Victorian Curriculum – Personal and Social Capability Levels 5-6
Description: Through a tour in complete darkness facilitated by a blind tour guide, students will engage in the challenges of adapting to a non-visual environment. Through the tour and discussion workshop students will:
- Experience and analyse a range of emotions and behaviours
- Identify personal qualities and understand the importance of resilience
- Participate in team work and independent tasks
- Encounter individual and group challenges
- Explore diverse perspectives
- Understand empathy
- Gain insight into respectful relationships
Bookings and enquiries: Please phone Ticketmaster Groups on 1300 889 278. If you have a more general enquiry, please contact us.
Victorian Curriculum – Personal and Social Capability Level 5-6 Curriculum Mapping
|Personal and SociaL Capability: Level 5-6 Curriculum Mapping Template||Dialogue in the Dark Student Tour and discussion workshop: Level 5-6|
|Self-Awareness and Management|
|Recognition and Expression of Emotions||Through the tour and workshop students:|
|Explore the links between their emotions and behaviour.||Focus on and identify the changes in and intensity of emotions they experience as they progress through the tour components.
Discuss and explore the range, similarities and differences of emotions experienced.
|Development of Resilience||Through the tour and workshop students:|
|Reflect on how personal strengths have assisted in achieving success at home, at school or in the community.||Reflect on their personal strengths and how these assisted them in an unfamiliar environment.
Explore the range of individual strengths within the group.
Identify how these strengths could apply to achieving success in other challenging environments at school, in the home or community.
|Describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations.||Reflect on their confidence levels as they progress through the tour. Identify factors that impact on their level of confidence.
Share and discuss how they responded to a challenging environment.
Identify common factors impacting on individual and group confidence and how these contribute to resilience.
|Identify the skills for working independently and describe their performance when undertaking independent tasks.||Describe any aspects of the tour that required independent learning skills.
Evaluate how well they undertook independent learning tasks.
Compare and contrast skills used in independent learning and team learning.
|Social Awareness and Management|
|Relationships and diversity||Through the tour and workshop students:|
|Explore and discuss behaviours that demonstrate sensitivity to individual, social and cultural differences.||Discuss with the tour guide the range of visitor responses and behaviours they have experienced when taking tours.
Consider whether this tour and workshop changes understanding of their own response and behaviour towards people who have low vision or a blind.
|Define and recognise examples of stereotypes, discrimination and prejudice and discuss how they impact on the individual.||Discuss a stereotype or stereotypical views about blindness and people with low vision.
Share examples of prejudice that can arise from stereotypical views.
Explore how stereotypes and prejudice can be changed.
|Describe the characteristics of respectful relationships and suggest ways that respectful relationships can be achieved.||Describe the characteristics of a respectful relationship when meeting or being with people with low vision or other physical difference.
Consider how these characteristics can be applied to other relationships such as friends or family.
|Collaboration||Through the tour and workshop students:|
|Identify the characteristics of an effective team and develop descriptions for particular roles including leadership, and describe both their own and their team’s performance when undertaking various roles.||Discuss whether their team was collaborative and effective throughout the tour. Identify and describe any roles that were adopted within the team.
Evaluate any constraints on the team’s capacity to be collaborative and effective.
Explore how the characteristics of effective team work experienced during the tour can be applied to other challenging situations.
|Describe the various causes of conflict and evaluate possible strategies to address conflict.||Describe any examples of conflict arising on the way to or during the tour.
Discuss how the conflict was or could have been resolved.
Consider if there is any possibility of conflict arising in a public tour where people do not know each other.
The tour and workshop will assist students in developing skills implicit in the Achievement Standard for Personal and Social Capability Level 5-6:
- Students describe different ways to express emotions and the relationship between emotions and behaviour.
- They describe the influence that personal qualities and strengths have on achieving success.
- They undertake some extended tasks independently and describe task progress.
- They identify and describe personal attributes important in developing resilience.
- Students recognise and appreciate the uniqueness of all people.
- They are able to explain how individual, social and cultural differences may increase vulnerability to stereotypes.
- They identify characteristics of respectful relationships.
- They contribute to groups and teams suggesting improvements for methods used in group projects and investigations.
- They identify causes and effects of conflict and explain different strategies to diffuse or resolve conflict situations.
To enquire about booking DiD for education purposes, please contact us.