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• VCNRC019

  Participate collaboratively in shared class experiences which involve planning and simple transactional exchanges

  Elaborations

  • preparing, rehearsing and performing an item for an audience, such as a school assembly, another class or parents
  • collaborating with peers on tasks, such as designing a poster for a significant event
  • following simple procedures and using modelled language for shared activities, such as making a simple dish from a recipe and naming ingredients, or following instructions in a craft activity
  • participating in a role play, for example, buying goods from a shop and using props to engage in conversation

  VCNRC019 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Socialising

• VCNRC036

  Collaborate in group tasks and shared experiences which involve planning, making suggestions and completing transactions

  Elaborations

  • planning and organising an event, such as inviting a special guest to speak to the class about celebrations or to share a traditional recipe
  • working with another group, for example, by reading books to younger students, or teaching a skill, such as dyeing eggs, to another class
  • planning and organising an activity such as an excursion or party, using expressions related to place, time and numbers
  • creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning the target language or to promote the learning of the target language and culture

  VCNRC036 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Socialising

• VCNRC041

  Create and perform imaginative texts such as stories, skits or rap, using familiar language

  Elaborations

  • producing short scripted plays with teacher support, to perform to class, younger students or the school community
  • creating and performing simple songs, rhymes and rap to teach vocabulary and word patterns to younger language classes
  • creating and using own texts, such as storyboards, digital stories, booklets or board games, based on characters, settings and events from a myth or commonly told story

  VCNRC041 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Creating

• VCNRC044

  Engage in intercultural experiences, comparing ways of communicating in Australian and speaking contexts of the language being studied and identifying ways that culture influences language use

  Elaborations

  • investigating aspects of own language use that reflect own cultural perspective and experiences, for example, using colloquialisms and idioms such as g’day, howzat, this arvo, mozzie
  • reflecting on situations where interactions in the target language have felt awkward or difficult, discussing own reactions and adjustments
  • considering what linguistic or cultural information they would need to know in order to visit a school in a country where the target language is spoken and talking about adjustments they may need to make in language use and behaviour

  VCNRC044 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Reflecting

• VCNRU014

  Recognise features of familiar spoken, written and visual texts

  Elaborations

  • listening to, reading and viewing different simple texts in the language, understanding that texts can be short or long, spoken, written, digital, visual or multimodal, for example songs, chants, labels, captions, stories and dialogues
  • identifying the language being studied from a selection of spoken or written texts from other languages represented in the classroom or in the school
  • comparing similar texts in the language with English and noticing how they are the same or different, for example, a counting song, street signs or labels at a market

  VCNRU014 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Systems of language

• VCPSCSE010

  Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations

  Elaborations

  • introducing the topics, such as fear, unfamiliar situations, change and challenge, and discussing how these situations make them feel and respond
  • interviewing family members, peers and others about ‘their first day of school,’ or other unfamiliar situations and acknowledging that everyone has fears
  • understanding that giving it a go and trying new things is important and can result in positive experiences and growth, and establishing when this has happened in the past

  VCPSCSE010 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Self-Awareness and Management | Development of resilience

• VCPSCSE044

  Develop criteria to appraise personal qualities and use these to design strategies to plan for the future or address a challenge

  Elaborations

  • imagining you are developing a role description for a position, such as a school captain, what personal qualities would be required and what criteria would be used to select the most appropriate person
  • examining personal qualities, and identifying strengths and areas of improvement and designing a plan for an upcoming challenge such as beginning senior secondary studies
  • identifying a personal goal or challenge, such as getting a part-time job, and developing a list of personal qualities that would assist in meeting this goal or challenge

  VCPSCSE044 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Self-Awareness and Management | Development of resilience

• VCCCTQ003

  Make simple modifications to known ideas and routine solutions to generate some different ideas and possibilities

  Elaborations

  • investigating how making one change to a characteristic such as shape, position, size or materials can make a significant difference, for example how changing the size and/or design of the school garden could reduce the amount of water it requires
  • reading a picture story book with two endings, and exploring how the author makes modifications to create different endings
  • using unifix blocks to explore number nbonds for addition and subtraction problems, making and breaking a given number as many ways as possible to generate different possibilities of equivalence for addition and subtraction problems, for example in response to prompts such as ‘How can you break 9?’ (8+1)

  VCCCTQ003 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Questions and Possibilities

• 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

• 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

• VCNRC075

  Create and perform a variety of imaginative texts for different audiences, manipulating language and experimenting with different techniques such as imagery or sound effects

  Elaborations

  • creating texts with various settings, characters and events, for example, animations or adventure stories, songs, games or short films, using a range of devices such as imagery and sound effects to entertain
  • creating and presenting various types of texts, such as skits or scripts for role plays, considering characters, themes and settings, for different audiences
  • designing and presenting posters and advertisements for real and imaginary situations or products, such as advertising an Australian product for the market in places where the language is spoken and vice versa
  • using a familiar text-type, such as those found in social media or a blog, to describe an imaginative experience, such as their first day as an exchange student in a school where the language is spoken

  VCNRC075 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Creating

• VCECD017

  Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action

  Elaborations

  • placing a range of acts on a continuum from strictly obligatory to ‘above and beyond the call of duty’, and comparing the reasons for and implications of the placements, for example, giving up a full-time job to help family/friends/strangers, obeying rules/the law, handing in small/large amounts of found money, fighting in a war to protect your own country/a neighbouring or far or poor country/a country that has helped you in the past, volunteering at school/in the community, giving first aid at an accident, rescuing people who have disobeyed safety signs
  • discussing the views of a range of major religious traditions and non-religious world views on ethical obligation, to inform a response to an ethical issue, for example responding to global people movements or armed conflict
  • discussing a philosophical view on ethical obligation, for example those of Peter Singer in relation to poverty, and the kind of community change that would occur if those views were followed

  VCECD017 | Capabilities | Ethical Capability | Levels 7 and 8 | Decision Making and Actions

• VCICCB005

  Compare their own and others cultural practices, showing how these may influence the ways people relate to each other

  Elaborations

  • comparing the expression of common concepts or human experiences in a range of cultural settings, for example, life milestones and celebrations, learning from older family/community members, demonstrating an emotion
  • exploring rules or expectations within the school or classroom, for example, raising a hand before asking a question, using manners or wearing a uniform, and discussing how these may help foster a culture of respect for other students and teachers
  • researching a cultural practice, for example Japanese origami, or a cultural artefact, for example a kilt, and asking students to explain the significance to other students
  • discussing aspects of Australian culture that might seem ‘strange’ from another perspective, such as eating kangaroo or having an outlaw as a national hero, and contrast with other cultural practices that students may find ‘strange’, such as the Spanish practice of eating twelve grapes at New Years Eve

  VCICCB005 | Capabilities | Intercultural Capability | Levels 3 and 4 | Cultural Practices

• VCICCD007

  Explain the role of cultural traditions in the development of personal, group and national identities

  Elaborations

  • asking students to brainstorm what they know about their own cultural traditions and prompt them with questions, for example, Where do their traditions come from? How might their traditions have changed over time?
  • exploring Australian symbols, such as wattle, the colours green and gold, or the different flora and fauna emblems, and identifying public events when these are used
  • discussing the role of food traditions and cultural identity, for example, Anzac biscuits, hot cross buns, moon cakes, and ask students to identify traditions in relation to their own family, or those that are part of a national identity
  • comparing how significant events are marked in different cultures, for example, starting or graduating school, marriage traditions or national holidays, and identify aspects of these events in relation to visible and invisible cultural elements

  VCICCD007 | Capabilities | Intercultural Capability | Levels 3 and 4 | Cultural Diversity

• 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