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• VCICCD015

  Identify the challenges and benefits of living and working in a culturally diverse society

  Elaborations

  • asking students to imagine themselves in the future or in another country and provide a range of prompts for them to address, such as ‘What does society look like?’, ‘How important is it that society is inclusive?’ or ‘If you could live in another country, where would you go and why?’ and ‘What skills might you need?’
  • identifying attributes that help people forge positive intercultural relationships, such as curiosity, sensitivity, empathy and kindness
  • holding a student-led discussion or role-play about the social challenges that arise from cultural diversity, for example, how people from different backgrounds with different levels of attainment in English experience contemporary Australian society, such as at the local supermarket, when applying for a job, or watching the news
  • creating a portfolio that identifies the characteristics of a ‘monocultural’ society and those of a ‘multicultural’ society , and using reflective prompts to challenge students assumptions, such as by identifying various sub-cultures within each type of society
  • prompting students to identify the criteria they would use to help decide where to live if they were migrating to another country, and extend advanced students by introducing challenges into the scenario, such as linguistic or economic restrictions

  VCICCD015 | Capabilities | Intercultural Capability | Levels 7 and 8 | Cultural Diversity

• VCICCD020

  Analyse the components of a cohesive society, and the challenges, benefits and consequences of maintaining or failing to maintain that cohesion

  Elaborations

  • investigating the role of institutions and organisations that aim to promote a cohesive society, for example, the Islamic Museum of Australia, the Chinese Museum, the Special Broadcasting Service (SBS), or the Victorian Multicultural Commission
  • exploring examples of intolerance or prejudice presented in the media, and analysing its impacts
  • undertaking a search to identify positive media coverage and exploring how positive representations can strengthen social cohesion, such as the #illridewithyou social media campaign
  • researching the rationale for organisations that aims to recruit from diverse cultural groups, such as the police force and sporting groups
  • following a social issue in the media with an intercultural element and compiling a journal of articles that show a range of different perspectives on the issue, and identifying both positive and negative components, and how these impact on people’s perceptions

  VCICCD020 | Capabilities | Intercultural Capability | Levels 9 and 10 | Cultural Diversity

• VCECD008

  Discuss the role of personal values and dispositions in ethical decision-making and actions

  Elaborations

  • exploring, as part of a character analysis in a narrative such as Harry Potter or Aesop’s fables, questions such as: What do characters say and do that might suggest their dispositions? To what extent are dispositions such as being honest, cautious, persistent, selfish, proud, or empathetic necessary for ethical decision-making? Can someone be honest and brave and yet make the wrong choice? Are there some dispositions that are more important than others?
  • undertaking research to identify dispositions and values commonly associated with significant community leaders, heroes, sport champions and celebrities and discussing what counts as a desirable disposition and reasons for disagreements
  • discussing the actions of a character over time, for example, the father or friends in the book/film 'How to Train Your Dragon', to determine the values implicit or explicit in decision-making and what may cause personal values to be questioned

  VCECD008 | Capabilities | Ethical Capability | Levels 3 and 4 | Decision Making and Actions

• VCCCTQ021

  Examine how different kinds of questions can be used to identify and clarify information, ideas and possibilities

  Elaborations

  • exploring how different questions can change the focus of a topic, for example social , political, historical, economic questions, as part of a planning an inquiry
  • comparing two sets of survey questions on the same topic and identifying similarities and differences and discussing possible reasons for these
  • discussing questions designed to elicit quantitative responses and those designed to elicit qualitative responses and constructing both kinds of questions, for example as part of research into consumer decision-making

  VCCCTQ021 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Questions and Possibilities

• VCECU015

  Investigate why ethical principles may differ between people and groups, considering the influence of cultural norms, religion, world views and philosophical thought

  Elaborations

  • researching contemporary or historically significant people across a range of cultures and identifying and comparing the principles evident in the decision-making and actions of, for example, William Barak, Nelson Mandela, Malala Yousafzai, Aung San Suu Kyi
  • exploring a cultural norm concerning, for example, the importance of winning, maximizing profit or teamwork, and how this may influence a decision about where duties lie or what is the best outcome
  • investigating instances where individual action differed from the wider group, and the reasons for these differences, for example, in response to discrimination, corruption or bullying

  VCECU015 | Capabilities | Ethical Capability | Levels 7 and 8 | Understanding Concepts

• 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

• VCICCB009

  Analyse how aspects of their own and others lifestyle, behaviour, attitudes and beliefs can be culturally influenced

  Elaborations

  • comparing differences in a range of countries, such in legal driving or voting age, laws around alcohol consumption or school leaving age, and discussing these in relation to adolescent – adulthood rights of passages
  • identifying cultural connections between Australia and countries in the Asia region and the activities that facilitate these connections, such as travel, student exchange, storytelling formats, music and dance
  • exploring identity through economic, consumer and media practices and choices, and discussing these in relation to globalisation and/or American cultural influence, such a popular music, television or film
  • prompting students to explore and evaluate the source of a range of popular and traditional cultural practices or artefacts, for example, surfing in Australia, the notion of the larrikin, or Hip Hop

  VCICCB009 | Capabilities | Intercultural Capability | Levels 5 and 6 | Cultural Practices

• 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

• VCNRU032

  Understand that the context and purpose of interactions influence language choices

  Elaborations

  • recognising the differences between formal and informal language in social interactions
  • examining culturally appropriate phrases for different purposes
  • recognising how the purpose of interaction, for example, command or invitation, can change the emphasis on words

  VCNRU032 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Language variation and change

• 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

• VCCCTQ073

  Explore how past experience influences thinking and reactions to situations

  Elaborations

  • using everyday problems and situations to explore personal reactions to situations and how this can affect their response
  • exploring how prior knowledge and past experience can be used to make predictions and understand the world around them
  • exploring how prior knowledge and past experience can be used to solve problems

  VCCCTQ073 | Capabilities | Critical and Creative Thinking | Level C | Questions and Possibilities

• 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

• VCCCTM051

  Critically examine their own and others thinking processes and discuss factors that influence thinking, including cognitive biases

  Elaborations

  • discussing examples of common cognitive biases and how to mitigate for these, such as confirmation bias, for example in the context of identifying sources when undertaking research; framing bias, for example in the context of advertising; clustering illusion, for example in the context of evaluation of gambling decisions
  • researching, comparing and reflecting on thinking processes used by professionals in a range of areas, such as artists, designers and writers; academics; or political decision-making bodies

  VCCCTM051 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Meta-Cognition

• VCICCD008

  Identify how understandings between culturally diverse groups can be encouraged and achieved

  Elaborations

  • reflecting on the impact of own values and cultural practices on intercultural experiences, and understanding the importance of mutual and self-respect
  • exploring common or stereotypical reactions in imagined intercultural scenarios, such as when offered the opportunity to eat insects, and encouraging exploration of the boundaries of students own cultural values
  • explaining sister cities/sister schools or student exchange programs and exploring why these have been instigated
  • exploring a range of strategies to support understanding differences, such as not jumping to conclusions, emphasising similarities rather than differences, or modelling ways that students can respectfully disagree
  • demonstrating a willingness to understand different perspectives by asking honest, unbiased questions

  VCICCD008 | Capabilities | Intercultural Capability | Levels 3 and 4 | Cultural Diversity

• VCECU019

  Investigate the connections and distinctions between and the relative value of concepts including fairness and equality, and respect and tolerance

  Elaborations

  • discussing whether fairness and equality are the same thing, and if not, which is more important, using examples such as affirmative action, concessions for those with special needs, or differences in tax rates
  • discussing whether there are distinctions in attitudes of respect and tolerance, in relation to, for example, different views on child vaccination
  • discussing why punishments may be unequal and whether this is fair, for example, if applied to the same case in court or in a sporting tribunal

  VCECU019 | Capabilities | Ethical Capability | Levels 9 and 10 | Understanding Concepts

• 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

• 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

• 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

• VCECD007

  Explore how apparently wrong actions can sometimes lead to good outcomes and the reverse

  Elaborations

  • using examples to show how an act could lead to good or bad outcomes, or both, such as an act of generosity (for example sharing lunch, helping a friend with homework, providing welfare) or selfishness or greed; or an act of apparent duty (for example keeping a promise or being respectful, or honest)
  • evaluating the consequences of responses to problems and whether these were intended or foreseeable, for example, playing a prank on someone
  • researching changes of opinion before, during and after a development in the local community

  VCECD007 | Capabilities | Ethical Capability | Levels 3 and 4 | Decision Making and Actions

• VCNRU067

  Recognise that the language being studied has evolved, that changes have occurred through the ages, and consider factors that have influenced this change

  Elaborations

  • understanding that there may be different forms of the written language being studied, used in different contexts dating from the ancient world to today
  • recognising that meanings of particular words and expressions can originate from earlier times

  VCNRU067 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Language variation and change