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• Personal and Social Capability: Levels 1 and 2 description

  In Levels 1 and 2, the curriculum focuses on enabling students to learn about making and keeping friends and understanding the effects that their actions have on others. Students extend their vocabulary to describe the emotions they experience when interacting with others. Students develop an...

  Level description | Capabilities | Personal and Social Capability

• Personal and Social Capability: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focuses on emotional self-management and the ability to recognise the characteristics of respectful relationships in a range of contexts. Students learn about personal values and how they may differ. The curriculum provides opportunities for students to demonstrate...

  Level description | Capabilities | Personal and Social Capability

• Personal and Social Capability: Levels 5 and 6 description

  In Levels 5 and 6, the curriculum focuses on exploring the expression of emotions and how the expression of emotions can impact on relationships with others. Students consider the characteristics of respectful relationships and the behaviours that demonstrate sensitivity to diversity. The curriculum...

  Level description | Capabilities | Personal and Social Capability

• Personal and Social Capability: Levels 9 and 10 description

  In Levels 9 and 10, the curriculum focuses on analysing factors that influence respectful relationships in a range of diverse settings and the importance of empathy and respect for diversity in creating a cohesive society. Students are provided with opportunities to engage in activities that promote...

  Level description | Capabilities | Personal and Social Capability

• Personal and Social Capability: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum focuses on developing students’ understandings of positive relationships and connections. Students extend their emotional literacy via an enhanced vocabulary of understanding and describing emotions. They learn about the importance of valuing difference...

  Level description | Capabilities | Personal and Social Capability

• VCNRC020

  Participate in everyday classroom activities, such as asking for permission, requesting help, asking how to say or write something, and praising or encouraging peers

  Elaborations

  • asking for permission and requesting help using frequently used phrases
  • asking how to say or write a word or expression
  • praising and encouraging peers
  • using words, phrases or interjections which can be used in conversation

  VCNRC020 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Socialising

• VCNRC021

  Locate key information about everyday contexts and routines from written, spoken and visual texts

  Elaborations

  • surveying classmates regarding their likes, interests, routines and activities, and tabulating the results, for example, in birthday charts or graphs
  • reading profiles and stories in print and digital form about people and animals, and creating a display with names and short descriptions
  • locating information relating to school activities in a country where the language is spoken for example, from a sister school, and comparing with own daily schedule/routine
  • identifying points of information in short spoken texts with some unfamiliar language, for example, some items on a recorded shopping list

  VCNRC021 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Informing

• VCNRC056

  Convey and present information and ideas on a range of topics in different types of texts and in a variety of modes

  Elaborations

  • presenting information on a variety of topics for a range of purposes and audiences
  • presenting findings from interviews with peers in own class or in language classes and settings, using formats such as profile posters, charts and timelines
  • summarising and conveying the main points of texts, deducing the meaning of some unknown words and phrases, and identifying known cultural references, images and other content which contribute to the overall meaning
  • organising and presenting information for an audience who speak the language, for example, a web page describing and explaining leisure activities of young people in Australia
  • reporting in either a journal/diary entry or article for a school magazine on own and others’ experiences of events such as a concert, school camp, excursion or new educational computer game

  VCNRC056 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Informing

• VCNRC060

  Create texts in the language being studied and English, such as menus, posters or brochures on the same theme or event, and provide subtitles, captions or commentaries in either language to assist meaning

  Elaborations

  • working individually and collaboratively to create bilingual resources for the home and school environments, such as glossaries, signage, recipes and menus
  • creating English subtitles, footnotes, captions or commentaries for texts such as brochures, video clips, or advertisements that inform the school community about aspects of the culture of the target language
  • creating glossaries, tourist brochures or itineraries for English-speaking travellers to countries where the language is spoken including and explaining key words, phrases and protocol
  • creating vocabulary lists and annotated cultural explanations for target language-speaking visitors to events such as Australian sports days or family events, explaining culturally specific elements, for example, Australian Rules Football Final, Anzac Day, Harmony Day, BBQ

  VCNRC060 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Translating

• VCNRC025

  Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages

  Elaborations

  • playing matching games with word cards, for example, days of the week, months, seasons or vocabulary associated with weather
  • translating simple sentences, such as requests in the classroom, to understand the gist, noticing how meaning changes when translating into English
  • translating signs or phrases in familiar contexts into English, for example, street signs, addresses, food labels, noting that some signs and symbols are universal, for example, the ‘stop’ sign

  VCNRC025 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Translating

• VCNRC026

  Create simple bilingual resources for familiar audiences

  Elaborations

  • creating hand-made or digital greeting cards in both the language and English for different celebrations and traditions
  • creating bilingual texts for different audiences, for example, signs for the school community, a bilingual class digital dictionary, a word chart, a board game for a younger class
  • creating simple bilingual story books that include captions and images modelled on familiar texts, for example, Spot the Dog

  VCNRC026 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Translating

• VCNRC069

  Initiate, sustain and extend interactions by exchanging experiences, seeking and giving advice, and discussing aspirations and relationships

  Elaborations

  • sustaining interactions with others by acknowledging, asking for repetition or clarification or questioning further
  • interviewing peers to extract information on and evaluate views about aspects of life such as school, future aspirations and relationships, and discussing as a class the major themes and concerns that emerge
  • sharing opinions with peers about events and interests, and incorporating language to express emotions and responses such as approval, gratitude, regret and appreciation
  • exchanging information with peers in countries where the language is spoken, such as through letters, emails or online discussions, about aspects of school, youth lifestyle and social issues, using comparisons when expressing thoughts and ideas

  VCNRC069 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Socialising

• VCNRC019

  Participate collaboratively in shared class experiences which involve planning and simple transactional exchanges

  Elaborations

  • preparing, rehearsing and performing an item for an audience, such as a school assembly, another class or parents
  • collaborating with peers on tasks, such as designing a poster for a significant event
  • following simple procedures and using modelled language for shared activities, such as making a simple dish from a recipe and naming ingredients, or following instructions in a craft activity
  • participating in a role play, for example, buying goods from a shop and using props to engage in conversation

  VCNRC019 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Socialising

• VCNRC053

  Participate in collaborative tasks, activities and experiences which involve making decisions, negotiating, planning and shared transactions

  Elaborations

  • participating in decision-making scenarios
  • participating in the collaborative planning of real or simulated class events
  • describing plans and arrangements, giving suggestions and reasons for own preferences, and negotiating outcomes
  • transacting and negotiating in real or simulated situations

  VCNRC053 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Socialising

• VCNRC073

  Adapt and present information, ideas and opinions on a range of issues in a variety of text types and modes selected to suit audience and purpose

  Elaborations

  • presenting texts on a range of topics to inform others, for example, a weather report, a magazine article about an event, a travel brochure promoting a local region or product
  • designing texts such as an advertisement or magazine cover for a particular audience, explaining cultural references and using techniques and effects such as images, music and colour
  • conveying own ideas and information in a range of texts for different audiences, using examples of media texts such as television reports, video clips or social media
  • presenting ideas and information selected from samples of spoken, written and digital texts which convey cultural as well as content information, for example, newspaper headlines, advertisements, notices in public places or graffiti
  • creating informative texts for a range of audiences, such as posters, brochures and web pages promoting new music releases, a favourite holiday destination, a healthy lifestyle

  VCNRC073 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Informing

• VCNRC024

  Create and perform short spoken and written imaginative texts such as dialogues or collaborative stories, using formulaic expressions and modelled language

  Elaborations

  • creating and performing simple imaginative texts, using movement or drama to animate characters and to give expression to events in texts, for example, acting out scenes from a story, adopting the profile of a character, creating a dance to accompany songs
  • modifying texts such as songs, for example, by substituting words in a well-known song or tune
  • creating a new story such as a picture book using favourite characters from imaginative texts and adding captions using formulaic expressions and modelled language

  VCNRC024 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Creating

• VCNRC058

  Create and perform own and shared texts about imaginary people, places and experiences, in order to entertain others

  Elaborations

  • creating texts to entertain younger audiences, such as cartoons, photo stories, plays or Big Books based on traditional and other familiar stories
  • creating the next scene, new character or an alternative ending for imaginative texts in the language , such as a story or drama performance
  • composing and performing short songs with particular themes, for an occasion such as a performance for classroom guests
  • illustrating imaginative stories in visual forms such as cartoons or captioned photo stories

  VCNRC058 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Creating

• VCNRC062

  Consider how own biography, including personal experiences, family origins, traditions and beliefs, impact on identity and shape own intercultural experiences

  Elaborations

  • reflecting on the experience of learning and using the language and the role of language and culture in expressing identity, and considering the influence of own background on ways of communicating
  • reflecting on how learning the language may have impacted on own identity and understanding of the world such as an increased awareness of representations in the media of countries where the language is spoken

  VCNRC062 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Reflecting

• VCNRC074

  Interpret and discuss different imaginative texts, expressing and justifying opinions on aspects such as themes, mood, emotions and language choices

  Elaborations

  • interpreting images and language choices to convey cultural concepts and ideas in songs, films and performances
  • reading, viewing and listening to imaginative texts in a variety of modes to explore and discuss the representation of aspects of society and culture of countries where the language is spoken, for example, current social themes such as youth issues, identity
  • discussing how imaginative texts such as films, plays and songs portray social issues in everyday life such as relationships, generation gap
  • responding to texts to explain how mood is created and narrative developed through language and expression, language choice, use of metaphors, humour, suspense, surprise
  • analysing imaginative texts, to discuss how language, culture and literary devices are used to portray characters, places or events in order to evoke humorous or emotional responses
  • comparing lyrics, themes and popular styles with English language songs, explaining similarities and differences in language use, cultural aspects and modes of expression

  VCNRC074 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Creating

• VCNRC055

  Obtain and interpret information from a range of spoken, written, print or digital texts related to topics of interest such as leisure, food and diet, entertainment and special occasions

  Elaborations

  • collecting information from a range of texts, such as advertisements, signs, announcements and recipes, identifying context, purpose and audience
  • comparing information from different texts such as a diary entry, song or invitation, about special occasions, evaluating information and discussing culture specific terms and representations
  • using print and online resources such as dictionaries and grammar references to support understanding of texts
  • summarising information and viewpoints in a range of texts, using tools such as guided note taking
  • listening to, reading and viewing print and digital texts, such as invitations, cards and messages, summarising main ideas and key information and responding to them

  VCNRC055 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Informing