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• VCPSCSE002

  Identify their likes and dislikes, needs and wants, abilities and strengths

  Elaborations

  • discussing and listing individual likes, interests and dislikes
  • comparing needs and wants in daily life by asking the question ‘could you live without this?’
  • exploring abilities, strengths and achievements and share with others

  VCPSCSE002 | Capabilities | Personal and Social Capability | Foundation Level | Self-Awareness and Management | Development of resilience

• VCPSCSE034

  Describe how and why emotional responses may change in different contexts

  Elaborations

  • identifying the range of possible emotions in different scenarios and explore how these may be managed
  • identifying triggers that evoke different emotions
  • using ‘what if’ questions to explore a scenario to identify changing emotional responses

  VCPSCSE034 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Self-Awareness and Management | Recognition and expression of emotions

• 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

• VCNRU046

  Identify and reproduce, orally and in writing, key features of intonation and pronunciation, experiment with the spelling of common words and apply basic punctuation rules

  Elaborations

  • applying, if applicable, different intonation for statements, questions, exclamations and commands
  • reading simple texts
  • applying and using, if applicable, accent marks
  • experimenting with spelling simple words
  • applying phonic and grammatical knowledge to spell and write unfamiliar words
  • understanding and applying punctuation marks in writing, for example, full stop, comma, exclamation mark, apostrophe, speech marks and question mark

  VCNRU046 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Systems of language

• VCCCTM030

  Examine learning strategies, including constructing analogies, visualising ideas, summarising and paraphrasing information and reflect on the application of these strategies in different situations

  Elaborations

  • constructing an analogy to assist in learning, for example, the analogy of a park to represent some Australian landscapes at the time of First Contact, and reflecting on the strengths and weaknesses of the analogy
  • discussing when to summarise or paraphrase as a learning strategy and constructing questions to help guide the decision

  VCCCTM030 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Meta-Cognition

• VCNRU029

  Identify, pronounce and write the alphabet letters, recognising sound–letter relationships in the language being studied

  Elaborations

  • identifying and pronouncing the sounds of the alphabet
  • practising letter clusters in common words or in names
  • beginning to recognise high-frequency words
  • applying appropriate punctuation marks such as full stop, comma, exclamation mark and question mark
  • using different strategies to remember new sounds, for example mnemonics

  VCNRU029 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Systems of language

• VCECD008

  Discuss the role of personal values and dispositions in ethical decision-making and actions

  Elaborations

  • exploring, as part of a character analysis in a narrative such as Harry Potter or Aesop’s fables, questions such as: What do characters say and do that might suggest their dispositions? To what extent are dispositions such as being honest, cautious, persistent, selfish, proud, or empathetic necessary for ethical decision-making? Can someone be honest and brave and yet make the wrong choice? Are there some dispositions that are more important than others?
  • undertaking research to identify dispositions and values commonly associated with significant community leaders, heroes, sport champions and celebrities and discussing what counts as a desirable disposition and reasons for disagreements
  • discussing the actions of a character over time, for example, the father or friends in the book/film 'How to Train Your Dragon', to determine the values implicit or explicit in decision-making and what may cause personal values to be questioned

  VCECD008 | Capabilities | Ethical Capability | Levels 3 and 4 | Decision Making and Actions

• VCECU021

  Distinguish between the ethical and non-ethical dimensions of complex issues, including the distinction between ethical and legal issues

  Elaborations

  • assessing a complex ethical issue that is, one, such as euthanasia, that involves more than one question and area of contestability, a range of diverse people, and/or is part of a wider problem or historical context, to discriminate and explain those features that are of ethical significance, using these questions: who is involved, what are their intentions and what gave rise to the intention (including relevant dispositions)?, Is there something inherently right or wrong in the act itself or interpretation of the issue?, Is there a duty at stake (for example arising out of a perceived right or a particular relationship such as friend to friend, parent to child or doctor to patient)?, What are the possible consequences?, Who is likely to be affected?
  • examining and comparing the ethical significance of codes of conduct, protocols, and legal responsibilities as preparation for undertaking research or working collaboratively
  • exploring a response to an issue such as the use of someone else’s ideas, conditions of factory workers overseas, or the rescuing of adventurers, to identify if there is no legal, but arguably an ethical, obligation

  VCECU021 | Capabilities | Ethical Capability | Levels 9 and 10 | Understanding Concepts

• VCICCD011

  Identify barriers to and means of reaching understandings within and between culturally diverse groups

  Elaborations

  • exploring language variation within Australia, such as the different terms for a swimming costume (togs, cozzies or swimmers), or the practice of using diminutives, such as Aussie (Australian), sanga (sandwich) and footy (football)
  • exploring potential barriers to intercultural understanding, language for example, and discussing possible ways to address or reduce barriers, such as Government agencies using translation services including Auslan and closed captioning
  • brainstorming a list of questions students might ask a student in another country, and then identifying whether any of the questions may be uncomfortable for the person asking or responding
  • using a current global issue to investigate a range of positive and negative cultural stereotypes and generalisations and identifying how they can be challenged
  • exploring the view of Australia as a successful multicultural country and discussing potential impacts of the strengthening or weakening of this view, for example, events that help to foster inclusiveness or that may trigger an increase in racial intolerance

  VCICCD011 | Capabilities | Intercultural Capability | Levels 5 and 6 | Cultural Diversity

• VCCCTQ011

  Explore reactions to a given situation or problem and consider the effect of pre-established preferences

  Elaborations

  • examining health messages about particular foods and reflecting on whether their reaction to the message is influenced by whether they like the food or not
  • examining how a particular win/loss record might establish expectations for future outcomes
  • making predictions, for example about the buoyancy of objects in different liquids, then posing questions such as ‘how did our previous knowledge about the buoyancy of an object affect our predictions?’

  VCCCTQ011 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Questions and Possibilities

• VCNRC035

  Initiate interactions and exchange information with peers, describing feelings and preferences, aspects of daily life, school, friends and hobbies

  Elaborations

  • asking and responding to questions to exchange information about shared interests, hobbies or friends
  • sharing experiences and feelings, such as weekend activities and likes/dislikes using set phrases
  • using communication strategies such as active listening skills, turn-taking cues and requests for clarification or more detail to support the exchange of information
  • comparing routines, interests and hobbies, using language associated with time, sequence and location

  VCNRC035 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Socialising

• VCNRC023

  Participate in shared imaginative activities and respond by acting out events, identifying favourite elements, and making simple statements about characters

  Elaborations

  • listening to, viewing and reading stories in a range of text types, and responding to questions about characters, themes and events
  • comparing a myth, legend or story to an Australian Dreaming story and highlighting the similarities and differences in characters, events and moral of the story
  • creating a timeline of the main events of a story using pictures, words and simple sentences
  • performing a scene from a myth, legend or story using simple, modelled language

  VCNRC023 | Capabilities | Personal and Social Capability | Levels 3 and 4 | 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

• VCNRU102

  Identify connections between language, culture and communication, recognising how communication styles and practices vary across cultures and how intercultural exchange involves the exchange of meaning as well as words

  Elaborations

  • investigating own personal and community practices to identify connections with the target language and culture, for example, in cooking, sport, music, dance or technology
  • discussing elements of culture and their significance in reflecting values, attitudes and traditions
  • discussing, questioning and explaining understanding of own and other cultures, and considering how attitudes towards diversity and difference affect communication
  • examining culturally specific terms developing appropriate explanations for them and discussing equivalent terms in other languages

  VCNRU102 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Role of language and culture

• VCNRU081

  Understand and apply grammatical structures recognising that they serve particular functions and that grammatical choices shape meaning

  Elaborations

  • choosing appropriate terms to describe events across time (present, past and future) and choosing appropriate tense
  • using a range of adverbs and adjectives to modify and intensify meaning
  • using cohesive devices such as conjunctions to link, clarify and sequence ideas and modify meaning in written and spoken texts
  • seeking information using a range of questions
  • continuing to build a metalanguage to describe grammatical concepts and develop learning resources for example, verb charts, vocabulary lists, groups of pronouns, adverbs or adjectives

  VCNRU081 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Systems of language

• VCPSCSE046

  Evaluate behaviours and protective factors that contribute to the development of confidence, adaptability and self-reflection

  Elaborations

  • defining the concept of protective behaviours and give examples
  • identifying factors that lead to improved confidence, adaptability and self-reflection
  • assessing a range of behaviours and the effect these have on their ability to adapt to challenges
  • identifying a challenging situation or task and analyse the factors that contribute to managing the situation or completing the task
  • developing questions to support self-reflection in relation to confidence and adaptability

  VCPSCSE046 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Self-Awareness and Management | Development of resilience

• 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

• VCICCB002

  Describe their experiences of intercultural encounters in which they have been involved

  Elaborations

  • exploring stories that describe experiences of intercultural encounters, for example, when students met someone who spoke a language different from their own
  • brainstorming a range of activities, locations, events or technologies that may provide intercultural experiences, such as international travel, visiting their local library, attending Chinese New Year celebrations, or speaking to relatives overseas through video chat applications
  • creating posters to identify how students celebrate or commemorate a range of cultural events
  • using images of people in Australia and other countries to ask students a set of reflective questions about culture, such as whether they’re curious about their own culture or more curious about other cultures

  VCICCB002 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Practices

• 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

• 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