Victorian Curriculum – Personal and Social Capability Levels 7-8
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
- Reflect on personal qualities and the factors impacting on resilience
- Collaborate in team work and independent tasks
- Manage and evaluate individual and group challenges
- Explore diverse perspectives
- Develop empathy for others
- 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 7-8 Curriculum Mapping
|Personal and SociaL Capability: Level 7-8 Curriculum Mapping Template||Dialogue in the Dark Student Tour and discussion workshop: Level 7-8|
|Self-Awareness and Management|
|Recognition and Expression of Emotions||Through the tour and workshop students:|
|Describe how and why emotional responses may change in different contexts.||Reflect on the emotions and individual responses they had to each component of the tour.
Identify the trigger for each emotion they experienced and when and why their emotions changed over the course of the tour.
|Development of Resilience||Through the tour and workshop students:|
|Assess personal strengths using feedback from peers, teachers and others and prioritise areas for improvement.||Reflect on their personal strengths and how these assisted them in an unfamiliar environment.
Identify their greatest personal strength and share this with the team for feedback.
Through peer evaluation gain deeper understanding of how others perceive their personal strengths.
|Discuss the range of strategies that could be used to cope with difficult tasks or changing situations.||Describe and share what they did during the tour that is evidence of their personal resilience and adaptability.
Consider the evidence provided by all team members and discuss the similarities and differences.
Compile a list of strategies the team used to cope with the unfamiliar and challenging tour environment.
|Reflect on their effectiveness in working independently by identifying enablers and barriers to achieving goals.||Share and discuss the positive feelings experienced during the tour and what contributed to or enabled these.
Identify and discuss the constraints or barriers experienced during the tour.
Explore strategies and options to overcome the barriers experienced on the tour.
Discuss “turning negatives into positives” and how this can be applied to working independently and in adverse situations.
|Social Awareness and Management|
|Relationships and diversity||Through the tour and workshop students:|
|Explore their personal values and beliefs and analyse how these values and beliefs might be different or similar to those of others.||Reflect on their personal beliefs and values about living with a disability and people who have different abilities.
Describe and share their values and beliefs with the team members.
Compile a list the beliefs and values expressed across the team and explore the similarities and differences.
|Investigate human rights and discuss how these contribute to a cohesive community.||Explore and discuss how human rights apply to people living with access requirements.|
|Recognise the impact of personal boundaries, intimacy, distribution of power and social and cultural norms and mores on the ways relationships are expressed.||Consider and discuss what personal space and boundaries might be for individuals with access requirements.
Explore and identify the positive and negative impacts of crossing these boundaries.
Reflect on what society deems to be socially acceptable/unacceptable in the way relationships are expressed between people with diverse abilities and whether this changes over time, across cultures and across different settings.
|Collaboration||Through the tour and workshop students:|
|Perform in a variety of team roles and accept responsibility as a team member and team leader, assessing how well they support other members of the team.||Reflect on the success and possible improvements to how the group progressed through the tour.
Identify and explore evidence of team roles that emerged during the tour and any similarities and differences between being a team leader and a team member.
Discuss strategies that could have been applied to support others in pursuit of the team goal to complete the tour.
|Identify ways to be proactive in initiating strategies to prevent and/or accomplish positive resolutions to 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.
Explore the different types of potential conflicts that could arise on another school group tour or public visitor tour, and points of intervention.
Discuss the benefit of pre-emptive action versus conflict resolution.
The tour and workshop will assist students in developing skills implicit in the Achievement Standard for Personal and Social Capability Level 7- 8:
- Students reflect on the influence of emotions on behaviour, learning and relationships.
- They use feedback to identify their achievements and prioritise areas for improvement.
- They initiate and undertake some tasks independently, within negotiated time frames and use criteria to review their work.
- They reflect on strategies to cope with difficult situations and are able justify their choice of strategy demonstrating knowledge of resilience and adaptability.
- Students explain the impact of valuing diversity and promoting human rights in the community.
- They explore the values and beliefs of different groups in society.
- They identify indicators of respectful relationships in a range of social and work-related situations.
- They explain the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives.
- They assess the appropriateness of various strategies to avoid or resolve conflict in a range of situations.
To enquire about booking DiD for education purposes, please contact us.