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• 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

• VCPSCSO031

  Describe the characteristics of respectful relationships and suggest ways that respectful relationships can be achieved

  Elaborations

  • brainstorming the characteristics of respectful relationships and displaying them on a concept map
  • working in groups to develop a tip sheet for achieving respectful relationships
  • using a story to stimulate discussion about the characteristics and achievement of respectful relationships

  VCPSCSO031 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Social Awareness and Management | Relationships and diversity

• 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

• VCCCTR039

  Examine how to select appropriate criteria and how criteria are used in clarifying and challenging arguments and ideas

  Elaborations

  • examining arguments for and against a proposal such as changes to the law related to compulsory wearing of a bike helmet and clarifying whether each argument uses the same or different criteria and how this affects the ability to meaningfully compare the arguments
  • comparing the clarity of ideas formed with and without criteria and discussing their usefulness, for example comparing the quality of feedback that would be received against given criteria with an open response
  • identifying considerations that influence selection of criteria, such as considering the nature of the “horror” genre when identifying criteria to compare works within the “horror” genre

  VCCCTR039 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Reasoning

• VCCCTM031

  Investigate how ideas and problems can be disaggregated into smaller elements or ideas, how criteria can be used to identify gaps in existing knowledge, and assess and test ideas and proposals

  Elaborations

  • identifying smaller elements within a design brief and constructing a plan for each element
  • discussing the aims and parameters of an inquiry as a basis for developing criteria to identify gaps in existing knowledge for example a time period or geographical scale

  VCCCTM031 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Meta-Cognition

• 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

• VCECU006

  Discuss the ways to identify ethical considerations in a range of problems

  Elaborations

  • considering questions such as ‘does this matter and why?’, ‘is this about something where the outcome can be judged good, bad, right or wrong?’ for usefulness in identifying an ethical problem
  • identifying an ethical problem, such as whether to help a friend or stranger first and considering questions such as ‘Who is involved and how are they likely to be affected?’ and ‘Does this involve breaking a rule or other commitment?’
  • using if…then reasoning to identify possible consequences as an ethical consideration in a situation, for example, if animals thought to be cuter were protected ahead of other animals then…

  VCECU006 | Capabilities | Ethical Capability | Levels 3 and 4 | Understanding Concepts

• VCCCTM052

  Investigate how the use of a range of learning strategies can be monitored, evaluated and re-directed as necessary

  Elaborations

  • completing a journal to monitor and evaluate two strategies for a learning challenge and reflecting on what was effective and how they could be used in the future
  • using given scenarios and famous quotes to reflect on the concepts of failure and persistence in relation to learning and learning strategies

  VCCCTM052 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Meta-Cognition

• 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

• VCECD003

  Explore the effects that personal feelings can have on how people behave in situations where ethical issues are involved

  Elaborations

  • comparing the deliberations and actions of people who share a problem but experience different feelings, and reflecting on the influence feelings have on the outcome, for example, conflict over the sharing of a reward for a group effort
  • examining a range of issues to determine if feelings are important in reaching the best decision and why, for example, reaching a decision on who to invite to a party, or what jail sentence a judge should hand down
  • discussing whether a machine or robot would be able to make the best decisions in particular situations without being able to feel

  VCECD003 | Capabilities | Ethical Capability | Foundation to Level 2 | Decision Making and Actions

• VCECD023

  Investigate how different factors involved in ethical decision-making can be managed by people and groups

  Elaborations

  • identifying an ethical problem and how a social and/or private institution negotiates different points of view, for example NGOs working in local communities, or government organisations such as local councils with a planning or development issue
  • analysing a range of fiction and non-fiction texts such as autobiographies to compare and reflect on how characters/people internally managed the interaction of factors such as feelings, reasoning, experience, dispositions and conscience

  VCECD023 | Capabilities | Ethical Capability | Levels 9 and 10 | Decision Making and Actions

• VCECU004

  Explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations

  Elaborations

  • testing a proposed definition of fairness as equal treatment by considering whether an older sibling should do more at home or whether there should be special parking places
  • testing a proposed definition of harm as involving a deliberate intention that caused mental or physical suffering, by considering whether an accidental injury to someone on the playground is harmful or whether taking offence to teasing or a joke is a choice
  • exploring the concept of fairness by setting a task where resources are distributed unevenly and reflecting on the desirability of the outcomes

  VCECU004 | Capabilities | Ethical Capability | Levels 3 and 4 | 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

• 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

• VCPSCSE003

  Recognise that problems or challenges are a normal part of life and that there are actions that can be undertaken to manage problems

  Elaborations

  • developing a list of responses to the prompt ‘It is important to keep trying because...’
  • describing a challenge you may have faced in the last week, such as making a new friend, and create a list of actions that could assist
  • developing a list of challenges that a student in Prep may face this year, such as learning to swim or looking after their possessions, and discuss why it is important to keep trying

  VCPSCSE003 | Capabilities | Personal and Social Capability | Foundation Level | Self-Awareness and Management | Development of resilience

• VCPSCSO079

  Demonstrate some understanding that negative words and actions are hurtful and that their behaviour can impact on others

  Elaborations

  • using peer behaviour as a cue for own behaviour showing both positive and negative reactions
  • demonstrating an understanding that their behaviour can impact on others
  • regulate own behaviour and emotional expression in familiar contexts
  • sharing how it feels when other people use negative words or actions

  VCPSCSO079 | Capabilities | Personal and Social Capability | Level D | Social Awareness and Management | Collaboration

• 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

• 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

• VCCCTM019

  Examine an increased range of learning strategies, including visualisation, note-taking, peer instruction and incubation, and reflect on how these can be applied to different tasks to reach a goal

  Elaborations

  • discussing different uses of visualisation as a learning strategy, for example to improve learning of a process or technique, to clarify a goal or to improve concentration
  • experimenting with allowing different times between practising spelling lists and reflecting on what was more effective

  VCCCTM019 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Meta-Cognition