explore the reasons behind analyse inconsistencies in investigate reasons for
stories and experiences decisions about their actions in certain ways, including there being a variety of personal reasoning and clashes of beliefs in issues
ethical decisions that show ways people and offer reasons why the conflict between self- ethical positions on a social societal ethical decision of personal, social and
make decisions about their people’s decisions differ respect and self-interest in issue making global importance
actions reaching decisions
Consider identify links between describe the effects that examine the links between evaluate the consequences investigate scenarios that analyse the objectivity or
emotions and behaviours personal feelings and emotions, dispositions and of actions in familiar and highlight ways that subjectivity behind decision
consequences dispositions have on how intended and unintended hypothetical scenarios personal dispositions and making where there are
people behave consequences of their actions can affect many possible
actions on others consequences consequences
Reflect on ethical identify and describe the give examples of how consider whether having a articulate a range of ethical analyse perceptions of evaluate diverse
influence of factors such as understanding situations can conscience leads to ways responses to situations in occurrences and possible perceptions and ethical
action wants and needs on influence the way people act of acting ethically in various social contexts ethical response in bases of action in complex
people’s actions different scenarios challenging scenarios contexts
Exploring values, rights and responsibilities
Examine values identify values that are discuss some agreed values identify and describe examine values accepted assess the relevance of analyse and explain the
important to them in familiar contexts shared values in familiar and enacted within various beliefs and the role and interplay of values in
and unfamiliar contexts communities application of values in national and international
social practices forums and policy making
Explore rights share examples of rights identify their rights and investigate children’s rights monitor consistency analyse rights and evaluate the merits of
and responsibilities in given associated responsibilities and responsibilities at between rights and responsibilities in relation to conflicting rights and
and situations and those of their classmates school and in the local responsibilities when the duties of a responsible responsibilities in global
responsibilities community interacting face-to-face or citizen contexts
through social media
Consider points express their own point of recognise that there may be describe different points of explain a range of possible draw conclusions from a use reasoning skills to
view and listen to the views many points of view when view associated with an interpretations and points range of points of view prioritise the relative merits
of view of others probing ethical dilemmas and ethical dilemma and give of view when thinking about associated with challenging of points of view about
identify alternative views possible reasons for these ethical dilemmas ethical dilemmas complex ethical dilemmas
differences