Victorian Curriculum – Personal and Social Capability Levels 9-10

Curriculum Mapping

Description:  Through a tour in complete darkness facilitated by a blind tour guide, students will encounter 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 Sociability Capability: Level 9-10 Curriculum Mapping Template Dialogue in the Dark Student Tour and discussion workshop: Level 9-10
Self-Awareness and Management
Recognition and Expression of Emotions Through the tour and workshop students:
Evaluate emotional responses and the management of emotions in a range of contexts. Compare their individual emotional response to each component of the tour.

As a group discuss and compare the range of emotions experienced during and after the tour.

Evaluate the impact of emotions on behaviour and explore strategies for managing emotions.

Development of Resilience Through the tour and workshop students:
Develop criteria to appraise personal qualities and use these to design strategies to plan for the future or address a challenge. Reflect on the role of the tour leader and the impact they had on the tour experience.

Share and discuss the personal qualities required for leadership roles.

Explore possible challenges for leadership roles and strategies for managing these challenges.

Analyse the significance of independence and individual responsibility in the completion of challenging tasks. Discuss which challenges throughout the tour required independent resolution and which required team resolution.

Share and explore the personal motivation that drives each team member to manage challenges and complete tasks.

Consider links between independent and team work.

Evaluate behaviours and protective factors that contribute to the development of confidence, adaptability and self-reflection. Discuss and define the protective factors present in the tour experience.

Identify how these factors contributed to building individual and collective confidence in an unfamiliar and challenging environment.

Share and discuss questions to support self-reflection in relation to confidence and adaptability.

Social Awareness and Management
Relationships and diversity Through the tour and workshop students:
Analyse how divergent values and beliefs contribute to different perspectives on social issues. Explore links between personal values and community perspectives on disability (low vision, hard of hearing, mobility impairment) and work opportunities.

Discuss the influence of culture, age, faith and gender on individual beliefs and community perspectives.

Consider the purpose and benefits of a national disability insurance scheme and discuss the range of views and possible reasons for differences.

Acknowledge the importance of empathy and the acceptance of diversity for a cohesive community and reflect on the effectiveness of strategies for being respectful of diversity and human rights. Analyse and discuss the impact and value of experiencing versus imagining the challenges faced when our primary sense of vision is removed.

Discuss the difference between sympathy and empathy.

Investigate personal, social and cultural factors that influence the ability to experience positive and respectful relationships and explore the rights and responsibilities of individuals in relationships. Reflect on their perception of blindness before and after the tour experience.

Discuss the meaning of respect for others.

Share how the tour experience impacted on their perception of blindness and their behaviour towards people who are blind or have low vision.

Collaboration Through the tour and workshop students:
Evaluate own and others contribution to group tasks, critiquing roles including leadership and provide useful feedback to peers, evaluate task achievement and make recommendations for improvements in relation to team goals. Assess the overall success of completing the tour by the group.

Describe the contribution of individual group members to the tour experience and provide feedback to peers.

Suggest improvements to the process of working in teams, by reflecting on a specific experience during the tour.

Develop specific skills and a variety of strategies to prevent or resolve conflict, and explore the nature of conflict resolution in a range of contexts. Focus on the impact of language, listening skills and power dynamics throughout the tour.

Share and discuss observations with the group.

Identify and discuss conflict between team members before, during or after the tour. Discuss the factors contributing to the conflict and strategies employed to manage the conflict.

Explore if the conflict resolution strategies can be applied to other contexts such as back at school or at home.

Consider if there are common factors that impact on conflict.

Achievement Standard

The tour and workshop will assist students in developing skills implicit in the Achievement Standard for Personal and Social Capability Level 9-10:

  • Students reflect critically on their emotional responses to challenging situations in a wide range of contexts.
  • They demonstrate persistence, motivation, initiative and decision-making through completion of challenging tasks.
  • They evaluate personal characteristics, strategies and sources of support used to cope with stressful situations/life challenges.
  • Students analyse the effects of actions that repress human rights and limit the expression of diverse views.
  • They analyse factors that influence different types of relationships.
  • They critique their ability to devise and enact strategies for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks.
  • They develop and apply criteria to evaluate the outcomes of group tasks and make recommendations for improvements.
  • They generate, apply and evaluate strategies to prevent and resolve conflicts in a range of contexts.

Bookings

To enquire about booking DiD for education purposes, please contact us.