Search results

Result list

• VCECU009

  Examine the contested meaning of concepts including truth and happiness and the extent to which these concepts are and should be valued

  Elaborations

  • using ethical dilemmas, as a prompt for exploring whether it is ever desirable to lie, for example, lying to protect a friend from getting into trouble, to stop someone’s feelings being hurt, or about an injury in order to get picked for a team
  • asking a range of people what their views on happiness are, how important it is and what is necessary for happiness
  • investigating whether everyone should have the right to be happy and if so, whether this is possible, using as stimulus issues of treatment of prisoners or bullies, or how much the wealthy should help the poor or the strong the weak

  VCECU009 | Capabilities | Ethical Capability | Levels 5 and 6 | Understanding Concepts

• VCECU010

  Discuss how ethical principles can be used as the basis for action, considering the influence of cultural norms, religion, world views and philosophical thought on these principles

  Elaborations

  • investigating some common ethical principles, for example, ‘always treat people as ends not means’ (philosopher Immanuel Kant), and ‘actions are right in proportion to whether they promote happiness’ (philosopher John Stuart Mill), and comparing how they might be applied to a particular situation, for example, whether to participate in a fund raising event.
  • examining basic tenets of major world religions and non-religious worldviews and how they form the basis of a particular principle/s, such as ‘treat others as you would want to be treated’ (the Golden Rule)
  • investigating differing cultural norms concerning the importance of the individual relative to the family or wider community and how this may influence views on loyalty, obligation and responsibility and in turn views on guiding ethical principles

  VCECU010 | Capabilities | Ethical Capability | Levels 5 and 6 | Understanding Concepts

• VCECU004

  Explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations

  Elaborations

  • testing a proposed definition of fairness as equal treatment by considering whether an older sibling should do more at home or whether there should be special parking places
  • testing a proposed definition of harm as involving a deliberate intention that caused mental or physical suffering, by considering whether an accidental injury to someone on the playground is harmful or whether taking offence to teasing or a joke is a choice
  • exploring the concept of fairness by setting a task where resources are distributed unevenly and reflecting on the desirability of the outcomes

  VCECU004 | Capabilities | Ethical Capability | Levels 3 and 4 | Understanding Concepts

• VCECU014

  Explore the contested meaning of concepts including freedom, justice, and rights and responsibilities, and the extent they are and should be valued by different individuals and groups

  Elaborations

  • exploring the meaning of justice by proposing and evaluating criteria that might be used for justice, such as what is deserved, adherence to laws or maximising the common good
  • comparing and evaluating two conceptions of freedom: the absence of anything that prevents you achieving what you want, and the ability to control your own interests (self- determination); and whether the harm principle should be used to limit freedom, as part of a study of an issue concerning freedom of speech, or freedom of action (such as restrictions to gambling or alcohol consumption)
  • using a range of examples, such as drink driving, to examine whether there are more important rights and responsibilities than others, whether rights are means or ends and the extent to which reasons involving rights do and should outweigh other reasons for actions

  VCECU014 | Capabilities | Ethical Capability | Levels 7 and 8 | Understanding Concepts

• VCECU006

  Discuss the ways to identify ethical considerations in a range of problems

  Elaborations

  • considering questions such as ‘does this matter and why?’, ‘is this about something where the outcome can be judged good, bad, right or wrong?’ for usefulness in identifying an ethical problem
  • identifying an ethical problem, such as whether to help a friend or stranger first and considering questions such as ‘Who is involved and how are they likely to be affected?’ and ‘Does this involve breaking a rule or other commitment?’
  • using if…then reasoning to identify possible consequences as an ethical consideration in a situation, for example, if animals thought to be cuter were protected ahead of other animals then…

  VCECU006 | Capabilities | Ethical Capability | Levels 3 and 4 | Understanding Concepts

• VCECU011

  Examine how problems may contain more than one ethical issue

  Elaborations

  • exploring the nature of an ethical dilemma in which there is a choice to be made between at least two options, none of which gives an ethically acceptable result, for example, choosing who to put in a lifeboat when there are limited places, or whether someone should tell the shop owner that they their friend is shop-stealing expensive medicine for their poverty stricken mother, or, whether to stop and help someone and miss an entrance exam, or whether to quit a sport team in a small town knowing that then there will not be enough players and the team will fold
  • investigating a problem such as responding to a natural disaster and identifying the ethical issues involved immediately and into the future
  • researching an historical example such as Batman’s 'treaty' and its validity, identifying the different ethical issues involved and from whose point of view

  VCECU011 | Capabilities | Ethical Capability | Levels 5 and 6 | Understanding Concepts

• VCECU021

  Distinguish between the ethical and non-ethical dimensions of complex issues, including the distinction between ethical and legal issues

  Elaborations

  • assessing a complex ethical issue that is, one, such as euthanasia, that involves more than one question and area of contestability, a range of diverse people, and/or is part of a wider problem or historical context, to discriminate and explain those features that are of ethical significance, using these questions: who is involved, what are their intentions and what gave rise to the intention (including relevant dispositions)?, Is there something inherently right or wrong in the act itself or interpretation of the issue?, Is there a duty at stake (for example arising out of a perceived right or a particular relationship such as friend to friend, parent to child or doctor to patient)?, What are the possible consequences?, Who is likely to be affected?
  • examining and comparing the ethical significance of codes of conduct, protocols, and legal responsibilities as preparation for undertaking research or working collaboratively
  • exploring a response to an issue such as the use of someone else’s ideas, conditions of factory workers overseas, or the rescuing of adventurers, to identify if there is no legal, but arguably an ethical, obligation

  VCECU021 | Capabilities | Ethical Capability | Levels 9 and 10 | Understanding Concepts

• VCECU005

  Explore the extent to which particular acts might be regarded by different people as good or bad, right or wrong, better or worse, and explain why

  Elaborations

  • inquiring into a proposal and examining reasons for a range of views on its desirability, for example, proposals to improve sustainability or resolve a local civic issue
  • investigating whether there are differences over time in views about issues such as treatment of animals in zoos and reasons for this
  • comparing different responses to a problem and classifying them as better or worse using a thinking tool and comparing the classifications with others and how the judgements were reached

  VCECU005 | Capabilities | Ethical Capability | Levels 3 and 4 | Understanding Concepts

• VCELA086

  Know their written name (as a grapheme) and match the letters in their name

  Elaborations

  • matching letters that are the same
  • recognising that letters and numbers are different
  • learning to speak and communicate using simple sentence starters

  VCELA086 | Curriculum content | English | Level C | Writing | Language

• VCELA098

  Recognise the beginning sounds of familiar words

  Elaborations

  • matching images to objects
  • recognising objects or images that begin with the same or a similar sound
  • copying and imitating words and sounds using voice or alternative and augmentative communication

  VCELA098 | Curriculum content | English | Level C | Speaking and Listening | Language

• VCELA024

  Use sounds and facial expressions to affect familiar others

  Elaborations

  • encountering various languages and forms of communication at home, school and in the community
  • experiencing others engaging, communicating and changing things in the world around them
  • reacting to the sounds and voices of familiar others
  • reacting to a range of gestures, signs, images and facial features of familiar others
  • using sounds, noises, gestures, eye gaze etc. to gain attention or request an object, e.g. reaching towards something they want
  • turning towards a communication partner

  VCELA024 | Curriculum content | English | Level A | Speaking and Listening | Language

• VCELA060

  Recognise ways to gain and maintain attention

  Elaborations

  • gaining the attention of others through gestures, facial expressions, sounds and movements
  • interacting with a familiar adult by attending and making eye contact for extended periods of time
  • refining their behaviour and actions based on the response of others (cause and effect)
  • developing a small repertoire of predictable and consistent responses

  VCELA060 | Curriculum content | English | Level B | Speaking and Listening | Language

• VCELA051

  Recognise that text can be attached to images and recognise that people pause when talking and communicating

  Elaborations

  • attending to written texts attached to images within their environment
  • learning that objects can be represented by an image or text
  • communicating using a word/image to request an object
  • pausing to wait for a response after a communication
  • learning about taking turns in communication

  VCELA051 | Curriculum content | English | Level B | Writing | Language

• VCELA017

  Experience people writing, speaking and communicating using various modes

  Elaborations

  • experiencing speech being broken down into different sounds
  • reacting to interactive and multimodal texts
  • exploring a range of sounds and movements, including facial expression and gesture

  VCELA017 | Curriculum content | English | Level A | Writing | Language

• VCELA025

  Respond to a familiar person and engage with them

  Elaborations

  • being exposed to individuals interpreting their actions and sounds
  • experiencing people reacting and engaging with each other and them
  • learning to control their behaviour, e.g. moving, making sounds,
  • making eye contact, sound or gesture towards a familiar other during a communicative process
  • gaining another’s attention through sounds and or action
  • communicating physical need, for example hungry or tired through sounds and/or action

  VCELA025 | Curriculum content | English | Level A | Speaking and Listening | Language

• VCELA028

  Respond to different sounds and words used in everyday experiences

  Elaborations

  • being exposed to people communicating and playing with words
  • being exposed to a variety of different rhymes, syllables and sounds
  • observing the connection between everyday words and objects
  • reacting to familiar voices and preferred sounds

  VCELA028 | Curriculum content | English | Level A | Speaking and Listening | Language

• VCELA061

  Demonstrate a number of ways to indicate a choice

  Elaborations

  • selecting a preferred object, or requesting a drink through gestures, facial expressions, sounds and movements
  • learning that gestures can indicate needs or choices, for example reaches towards a familiar person/object

  VCELA061 | Curriculum content | English | Level B | Speaking and Listening | Language

• VCELA121

  Copy own name and recognise some of the letters within it, and understand that pausing is presented as a full stop in written text

  Elaborations

  • learning that each letter has two symbols, a capital and lowercase symbol
  • recognising the capital letter of their name in other contexts
  • understanding what a full stop looks like
  • locating full stops in text

  VCELA121 | Curriculum content | English | Level D | Writing | Language

• VCELA111

  Know that a letter can be the same but look different, including capital and lower-case letters, and match some letters with their sound and name

  Elaborations

  • recognising the individual letters of their name
  • experiencing the individual letters of the alphabet, their name letter and common sounds
  • identifying their name as starting with a capital letter

  VCELA111 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA001

  Encounter various forms of texts and respond to sounds, text, symbols, images or objects in their environment

  Elaborations

  • experiencing various text forms and communication related to the environment or activity
  • experiencing texts and forms of communication being labelled, e.g. this is a fairy story, hello what did you want to say? Oh I think Amy wants a turn etc.
  • reacting to different forms of communication by familiar people, for example a smile, a wave
  • reacting to change in the environment associated with a text type, e.g. turns head or looks towards a multimodal text, images, sound, word such as their name

  VCELA001 | Curriculum content | English | Level A | Reading and Viewing | Language