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• VCNRC039

  Convey and present information about aspects of personal world, through prepared texts such as diagrams, dialogues and timelines

  Elaborations

  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts, such as fliers, newsletters, advertisements and brochures
  • preparing and giving simple oral presentations on personal world, for example, a timeline of growth and change, family celebrations and other special occasions
  • presenting the results of a class survey about aspects of personal world such as daily routines, for example, by creating a poster or digital presentation using diagrams, charts or timelines
  • conveying information to others using descriptive language, for example, producing a simple brochure or an advertisement about a city or tourist attraction in a country where the language is spoken
  • preparing a dialogue with a partner about self
  • using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
  • reporting information based on own or group research, and supporting the information with photos, illustrations, captions or diagrams

  VCNRC039 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Informing

• VCNRC037

  Interact in class activities, using questions, statements and responses to enhance, demonstrate and share understanding

  Elaborations

  • collaborating with peers during individual or group activities
  • checking on progress during learning tasks or activities
  • asking peers politely to do something and responding to requests, for example, giving and receiving things
  • talking about the experience of learning and using the language, comparing what they can and cannot do

  VCNRC037 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Socialising

• VCNRC041

  Create and perform imaginative texts such as stories, skits or rap, using familiar language

  Elaborations

  • producing short scripted plays with teacher support, to perform to class, younger students or the school community
  • creating and performing simple songs, rhymes and rap to teach vocabulary and word patterns to younger language classes
  • creating and using own texts, such as storyboards, digital stories, booklets or board games, based on characters, settings and events from a myth or commonly told story

  VCNRC041 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Creating

• VCNRC044

  Engage in intercultural experiences, comparing ways of communicating in Australian and speaking contexts of the language being studied and identifying ways that culture influences language use

  Elaborations

  • investigating aspects of own language use that reflect own cultural perspective and experiences, for example, using colloquialisms and idioms such as g’day, howzat, this arvo, mozzie
  • reflecting on situations where interactions in the target language have felt awkward or difficult, discussing own reactions and adjustments
  • considering what linguistic or cultural information they would need to know in order to visit a school in a country where the target language is spoken and talking about adjustments they may need to make in language use and behaviour

  VCNRC044 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Reflecting

• VCNRC038

  Obtain, organise and compare information about aspects of daily life and significant events from written, spoken, or digital texts

  Elaborations

  • identifying information in texts, such as conversations and brochures, and sharing this information with others in a different format, for example, presenting a chart of favourite television programs or computer games
  • obtaining information about and comparing seasons and festivals in countries where the language is spoken, for example, summer holidays in July rather than January
  • viewing advertisements on television and in other media, in order to develop a shared set of vocabulary and expressions to create own advertisements
  • viewing, listening to and reading simple texts about a celebration

  VCNRC038 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Informing

• VCNRC043

  Create bilingual texts and learning resources for the school community

  Elaborations

  • creating simple bilingual texts in print or digital form for specific audiences, such as school signs for visitors, invitations to parents for class or school events, posters for the school community to advertise an upcoming event, online bilingual story books including text and images for a younger audience, or a bilingual game, such as Snap, using words only
  • creating and posting versions of existing school signs or notices into the language, for example, staffroom, canteen, recognising difference in word order
  • constructing and maintaining a bilingual website for a sister school or a contact group of young learners of English in a target language-speaking community
  • creating a word bank which includes words, phrases and common expressions, as a classroom resource to reinforce learning

  VCNRC043 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Translating

• VCNRU050

  Explore the influence of the language being studied on the English language and how the language being studied has been influenced by the impact of new technologies and knowledge

  Elaborations

  • identifying familiar words in the language and recognising their English equivalents
  • using knowledge of familiar patterns and structures to decode and interpret meaning
  • understanding that English words may be found in the language, but that equivalents in the language to these terms often also exist

  VCNRU050 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Language variation and change

• VCNRU046

  Identify and reproduce, orally and in writing, key features of intonation and pronunciation, experiment with the spelling of common words and apply basic punctuation rules

  Elaborations

  • applying, if applicable, different intonation for statements, questions, exclamations and commands
  • reading simple texts
  • applying and using, if applicable, accent marks
  • experimenting with spelling simple words
  • applying phonic and grammatical knowledge to spell and write unfamiliar words
  • understanding and applying punctuation marks in writing, for example, full stop, comma, exclamation mark, apostrophe, speech marks and question mark

  VCNRU046 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Systems of language

• VCNRU047

  Develop knowledge of grammatical elements to construct and expand sentences

  Elaborations

  • describing present, past and future actions, situations and events using familiar verbs
  • using language to express preferences
  • using correct word order to ask questions and make requests
  • using numbers in different contexts, such as telling the time, stating dates, ordering/shopping, or in simple descriptions
  • expanding vocabulary base by using and recognising common everyday nouns

  VCNRU047 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Systems of language

• VCNRU048

  Identify and use language features of different types of oral and written texts recognising that linguistic choices depend on audience and purpose

  Elaborations

  • identifying the purpose, context and audience of a range of familiar texts, for example, fairytales, sports reports, recipes
  • reading, viewing and listening to different texts with a common topic, for example, comparing a print, TV and internet announcement for the same event
  • describing key features of different types of text and discussing audience and purpose, for example, a shopping list serves as a reminder to self and consists of items and quantities, whereas a shopping transaction involves interaction and negotiation

  VCNRU048 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Systems of language

• VCNRU051

  Understand that language and culture are integral to identity and are reflected in communication styles

  Elaborations

  • discussing own and peers’ understanding of concepts and messages expressed in stories/myths/song lyrics
  • recognising that language use can have connections to cultural practices, such as celebrations
  • reflecting on the experience of learning the language and culture and identifying situations that have provided awareness of own cultural practices and values, for example, attending a cultural festival or show
  • discussing the meaning of culture, how it involves visible elements such as symbols, food, national costumes, dancing and language, and invisible elements such as values and beliefs

  VCNRU051 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Role of language and culture

• VCNRU049

  Understand the importance of register in a range of contexts and situations, such as at home, at school or in more formal situations

  Elaborations

  • using appropriate language according to age, gender, relationship and social status when meeting people for the first time or when introducing friends, teachers or other adults
  • reflecting on the use of colloquial or abbreviated language in technologically mediated contexts, for example by email or phone

  VCNRU049 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Language variation and change

• VCPSCSE028

  Identify the skills for working independently and describe their performance when undertaking independent tasks

  Elaborations

  • responding to a case study showing an independent task, highlighting the successes and areas for improvement
  • defining what it means to be an independent learner
  • preparing a work plan outlining the steps to be undertaken in order to complete an independent task
  • developing a list of success criteria in order to monitor and cross-check their progress

  VCPSCSE028 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Self-Awareness and Management | Development of resilience

• VCPSCSE026

  Reflect on how personal strengths have assisted in achieving success at home, at school or in the community

  Elaborations

  • identifying personal strengths in others, such as courage, sense of humour and determination and explaining how these could contribute to achieving success
  • describing what being successful at school looks and feels like and what personal strengths would assist
  • listing personal strengths that would make you successful at home, school and in the community and discussing the strengths that are common in all three settings

  VCPSCSE026 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Self-Awareness and Management | Development of resilience

• VCPSCSE025

  Explore the links between their emotions and their behaviour

  Elaborations

  • creating a video or play to show the links between emotions and behaviour
  • analysing stories/movies to demonstrate the links between emotions and behaviour
  • exploring how individuals experience changing emotions and changing intensity of emotions, depending on the situation and day
  • predicting probable emotions and subsequent behaviours by interpreting body language

  VCPSCSE025 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Self-Awareness and Management | Recognition and expression of emotions

• VCPSCSE027

  Describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations

  Elaborations

  • responding to the statement that ‘playing sport develops confidence, adaptability and persistence’
  • sharing and discussing ideas about how people respond to new or challenging situations, such as changing school, and describing what it means to be resilient
  • in relation to a fairy tale, identifying when the characters were being confident, adaptable and/or persistent and explaining your reasons

  VCPSCSE027 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Self-Awareness and Management | Development of resilience

• VCPSCSO031

  Describe the characteristics of respectful relationships and suggest ways that respectful relationships can be achieved

  Elaborations

  • brainstorming the characteristics of respectful relationships and displaying them on a concept map
  • working in groups to develop a tip sheet for achieving respectful relationships
  • using a story to stimulate discussion about the characteristics and achievement of respectful relationships

  VCPSCSO031 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Social Awareness and Management | Relationships and diversity

• VCPSCSO029

  Explore and discuss behaviours that demonstrate sensitivity to individual, social and cultural differences

  Elaborations

  • presenting students with a range of scenarios and discussing how they might react in that situation and explaining why
  • explaining why people are asked to stand up for elderly passengers on public transport

  VCPSCSO029 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Social Awareness and Management | Relationships and diversity

• VCPSCSO030

  Define and recognise examples of stereotypes, discrimination and prejudice and discuss how they impact on the individual

  Elaborations

  • identifying the terms ‘stereotype’, ‘discrimination’ and ‘prejudice’ and giving examples of these
  • discussing how lack of understanding and respect for diversity can impact on people’s lives
  • presenting students with a range of newspaper articles and asking them to identify examples of stereotypes, discrimination and prejudice and reflect on how these could impact on the individual

  VCPSCSO030 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Social Awareness and Management | Relationships and diversity

• VCPSCSO033

  Describe the various causes of conflict and evaluate possible strategies to address conflict

  Elaborations

  • identifying the causes of conflict in a range of scenarios, by recognising the ‘needs’ and ‘wants’ of the individuals
  • exploring the causes of conflict and suggesting possible consequences on families, friends and bystanders
  • using conflict resolution strategies in social situations and describing their effectiveness

  VCPSCSO033 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Social Awareness and Management | Collaboration