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• VCNRU114

  Recognise and reproduce sound-letter relationships and combinations in the language being learned in spoken and written forms and key features of pronunciation, rhythm and stress

  Elaborations

  • recognising the differences in tone and rhythm
  • recognising and reproducing rhythms in more complex sentences, using pausing and intonation
  • understanding the role of pronunciation, rhythm and pace in creating effects and relationships in oral texts, such as songs, stories, poems and conversations
  • identifying differences in sounds and using them appropriately when writing
  • experimenting with pronunciation rules and intonation collaboratively with peers

  VCNRU114 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCNRU099

  Recognise and understand characteristic features of common types of text, comparing them with equivalent texts in English

  Elaborations

  • comparing texts in the language with English versions and identifying similarities and differences, for example, postcards, diary entries, emails or a note to a friend
  • identifying characteristic features of familiar text types such as signs, instructions, songs, advertisements and invitations, and noting differences in expression and levels of formality, for example, a wedding invitation or a clothing sale at a store
  • transforming a simple text, such as a short song, into another text type, for example, a conversation or cartoon, applying the key features of the second text type and making comparisons with transforming a similar text in English

  VCNRU099 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Systems of language

• 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

• VCNRU097

  Identify similarities and differences between the phonological and orthographic systems of English and the language being studied

  Elaborations

  • using the language alphabet, making connections between spoken and written forms, and recognising similarities and differences to the English alphabet
  • developing and using pronunciation and reproducing sounds in the target language
  • using the language alphabet for spelling out names and other words
  • developing awareness of the sounds, rhythms and intonation patterns in the language being studied
  • understanding and using punctuation particular to the language

  VCNRU097 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Systems of language

• 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

• VCNRU016

  Recognise that Australia has speakers of many different languages, including the language being studied, and that languages borrow words from each other and sometimes use the same alphabet symbols and vocabulary

  Elaborations

  • understanding and recognising, where applicable, the similar order of letters and comparing the lower and uppercase alphabet in the language and English-alphabet letters
  • understanding that there are many everyday words and names in English that have origins in other languages, for example, alphabet, telephone, echidna, eucalyptus, disco, hippopotamus, Zoe

  VCNRU016 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Language variation and change

• VCNRU033

  Understand that languages may change over time and that they influence each other, recognising words in the language being studied that are derived from other languages

  Elaborations

  • recognising that the language has a history and has developed into what is the spoken language today
  • understanding that the language being studied may be spoken elsewhere in the diaspora of speakers of that language
  • noticing that languages are fluid and ever-evolving and can be incorporated into and influence other languages beyond their own

  VCNRU033 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Language variation and change

• VCNRU100

  Understand that the language being studied, like all languages, varies according to participants, roles and relationships, context and culture

  Elaborations

  • examining differences between formal and informal language in social interactions such as greetings, introductions and farewells
  • recognising that language use varies according to context and situation, and variables such as gender, age and the relationship of participants, for example, language used with friends compared to language used in formal situations such as meeting a friend’s family for the first time
  • observing and noticing cultural differences in informal and formal situations and interactions, for example, at a celebration such as a festival

  VCNRU100 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Language variation and change

• VCPSCSE075

  Identify situations that could be a problem or challenge and discuss relevant self-help skills

  Elaborations

  • expressing and communicating their feelings, needs and choices in increasingly appropriate ways
  • showing a readiness and willingness to be taught how to do some things not yet learned or tried
  • seeking help when they cannot solve a problem or challenge, or when a peer needs help

  VCPSCSE075 | Capabilities | Personal and Social Capability | Level D | Self-Awareness and Management | Development of resilience

• VCPSCSE035

  Assess personal strengths using feedback from peers, teachers and others and prioritise areas for improvement

  Elaborations

  • developing a simple survey to gain feedback from family and friends about what they see as your strengths
  • identifying a goal for improvement based on the feedback from others
  • describing how you would like to receive feedback from peers about your personal strengths and share this with the class

  VCPSCSE035 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Self-Awareness and Management | Development of resilience

• VCPSCSE010

  Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations

  Elaborations

  • introducing the topics, such as fear, unfamiliar situations, change and challenge, and discussing how these situations make them feel and respond
  • interviewing family members, peers and others about ‘their first day of school,’ or other unfamiliar situations and acknowledging that everyone has fears
  • understanding that giving it a go and trying new things is important and can result in positive experiences and growth, and establishing when this has happened in the past

  VCPSCSE010 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Self-Awareness and Management | Development of resilience

• VCPSCSE045

  Analyse the significance of independence and individual responsibility in the completion of challenging tasks

  Elaborations

  • creating a mind map drawing connections between independence, individual responsibility and successful completion of a challenging task
  • drawing links between the degree of responsibility and their motivation to complete tasks
  • responding to the following statement ‘There is no one to blame when you work on your own’

  VCPSCSE045 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Self-Awareness and Management | Development of resilience

• VCPSCSE016

  Identify and explore the expression of emotions in social situations and the impact on self and others

  Elaborations

  • exploring how you might feel when meeting new people
  • identifying behaviours which may influence the emotions of self and others, such as smiling
  • interpreting the possible emotions of others, by observing their body language

  VCPSCSE016 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Self-Awareness and Management | Recognition and expression of emotions

• VCPSCSE019

  Name and describe the skills required to work independently

  Elaborations

  • brainstorming strategies to work independently
  • describing why seeking help could be considered an important skill when working alone
  • explaining why time management would be important when working independently

  VCPSCSE019 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Self-Awareness and Management | Development of resilience

• VCPSCSE037

  Reflect on their effectiveness in working independently by identifying enablers and barriers to achieving goals

  Elaborations

  • identifying positive and negative factors that influence independent learning to achieve goals
  • responding to scenarios and identifying a range of responses and analyse their effectiveness
  • writing a journal entry identifying enablers and barriers after the completion of an independent task

  VCPSCSE037 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Self-Awareness and Management | Development of resilience

• VCPSCSE073

  Name a range of emotions and describe how these are expressed or shown

  Elaborations

  • using a range of emotions that are shown in a person’s facial expression
  • explaining generalised causes of own emotions
  • regulating facial, bodily and vocal expression of emotion for own benefit or the benefit of others
  • differentiating emotional responses and demonstrating an awareness of the causes and effects of emotional reactions

  VCPSCSE073 | Capabilities | Personal and Social Capability | Level D | Self-Awareness and Management | Recognition and expression of emotions

• VCPSCSE044

  Develop criteria to appraise personal qualities and use these to design strategies to plan for the future or address a challenge

  Elaborations

  • imagining you are developing a role description for a position, such as a school captain, what personal qualities would be required and what criteria would be used to select the most appropriate person
  • examining personal qualities, and identifying strengths and areas of improvement and designing a plan for an upcoming challenge such as beginning senior secondary studies
  • identifying a personal goal or challenge, such as getting a part-time job, and developing a list of personal qualities that would assist in meeting this goal or challenge

  VCPSCSE044 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Self-Awareness and Management | Development of resilience

• VCPSCSE066

  Name emotions shown by self and match these emotions to familiar events or experiences

  Elaborations

  • using words, signs or symbols to name emotions of self or others
  • responding to the emotions of others and indicating the immediate and present causes of other’s emotional reactions
  • matching emotion to a recent familiar event or experience

  VCPSCSE066 | Capabilities | Personal and Social Capability | Level C | Self-Awareness and Management | Recognition and expression of emotions

• VCPSCSE002

  Identify their likes and dislikes, needs and wants, abilities and strengths

  Elaborations

  • discussing and listing individual likes, interests and dislikes
  • comparing needs and wants in daily life by asking the question ‘could you live without this?’
  • exploring abilities, strengths and achievements and share with others

  VCPSCSE002 | Capabilities | Personal and Social Capability | Foundation Level | Self-Awareness and Management | Development of resilience

• VCPSCSE009

  Identify personal strengths and describe how these strengths are useful in school or family life

  Elaborations

  • describing a personal strength you have and how this can have a positive impact at home with your family
  • discussing personal strengths, such as listening carefully, and list possible ways this can be used in class activities and the effect it has on others
  • explaining the consequences of their strengths at school and in their family life
  • responding to the following prompt ‘It does not matter if I cannot run fast because I can ...’

  VCPSCSE009 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Self-Awareness and Management | Development of resilience