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Result list

• VCCCTQ072

  Explore and answer who, what and where questions

  Elaborations

  • answering who, what and where questions posed by a teacher as they explore a wide variety of familiar contexts in structured situations
  • answering questions using yes/ no responses
  • using past experience to answer simple questions related to objects in the room
  • exploring familiar objects, events and topic

  VCCCTQ072 | Capabilities | Critical and Creative Thinking | Level C | Questions and Possibilities

• VCNRC028

  Interact with others, noticing how identity matters, such as use of terms of address, who and what is included and what language is used

  Elaborations

  • recognising how they communicate with each other, their family, teachers and other adults, identifying differences in behaviour and language and explaining why this happens
  • reflecting on the experience of becoming bilingual or multilingual, considering what advantages this brings and whether it impacts on identity
  • creating a digital profile of aspects of their identity, for example, family, background, interests, membership of the target language class
  • discussing which groups they belong to, for example, family, class, learners of the language being studied, and making connections and comparisons between own cultural perspectives and those of different cultural groups
  • interacting with teachers and other speakers of the language and class friends, and noticing aspects of speech, behaviour and actions that are the same as or different to their own

  VCNRC028 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Reflecting

• 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

• VCPSCSO011

  Identify how families can have a range of relationships

  Elaborations

  • exploring the features of their family including who lives at home and name their relationships to each of these people
  • brainstorming what is a family’s role, such as providing love, support and food, and identify the family members who undertake these tasks
  • graphing class results showing the number of students who have brothers, sisters and pets

  VCPSCSO011 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Relationships and diversity

• VCNRU064

  Apply knowledge of grammatical features and construct compound and complex sentences

  Elaborations

  • using a range of tenses and voices to describe routines and actions
  • using a range of regular and irregular verbs to develop sentence structures
  • creating compound and complex sentences

  VCNRU064 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Systems of language

• 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

• Capabilities | Intercultural Capability: Learning in Intercultural Capability

  The Intercultural capability curriculum focuses on learning about cultural understandings and practices. Students examine, reflect on and challenge assumptions, stereotypes and prejudices and explore how intercultural experiences can influence and change attitudes and beliefs.

  Students apply...

  Overview material | Intercultural Capability

• Capabilities | Intercultural Capability: Rationale and Aims

  Rationale

  Intercultural interactions have become a part of everyday life in our increasingly multicultural and globalised world. Developing intercultural knowledge, skills and understandings is an essential part of living with others in the diverse world of the twenty-first century. The Intercultural...

  Overview material | Intercultural Capability

• 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

• VCCCTQ081

  Pose questions to gather information

  Elaborations

  • exploring a wide variety of familiar contexts and with encouragement and support, they wonder, question and become adventurous in their thinking about these contexts
  • posing questions when prompted by teacher to investigate information and ideas
  • exploring how different question stems (who, what, when, why) elicit different types of information

  VCCCTQ081 | Capabilities | Critical and Creative Thinking | Level D | Questions and Possibilities

• VCNRC061

  Participate in intercultural interactions, reflecting on choices and adjustments made when communicating in the language being studied and demonstrating awareness of the importance of shared understanding

  Elaborations

  • making appropriate language choices with awareness of social situations
  • interacting with members of communities who speak the language, describing the experience and reflecting on the most appropriate ways of interacting
  • reflecting on how own cultural etiquette and behaviour may be interpreted when interacting with speakers of the language being studied

  VCNRC061 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Reflecting

• VCPSCSO007

  Use appropriate language to describe what happens and how they feel when experiencing positive interactions or conflict

  Elaborations

  • describing a range of interactions such as who, what, why and how did it make them feel
  • reflecting on how it feels when someone does not share equipment or play spaces
  • practising the language used to describe positive emotions experienced
  • recognising negative emotions resulting from conflict

  VCPSCSO007 | Capabilities | Personal and Social Capability | Foundation Level | Social Awareness and Management | Collaboration

• VCPSCSO015

  Recognise that conflict occurs and distinguish between appropriate and inappropriate ways to deal with conflict

  Elaborations

  • discussing where and when conflict has occurred and reflecting on the cause
  • role-playing familiar situations of conflict and comparing various reactions to the conflict
  • in relation to a scenario, such as a disagreement over who can play on or with equipment, asking students to discuss possible strategies to respond to this conflict in a respectful way

  VCPSCSO015 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Collaboration

• VCCCTQ002

  Consider personal reactions to situations or problems and how these reactions may influence thinking

  Elaborations

  • matching reactions to a series of visual prompts with an action, for example, selecting a happy emoji in response to a dog, and matching this to a picture of patting, and reflecting on how the personal reaction influenced the choice of action
  • responding to a variety of sounds such as voices, electronic instruments and everyday objects and reflecting on how this influences their ideas when developing/creating a soundscape
  • making a prediction as part of science inquiry and considering whether their initial reaction influenced their prediction, for example predicting which object is heaviest/lightest

  VCCCTQ002 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Questions and Possibilities

• 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

• VCNRC045

  Share experiences of learning and using the language being studied, and reflect on the effect of language learning on own identity

  Elaborations

  • preparing a class profile to exchange with students who speak the language being studied, showing language backgrounds and interests represented in the class, using captions and symbols such as flags and words from different languages
  • exploring the idea of stereotypes associated with languages and identities, and discussing how stereotypes affect attitudes and communication and can be inaccurate
  • exploring how their linguistic and cultural background, for example, languages spoken, key relationships and intercultural experiences, influence their sense of who they are
  • connecting various personal experiences of learning the language, and describing how learning the language has influenced own everyday behaviour and language use, for example, using the language outside the language classroom
  • considering whether learning and using the language impacts on their sense of identity either in or out of the classroom

  VCNRC045 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Reflecting

• 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

• 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

• VCNRC079

  Engage in intercultural experiences, reflecting on own cultural identity and how this shapes personal ways of communicating and thinking

  Elaborations

  • monitoring, evaluating and recording own experiences and reactions when communicating in the language, for example by keeping a diary or journal and considering how perspectives may have changed over time
  • reflecting on and discussing own ways of communicating and behaving and how these may be interpreted by speakers of the language, considering concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’
  • reflecting on the experiences of migrants who speak the language being studied, for example discussing when they came to Australia, the impact they have made on Australian society, and issues of cultural identity

  VCNRC079 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Reflecting

• VCNRU085

  Understand that language, culture and communication are interrelated and shaped by each other, and recognise how this influences attitudes and beliefs

  Elaborations

  • collecting examples of the language being studied in the local landscape, for example, in particular parts of the city such as market places, exhibitions or cultural events, and discussing the influence and significance of the language and culture in Australia today
  • recognising the importance of learning and using different languages in order to access the cultural practices, values and beliefs of others
  • analysing and describing how language use and culture are interrelated and reflect and shape relationships, practices and attitudes across communities who speak the language being studied

  VCNRU085 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Role of language and culture