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• Capabilities | Ethical Capability: Learning in Ethical Capability

  The Ethical capability curriculum focuses on the conceptual and analytical skills necessary for informed deliberation on ethical issues. This curriculum enables students to identify the assumptions and implications of different ethical positions, recognising the areas of contestability within...

  Overview material | Ethical Capability

• Capabilities | Critical and Creative Thinking: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Critical and Creative Thinking

• Capabilities | Ethical Capability: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Ethical Capability

• Capabilities | Intercultural Capability: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Intercultural Capability

• Capabilities | Personal and Social Capability: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Personal and Social Capability

• VCNRC057

  Engage with and respond to imaginative texts, describing and expressing feelings and opinions about key ideas, characters, places and events

  Elaborations

  • expressing personal opinions about ideas in imaginative texts such as myths, legends, stories, film excerpts, paintings, songs or video clips
  • comparing key messages and beliefs from texts such as traditional and contemporary stories and the Dreamtime
  • responding to imaginative texts, comparing ways in which people, places and experiences are represented
  • stating personal preferences about characters, attitudes and events in texts

  VCNRC057 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Creating

• VCNRU047

  Develop knowledge of grammatical elements to construct and expand sentences

  Elaborations

  • describing present, past and future actions, situations and events using familiar verbs
  • using language to express preferences
  • using correct word order to ask questions and make requests
  • using numbers in different contexts, such as telling the time, stating dates, ordering/shopping, or in simple descriptions
  • expanding vocabulary base by using and recognising common everyday nouns

  VCNRU047 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Systems of language

• 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

• VCNRC021

  Locate key information about everyday contexts and routines from written, spoken and visual texts

  Elaborations

  • surveying classmates regarding their likes, interests, routines and activities, and tabulating the results, for example, in birthday charts or graphs
  • reading profiles and stories in print and digital form about people and animals, and creating a display with names and short descriptions
  • locating information relating to school activities in a country where the language is spoken for example, from a sister school, and comparing with own daily schedule/routine
  • identifying points of information in short spoken texts with some unfamiliar language, for example, some items on a recorded shopping list

  VCNRC021 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Informing

• VCNRU098

  Recognise and use vocabulary and grammatical elements to create simple sentences and phrases

  Elaborations

  • using nouns and verbs, recognising agreement and word order
  • indicating quantity using plural forms
  • using negative expressions
  • using the present tense
  • using common verbs to describe simple actions
  • developing knowledge of vocabulary related to personal world, for example, self, family, friends, school and home, leisure activities, food and drink

  VCNRU098 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Systems of language

• VCPSCSE027

  Describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations

  Elaborations

  • responding to the statement that ‘playing sport develops confidence, adaptability and persistence’
  • sharing and discussing ideas about how people respond to new or challenging situations, such as changing school, and describing what it means to be resilient
  • in relation to a fairy tale, identifying when the characters were being confident, adaptable and/or persistent and explaining your reasons

  VCPSCSE027 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Self-Awareness and Management | Development of resilience

• VCPSCSO051

  Develop specific skills and a variety of strategies to prevent or resolve conflict, and explore the nature of conflict resolution in a range of contexts

  Elaborations

  • identifying stages of conflict and the key skills required in managing conflict across a range of situations
  • researching strategies that can be used to manage conflict across home, school, community and workplace contexts
  • examining the impact of language, listening skills and power dynamics on conflict, and how this contributes to resolution or continuation of conflict

  VCPSCSO051 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Collaboration

• VCPSCSO048

  Acknowledge the importance of empathy and the acceptance of diversity for a cohesive community and reflect on the effectiveness of strategies for being respectful of diversity and human rights

  Elaborations

  • exploring definitions of empathy and using examples to demonstrate understanding of this concept
  • discussing how human rights are expressed across a range of contexts, for example at home, school or workplace, in local or global scenarios
  • analysing the effects of actions that promote human rights and build a respectful cohesive community

  VCPSCSO048 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Relationships and diversity

• VCPSCSO004

  Identify a range of groups to which they, their family and members of their class belong

  Elaborations

  • discussing the features/characteristics of the groups that they and their families belong to by sharing stories, artefacts and images
  • sharing descriptions of groups that they belong to
  • surveying class members to show that there are many ways to group people, such as students who own a pet, walk to school or who like ice-cream

  VCPSCSO004 | Capabilities | Personal and Social Capability | Foundation Level | Social Awareness and Management | Relationships and diversity

• 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

• VCNRC060

  Create texts in the language being studied and English, such as menus, posters or brochures on the same theme or event, and provide subtitles, captions or commentaries in either language to assist meaning

  Elaborations

  • working individually and collaboratively to create bilingual resources for the home and school environments, such as glossaries, signage, recipes and menus
  • creating English subtitles, footnotes, captions or commentaries for texts such as brochures, video clips, or advertisements that inform the school community about aspects of the culture of the target language
  • creating glossaries, tourist brochures or itineraries for English-speaking travellers to countries where the language is spoken including and explaining key words, phrases and protocol
  • creating vocabulary lists and annotated cultural explanations for target language-speaking visitors to events such as Australian sports days or family events, explaining culturally specific elements, for example, Australian Rules Football Final, Anzac Day, Harmony Day, BBQ

  VCNRC060 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Translating

• VCNRC069

  Initiate, sustain and extend interactions by exchanging experiences, seeking and giving advice, and discussing aspirations and relationships

  Elaborations

  • sustaining interactions with others by acknowledging, asking for repetition or clarification or questioning further
  • interviewing peers to extract information on and evaluate views about aspects of life such as school, future aspirations and relationships, and discussing as a class the major themes and concerns that emerge
  • sharing opinions with peers about events and interests, and incorporating language to express emotions and responses such as approval, gratitude, regret and appreciation
  • exchanging information with peers in countries where the language is spoken, such as through letters, emails or online discussions, about aspects of school, youth lifestyle and social issues, using comparisons when expressing thoughts and ideas

  VCNRC069 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Socialising

• VCICCD012

  Examine and discuss the variety of ways in which people understand and appreciate differing cultural values and perspectives, and the things which promote or inhibit effective engagement with diverse cultural groups

  Elaborations

  • examining laws that help to ensure that cultural difference is not a barrier to inclusion in society, for example, the Racial Discrimination Act 1975
  • discussing ways in which the school incorporates multicultural, anti-racism, and human rights perspectives into school practices, for example through inclusive classroom practices
  • exploring ways that people can gain a deeper knowledge and understanding of other cultural customs, for example, through historical sources, language learning, travelling abroad, art works or music
  • using a peer-to-peer interview to explore student understandings about how cultural institutions, such as museums or galleries, present different cultural perspectives
  • providing opportunities for students to explore and reflect on their learning about different cultural groups through journal prompts, such as ‘One interesting thing I now know is that…’ and ‘I am still curious about…’ and ‘One way I could satisfy my curiosity would be to…’

  VCICCD012 | Capabilities | Intercultural Capability | Levels 5 and 6 | Cultural Diversity

• 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

• VCNRC026

  Create simple bilingual resources for familiar audiences

  Elaborations

  • creating hand-made or digital greeting cards in both the language and English for different celebrations and traditions
  • creating bilingual texts for different audiences, for example, signs for the school community, a bilingual class digital dictionary, a word chart, a board game for a younger class
  • creating simple bilingual story books that include captions and images modelled on familiar texts, for example, Spot the Dog

  VCNRC026 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Translating