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Interpersonal Development – Concepts and Skills Charts

    Introduction

    The Interpersonal Development standards focus on a number of concepts and skills. The charts below identify, for the two dimensions of Building social relationships and Working in teams, the concepts and skills and the expectations of students at each level.

    Standards at Level 1 are not organised by dimensions but to illustrate developmental sequence, concepts and skills have been divided between two dimensions.

    Key concepts and skills identified for each dimension are:

    As students progress from Levels 1 to 6 the concepts and skills become more complex. This complexity is developed through:

    In some cases, the elements of the standards have been used verbatim in the charts; in other cases the standards include elaborations.

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    Building social relationships chart

    This chart identifies and, in some cases, elaborates the key concepts and skills in the standards.

    Key concepts and skills

    Level 1

    Level 2

    Level 3

    Level 4

    Level 5

    Level 6

    Understanding social conventions

    Identify the qualities of a friend.

    Behave appropriately in a range of social situations such as with peers, older and younger students and adults.

    Exhibit appropriate behaviour for maintaining friendships with other people.

     

    Demonstrate, through their interactions in social situations, respect for a diverse range of people and groups, including peers and community groups.

    Recognise and describe peer influence on their behaviour.

    Demonstrate awareness of complex social conventions and behave appropriately when interacting with others.

    Contribute to the development of positive social relationships in a range of contexts, such as interacting with peers, teachers and other adults.

    Identify and accept that there are consequences for their actions, both for themselves and for others.

    		 Support each other by sharing ideas and materials, offering assistance and giving appropriate feedback.      
    Building empathy

    Demonstrate care for other students by respecting the rights, feelings and efforts of others.

    Identify the feelings and needs of other people, and compare these with their own emotional responses.

    Teaching and learning activities

    		Demonstrate respect for each other and acknowledge individual differences. Accept and display empathy for the points of view and feelings of peers and others. Demonstrate respect for individuality of others and empathise with others in local, national and global contexts.

    Acknowledge the diversity of individuals.    		 Describe how local and global values and beliefs determine their own and others' social relationships.
    Managing conflict

    Use appropriate language and actions when dealing with conflict.

    Take appropriate steps to resolve simple conflicts, for example by saying sorry or taking another person’s point of view into consideration.

    		 Work with others to reduce, avoid and resolve conflict. Describe the impact of bullying. Identify and use a variety of strategies to manage and resolve conflict. Select and use appropriate strategies to effectively manage individual conflict and assist others in conflict resolution processes.

    Acknowledge the diversity of individuals.    		 Evaluate their own behaviour in relationships, identify potential conflict and employ strategies to avoid and/or resolve it.

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    Working in teams chart

    This chart identifies and, in some cases, elaborates the key concepts and skills in the standards.

    Key concepts and skills

    Level 1

    Level 2

    Level 3

    Level 4

    Level 5

    Level 6

    Working as a team member

    At this level there is no standard for this skill. The Level 1 learning focus statement suggests learning experiences such as: ‘With teacher support, students begin to identify and develop the skills required to work together in a group, including taking turns, and sharing and caring for equipment and resources.’

     

    Work in teams in assigned roles, stay on task, complete structured activities within set timeframes and share resources fairly.

    Teaching and learning activities

    Cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task.

    Work effectively in different teams, take on a variety of roles to complete tasks of varying length and complexity.

    Accept responsibility for their role and tasks.

    Support other members to share information.

    Explore the ideas of others.

    Accept responsibility as a team member.

    Work collaboratively, negotiate roles and delegate tasks to complete complex tasks in teams.
        Work cooperatively to allocate tasks and develop timelines. Work cooperatively to achieve a shared purpose within a realistic timeframe. Working with the strengths of a team achieve agreed goals within set timeframes, respecting and building on the ideas and opinions of team members.
    Reflecting on the contribution to the team

    Describe basic skills required to work cooperatively in groups.

    In response to questions and prompts, describe their contribution to the activities of the team.

    		 Describe and evaluate their own contribution and the team’s progress towards the achievement of agreed goals. Explain the benefits of working in a team. Provide feedback to others and evaluate their own and the team’s performance. Reflect on individual and team outcomes and act to improve their own and the team’s performance. Clearly record their reflections on the effectiveness of learning in a team. Develop and implement strategies for improving their own contribution to achieving team goals.

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