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• VCCCTR049

  Consider ambiguity and equivocation and how they affect the strength of arguments

  Elaborations

  • identifying phrases or words in an argument that are misleading because they do not contain a single meaning and discussing which meaning serves the argument better
  • discussing why ambiguity and/or equivocation might be deliberately used in a point of view, for example to express humour
  • examining strategies to resolve ambiguities such as declaring a definition or making context clearer

  VCCCTR049 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCCCTQ044

  Suspend judgements to allow new possibilities to emerge and investigate how this can broaden ideas and solutions

  Elaborations

  • comparing a creative process that quickly follows initial judgements to one that intentionally suspends judgements over a period of time and reflecting on the quality of the ideas produced
  • exploring optimum conditions for an ‘incubation period’ when problem-solving, for example ‘sleeping on it’, or undertaking a distracting menial task and then returning to the problem
  • using technology for experimenting with the relationships between compositions of functions, such as resultant shapes and behaviours, which may then be used in modelling and understanding a range of real-world phenomena

  VCCCTQ044 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Questions and Possibilities

• 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

• VCCCTM052

  Investigate how the use of a range of learning strategies can be monitored, evaluated and re-directed as necessary

  Elaborations

  • completing a journal to monitor and evaluate two strategies for a learning challenge and reflecting on what was effective and how they could be used in the future
  • using given scenarios and famous quotes to reflect on the concepts of failure and persistence in relation to learning and learning strategies

  VCCCTM052 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Meta-Cognition

• VCCCTM053

  Investigate the kind of criteria that can be used to rationally evaluate the quality of ideas and proposals, including the qualities of viability and workability

  Elaborations

  • developing and applying criteria to assess a range of examples of proposals and justifying whether refinements are necessary
  • developing and applying ethical considerations that should be taken into account for a research proposal or a performance
  • assessing the workability of a response to an issue by examining practical implementation considerations
  • assessing the viability of a solution by considering the risks associated with it

  VCCCTM053 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Meta-Cognition

• VCECD023

  Investigate how different factors involved in ethical decision-making can be managed by people and groups

  Elaborations

  • identifying an ethical problem and how a social and/or private institution negotiates different points of view, for example NGOs working in local communities, or government organisations such as local councils with a planning or development issue
  • analysing a range of fiction and non-fiction texts such as autobiographies to compare and reflect on how characters/people internally managed the interaction of factors such as feelings, reasoning, experience, dispositions and conscience

  VCECD023 | Capabilities | Ethical Capability | Levels 9 and 10 | Decision Making and Actions

• VCNRC077

  Create a range of bilingual texts for a variety of purposes and audiences, reflecting on how meaning can be conveyed effectively

  Elaborations

  • creating bilingual texts for speakers of the target language in Australia, for example, leaflets promoting the arrival of a famous performer or sports team from a country where the language is spoken
  • creating bilingual texts, such as a children’s story to read to primary school children and comparing aspects of language and culture and discussing with peers and teachers how meaning can be conveyed effectively
  • producing bilingual texts such as articles and brochures for different contexts and purposes, and reflecting on the process of working in both the target language and English for example, an information leaflet for exchange students coming to Australia or for a student study tour to a place where the target language is spoken
  • corresponding with peers who speak the language being studied to compare experiences and attitudes, making choices about how to represent intended meaning, for example, exchanging views and opinions about school subjects and future aspirations

  VCNRC077 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Translating

• VCCCTQ045

  Challenge previously held assumptions and create new links, proposals and artefacts by investigating ideas that provoke shifts in perspectives and cross boundaries to generate ideas and solutions

  Elaborations

  • investigating changes to scientific understanding over time, including how new discoveries helped to shift understandings and considering how existing understandings might be shifted in the future
  • discussing how challenging assumptions and being open-minded can assist in developing enterprising behaviours, supported by research on specific entrepreneurs
  • investigating how food myths and fads have been challenged and community perspectives shifted, when planning a community health initiative
  • exploring change in scale as a way to shift perspective, for example beginning with asking ‘what if we could only buy and eat food grown locally’ and then asking ‘what if we could only buy and eat food grown regionally/nationally’ as part of a process for generating suggested responses to improve food security or mitigate an environmental challenge

  VCCCTQ045 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Questions and Possibilities

• VCICCD019

  Identify and analyse the challenges and benefits of living and working in an interconnected and culturally diverse world

  Elaborations

  • creating a portfolio of job advertisements that seek to recruit candidates that can speak a second language or for overseas positions, for example, from the Australian Volunteers for International Development website, and prompt students to identify complementary intercultural skills necessary for these roles
  • evaluating how cross-cultural or intercultural events may help to foster inclusiveness or contribute to division, for example, meetings of the United Nations, international sporting events or trade deals, and relationships between developed and developing nations
  • holding a student-led discussion exploring a complex intercultural topic, such as food security or an international diplomatic issue, and identify the key issues or events and the people and perspectives involved
  • comparing or tracking changing information on the Australian Government’s Smart Traveller website in response to a significant real-time event, such as the Zika virus outbreak or a volcanic eruption
  • exploring the aims of UNESCO, and investigate and discuss the notion of World Heritage Sites, such as the criteria used to confer the status

  VCICCD019 | Capabilities | Intercultural Capability | Levels 9 and 10 | Cultural Diversity

• VCNRC072

  Obtain, analyse and evaluate information and ideas from multiple spoken, written, print or digital sources on a range of issues

  Elaborations

  • gathering information from different sources and reporting to others, for example, interpreting a weather report
  • extracting information, discussing gist and evaluating main ideas of texts, such as a conversation, film or music review, advertisement or article
  • analysing reports of an event from a range of sources, and comparing different perspectives
  • listening to, reading and viewing informational texts such as news reports or feature articles, noting key words, specialised terms or points of information to be used in own news report
  • researching aspects of culture and choosing and explaining a particular course of action, for example, a suitable time to visit countries where the language is spoken, or a suitable holiday for visitors to Australia, for example, designing a poster in the language for visitors to Australia

  VCNRC072 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Informing

• 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

• VCCCTQ043

  Investigate the characteristics of effective questions in different contexts to examine information and test possibilities

  Elaborations

  • identifying the distinctive characteristics of questions as part of an inquiry that draws on different learning areas
  • discussing how a question might change to suit different contexts, for example how questions about human wellbeing might change depending on scale of investigation, and evaluating proposed questions
  • examining a list of questions and identifying which are the most effective and why

  VCCCTQ043 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Questions and Possibilities

• VCECU020

  Explore a range of ethical problems and examine the extent to which different positions are related to commonly held ethical concepts and principles, considering the influence of cultural norms, religion, world views and philosophical thought

  Elaborations

  • identifying and discriminating the ethical concepts and principles raised by people or groups in a globally significant debate such as responses to people movements, poverty or climate change
  • identifying and analysing why members of the same religious tradition may hold different views, for example, on capital punishment

  VCECU020 | Capabilities | Ethical Capability | Levels 9 and 10 | Understanding Concepts

• VCPSCSO051

  Develop specific skills and a variety of strategies to prevent or resolve conflict, and explore the nature of conflict resolution in a range of contexts

  Elaborations

  • identifying stages of conflict and the key skills required in managing conflict across a range of situations
  • researching strategies that can be used to manage conflict across home, school, community and workplace contexts
  • examining the impact of language, listening skills and power dynamics on conflict, and how this contributes to resolution or continuation of conflict

  VCPSCSO051 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Collaboration

• VCNRC079

  Engage in intercultural experiences, reflecting on own cultural identity and how this shapes personal ways of communicating and thinking

  Elaborations

  • monitoring, evaluating and recording own experiences and reactions when communicating in the language, for example by keeping a diary or journal and considering how perspectives may have changed over time
  • reflecting on and discussing own ways of communicating and behaving and how these may be interpreted by speakers of the language, considering concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’
  • reflecting on the experiences of migrants who speak the language being studied, for example discussing when they came to Australia, the impact they have made on Australian society, and issues of cultural identity

  VCNRC079 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Reflecting

• VCNRU084

  Reflect on the dynamic and ecological nature of language, and that all languages influence each other

  Elaborations

  • recognising how English may be modifying language use in particular spheres in the language being studied, for example, language used in the entertainment industry, films and television programs, or language used to express modern concepts, or language used to keep up with trends
  • recognising that language changes over time by, for example, viewing films in historical settings and those in contemporary settings and discussing the language used

  VCNRU084 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Language variation and change

• VCCCTR050

  Investigate use of additional or refined criteria when application of original criteria does not produce a clear conclusion

  Elaborations

  • discussing characteristics of criteria such as specific, measurable, agreed, time-bound and how refining original criteria based on these characteristics can make them more precise
  • using a range of examples to test the strength of given criteria, such as what counts as sustainable and justifying refinements or additions to criteria
  • evaluating the clarity of a proposed conclusion, discussing what role criteria played in reaching that clarity

  VCCCTR050 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCNRC076

  Translate and analyse a range of texts comparing interpretations and explaining differences in meaning

  Elaborations

  • exchanging translations of familiar texts with peers, through email or shared spaces such as ePals, and discussing different versions in order to develop a whole-class translation
  • translating, analysing and explaining expressions and idioms encountered in texts, finding ways to convey the meaning and cultural significance
  • translating stories for others, analysing how words can have different meanings when used in different ways in a sentence and explaining the differences to others
  • translating texts to identify and evaluate cultural elements and influences, for example, proverbs and sayings

  VCNRC076 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Translating

• VCPSCSO049

  Investigate personal, social and cultural factors that influence the ability to experience positive and respectful relationships and explore the rights and responsibilities of individuals in relationships

  Elaborations

  • imagining the effect that saying ‘no’ to a request would have on a relationship and how personal, social and cultural factors could influence the outcome
  • using a range of scenarios students develop a list of rights and responsibilities to support respectful relationships
  • outlining how questions such as ‘How does that make you feel?’ or statements such as ‘that must be hard’ can foster respectful relationships

  VCPSCSO049 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Relationships and diversity

• VCNRU082

  Discuss the interrelationship between linguistic elements, context, purpose, audience and structure of a wide range of text types and identify how cultural elements are incorporated

  Elaborations

  • recognising main features of a range of text types in the language, for example, plays, songs, poetry, and discussing how they are used and how they add to the richness of the text
  • analysing texts, such as advertisements and magazine articles, and discussing linguistic and cultural elements
  • reading, viewing and listening to different texts in the language, paying attention to how messages can be expressed for different audiences and purposes, for example, reading messages on social media sites, emails, blogs
  • discussing language appropriate to particular text types, such as descriptive language in documentaries and persuasive language in advertisements
  • explaining form, features and purposes of texts, such as how they are organised in terms of layout, headings, sequencing of ideas and stylistic devices, for example, informative language in documentaries and persuasive language in advertisements

  VCNRU082 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Systems of language