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• VCNRU033

  Understand that languages may change over time and that they influence each other, recognising words in the language being studied that are derived from other languages

  Elaborations

  • recognising that the language has a history and has developed into what is the spoken language today
  • understanding that the language being studied may be spoken elsewhere in the diaspora of speakers of that language
  • noticing that languages are fluid and ever-evolving and can be incorporated into and influence other languages beyond their own

  VCNRU033 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Language variation and change

• VCNRC024

  Create and perform short spoken and written imaginative texts such as dialogues or collaborative stories, using formulaic expressions and modelled language

  Elaborations

  • creating and performing simple imaginative texts, using movement or drama to animate characters and to give expression to events in texts, for example, acting out scenes from a story, adopting the profile of a character, creating a dance to accompany songs
  • modifying texts such as songs, for example, by substituting words in a well-known song or tune
  • creating a new story such as a picture book using favourite characters from imaginative texts and adding captions using formulaic expressions and modelled language

  VCNRC024 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Creating

• VCPSCSO022

  Identify the importance of including others in activities, groups and games

  Elaborations

  • identifying the emotions that are experienced if others are excluded from activities, groups or games
  • developing inclusive practices which impact on others’ emotions, such as ‘invitation to join a group’
  • recognising the effects of inclusive behaviour, for example ‘feeling valued’ or ‘belonging to a group’

  VCPSCSO022 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Social Awareness and Management | Relationships and diversity

• VCNRU032

  Understand that the context and purpose of interactions influence language choices

  Elaborations

  • recognising the differences between formal and informal language in social interactions
  • examining culturally appropriate phrases for different purposes
  • recognising how the purpose of interaction, for example, command or invitation, can change the emphasis on words

  VCNRU032 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Language variation and change

• 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

• 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

• Personal and Social Capability: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum focuses on developing students’ understandings of positive relationships and connections. Students extend their emotional literacy via an enhanced vocabulary of understanding and describing emotions. They learn about the importance of valuing difference...

  Level description | Capabilities | Personal and Social Capability

• VCPSCSE019

  Name and describe the skills required to work independently

  Elaborations

  • brainstorming strategies to work independently
  • describing why seeking help could be considered an important skill when working alone
  • explaining why time management would be important when working independently

  VCPSCSE019 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Self-Awareness and Management | Development of resilience

• 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

• 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

• VCNRC022

  Convey information about self, others, home and school life, using simple statements and support materials such as photos, maps or charts

  Elaborations

  • creating print or digital texts to describe people, objects or their favourite pets/animals
  • creating a class profile from information collected from peers, for example, creating a chart or database to identify favourite sports, food or colours
  • presenting information on events or topics of possible interest to children of their own age in countries where the target language is spoken, using multimodal resources and authentic materials as support, such as menus, artefacts, brochures, maps
  • selecting information gained from print, visual and oral texts to design a digital display model or class book, for example, a class timetable or a map of their school

  VCNRC022 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Informing

• VCNRU034

  Identify vocabulary, behaviours and expressions which reflect cultural values, beliefs and traditions to make connections between cultural practices and language use

  Elaborations

  • examining aspects of the authentic culture of the target language speakers
  • understanding concepts and values as expressed, for example, during festivals, birthdays and special occasions
  • recognising and explaining to others the significance of some cultural practices and events

  VCNRU034 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Role of language and culture

• VCNRC027

  Share own experiences of communicating in the language being studied, recognising how it involves behaviours as well as words

  Elaborations

  • identifying elements of the language and culture that feel different to own language and culture, including pronunciation of some sounds, gestures and facial expressions
  • discussing ways of communicating and their appropriateness in different language contexts
  • describing to peers what they are confident about when using the language, what they feel unsure of and what they most enjoy
  • discussing how Australian terms and expressions might be understood from a target-language speaker’s perspective, for example, ‘bushwalking’, ‘kick a footy’ or ‘lamington’

  VCNRC027 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Reflecting

• VCNRC025

  Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages

  Elaborations

  • playing matching games with word cards, for example, days of the week, months, seasons or vocabulary associated with weather
  • translating simple sentences, such as requests in the classroom, to understand the gist, noticing how meaning changes when translating into English
  • translating signs or phrases in familiar contexts into English, for example, street signs, addresses, food labels, noting that some signs and symbols are universal, for example, the ‘stop’ sign

  VCNRC025 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Translating