Personal Awareness & Responsibility

Personal Awareness and Responsibility involves understanding the connections between personal and social behaviour and well-being; it encourages people to make constructive and ethical decisions and act on them.

People who are personally aware and responsible demonstrate self-respect, persevere in difficult situations, and exercise responsibility. They understand that there are consequences for their decisions and actions. A personally aware and responsible individual takes steps to ensure their well-being, sets goals and monitors progress, regulates emotions and manages stress, and recognizes and advocates for their own rights.

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Self-advocating

Students who are personally aware and responsible have a sense of self-worth and a growing confidence in a variety of situations. They value themselves, their ideas, and their accomplishments. They are able to express their needs and seek help when needed, find purpose and motivation, act on decisions, and advocate for themselves.

Self-regulating

Students who are personally aware and responsible take ownership of their choices and actions. They set goals, monitor progress, and understand their emotions, using that understanding to regulate actions and reactions. They are aware that learning involves patience and time. They can persevere in difficult situations, and to understand how their actions affect themselves and others.

Well-being

Students who are personally aware and responsible recognize the factors that affect their holistic wellness and take increasing responsibility for caring for themselves. They keep themselves healthy and stay active, manage stress, and express a sense of personal well-being. They make choices that contribute to their safety in their communities, including their online communities and use of social media. They recognize their personal responsibility for their happiness and have strategies that help them find peace in challenging situations.

Profile 1

I can show a sense of accomplishment and joy, and express some wants, needs, and preferences. I can sometimes recognize my emotions.

Profile 2

I can initiate actions that bring me joy and satisfaction and recognize that I play a role in my well-being.

I can seek out experiences that make me feel happy and proud. I can express my wants and needs and celebrate my efforts and accomplishments. I have some strategies that help me recognize and manage my feelings and emotions. I recognize and can explain my role in learning activities and explorations, and I can give some evidence of my learning. I can describe how some specific choices can affect my well-being and participate in activities that support my well-being.

Profile 3

I can make choices that help me meet my wants and needs and increase my feelings of well-being. I take responsibility for my actions.

I can take action toward meeting my own wants and needs and finding joy and satisfaction, and work toward a goal or solving a problem. I can use strategies that increase my feeling of well-being and help me manage my feelings and emotions. I can connect my actions with both positive and negative consequences and try to make adjustments; I accept feedback. I make decisions about my activities and take some responsibility for my physical and emotional well-being.

Profile 4

I can recognize my strengths and take responsibility for using strategies to focus, manage stress, and accomplish my goals.

I advocate for myself and my ideas; I accept myself. I am willing to engage with ideas or information that is challenging for me. I can be focused and determined. I can set realistic goals, use strategies to accomplish them, and persevere with challenging tasks. I can tell when I am becoming angry, upset, or frustrated, and I have strategies to calm myself. I can make choices that benefit my well-being and keep me safe in the communities I belong to.

Profile 5

I recognize my value and advocate for my rights. I take responsibility for my choices, my actions, and my achievements.

I have valuable ideas to share. I am willing to explore controversial issues, and I can imagine and work toward change in myself and in the world. I can set priorities; implement, monitor, and adjust a plan; and assess the results. I take responsibility for my learning, seeking help as I need it. I use strategies for working toward a healthy and balanced lifestyle, for dealing with emotional challenges, and for finding peace in stressful times. I know how to find the social support I need.

Profile 6

I can identify my strengths and limits, find internal motivation, and act on opportunities for self-growth. I take responsibility for making ethical decisions.

I am aware of my personal journey and reflect on my experiences as a way of enhancing my well-being and dealing with challenges. I can advocate for myself in stressful situations. I can take the initiative to inform myself about controversial issues and take ethical positions. I take ownership of my goals, learning, and behaviour. I act on what is best, over time, in terms of my goals and aspirations. I recognize the implications of my choices and consult with others who may be affected by my decisions. I can identify my potential as a leader in the communities I belong to. I sustain a healthy and balanced lifestyle.

The Core Competencies relate to each other and with every aspect of learning.

Connections among Core Competencies

The Core Competencies are interrelated and interdependent. Taken together, the competencies are foundational to every aspect of learning. Communicating is intertwined with the other Core Competencies.

Thinking

Personal Awareness and Responsibility is closely related to the two Thinking sub-competencies, Creative Thinking and Critical and Reflective Thinking. For example:

Students demonstrate their competence as creative thinkers when they generate ideas about ways to increase their wellbeing, personal agency, or progress toward their goals
Reflection is a key part of all aspects of developing goals and monitoring and assessing progress toward them

Communication

Personal Awareness and Responsibility is closely related to the two Communication sub-competencies, Communicating and Collaborating. For example:

As students develop and refine their communication competence, they become increasingly confident and able to participate effectively and advocate for themselves in a variety of situations
As students collaborate, they commit to needed roles and responsibilities, and are conscientious about contributing and creating space for marginalized voices

Personal and Social

Personal Awareness and Responsibility is one of the Personal and Social Core Competency’s three interrelated sub-competencies, Personal Awareness and Responsibility, Positive Personal and Cultural Identity, and Social Awareness and Responsibility.

Personal Awareness and Responsibility overlaps with the other two Personal and Social sub-competencies. For example:

Students identify their personal strengths and abilities to self-advocate effectively
Students increase their well-being by recognizing their personal values and choices

Connections with areas of learning

Personal Awareness and Responsibility is embedded within the curricular competencies of the concept-based, competency-driven curriculum. Curricular competencies are focused on the “doing” within the area of learning and include skills, processes, and habits of mind required by the discipline. For example, the Personal Awareness and Responsibility sub-competency can be seen in the following Big Ideas in Physical and Health Education:

Good health comprises physical, mental, and emotional well-being. (PHE K-1)
Understanding ourselves and the various aspects of health helps us to develop a balanced lifestyle. (PHE 4-5)
Healthy choices influence, and are influenced by, our physical, emotional, and mental well-being. (PHE 10)
Physical activity is an important part of overall health and well-being. (Active Living 11)

Title		Sub-competencies
Un projet UNIS Bien-être pour lutter contre les changements climatiques	Les élèves conçoivent des projets de service communautaire liés aux changements climatiques dans le cadre d’un projet UNIS Bien-être.	La collaboration, Conscience de soi et responsabilité personnelle, Conscience et responsabilité sociales
Réécrire nos histoires négatives (troisième partie de trois)	Les élèves réagissent à une présentation d’Alvin Law et réfléchissent à la façon dont ils peuvent réécrire leurs propres histoires négatives. Trois illustrations à ce sujet ont été choisies; chacune d’elles présente un échantillon différent de travail d’élève et comporte sa propre analyse de profil.	Conscience de soi et responsabilité personnelle, Conscience et responsabilité sociales
Réécrire nos histoires négatives (deuxième partie de trois)	Les élèves réagissent à une présentation d’Alvin Law et réfléchissent à la façon dont ils peuvent réécrire leurs propres histoires négatives. Trois illustrations à ce sujet ont été choisies; chacune d’elles présente un exemple différent d’échantillon de travail d’élève et comporte sa propre analyse de profil.	Conscience de soi et responsabilité personnelle, Conscience et responsabilité sociales
Réécrire nos histoires négatives (première partie de trois)	Les élèves réagissent à une présentation d’Alvin Law et réfléchissent à la façon dont ils peuvent réécrire leurs propres histoires négatives. Trois illustrations à ce sujet ont été choisies; chacune d’elles présente un échantillon différent de travail d’élève et comporte sa propre analyse de profil.	Conscience de soi et responsabilité personnelle, Conscience et responsabilité sociales
Examen final sous forme de réflexion sur vidéo	Un élève fait une réflexion approfondie sur ses expériences d’apprentissage comme examen final d’un programme STIM (sciences, technologie, ingénierie, mathématiques).	Pensée critique et réflexive, Communication, Conscience de soi et responsabilité personnelle
Proposer son aide à ses pairs	Une élève explique la façon dont elle favorise le bien-être socioaffectif de ses pairs.	Conscience et responsabilité sociales, Conscience de soi et responsabilité personnelle
Conception d’un livre pour les tout-petits	Un enfant crée un nouveau livre adapté aux « bébés ».	Conscience de soi et responsabilité personnelle, Conscience et responsabilité sociales
Les dangers qu’il y a à ne connaître qu’une facette des choses : Conférence TED	Un élève réagit à une conférence de Chimamanda Ngozi Adichie sur les dangers qu’il y a à ne connaître qu’une facette des choses.	L'interaction, Identité personnelle et culturelle positive, Conscience de soi et responsabilité personnelle
Entrevues avec des personnes d’âge mûr	On a demandé aux élèves d’interviewer des « personnes d’âge mûr de la collectivité », et l’élève a choisi d’interviewer un voisin de longue date.	Pensée critique et réflexive, Conscience de soi et responsabilité personnelle, Conscience et responsabilité sociales
Poèmes sur la persévérance	Les élèves examinent des poèmes célèbres sur la persévérance, puis créent des poèmes originaux en vers libres qui parlent de leurs propres difficultés et de leur persévérance.	L'interaction, Conscience de soi et responsabilité personnelle
Promenades dans la nature	Un enfant amorce des conversations et des activités lors de promenades dans la nature dans son quartier.	Conscience de soi et responsabilité personnelle, Conscience et responsabilité sociales
Une danse joyeuse	Un enfant présente sa danse spéciale à d’autres enfants et à des adultes le jour de son anniversaire.	Conscience de soi et responsabilité personnelle
Entretenir des amitiés positives	Après avoir réfléchi à certains aspects de leur amitié, quatre élèves changent leur comportement pour entretenir des amitiés plus saines et positives.	Conscience et responsabilité sociales, Conscience de soi et responsabilité personnelle
Des paroles et des actes bienveillants	Une élève apprend qu’en étant gentil et en faisant du bien aux autres, on se sent bien aussi.	Conscience et responsabilité sociales, Conscience de soi et responsabilité personnelle
Reflection on School Experience and Goals for the Future	A student creates a presentation reflecting on their school experience and goals for the future.	Positive Personal and Cultural Identity, Communicating, Critical and Reflective Thinking, Personal Awareness and Responsibility
Narrative Essay	A student writes an essay in response to the prompt “How We Know Who We Are”.	Positive Personal and Cultural Identity, Communicating, Critical and Reflective Thinking, Personal Awareness and Responsibility
Interview	A student reflects on the personal experiences that have changed his goals and aspirations.	Positive Personal and Cultural Identity, Communicating, Critical and Reflective Thinking, Personal Awareness and Responsibility
Waiting Is Not Easy	Students reflect on times when they had to wait and the strategies they used to keep calm and patient.	Personal Awareness and Responsibility
Student Responds to Being Denied a Job	A student responds to not being hired because she is from an alternate school.	Personal Awareness and Responsibility
Checking Blood Glucose Level	A student takes responsibility for monitoring her health.	Personal Awareness and Responsibility
Balancing Homework, Hobbies, and Family Responsibilities	A student speaks with his teacher about making choices related to their responsibilities and personal preferences.	Personal Awareness and Responsibility
Creating a Whirligig	A student creates a whirligig to demonstrate his personal journey.	Personal Awareness and Responsibility, Communicating
Using Poetry as a Medium for Personal Awareness	A student creates a poem to show her growth in personal awareness.	Personal Awareness and Responsibility, Communicating, Creative Thinking
Portfolio Review and Reflection	During a portfolio review, students reflect on their writing, set goals, and create a plan for moving forward.	Personal Awareness and Responsibility, Critical and Reflective Thinking
Asking for Math Help	A student approaches a teacher with her concerns about her progress in math.	Personal Awareness and Responsibility, Critical and Reflective Thinking
Showing Love	A student shows pride in her artwork after creating a heart to show love.	Personal Awareness and Responsibility
The Importance of Running	A young student explains how running gives him energy.	Personal Awareness and Responsibility
Rewriting Our Negative Stories (Part One of Three)	Students respond to a presentation by Alvin Law and reflect on how they can rewrite their own negative stories. There are three related illustrations; each one has a different student work sample and profile analysis.	Personal Awareness and Responsibility, Social Awareness and Responsibility
Rewriting Our Negative Stories (Part Three of Three)	Students respond to a presentation by Alvin Law and reflect on how they can rewrite their own negative stories. There are three related illustrations; each one has a different student work sample and profile analysis.	Personal Awareness and Responsibility, Social Awareness and Responsibility
Rewriting Our Negative Stories (Part Two of Three)	Students respond to a presentation by Alvin Law and reflect on how they can rewrite their own negative stories. There are three related illustrations; each one has a different student work sample and profile analysis.	Personal Awareness and Responsibility, Social Awareness and Responsibility
Developing Positive Friendships	After reflecting on aspects of their friendship, four students change their behavior to develop healthier, more positive friendships.	Social Awareness and Responsibility, Personal Awareness and Responsibility
Kind Words and Acts	A student learns how it feels to be kind and understands that making others feel good makes her feel good too.	Social Awareness and Responsibility, Personal Awareness and Responsibility
The Danger of a Single Story: Ted Talk	A student responds to a Ted Talk by Chimamanda Ngozi Adichie about the danger of a single story.	Communicating, Positive Personal and Cultural Identity, Personal Awareness and Responsibility
Addressing Climate Change Through a WE Wellbeing project	Students design community service projects related to climate change as part of a WE Wellbeing project.	Collaborating, Personal Awareness and Responsibility, Social Awareness and Responsibility
Making a Book for Younger Children	A child creates a new book that will be suitable for “babies.”	Personal Awareness and Responsibility, Social Awareness and Responsibility
Offering Peer Assistance	A student discusses how she supports her peers’ social emotional well-being.	Social Awareness and Responsibility, Personal Awareness and Responsibility
Interviewing an Older Adult	Students were asked to interview an “older adult from the community” and this student chose to interview a long-time neighbour.	Critical and Reflective Thinking, Personal Awareness and Responsibility, Social Awareness and Responsibility
Nature Walks	A child initiates conversations and activities while on nature walks in his community.	Personal Awareness and Responsibility, Social Awareness and Responsibility
Final Exam Video Reflection	A student completes a comprehensive reflection of their learning experiences as a final exam in a STEM program.	Critical and Reflective Thinking, Communication, Personal Awareness and Responsibility
Learning to Be Brave on the Playground	With the support of a friend, a student develops pride and confidence in her ability to deal with new experiences.	Social Awareness and Responsibility, Personal Awareness and Responsibility, Communicating
Cleaning Up the School Grounds	A student chooses to clean up the leaves at the classroom entrance during free time.	Social Awareness and Responsibility, Personal Awareness and Responsibility
Poems about Perseverance	Students explore famous poems about perseverance and then create original free verse poems reflecting on their own struggles and perseverance.	Communicating, Personal Awareness and Responsibility
A Joyful Dance	A child shares his special dance with other children and adults on his birthday.	Personal Awareness and Responsibility