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Curriculum Framework

Self-Awareness and Self-Management

Being and Becoming Globally Competent

Being and Becoming Competent in Self-Awareness and Self-Management involves becoming self-aware and self-managing of one’s identity, efficacy, and belief in themselves as a learner. The ability to identify opportunities, set goals, establish and monitor plans while adapting to change and adverse conditions. The capacity to self-regulate, manage one’s holistic well-being, self-assess, and advocate for support in an ever-changing world. Learners who are self-aware and self-manage effectively are better situated to be lifelong learners, personally fulfilled, and a contributing citizen.

Learners have self-efficacy, see themselves as learners, and believe that they can make life better for
themselves and others. For example:

  • I believe that my abilities and intelligence can be developed.
  • I appreciate and value how I learn best.
  • I celebrate my efforts and accomplishments.
  • I realize that effort leads to mastery.
  • I learn from and am inspired by the success of others.

Learners develop a positive identity, sense of self, and purpose from their personal and cultural qualities.
For example:

  • I identify how my life experiences have contributed to who I am. I describe how aspects of my life experiences, family history, background, and where I live (or have lived) have influenced and continue to influence my identity, values and choices.
  • I take the past into account to understand the present and approach the future.

Learners develop and identify personal, educational, and career goals, opportunities, and pathways; they monitor their progress; and, they persevere to overcome challenges. For example:

  • I create realistic and relevant goals based on self-reflection.
  • I create, implement, monitor, and adjust a plan and assess the results to achieve my goal.
  • I seek out people or opportunities that support my personal, learning or career goals.

Learners adapt to change and are resilient in adverse situations. For example:

  • I approach change or challenge as opportunities to grow and improve.
  • I persevere when faced with setbacks and challenging tasks.

Learners are aware of, manage, and express their emotions, thoughts, and actions in order to
understand themselves and others. For example:

  • I recognize my emotions and thoughts and their influence on my behaviour.
  • I assess my strengths and limitations and possess a well-grounded sense of confidence and optimism.
  • I listen with care and patience to understand and learn from others.
  • I show empathy for others and adjust my behaviour to accommodate their needs.
  • I build and sustain positive relationships with diverse people, across generations.
  • I take ownership of my goals, learning, and behaviour.

Learners manage their holistic well-being (e.g., mental, physical, and spiritual). For example:

  • I make lifestyle choices, such as nutrition, physical activity, sleep, or socializing, that have a positive impact on my well-being.
  • I sustain a healthy and balanced lifestyle.
  • I reflect on my experiences as a way of enhancing my well-being and dealing with challenges.
  • I advocate for myself in stressful situations.
  • I know how to access services to support my well-being.
  • I follow appropriate procedures to ensure the safety of myself and others, including online.

Learners accurately self-assess their current level of understanding or proficiency and advocate for support based on their strengths, needs, and how they learn best. For example:

  • I monitor the progress of my learning.
  • I reflect on my thinking, experience, values and critical feedback to enhance my learning.
  • I ask for help to support my learning needs.

Learners manage their time, environment, and attention, including their focus, concentration, and engagement. For example:

  • I manage my time efficiently.
  • I know how to calm or energize my body depending on the context.
  • I manage my focus and attention to the task I am working on.
  • I know when to take breaks.
  • I know how to selectively disengage from distracting stimulus.

Fostering and Teaching Self-Awareness and Self-Management

Respectful and responsive relationships support the positive emotional health and identity of all learners. These are paramount to development of a sense of self in relation to others and to place. Self-awareness and self-regulation develop in young learners through their play. Young learners inherently develop autonomy and agency when they are at liberty to invent symbols of representation, create imaginary worlds in which to explore new possibilities and take risks, and take possession of their worlds.

Testing limits, negotiating joint undertakings, and finding creative solutions all solidify learners’ identities as responsive and responsible members of a community. Exploring identity through play and inquiry creates a safe space for learners to raise questions, reflect on behaviours and observations, and act to change inequitable practices and practice democratic decision-making in matters that affect them. The interplay between the issues and solutions explored through play, inquiry, and shared learning experiences builds self-reflective skills and an awareness of ways of knowing that include personal and communal values and principles. Reinforced through experiences in their learning environment, these values influence self-regulation and self-management.

The learning environment, pedagogies, learning contexts, concepts, and skills all support the development of Awareness and Self-Management. Each of the goals (ECE) and subject areas (K–12) develops this competency in the following ways over time:

EARLY LEARNING FRAMEWORKS

In early learning and childcare the goals work together to provide the foundation to develop this competency; however, the bolded goal is the most aligned.

  • Communication and Literacies
  • Well-Being
  • Play and Playfulness
  • Diversity and Social Responsibility

ENGLISH LANGUAGE ARTS

To develop and demonstrate an understanding of what it means to be self-aware and self-manage in English Language Arts classes, learners:

  • read the literature of many cultures and investigate how forms of language construct and are constructed by particular social, historical, political, and economic contexts.
  • consider issues and experiences from a range of viewpoints, exploring their own identities and values, and reflecting on the bonds they share with humanity.
  • set goals and take responsibility for their own learning.
  • develop a habit of reading as a rewarding pursuit to enhance their use of media, visual, and audio texts for entertainment as well as information.

FINE ARTS

Self-awareness and self-management in Arts Education involves developing agency through the expression or interpretation of artistic works and developing confidence as a creator. Learners:

  • develop personal motivation for lifelong learning.
  • demonstrate growth in areas such as perseverance, responsibility, independent thinking, openmindedness, and understanding of others.

FRENCH

To develop and demonstrate an understanding of what it means to self-manage and be self-aware in French Second Language, learners:

  • explore various aspects of their lives through the lens of second-language learning.

IMMERSION FRANÇAISE

Les apprenants doivent devenir des personnes autonomes et conscientes d’elles-mêmes. Les apprenants :

  • établissent des objectifs, prennent des décisions éclaircies sur l’apprentissage, la santé et le mieuxêtre
  • ainsi que les choix de carrière et assument la responsabilité de l’atteinte de leurs objectifs tout au long de leur vie.
  • utilisent le français pour formuler leurs idées, ils découvrent une différente façon d’exprimer leur individualité.

MATHEMATICS

Self-awareness and self-management connect mathematical careers, goals, and attitudes to personal life experiences. Learners: recognize the central role of mathematics in a variety of career options.

  • develop the curiosity, positive attitude, persistence, and habits of mind that serve lifelong learning.
  • understand how mathematics and history have interacted, and how this has influenced their lives.
  • set achievable goals and assess themselves as they work towards these goals.
  • become autonomous and responsible learners with an ongoing, reflective process.

PERSONAL WELLNESS

Self-awareness and self-management in Personal Wellness Education involves engaging in activities that promote a balanced state of physical, intellectual, emotional, social, and spiritual well-being. Learners:

  • make lifestyle choices in physical activity, nutrition, sleep, socializing, and behaviours that have a positive impact on health and personal well-being.
  • promote an environment of respect, safety, and connection for self and others.
  • create self-reflective learning goals to support a healthy and balanced lifestyle.
  • apply strengths, skills, and interests to career and life goals.
  • demonstrate self-efficacy in decision-making and managing change to improve overall health.
  • adapt and change when faced with adversity.

PHYSICAL EDUCATION

In Physical Education, self-awareness and self-management involves making healthy lifestyle choices—such as nutrition, physical activity, sleep, or socializing—that have positive impact on well-being. Learners:

  • make appropriate decisions about well-being and take ownership for the decisions to sustain a healthy and balanced lifestyle.
  • apply etiquette, rules, and principles of fair play to ensure safety of self and others.
  • recognize and manage the influence of emotions and thoughts on behaviour and attitude.
  • self-reflect on the attitudes and behaviours necessary to set personal and career goals.
  • exhibit personal development, such as positive self-esteem, self-responsibility, leadership, decision making, co-operation, self-reflection, and empowerment during physical activity.

SCIENCE

Science learning experiences support student agency in the process of learning, to engage self-reflection and thinking about thinking (meta-cognition), to promote lifelong learning, and to transfer these lessons to an ever-changing world. Learners:

  • instill desire for lifelong learning and the refinement of learning skills.
  • acquire skills necessary to live and work in society that is shaped by science and technology.
  • appreciate the role and contribution of science in their lives and demonstrate awareness of its limits and impacts.
  • develop a continuing interest in the study of science.
  • assess and manage potential dangers in science and technology contexts.
  • develop a positive attitude toward safety.
  • prepare for potential science-related careers or further other science-related interests.

SOCIAL STUDIES

The development of self-awareness in the social studies comes from exploring the concepts of identity, worldview, and privilege. The development of acceptance and appreciation for diversity supports growth in self-management. Learners:

  • explore identities through local, national, and international histories, cultures, events, and individuals.
  • understand how the past influences the present and the future.
  • explore the effects of privilege and systems of oppression in various areas of human activity.
  • explore the effects of environments on the various dimensions of well-being.

TECHNOLOGY EDUCATION

The self-awareness and self-management competency connects careers, goals, and attitudes to personal life experiences. Learners:

  • practice safe, legal, and ethical use of technology.

WABANAKI LANGUAGES

Through the study of Mi’kmaw and Wolastoqey, learners:

  • express self-efficacy, see themselves as learners, and believe that they can make life better for themselves and for their Nations.
  • develop their sense of self and personal and cultural identities.
  • explore their holistic well-being and develop pride in their cultures and languages.
  • appreciate diversity and cross-cultural connections.