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• 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

• 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

• 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

• 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

• 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

• VCNRU031

  Recognise the linguistic features and structures of different texts used in familiar contexts

  Elaborations

  • identifying the main features of a short narrative, for example, a song, rhyme or poem, a simple description or procedure, for example, a recipe, or a conversation
  • noticing the differences between texts within the same mode, for example, a birthday card and an email, and between multimodal texts, for example, reading the lyrics of a song, and hearing it being sung, or reading a dialogue and acting it out
  • recognising how different textual elements combine to make meaning, for example, how the images, font, script and layout of different texts combine to create a whole advertisement, web-page, or picture book

  VCNRU031 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Systems of language

• 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

• 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

• VCNRU030

  Recognise and use elements of the language's grammar, such as word order, gender and singular/plural forms, to describe people, objects or events

  Elaborations

  • beginning to describe and explain features of the target language using metalanguage
  • creating simple sentences
  • experimenting with compound sentences
  • recognising the differences or similarities in word order in simple sentences
  • expressing negation in simple sentences
  • expanding number knowledge up to 100

  VCNRU030 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Systems of language

• 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

• VCPSCSE016

  Identify and explore the expression of emotions in social situations and the impact on self and others

  Elaborations

  • exploring how you might feel when meeting new people
  • identifying behaviours which may influence the emotions of self and others, such as smiling
  • interpreting the possible emotions of others, by observing their body language

  VCPSCSE016 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Self-Awareness and Management | Recognition and expression of emotions

• 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

• VCPSCSE017

  Identify personal strengths and select personal qualities that could be further developed

  Elaborations

  • listing personal strengths and giving examples of how these strengths contribute to wellbeing
  • identifying personal qualities to be developed and giving reasons for their choices
  • setting and monitoring goals to develop new personal qualities, such as the ability to share

  VCPSCSE017 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Self-Awareness and Management | Development of resilience

• VCPSCSE018

  Identify how persistence and adaptability can be used when faced with challenging situations and change

  Elaborations

  • identifying ways to manage potentially difficult or harmful situations by considering possible actions or choices
  • listing a range of help-seeking strategies to assist them to cope with challenge and change
  • discussing the saying ‘If at first you do not succeed try try again’

  VCPSCSE018 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Self-Awareness and Management | Development of resilience

• VCPSCSO021

  Describe the ways in which similarities and differences can affect relationships

  Elaborations

  • thinking about someone you admire and explore whether there are similarities or differences between yourself and that person
  • reading a story to enable students to discuss similarities and differences and the affect on relationships
  • discussing the statement ‘Differences can contribute to good relationships’

  VCPSCSO021 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Social Awareness and Management | Relationships and diversity

• VCPSCSO020

  Examine the similarities and differences between individuals and groups based on factors such as sex, age, ability, language, culture and religion

  Elaborations

  • surveying the class and use data to present a diagram to explore similarities and differences, such as the cultural background of students
  • describing the person beside you and identifying one thing which is the same and one thing that is different
  • describing the similarities and differences between people of different ages, such as babies, teenagers, parents and grandparents

  VCPSCSO020 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Social Awareness and Management | Relationships and diversity

• 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

• VCPSCSO024

  Identify conflicts that may occur in peer groups and suggest possible causes and resolutions

  Elaborations

  • brainstorming the conflicts experienced with peers and list the emotions which are associated with these conflicts
  • describing the characteristics of cooperative behaviour and give examples of how to use these in peer groups
  • exploring the causes of conflict and initiate strategies which help to resolve these conflicts, for example ‘Stop it. I don’t like it’ and help-seeking behaviours

  VCPSCSO024 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Social Awareness and Management | Collaboration

• VCPSCSO023

  Demonstrate skills for effective participation in group tasks and use criteria provided to reflect on the effectiveness of the teams in which they participate

  Elaborations

  • brainstorming the characteristics of an effective team
  • listing cooperative skills required for effective teamwork, for example turn-taking, respecting different points of view, decision-making skills
  • reflecting on the effectiveness of group tasks by using criteria

  VCPSCSO023 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Social Awareness and Management | Collaboration

• VCRAC021

  Obtain and share information from peers and texts related to family, home, routines and interests

  Elaborations

  • gathering information about activities of others, such as surveying peers about time spent on activities
  • compiling information and reporting it to others, for example, making a shared class graph showing popular leisure activities during the year
  • comparing information about activities and practices across cultures, for example, reading, viewing or listening to texts in the language related to aspects of school life such as timetables, canteen menus, extracurricular activities and sports
  • working in groups to obtain and use factual information from texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills

  VCRAC021 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Informing