Curriculum Mapping


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

For bookings & enquiries, please contact us on 1300 411 881.

Victorian Curriculum – Personal and Social Capability Level 3-4 Curriculum Mapping

Personal and Social Capability: Level 3-4 Dialogue in the Dark Curriculum Mapping
Student Tour and discussion workshop: Level 3-4
Self-Awareness and Management
Recognition and Expression of Emotions Through the tour and workshop students:
Identify and explore the expression of emotions in social situations and the impact on self and others. Talk about the emotion/s they experienced when meeting a blind tour guide and the impact this had on their expectations about the tour.

Compare their emotions at the beginning of the tour with how they feel at the end of the tour.

Reflect on changes in emotions and reasons for the change.

Development of Resilience Through the tour and workshop students:
Identify personal strengths and select personal qualities that could be further developed. Identify and share the challenges they experienced during the tour.

Describe the personal strengths that assisted them to complete the tour.

Consider any personal qualities that could be further strengthened, to assist them when in a challenging environment in the future.

Identify how persistence and adaptability can be used when faced with challenging situations and change. Discuss the meaning, characteristics and benefits of persistence and adaptability.

Share examples of persistence and adaptability applied during the tour.

Consider what else they could do to manage the challenge/s of a new, confronting or different environment.

Name and describe the skills required to work independently. Identify which part/s of the tour they relied on team work and which part/s of the tour they undertook independently.

Talk about the difference between team collaboration and working independently.

Social Awareness and Management
Relationships and diversity Through the tour and workshop students:
Examine the similarities and differences between individuals and groups based on factors such as sex, age, ability, language, culture and religion. Explore the similarities and differences of doing activities with vision and without sight.

Discuss the similarities and differences between themselves and a person without vision.

Describe the ways in which similarities and differences can effect relationships. Describe and compare the relationship between the tour participants and the tour leader at the start of the tour and the end of the tour.

Explore the factors that impacted on the group and tour leader relationship.

Identify the importance of including others in activities, groups and games. Identify and discuss the individual and collective benefits of the team working collaboratively during the tour and in an unfamiliar environment.
Collaboration Through the tour and workshop students:
Demonstrate skills for effective participation in group tasks and use criteria provided to reflect on the effectiveness of the teams in which they participate. Reflect on the team tasks undertaken on the tour.

Evaluate whether the group worked well as a team and the factors that contributed to this.

Describe the characteristics of an effective team.

Consider how the team could have worked together more effectively.

Identify conflicts that may occur in peer groups and suggest possible causes and resolutions. Identify any conflicts that arose during the tour, what caused these and how these conflicts were resolved.

Discuss possible conflicts that could arise during this tour for other school groups or the public and what could cause and resolve these conflicts.

Achievement Standard

The tour and workshop will assist students in developing skills implicit in the Achievement Standard for Personal and Social Capability Level 3-4:

  • Students explain the consequences of emotional responses in a range of social situations.
  • They recognise personal strengths and challenges and identify skills they would like to develop.
  • They suggest strategies for coping with difficult situations.
  • They persist with tasks when faced with challenges and adapt their approach when first attempts are not successful.
  • Students discuss the value of diverse perspectives and through their interactions they demonstrate respect for a diverse range of people and groups.
  • They describe factors that contribute to positive relationships with peers, other people at school and in the community.
  • They explain characteristics of cooperative behaviours and they use criteria to identify evidence of this in group activities.
  • They identify a range of conflict resolution strategies to negotiate positive outcomes to problem.


For bookings & enquiries, please contact us on 1300 411 881.