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• 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

• VCNRU085

  Understand that language, culture and communication are interrelated and shaped by each other, and recognise how this influences attitudes and beliefs

  Elaborations

  • collecting examples of the language being studied in the local landscape, for example, in particular parts of the city such as market places, exhibitions or cultural events, and discussing the influence and significance of the language and culture in Australia today
  • recognising the importance of learning and using different languages in order to access the cultural practices, values and beliefs of others
  • analysing and describing how language use and culture are interrelated and reflect and shape relationships, practices and attitudes across communities who speak the language being studied

  VCNRU085 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Role of language and culture

• 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

• VCPSCSO047

  Analyse how divergent values and beliefs contribute to different perspectives on social issues

  Elaborations

  • reading letters to the editor on a particular issue and summarising the different perspectives presented
  • exploring links between personal values and perspectives on social issues such as homelessness in major cities, asylum seekers or the celebration of Indigenous Australian heritage
  • exploring a social issue, such as homelessness, and articulating a range of views and possible reasons for differences

  VCPSCSO047 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Relationships and diversity

• 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

• 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

• 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

• 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

• 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

• 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

• 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