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• 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

• 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

• 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

• VCICCB010

  Explain how intercultural experiences can influence beliefs and behaviours, including developing a critical perspective on and respect for their own and others cultures

  Elaborations

  • using a range of overseas and national travel brochures to discuss different ideas about travel, including the notion that travel broadens peoples horizons, and create a list of reasons how and why Australians travel
  • creating a class list of what having an ‘open mind’ might look like and why it may be useful during intercultural experiences, such as in scenarios like student exchanges or overseas travel
  • exploring the meaning of terms such as tolerance, respect and acceptance and discussing a range of ways to show respect for different cultural practices
  • discussing how body language and gestures can influence communication and describing differences in meanings attached to body language and gestures in different cultures, such as giving a ‘thumbs up’, bowing or pointing

  VCICCB010 | Capabilities | Intercultural Capability | Levels 5 and 6 | Cultural Practices

• VCICCD011

  Identify barriers to and means of reaching understandings within and between culturally diverse groups

  Elaborations

  • exploring language variation within Australia, such as the different terms for a swimming costume (togs, cozzies or swimmers), or the practice of using diminutives, such as Aussie (Australian), sanga (sandwich) and footy (football)
  • exploring potential barriers to intercultural understanding, language for example, and discussing possible ways to address or reduce barriers, such as Government agencies using translation services including Auslan and closed captioning
  • brainstorming a list of questions students might ask a student in another country, and then identifying whether any of the questions may be uncomfortable for the person asking or responding
  • using a current global issue to investigate a range of positive and negative cultural stereotypes and generalisations and identifying how they can be challenged
  • exploring the view of Australia as a successful multicultural country and discussing potential impacts of the strengthening or weakening of this view, for example, events that help to foster inclusiveness or that may trigger an increase in racial intolerance

  VCICCD011 | Capabilities | Intercultural Capability | Levels 5 and 6 | Cultural Diversity

• 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

• VCPSCSO032

  Identify the characteristics of an effective team and develop descriptions for particular roles including leadership, and describe both their own and their team’s performance when undertaking various roles

  Elaborations

  • describing team roles referring to leader, recorder and reporter
  • developing role descriptors which describe the skills and behaviours of collaborative teams
  • assessing the effectiveness of roles within a collaborative group from an individual perspective
  • articulating what successful teams look like, feel like and do

  VCPSCSO032 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Social Awareness and Management | Collaboration

• 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

• VCICCD012

  Examine and discuss the variety of ways in which people understand and appreciate differing cultural values and perspectives, and the things which promote or inhibit effective engagement with diverse cultural groups

  Elaborations

  • examining laws that help to ensure that cultural difference is not a barrier to inclusion in society, for example, the Racial Discrimination Act 1975
  • discussing ways in which the school incorporates multicultural, anti-racism, and human rights perspectives into school practices, for example through inclusive classroom practices
  • exploring ways that people can gain a deeper knowledge and understanding of other cultural customs, for example, through historical sources, language learning, travelling abroad, art works or music
  • using a peer-to-peer interview to explore student understandings about how cultural institutions, such as museums or galleries, present different cultural perspectives
  • providing opportunities for students to explore and reflect on their learning about different cultural groups through journal prompts, such as ‘One interesting thing I now know is that…’ and ‘I am still curious about…’ and ‘One way I could satisfy my curiosity would be to…’

  VCICCD012 | Capabilities | Intercultural Capability | Levels 5 and 6 | Cultural Diversity

• VCCCTM031

  Investigate how ideas and problems can be disaggregated into smaller elements or ideas, how criteria can be used to identify gaps in existing knowledge, and assess and test ideas and proposals

  Elaborations

  • identifying smaller elements within a design brief and constructing a plan for each element
  • discussing the aims and parameters of an inquiry as a basis for developing criteria to identify gaps in existing knowledge for example a time period or geographical scale

  VCCCTM031 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Meta-Cognition

• 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

• 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

• 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

• VCCCTR028

  Explore what a criterion is, different kinds of criteria, and how to select appropriate criteria for the purposes of filtering information and ideas

  Elaborations

  • discussing how criteria can be based on different considerations, such as goals/purpose, definitions/characteristics, standards/ideals and/or rules giving examples for each consideration
  • developing a definition of a criterion as a consideration used to help make a decision
  • identifying a purpose for a planned product such as a pencil case, and distinguishing between what is essential and desirable or both as a way of selecting and weighting criteria that will be used to evaluate how well the purpose is met

  VCCCTR028 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning

• 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

• 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

• VCCCTR024

  Investigate common reasoning errors including contradiction and inconsistency, and the influence of context

  Elaborations

  • using an example such as the statement: "I love chocolate and I hate chocolate" to discuss whether different contexts can explain apparent inconsistencies
  • identifying an apparent contradiction in a point of view and discussing whether clarifying what is meant would resolve it; for example, clarifying that apparently having time to pay attention to the teacher but not to read the textbook is not a contradiction about wanting to learn but rather an indication of difficulty in understanding the textbook

  VCCCTR024 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning

• 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