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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

• Ethical Capability: Levels 7 and 8 achievement standards

  By the end of Level 8, students explain different ways ethical concepts are represented and analyse their value to society, identifying areas of contestability. They articulate how criteria can be applied to determine the importance of ethical concerns.

  Students analyse the differences in principles...

  Level description | Capabilities | Ethical Capability | Levels 7 and 8

• Critical and Creative Thinking: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focuses on developing the knowledge, skills and understanding to analyse thinking and the selection and application of a range of techniques to support effective thinking. Students learn strategies to assist them synthesise their thinking. Students develop an...

  Level description | Capabilities | Critical and Creative Thinking

• Personal and Social Capability: Levels 7 and 8 achievement standards

  By the end of Level 8, students reflect on the influence of emotions on behaviour, learning and relationships. They use feedback to identify their achievements and prioritise areas for improvement. They initiate and undertake some tasks independently, within negotiated time frames and use criteria...

  Level description | Capabilities | Personal and Social Capability | Levels 7 and 8

• 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

• Intercultural Capability: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focus is on developing the knowledge, skills and understandings to reflect on how cultural practices and beliefs contributes to individual, group and national identities. This includes religious beliefs, traditional celebrations and customs, social relationships...

  Level description | Capabilities | Intercultural Capability

• Personal and Social Capability: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focuses on emotional self-management and the ability to recognise the characteristics of respectful relationships in a range of contexts. Students learn about personal values and how they may differ. The curriculum provides opportunities for students to demonstrate...

  Level description | Capabilities | Personal and Social Capability

• 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

• VCCCTM042

  Consider how problems can be segmented into discrete stages, new knowledge synthesised during problem-solving and criteria used to assess emerging ideas and proposals

  Elaborations

  • discussing common stages in problem-solving or inquiry and proposing and justifying a particular sequence, for example for a fieldwork investigation
  • adjusting problem-solving in light of new knowledge, for example finding evidence of vested interests in collected sources
  • identifying an appropriate type of investigation, for example experimentation, fieldwork, or research of secondary sources and planning each of its stages, with annotations to justify the proposed plan

  VCCCTM042 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Meta-Cognition

• Critical and Creative Thinking: Levels 7 and 8 achievement standards

  By the end of Level 8, students prioritise the elements of a question and justify their selection. Students demonstrate flexibility in thinking by using a range of techniques in order to repurpose existing ideas or solutions to meet needs in new contexts.

  Students explain different ways to settle...

  Level description | Capabilities | Critical and Creative Thinking | Levels 7 and 8

• VCICCD016

  Evaluate the ways in which the community demonstrates the value it places on cultural diversity, and why this valuing of cultural diversity is important to the community

  Elaborations

  • exploring how councils or Governments support community commemorations and celebrations, such as Chinese New Year
  • identifying buildings or spaces that are used for cultural gatherings/meeting or religious purposes, such as libraries, theatres, community halls, prayer rooms, churches and mosques
  • discussing the ways in which different community members participate in events held across the year, such as annual fairs and music events, or by looking into the services or programs offered at libraries, in your local paper or within the school
  • using Australian Bureau of Statistics census data to create a presentation that tracks changes to the cultural composition in the local community over time and use an online service such as Trove (National Library of Australia) to uncover images or newspaper articles to include in the presentation
  • asking students to imagine they are coordinating a local event and to outline the steps they would take to show the value placed on including culturally diverse community members

  VCICCD016 | Capabilities | Intercultural Capability | Levels 7 and 8 | Cultural Diversity

• VCPSCSO038

  Explore their personal values and beliefs and analyse how these values and beliefs might be different or similar to those of others

  Elaborations

  • brainstorming a list of values and beliefs and rank them in order of importance and compare with classmates
  • interviewing a parent or grandparent to determine what they value most and why
  • asking students to respond to a scenario individually, such as queue jumping, and comparing responses with classmates to explore differences in values and beliefs

  VCPSCSO038 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Social Awareness and Management | Relationships and diversity

• VCCCTR038

  Consider how to settle matters of fact and matters of value and the degree of confidence in the conclusions

  Elaborations

  • exploring the extent to which agreement or consensus indicates certainty about matters of fact such as how the Pyramids were built; and value, such as the meaningfulness of an artwork
  • discussing whether the way something is indicates how it should be, for example choosing the least sustainable option in response to a market trial showing consumers prefer packaging that happens to be the least environmentally sustainable option
  • investigating how science knowledge and understanding is developed
  • exploring an issue and identifying areas that require technical expertise, those that require broader citizen input or both
  • evaluating different ways of negotiating an issue such as forums, information sheets or government panels

  VCCCTR038 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Reasoning

• VCECU014

  Explore the contested meaning of concepts including freedom, justice, and rights and responsibilities, and the extent they are and should be valued by different individuals and groups

  Elaborations

  • exploring the meaning of justice by proposing and evaluating criteria that might be used for justice, such as what is deserved, adherence to laws or maximising the common good
  • comparing and evaluating two conceptions of freedom: the absence of anything that prevents you achieving what you want, and the ability to control your own interests (self- determination); and whether the harm principle should be used to limit freedom, as part of a study of an issue concerning freedom of speech, or freedom of action (such as restrictions to gambling or alcohol consumption)
  • using a range of examples, such as drink driving, to examine whether there are more important rights and responsibilities than others, whether rights are means or ends and the extent to which reasons involving rights do and should outweigh other reasons for actions

  VCECU014 | Capabilities | Ethical Capability | Levels 7 and 8 | Understanding Concepts

• VCNRU101

  Understand that the language being studied continues both to influence and change through interaction with other languages and cultures

  Elaborations

  • understanding that the language is a language of a particular country and is also spoken in language-speaking communities
  • exploring and discussing the influence of the language on English using strategies to work out meanings of unknown words, and considering why word borrowing occurs across languages
  • recognising loan words from English that are used in the language and other words used in the language that have been borrowed from other languages and discussing why these words have been borrowed

  VCNRU101 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Language variation and change

• VCNRU065

  Examine the structure and linguistic choices of a range of personal, informative and imaginative texts, such as diary entries, news reports, cartoons and stories, and consider how these choices were influenced by audience and purpose

  Elaborations

  • describing the main features of familiar text types for example, cartoon, story/storyboard, news report, and identifying features such as sequencing
  • observing that texts are constructed for a variety of purposes, such as to request, instruct, invite or describe the features of a particular text, for example, an invitation to a party or a greeting card
  • identifying the structure and organisation of a range of text types, for example, comparing emails and letters, written notes, text messages and print and digital versions of a journal/diary entry
  • identifying and comparing features of language use in different text types, such as formality/informality, headings, and lexical and grammatical choices that distinguish textual purpose and audience

  VCNRU065 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Systems of language

• Ethical Capability: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focuses on developing the knowledge, skills and understandings to explore the tensions related to ethical concepts and decision making. Students extend their exploration of the two major ways to approach ethical deliberation – thinking about consequences...

  Level description | Capabilities | Ethical Capability

• VCCCTQ033

  Suspend judgements temporarily and consider how preconceptions may limit ideas and alternatives

  Elaborations

  • reflecting on whether any preconceptions such as safety or ‘price point’ can be used to test the quality of ideas
  • challenging the inclusion of a feature of an object taken for granted, such as a lid on toothpaste tubes, and how this expands ideas for product innovations
  • investigating an issue such as improvements to liveability of another place, and exploring how differences in places mean that preconceptions should be suspended
  • identifying their preconceptions about a particular text and considering the influence of these preconceptions on how they react to an adaptation of the text, for example to a film adaptation of a novel
  • exploring barriers and enablers for the greater inclusion of voices, for example in issues concerning lowering the voting age or setting gender quotas and how greater or less inclusion might affect the range of useful ideas

  VCCCTQ033 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Questions and Possibilities

• VCICCB013

  Analyse the dynamic nature of own and others cultural practices in a range of contexts

  Elaborations

  • examining how a similar cultural practice can be expressed differently in other contexts, for example, compare the celebration of Christmas in commercial, cultural and religious contexts
  • analysing how a range of different cultural practices developed and how they may have changed, for example, comparing women’s roles over the past hundred years at home and at work, exploring changing influences of technology in popular music, discussing changes to religious observance, such as eating fish on Friday
  • exploring why people want to preserve their cultural practices, including linguistic, artistic and culinary traditions and investigating an example of cultural preservation
  • discussing possible consequences when cultural practices are not maintained, for example, changes to language practices in successive generations of migrant communities
  • exploring cultural issues in historical contexts such as the impact of a dominant culture, language, belief or legal system, for example during the Columbian Exchange

  VCICCB013 | Capabilities | Intercultural Capability | Levels 7 and 8 | Cultural Practices

• 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