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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

• 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

• VCRAC024

  Create texts such as dialogues and stories, using formulaic expressions and modelled language

  Elaborations

  • creating texts with others for public display, such as participating in a mock talent show, performing a scene from a story or a rap, using both rehearsed and spontaneous language
  • creating texts to share with younger learners, such as big books, role-plays or comics
  • producing individual imaginative texts such as comics, diary entries and stories using modelled language, to express the students' own ideas and imagination

  VCRAC024 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCRAC027

  Communicate in the language using routine phrases and expressions, recognising that such language reflects cultural practices and norms

  Elaborations

  • recognising differences between the language and English language ways of showing politeness, for example, making requests and expressing gratitude, and recognising what may be viewed as impolite
  • noticing how the students' own language influences expectations about the language, for example, feeling the need to say ‘thank you’ often or perceiving word order as strange compared to English
  • discussing how Australian terms and expressions might be understood from another perspective, for example, ‘bushwalking’ or ‘kick a footy’

  VCRAC027 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCRAC026

  Produce texts such as descriptions and signs in both the language and English for the school community

  Elaborations

  • preparing descriptions in both the language and English about familiar topics, using modelled language and choosing from word lists, and discussing differences in language with the teacher
  • creating bilingual texts for the classroom and the school community, for example, posters, songs and online newsletter items, discussing with others how to represent meaning in different languages for different audiences

  VCRAC026 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCRAC023

  Listen to, read and view creative texts such as rhymes, songs and stories, identifying characters and acting out events

  Elaborations

  • reading, listening to and viewing texts, through shared and guided reading
  • expressing personal opinions about and reactions to creative texts using artefacts, for example, using a puppet or mask to give an opinion about a character in a story or song
  • using movement or actions to reinforce meaning in texts such as a television program, song or game
  • sequencing texts, such as by creating a storyboard using pictures and captions

  VCRAC023 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCRAC019

  Contribute to class activities such as solving a problem or planning an event

  Elaborations

  • participating in class routines such as taking the roll, saying the day and date, and describing the weather and the day’s schedule
  • working with others to take action, such as creating a model with captions, producing a poster or invitation for a special event, or designing a garden
  • preparing, rehearsing and conducting public presentations and performances, such as an item in the language for assembly, or a presentation about a significant event
  • interacting with the teacher and peers by asking and responding to questions and generating ‘small talk’
  • participating in group activities such as role-plays, asking and responding to questions and invitations, and negotiating with others to make decisions

  VCRAC019 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCRAC025

  Translate using textual cues such as pictures, layout and key words to predict meaning, and comment on the non-equivalence of words due to cultural differences

  Elaborations

  • translating texts such as public signs to understand their gist and noticing how meaning changes when translating into English, such as levels of politeness
  • identifying and explaining expressions which do not easily translate into English
  • comparing translations of creative works (such as a song or advertisement), noticing how words have more than just a literal meaning

  VCRAC025 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCRAC022

  Present information about school and neighbourhood using tables, lists and descriptions

  Elaborations

  • gathering information from home, school and the local environment to present to others
  • reporting information obtained from public texts such as brochures, signs, lists and descriptions
  • presenting information about aspects of culture such as lifestyle, diet or use of transport, using statistics and visual supports

  VCRAC022 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCRAC020

  Respond to questions, instructions and requests, and participate in routine exchanges

  Elaborations

  • initiating and responding to instructions and classroom routines and games
  • making and responding to requests, and asking for rephrasing, repetition and clarification
  • contributing to preparing and displaying a set of class rules
  • using the language for daily activities, such as creating and following signs and instructions in the classroom and around the school

  VCRAC020 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCRAC028

  Interact with others and notice how identity is acknowledged, such as in use of terms of address, who and what is included, and what language is used

  Elaborations

  • sharing personal details with others and making choices about what aspects of identity to include
  • designing visual representations of relationships to others and memberships of groups, for example, using a concept map, poster or slide presentation with captions to show friendships, family, teams and interest groups
  • comparing the students' own ‘family culture’ with that of peers and considering how family can impact on identity, offering reasons for similarities and differences
  • creating a self profile such as an avatar or montage with self-introduction, and making choices about the design, content and language used

  VCRAC028 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting