Stages of Learning in Interpersonal Development

The VELS take account of the developmental stages of learning young people experience at school. While student learning is a continuum and different students develop at different rates, they broadly progress through three stages of learning. General statements about characteristics of learners in these three stages are available at Stages of learning.

The following statements describe ways in which these characteristics relate to learning experiences and standards in each of the three stages of learning in the Interpersonal Development domain.

The following description identifies some key developmental issues for teachers and students in the Interpersonal Development domain. Links are made between physical development (including the brain), educational theory, and social, cognitive and emotional development.

Years Prep to 4 – Laying the foundations

The first challenge for children at school is to socialise and connect with teachers and other students, and such engagement – behavioural, emotional and cognitive – remains critical to success throughout schooling. Behaving in a way that is cooperative and considerate of others, demonstrates a minimal level of engagement that allows students to function effectively together and with their teachers.

Social engagement encourages students to behave as group members and to feel a positive emotional connection to other people, groups and the school. Emotional engagement may be defined in terms of general well-being at school, as evidenced by, for example, feelings of happiness, safety, calmness and empowerment, as opposed to sadness, worry, helplessness and stress.

Emotional engagement may be defined in terms of identification with the school. A sense of belonging at school comes from experiencing safety and security; understanding the social values and norms that inform the rules and practices of the classroom; being provided with opportunities to participate in a meaningful way; having opportunities that are realistic (given a student’s level of development); and being given recognition for effort.

Students who understand the values and practices of the classroom, and who develop the knowledge, behaviour and skills to learn in groups, are more likely to develop self-worth and confidence. Those who are emotionally engaged are likely to comply with school rules and expectations, to develop habits of confidence and optimism, to be motivated, to develop pro-social behaviours, and to develop emotional skills. Emotional skills that are fundamental to developing more sophisticated group behaviours are self-awareness, self-regulation, motivation, persistence and empathy.

In Years 3 and 4, students begin to shift their focus from their inner to their social world. Through their relationships they expand their social world and learn how to recognise the needs of others. They respect and support each other, offering assistance and giving appropriate feedback when appropriate.

Friendship provides opportunities for social growth. Students form attachments, make emotional investments and form bonds outside the family. They become aware of common interests and understandings, values such as loyalty and trust, and how these contribute to joy and fun. Learning and playing in groups, they become more aware of diverse rules and customs, develop social skills such as negotiation, conflict management, group decision-making, tolerance and social problem-solving. As well as joy and satisfaction, students experience conflict and disappointment. Learning that encourages inclusive, rather than exclusive social behaviours (such as bullying), is fundamental at this stage of interpersonal development.

With this switch in focus, students also become more aware of their own value systems and those of others. This is a time of moral development where children begin moving from an elementary stage – pre-occupied with their own needs – towards some recognition of the needs of others and a degree of reciprocity. Values education that informs social skills development is important at this stage of schooling.

Years 5 to 8 – Building breadth and depth

During Years 5 to 8 most students experience the move from primary to secondary school. These years of schooling tend to cover two distinct phases – Years 5 and 6, and Years 7 and 8. During the former, some students will experience the onset of adolescence (begin puberty), while others will remain in late childhood. Differences in emotional, behavioural and cognitive development among students may be vast. They may experience dramatic physical and emotional changes that are, at times, all consuming.

Young people will increasingly differentiate themselves in terms of their peers, physical attributes and competence, and begin to recognise similarities and differences in the values and beliefs of others.

The shift from childhood to adolescence is accompanied by the shift from primary to secondary schooling. Many young people find this shift exciting and challenging, as well as stressful and confronting. Students are often subjected to more competitive standards and institutionalised forms of emotional and behavioural management. Stress may impede the development of the adolescent brain. There is also evidence to indicate that stress has a more negative effect on the brain development of females than males, especially for periods of prolonged stress. A supportive social context is, then, as important as at any other years of schooling.

A supportive social context includes relationships and team experiences that help adolescents to maintain positive outlooks and attitudes. Encouraging young people to support and complement each other, to build trust, to appreciate similarities and difference, to reflect on motives and possibilities are some of the behaviours that build a supportive social context.

Developing the skills for connecting with supportive adults and pro-social peer groups is vital during this phase of development. Students who communicate effectively, develop positive thinking habits and coping skills, work cooperatively, have self-control, and are able to resolve conflicts thoughtfully without resorting to avoidance or aggression, are most likely to develop the skills and behaviours to work with others in teams. They take responsibility and support others.

The adolescent brain is not fully mature; from around 12 to 18 years of age heavily used parts of the brain develop, and unused parts of the brain are pruned. This process is most predominant in the prefrontal cortex, an area of the brain critical for anticipating consequences, controlling impulses and mood modulation.

A reduced capacity to modulate moods makes young people vulnerable to negative thoughts when reflecting on self and others. Consequently, the capacity of adolescents to employ positive coping strategies when managing conflict and stress may be diminished. This may occur at a time when additional pressures and expectations are occurring in their lives. Many adolescents also have a reduced capacity to read social situations or even the emotions of others. Structured tasks may help students to recognise peer influence on their behaviour.

To compensate for the underdevelopment of the prefrontal cortex, the adolescent brain relies heavily on other emotional centres in the brain, creating a tendency to react on instincts. Learning how to manage emotions, predict consequences, develop optimistic thinking habits and set goals are behaviours and skills that will help young people to work collaboratively.

Years 9 to 10 – Developing pathways

By the time students reach Year 9 they are well into adolescence and beginning to see their future as adults. They are:

• accepting their physique and their gender identity
• developing more supportive relationships with their peers
• gaining independence from their parents and teachers
• seeking economic independence
• thinking about an occupation
• developing intellectual skills and concepts necessary for civic competence
• desiring and achieving socially responsible behaviour
• imagining the sort of life to which they aspire
• building conscious values congruent with an adequate scientific world-picture.

In short, it is a time of increasing responsibility and expectation. Young people reconsider what has been inculcated in them, and acquire a personal point of view and a personal place in the world. Some may reach an awareness of universal values and ethical principles.

Parents and teachers often become less important models, especially with regard to issues that are of immediate concern. In contrast, peers become more important as models. Programs that encourage positive peer influence, and link youths with adults will have positive outcomes in terms of resilience and coping styles.

The greatest shift in coping occurs between 14 and 16 years, which make it the optimum time for students to reflect on their coping behaviours and develop particular strategies.

Coping skills are often seen in the context of a broader set of skills, attitudes and beliefs related to resilience. Resilient young people:

• form attachments to pro-social groups at school and in the community
• form relationships with a diverse range of people including significant adults
• have a positive attitude, protective coping skills and a sense of optimism
• are developing a sense of purpose in life
• have stable domestic or living arrangements.

A common factor in each of the above is the sense of belonging and involvement that comes from being a meaningful and useful contributor to the group, whether this be peer, work, family or community.

Young people are more motivated when they see the link between tasks, their view of themselves and their future. Students who have the knowledge, skills and behaviours to do this will be capable of giving and seeking the support that will assist them to become valuable contributors to their families, communities and workplaces. They will also be more likely to create the conditions necessary for giving and receiving the social, emotional and intellectual support needed to achieve full potential in higher levels of schooling and beyond.

National Statements of Learning

The Victorian Essential Learning Standards (VELS) incorporate the opportunities to learn covered in the national Statements of Learning (www.mceetya.edu.au/mceetya/statements_of_learning,22835.html). The Statements of Learning describe essential skills, knowledge, understandings and capacities that all young Australians should have the opportunity to learn by the end of Years 3, 5, 7 and 9 in English, Mathematics, Science, Civics and Citizenship and Information and Communication Technologies (ICT).

The Statements of Learning were developed as a means of achieving greater national consistency in curriculum outcomes across the eight Australian states and territories. It was proposed that they be used by state and territory departments or curriculum authorities (their primary audience) to guide the future development of relevant curriculum documents. They were agreed to by all states and territories in August 2006.

During 2007, the VCAA prepared a detailed map to show how the Statements of Learning are addressed and incorporated in the VELS. In the majority of cases, the VELS learning focus statements incorporate the Statements of Learning. Some Statements of Learning are covered in more than one domain. In some cases, VELS learning focus statements have been elaborated to address elements of the Statements of Learning not previously specified. These elaborations are noted at the end of each learning focus statement.