Interpersonal Development Teaching and Learning Activities

Introduction
Teaching and learning activities
About the activities

Introduction

These teaching and learning activities have been developed to support teachers by providing examples of how concepts or skills in the Interpersonal Development domain can be explicitly addressed in teaching and learning programs across the curriculum.

Teaching and learning activities

Level	Activity	Dimension	Concept or skill	Element of standard
2	Identifying and understanding emotions	Building social relationships	Building empathy	They (students) identify the feelings and needs of other people.
2	Taking a role in a team	Working in teams	Working as a team member	Students work in teams in assigned roles, stay on task and complete structured activities within set timeframes. They share resources fairly.
4	Developing strategies to manage conflict	Building social relationships	Managing conflict	Students identify and use a variety of strategies to manage and resolve conflict.

About the activities

The teaching and learning activities illustrate ways in which teachers can introduce or reinforce the concept or skill in their teaching and learning programs. They are presented as generic activities that can be used as published or modified to suit the developmental level of the student cohort and/or various curriculum contexts/subjects.

Each activity includes:

an introduction explaining the objective and focus of the activity
key components of the activity
advice to support the activity such as possible implementation approaches, suggested resources and reading and links to student worksheets and teacher materials
identification of opportunities for assessment of, for and as learning (summative and formative) and/or examples of assessment tasks
examples of how the activity could be used in one or more curriculum contexts/subjects.

In implementing these activities, teachers will determine the amount of scaffolding required for their students and consider contexts and stimulus material relevant to the teaching and learning program. It is not expected that assessment of student learning be undertaken when a concept or skill is being introduced, nor that all aspects of the assessment suggestions will be used. The assessment suggestions could be used after students have explored the concept or skill in a range of contexts or in an ongoing way such as teachers recording observations or students keeping reflective journals. Alternatively, teachers could replace the suggested assessment activity with one that more appropriately meets their needs.