Reflect on how your behaviour lands on others — consider not just what you intended but what the actual impact was on the other person
How to tell they’ve got it
Tick these off as you see them — no test required.
🖨 Print this page to keep the checklist — it prints beautifully.
Try this together
?
Can your child think about how something they said or did might have felt to the other person — not just what they meant by it, but what the impact actually was?
Where this sits on the map
Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.
Builds on
Vocabulary: selfages 5–10Reflecting on impact on others requires vocabulary of 'impact', 'perspective', and 'reflect'
Patterns in Your Own Reactionsages 7–9Reflecting on the impact of your behaviour on others requires first having noticed patterns in your own reactions — you need self-knowledge before you can examine your social footprint
Feelings Versus Actionsages 6–8Reflecting on impact requires understanding that your actions were choices, not automatic responses to feelings — the feelings/actions distinction underpins social accountability
Teaching It Backages 7–8Reflecting on how your behaviour landed on others requires being able to articulate your own thinking and intentions clearly — the self-explanation habit applied to social experience
→
Your Impact on Othersthis skill · ages 8–9
→
Unlocks
Questioning First Impressionsages 9–10Questioning your assumptions about social situations requires first having practised the harder skill of seeing yourself from another person's perspective
Self-Reflection in Relationshipsages 9–11Reflecting on your role and behaviour in relationships builds on the foundational habit of considering the impact of your behaviour on others
solid = must come firstdashed = helps
Curriculum alignment
Candidate matches to official curriculum codes — machine-suggested, unreviewed (v0.1).
Show candidate curriculum codes · 3 ACARA · 3 VIC
Australian Curriculum v9 candidate
AC9HP6P06low confidenceYear 5–6 · Personal, social and community health
apply strategies to manage emotions and analyse how emotional responses influence interactions
AC9HP2P03low confidenceYear 1–2 · Personal, social and community health
identify how different situations influence emotional responses
propose actions or responses to issues or challenges and use criteria to assess the possible effects
Victorian Curriculum 2.0 codes & levels only
VC2HP2P04medium confidenceHealth and Physical Education · Levels 1 and 2 · Personal, Social and Community Health – Health Education strand
VC2HP6P04low confidenceHealth and Physical Education · Levels 5 and 6 · Personal, Social and Community Health – Health Education strand
VC2HP6P06low confidenceHealth and Physical Education · Levels 5 and 6 · Personal, Social and Community Health – Health Education strand
These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.