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• Ethical Capability: Levels 5 and 6 achievement standards

  By the end of Level 6, students evaluate the meaning of ethical concepts and analyse their value, identifying areas of contestability. They explain different ways to respond to ethical problems and identify issues related to these.

  Students identify different ethical issues associated with a particular...

  Level description | Capabilities | Ethical Capability | Levels 5 and 6

• Ethical Capability: Levels 5 and 6 description

  In Levels 5 and 6, the curriculum focuses on developing the knowledge, skills and understandings to evaluate the significance of ethical matters. Students explore the basis of a range of ethical principles and reflect on means and ends. Students consider decision-making approaches based on thinking...

  Level description | Capabilities | Ethical Capability

• Ethical Capability: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum focuses on developing the knowledge, skills and understandings to evaluate particular acts, and to identify and critically respond to ethical problems. Students extend their vocabulary and begin to reflect on means and ends. Students develop an understanding that...

  Level description | Capabilities | Ethical Capability

• Intercultural Capability: Levels 5 and 6 achievement standards

  By the end of Level 6, students demonstrate an understanding of how beliefs and practices can be influenced by culture and explain how intercultural experiences can influence beliefs and behaviours.

  Students identify the barriers to and means of reaching understandings within and between culturally...

  Level description | Capabilities | Intercultural Capability | Levels 5 and 6

• Capabilities | Ethical Capability: Rationale and Aims

  Rationale

  The Ethical Capability curriculum explores what it means for both an individual and society to live well. Students examine what we ought to do, how we ought to live, what kind of society we should have and what kind of person one should be. These questions concern individuals alone and...

  Overview material | Ethical Capability

• VCCCTR049

  Consider ambiguity and equivocation and how they affect the strength of arguments

  Elaborations

  • identifying phrases or words in an argument that are misleading because they do not contain a single meaning and discussing which meaning serves the argument better
  • discussing why ambiguity and/or equivocation might be deliberately used in a point of view, for example to express humour
  • examining strategies to resolve ambiguities such as declaring a definition or making context clearer

  VCCCTR049 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCNRU068

  Understand how language use reflects cultural ideas, assumptions and perspectives, and reflect on how what is considered acceptable in communication varies across cultures

  Elaborations

  • discussing ways of communicating across cultures, the significance of cultural concepts and how social conventions are reflected in language use
  • analysing the meaning and use of proverbs, idioms and sayings

  VCNRU068 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Role of language and culture

• VCCCTM007

  Consider ways to express and describe thinking activity, including the expression of feelings about learning, both to others and self

  Elaborations

  • identifying words to describe learning experiences, for example ‘learning looks like/sounds like/feels like’
  • drawing and displaying pictures or symbols to represent the meaning of words associated with thinking activities such as ‘watching, wondering, finding, trying’

  VCCCTM007 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Meta-Cognition

• VCNRU050

  Explore the influence of the language being studied on the English language and how the language being studied has been influenced by the impact of new technologies and knowledge

  Elaborations

  • identifying familiar words in the language and recognising their English equivalents
  • using knowledge of familiar patterns and structures to decode and interpret meaning
  • understanding that English words may be found in the language, but that equivalents in the language to these terms often also exist

  VCNRU050 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Language variation and change

• 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

• Capabilities | Intercultural Capability: Structure

  Intercultural Capability is organised into two interrelated strands: Cultural Practices and Cultural Diversity.

  Strands	Cultural Practices	Cultural Diversity
  	This strand involves students in describing, observing and analysing characteristics of their own cultural identities and those...

  Overview material | Intercultural Capability

• VCPSCSE028

  Identify the skills for working independently and describe their performance when undertaking independent tasks

  Elaborations

  • responding to a case study showing an independent task, highlighting the successes and areas for improvement
  • defining what it means to be an independent learner
  • preparing a work plan outlining the steps to be undertaken in order to complete an independent task
  • developing a list of success criteria in order to monitor and cross-check their progress

  VCPSCSE028 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Self-Awareness and Management | Development of resilience

• VCPSCSO005

  Practise the skills required to include others and make friends with peers, teachers and other adults

  Elaborations

  • discussing what it means to be friendly and make a list of the qualities of a friend
  • role playing a range of scenarios such as saying hello to a new student in your class or thanking an adult for helping you
  • describing how it feels when talking with teachers and other adults

  VCPSCSO005 | Capabilities | Personal and Social Capability | Foundation Level | Social Awareness and Management | Relationships and diversity

• 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

• VCNRC056

  Convey and present information and ideas on a range of topics in different types of texts and in a variety of modes

  Elaborations

  • presenting information on a variety of topics for a range of purposes and audiences
  • presenting findings from interviews with peers in own class or in language classes and settings, using formats such as profile posters, charts and timelines
  • summarising and conveying the main points of texts, deducing the meaning of some unknown words and phrases, and identifying known cultural references, images and other content which contribute to the overall meaning
  • organising and presenting information for an audience who speak the language, for example, a web page describing and explaining leisure activities of young people in Australia
  • reporting in either a journal/diary entry or article for a school magazine on own and others’ experiences of events such as a concert, school camp, excursion or new educational computer game

  VCNRC056 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Informing

• VCICCB006

  Describe what they have learnt about themselves and others from intercultural experiences including a critical perspective on and respect for their own and others cultures

  Elaborations

  • examining the similarities and differences between their cultural practices and those of young people in a place outside Australia and discussing what it would be like to live in these places
  • asking students to describe an intercultural experience or event and prompting students to explore an intercultural experience or event from different perspectives
  • questioning students about their experience in a role-play, modelled or real-life situation which included an intercultural experience: were they excited, challenged, comfortable, curious?
  • exploring the different meanings of the national anthem, Waltzing Matilda and I am Australian or comparing the meanings associated with a range of national anthems from different countries
  • comparing different cultural norms that demonstrate respect, such as when using public transport, at religious events or in relation to grandparents

  VCICCB006 | Capabilities | Intercultural Capability | Levels 3 and 4 | Cultural Practices

• VCICCD004

  Imagine and explain what their responses might be if they were placed in a different cultural situation or setting

  Elaborations

  • exploring student responses in a role play situation, for example, imagine what it is like to have to get help or seek assistance in a setting where they do not speak the language
  • examining different meanings associated with gestures and body language in a range of cultural settings, exploring examples such as whether direct eye contact is seen as a sign of respect or why touching someone on the head is offensive in Thailand

  VCICCD004 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Diversity

• VCNRU017

  Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between the language being studied and their own ways of communicating

  Elaborations

  • exploring the meaning of ‘culture’, considering different lifestyles and symbols such as flags, including the Aboriginal flag and the Torres Strait Islander flag
  • exploring the significance of different cultural practices, activities and games
  • recognising words that reflect aspects of the culture of the language
  • understanding that particular Australian English terms and expressions have no equivalent in the language, for example, billabong, corroboree, the bush
  • recognising features of the target language interactions which may be similar or different to own ways of communicating

  VCNRU017 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Role of language and culture

• VCNRU080

  Use pronunciation rules and apply features of the spoken language being studied such as intonation, stress and rhythm and extend to more advanced spelling and punctuation rules

  Elaborations

  • recognising that pronunciation, rhythm and tempo assist in making meaning in interactions and applying this knowledge to own communication
  • comparing English and sounds and spelling with the language being studied in order to support pronunciation of familiar and unfamiliar words and expressions
  • using accentuation, if applicable, in the language correctly and with appropriate pronunciation
  • building phonic awareness by using and experimenting with sounds and rhythms
  • reinforcing pronunciation, phrasing and intonation skills by reciting and repeating words and phrases in context
  • recognising the role of stress and rhythm in creating emphasis
  • using appropriate spelling and punctuation in a range of written texts

  VCNRU080 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Systems of language

• VCNRU031

  Recognise the linguistic features and structures of different texts used in familiar contexts

  Elaborations

  • identifying the main features of a short narrative, for example, a song, rhyme or poem, a simple description or procedure, for example, a recipe, or a conversation
  • noticing the differences between texts within the same mode, for example, a birthday card and an email, and between multimodal texts, for example, reading the lyrics of a song, and hearing it being sung, or reading a dialogue and acting it out
  • recognising how different textual elements combine to make meaning, for example, how the images, font, script and layout of different texts combine to create a whole advertisement, web-page, or picture book

  VCNRU031 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Systems of language