Search results

Result list

• VCPSCSO013

  Describe ways of making and keeping friends, including how actions and words can help or hurt others, and the effects of modifying their behaviour

  Elaborations

  • creating a list of strategies, including words and actions, which students have used to make friends in their life
  • discussing what friendships require to be maintained such as kindness, support, acceptance, respect
  • providing examples of respect to one another showing both words and actions and discussing how negative words and actions can hurt and making suggestions about how to modify behaviours

  VCPSCSO013 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Relationships and diversity

• 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

• VCPSCSO056

  Supported to interact with others

  Elaborations

  • reacting to the attention from others
  • forming emotional bonds with familiar adults
  • watching and responding to others

  VCPSCSO056 | Capabilities | Personal and Social Capability | Level A | 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

• VCPSCSO039

  Investigate human rights and discuss how these contribute to a cohesive community

  Elaborations

  • discussing the quote ‘no man is an island’, focusing on rights and responsibilities
  • investigating what human rights are, looking at both the United Nations Universal Declaration of Human Rights and the Convention on the Rights of the Child, exploring similarities and differences between the two
  • using examples to explore what happens when human rights are challenged

  VCPSCSO039 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Social Awareness and Management | Relationships and diversity

• VCPSCSO064

  Demonstrate some simple social skills including attending to others, greeting, and following adult directions

  Elaborations

  • participating as part of a school group under teacher direction
  • interacting with peers in a structured activity
  • following basic social rules to support playing alongside others

  VCPSCSO064 | Capabilities | Personal and Social Capability | Level B | Social Awareness and Management | Collaboration

• VCPSCSO042

  Identify ways to be proactive in initiating strategies to prevent and/or accomplish positive resolutions to conflict

  Elaborations

  • exploring the different types of potential conflicts and points of intervention
  • discussing the merits of pre-emptive action versus conflict resolution
  • developing a toolkit of strategies to use in different conflict situations to achieve successful outcomes

  VCPSCSO042 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Social Awareness and Management | Collaboration

• VCRAC043

  Create for the school community simple bilingual texts such as reports, instructions and games

  Elaborations

  • producing recounts of events and experiences, such as articles for a newsletter or captions for a photo story, and comparing choices available in both languages
  • performing a role-play or skit for an audience such as parents or younger students, providing an explanatory English commentary, for example, explaining the use of specific terms or gestures
  • creating bilingual texts for the school community, such as a virtual tour for a school website or signs illustrating acceptable/unacceptable actions, for example, hitting other people or riding bikes in school ground
  • interpreting aspects of oral texts for others, for example, providing a commentary on an item in the language at an assembly, or explaining a dialogue or game at a languages evening
  • preparing bilingual versions of a text, noticing what differs and explaining why particular language may have been added or omitted, and how the meaning may have changed

  VCRAC043 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCRAC057

  Respond to aspects of imaginative texts by expressing opinions and feelings about them and comparing these with imaginative texts in own language and culture

  Elaborations

  • expressing personal opinions about ideas in texts such as traditional and contemporary stories and excerpts from films or video clips
  • stating personal preferences about characters, attitudes and events in texts
  • comparing key messages and beliefs from texts in the language studied and from Australian texts such as creation and Dreaming stories, fables, myths and legends
  • exploring ideas and values represented in popular culture forms across cultures, such as game shows, soap operas, songs/music clips and computer games, and commenting on similarities and differences

  VCRAC057 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCRAC021

  Obtain and share information from peers and texts related to family, home, routines and interests

  Elaborations

  • gathering information about activities of others, such as surveying peers about time spent on activities
  • compiling information and reporting it to others, for example, making a shared class graph showing popular leisure activities during the year
  • comparing information about activities and practices across cultures, for example, reading, viewing or listening to texts in the language related to aspects of school life such as timetables, canteen menus, extracurricular activities and sports
  • working in groups to obtain and use factual information from texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills

  VCRAC021 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCRAC103

  Share personal opinions and experiences with peers, comparing aspects of teenage life

  Elaborations

  • interacting with peers to share experiences of and opinions about teenage life, such as responsibilities, relationships and aspirations
  • exchanging with peers aspects of own identity and personal world, for example, describing significant events such as a recent party, childhood holidays, school highlights, influential figures or milestones
  • developing relationships with peers by exchanging views and expressing empathy and well-wishes, for example, describing views of particular people or events, wishing others well, and experimenting with informal language where appropriate
  • debating issues and discussing personal views on topics such as education, relationships, environment, sustainability, employment, self-image, health and music
  • participating in conversations, using strategies to sustain interactions, such as asking for repetition, clarification or confirmation, and inviting further exchange

  VCRAC103 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAC089

  Identify meaning and locate factual information (such as details about people and events) from a range of spoken and written texts, and use the information in new ways

  Elaborations

  • identifying key details, expressions and information in conversations, announcements and notes, and using obtained information to create own texts, for example, listening to a weather report and then announcing the cancellation of an event due to bad weather
  • reading and viewing a range of texts (for example, promotional brochures and signs, websites and cards) to obtain and compile information about places, lifestyle and practices
  • locating, classifying and summarising data such as results of class surveys, or factual information from notices, timetables and announcements, and presenting findings to others, for example, in a digital visual presentation, poster or wall chart
  • gathering information about people, time and activities, and using the information, for example, creating a timeline, diary or timetable to show a sequence of activities

  VCRAC089 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC042

  Translate texts from the language to English and vice versa, selecting from possible choices to create appropriate meanings

  Elaborations

  • comparing translations of written texts from English into the language and from the language into English, such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • suggesting ways to modify some terms and expressions that do not translate directly and considering how this may affect text length, style and word choices
  • interpreting meanings in texts by ‘reading’ the context

  VCRAC042 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCRAC061

  Participate in intercultural interactions with peers, comparing aspects of culture, monitoring how own culture impacts on language use and how this may enhance or inhibit understanding

  Elaborations

  • experimenting with gestures and body language, and considering which will or will not be incorporated into the students' own interactions
  • noticing the use of expressions such as fillers and exclamations and deciding whether or not to adopt them in own language use
  • making language choices with awareness of how these might be interpreted by speakers of the language, for example, ways to show respect
  • recognising how others’ perceptions will influence the language used in an interaction, for example, language is often slowed for a ‘foreigner’ and people may invite them to their home or ask to correspond with them
  • reflecting on how own cultural etiquette and behaviour may be interpreted when interacting with speakers of the language, noticing own body language and modifying gestures that may not be understood
  • developing language for monitoring, describing and reflecting on using the language in intercultural experiences

  VCRAC061 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCRAC111

  Create bilingual texts for the wider community, such as notices and instructions, promotional material, performances and announcements

  Elaborations

  • interacting with peers (such as in shared digital spaces), to create bilingual texts about particular topics or issues
  • composing and presenting a performance in the language for members of the school community, for example, a play or song, and adding English captions or narration
  • creating bilingual texts to inform others in the local community, for example, a poster to announce a lunchtime concert, or a fundraising food stall, or a display for a local venue such as a library or gallery
  • creating bilingual texts to convey information and instructions to others, for example, a car park ticket, a health brochure/announcement, or instructions for a computer game

  VCRAC111 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCRAC088

  Interact in class routines and exchanges by asking and responding to questions, following instructions, and seeking help and permission

  Elaborations

  • following instructions to play a game, complete work or get organised
  • asking and responding to questions to clarify meaning or instructions or request permission
  • interacting in classroom routines such as greeting and taking leave
  • using language for comparison, opinion, reaction and reflection

  VCRAC088 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCRAC024

  Create texts such as dialogues and stories, using formulaic expressions and modelled language

  Elaborations

  • creating texts with others for public display, such as participating in a mock talent show, performing a scene from a story or a rap, using both rehearsed and spontaneous language
  • creating texts to share with younger learners, such as big books, role-plays or comics
  • producing individual imaginative texts such as comics, diary entries and stories using modelled language, to express the students' own ideas and imagination

  VCRAC024 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCRAC004

  Locate specific words and familiar phrases in texts such as charts, lists and songs, and use information to complete guided oral and written tasks

  Elaborations

  • demonstrating early literacy skills by labelling, matching, clicking and dragging, drawing, miming and using actions
  • locating and using information to describe, name, draw and trace
  • classifying and categorising information gained from others, such as about family members and favourite foods, toys and games
  • using contextual and visual cues while reading with the teacher, for example, using illustrations and printed/audio narrations when reading big books or digital books
  • expressing factual information about qualities such as colour, number, size and shape through interactive play with objects, such as water play, colour mixing and play dough
  • expressing sensory responses

  VCRAC004 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCRAC027

  Communicate in the language using routine phrases and expressions, recognising that such language reflects cultural practices and norms

  Elaborations

  • recognising differences between the language and English language ways of showing politeness, for example, making requests and expressing gratitude, and recognising what may be viewed as impolite
  • noticing how the students' own language influences expectations about the language, for example, feeling the need to say ‘thank you’ often or perceiving word order as strange compared to English
  • discussing how Australian terms and expressions might be understood from another perspective, for example, ‘bushwalking’ or ‘kick a footy’

  VCRAC027 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCRAC094

  Create bilingual texts such as signs, posters, games and descriptions for the classroom and the school community

  Elaborations

  • creating bilingual resources for language learning, such as glossaries or a personal dictionary with examples and explanations of language use
  • creating bilingual texts for specific audiences (for example, a big book or game for young learners of the language, invitations to a class event or posters for a performance), tailoring meaning for audience and cultural perspectives
  • preparing bilingual captions for texts such as a display, newsletter or web page for parents and peers, exploring how to convey ideas in the different languages
  • noticing culture-specific expressions and idioms, for example, 'sick as a dog' and considering how these might be expressed for audiences with a different cultural perspective

  VCRAC094 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating