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• VCICCD012

  Examine and discuss the variety of ways in which people understand and appreciate differing cultural values and perspectives, and the things which promote or inhibit effective engagement with diverse cultural groups

  Elaborations

  • examining laws that help to ensure that cultural difference is not a barrier to inclusion in society, for example, the Racial Discrimination Act 1975
  • discussing ways in which the school incorporates multicultural, anti-racism, and human rights perspectives into school practices, for example through inclusive classroom practices
  • exploring ways that people can gain a deeper knowledge and understanding of other cultural customs, for example, through historical sources, language learning, travelling abroad, art works or music
  • using a peer-to-peer interview to explore student understandings about how cultural institutions, such as museums or galleries, present different cultural perspectives
  • providing opportunities for students to explore and reflect on their learning about different cultural groups through journal prompts, such as ‘One interesting thing I now know is that…’ and ‘I am still curious about…’ and ‘One way I could satisfy my curiosity would be to…’

  VCICCD012 | Capabilities | Intercultural Capability | Levels 5 and 6 | Cultural Diversity

• VCJAC149

  Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams, timelines and guided descriptions

  Elaborations

  • organising and presenting information relating to aspects of Japanese culture, for example, fashion, famous landmarks/icons or festivals, using supporting resources such as sound, visuals or graphics, and providing a structured summary, for example, ふじさん　です。高い　です。そして、ゆうめい　です。かざん　です。or さっぽろ　です。さっぽろ　は　とても　さむい　です。ゆき　が　ふります。ふゆ　に　ゆきまつり　が　あります。
  • creating a profile in digital format of a context, situation or event for a specified audience, such as a virtual tour of the school or classroom for an intending exchange student group or sister school
  • creating a class book or digital display about topics that connect with other curriculum areas and are relevant to their own lives, such as sports, environmental sustainability, transport or health
    

  VCJAC149 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCLVU173

  Understand how the language has been recorded in the past, and how this affects language building processes

  Elaborations

  • understanding how the language was recorded in the past, by whom and for what purposes
  • understanding the techniques of how the language was recorded in the past, what this means to the language and how it has affected current representation of the language
  • understanding reasons for different spellings of words within the language, for example, how sounds may have been misheard, meanings been misunderstood and other unintentional errors introduced in the documentation process of the language
  • understanding how language resources such as living speakers, recorded texts and archival information are used in the language building process
  • identifying gaps in the vocabulary of the language, considering what responses may be necessary
  • helping to build a community of learners–speakers who use the language, for example, by teaching younger members of the school community and/or classes in local primary schools

  VCLVU173 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language building

• VCADRP031

  Perform devised and scripted drama that develops narrative and uses performance styles and design elements to engage an audience

  Elaborations

  • creating narrative and tension to communicate dramatic meaning
  • exploring and applying different performance styles, and drawing on drama from other locations, cultures and times as sources of ideas in their own drama, and considering any protocols for representing community or cultural stories in performance, for example, working with the local Koorie community to create a drama about the different uses of the land on which the school is situated
  • using evaluative questions to refine drama during rehearsal, for example ‘What do you intend audiences to experience and understand from the drama?’

  VCADRP031 | The Arts | Drama | Levels 5 and 6 | Present and Perform

• VCELC143

  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 Greek 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 relayed story, for example, a story based on one of the gods of Olympus, Aesop’s fables, or a fairytale such as Τα τρία γουρουνάκια ...

  VCELC143 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCESC154

  Compare ways of communicating in particular Australian and Spanish-speaking contexts

  Elaborations

  • identifying features of observed interactions between Spanish and English speakers in specific contexts such as the classroom, the home or the shops, noticing similarities and differences
  • planning a virtual or actual visit to a school in a Spanish-language environment, deciding on strategies for successful communication, for example, how to interpret cultural information and how to be flexible in own ways of communicating
  • reflecting on instances when interactions in Spanish have felt challenging or awkward, and explaining why this might have been the case

  VCESC154 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCHIC045

  Create bilingual texts such as websites, posters, games and word banks to support their own and others’ learning

  Elaborations

  • creating bilingual learning resources for shared use in the classroom, for example, glossaries of Hindi terms that have no direct translation in English
  • creating bilingual texts for specific audiences, for example, a Big Book or interactive digital game for younger learners of Hindi
  • creating short animations in Hindi with subtitles in English
  • creating bilingual brochures or posters to promote school or community events
  • creating and performing short bilingual chants, songs or raps that move between Hindi and English

  VCHIC045 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCHPEP107

  Investigate community resources and strategies to seek help about health, safety and wellbeing

  Elaborations

  • researching health information sources and places where they can seek help
  • applying criteria to online information to assess the credibility of the information
  • creating ways to share information about local services young people can access for help, such as a blog, app or advertisement
  • discuss the resources in the local community that could assist young people when they are feeling unsafe at home or at school or during community activities

  VCHPEP107 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP108

  Plan and practise strategies to promote health, safety and wellbeing

  Elaborations

  • scripting and rehearsing how to refuse drugs they may be offered, such as medication, tobacco product or alcohol
  • comparing product labels on food items or nutritional information in recipes and suggesting ways to improve the nutritional value of meals
  • proposing and implementing opportunities to increase their physical activity levels at school and at home
  • selecting and practising appropriate responses to promote safety in different situations, including the home, water- and traffic-related situations

  VCHPEP108 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Being healthy, safe and active

• VCITU057

  Reflect on their own assumptions about the values, beliefs and cultural norms of Italians compared to their own

  Elaborations

  • explaining to others the significance of some Italian cultural practices and events such as greetings, mealtimes, school or family routines, concepts and values, recognising cultural differences in their interpretation of meaning, for example, Qual è la differenza? Capisco ma non sono d’accordo
  • noticing similarities and differences between own personal experiences and people, places, events and ideas depicted in Italian print and digital texts, and sharing responses with others
  • discussing some generalisations and stereotypes about Italian people and reflecting on their own experiences

  VCITU057 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• 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

• VCZHC040

  Create own bilingual texts such as signs, displays and posters

  Elaborations

  • producing bilingual posters to promote a healthy lifestyle, such as 健康食品
  • designing bilingual signs (characters/Pinyin/English) to post on key buildings and rooms around the school that convey short messages such as descriptions of the place or the rules in that place
  • developing strategies for using bilingual (Chinese–English and English–Chinese) dictionaries in both print and digital forms to assist with translation

  VCZHC040 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• Korean - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students engage in classroom interactions to carry out collaborative tasks, to exchange information and to express feelings and ideas related to specific contexts, personal interests and daily routines at home and school. They ask and answer questions with appropriate intonation...

  Level description | Languages | Korean | F–10 Sequence | Levels 5 and 6

• VCARC141

  Convey ideas and information on topics of interest and aspects of culture in different formats for particular audiences

  Elaborations

  • presenting information or ideas in multimodal texts for a particular audience, such as a virtual tour of the school or neighbourhood for a sister school in an Arabic-speaking community overseas
  • creating a performance or interactive display to inform younger children about the benefits of maintaining Arabic language
  • conveying information relating to significant people, places or events in Arabic-speaking communities through different text types, such as a poster for a concert, a profile of a famous Arabic-speaking actor or a digital guide to a place of interest
  • preparing and giving simple oral or visual presentations on aspects of their personal world, such as a timeline of growth and change, or family celebrations of birthdays and other special occasions, for example,

    ولدت في العراق وأتيت إلى أستراليا وعمري خمس سنوات؛ أنا مولود في أستراليا وعيد ميلادي في شهر مارس؛ ولدت في شهر أيلول؛ أحتفل بعيد ميلادي في ديسمبر؛ عيد زواج أبي وأمي في شهر آب

  • presenting key ideas relating to aspects of lifestyle in the local community, using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), compare statistics or ideas (Venn diagram), or highlight frequency (graphs)

    الرياضة ضرورية للصحة؛ المأكولات السريعة وأضرارها؛ الألعاب الإلكترونية وعدم الإختلاط بالعائلة؛ السمنة والكسل

  VCARC141 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCDEC147

  Reflect on aspects of own identity and language use, commenting on and suggesting reasons for what is similar/different and easy/difficult

  Elaborations

  • participating in a discussion in English about the impact of a school uniform on personal identity, and imagining how German students might view wearing a school uniform
  • preparing a digital ‘language passport’ documenting different stages in learning German, intercultural experiences and reflections on the impact of learning German on self and others, and considering possible reasons for perceived similarities and differences between experiences or degree of difficulty
  • evaluating own preferred learning style, identifying own strengths, and contributing to a class list of German Fachleute/Experten for others to consult for advice, in areas such as Aussprache, Technologie and Vokabeln
  • exploring the idea of stereotypes associated with languages and identity discussing how groups of people tend to think about themselves and others, and how stereotypes affect attitudes and communication and can be inaccurate
  • comparing own ways of using language with those of peers, considering how family and community shape identity and communication, for example, using more than one language, expressing feelings or celebrating in various ways
  • considering whether learning and using German impacts on identity either in or out of the classroom

  VCDEC147 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCDSTC036

  Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene

  Elaborations

  • using the Australian Guide to Healthy Eating food model and government-endorsed food policies to plan food choices
  • describing and using safety guidelines for food storage and preparation at home and school, for example, use and care of chopping boards, methods of preparing and storing fruits and vegetables to ensure optimum quality and nutrient content, identifying food safety considerations when bring lunches from home to school
  • experimenting with tools, equipment, combining ingredients and techniques to create food products or meals for selected groups for healthy eating taking into consideration environmental impacts and nutritional benefits
  • considering traditional and contemporary methods of food preparation used in a variety of cultures, including Aboriginal and Torres Strait Islander methods
  • identifying work practices that show an understanding of nutrition, environmental considerations, hygiene and food safety when creating a food product, for example, washing fruit and vegetables carefully to remove residues, safe disposal of cooking oils to avoid environmental damage, refrigerated storage of highly perishable foods

  VCDSTC036 | Technologies | Design and Technologies | Levels 5 and 6 | Technologies Contexts | Food specialisations

• VCESC146

  Collaborate with peers to plan and conduct different elements of shared tasks, transactions or activities

  Elaborations

  • collaborating with peers to organise class or school activities by taking responsibility for different elements, such as creating schedules, posters or programs or organising fundraising activities, using expressions related to place, time and numbers, for example,¿Qué día es hoy? ¿Dónde? ¿Cuándo? ¿A qué hora?)
  • developing interview questions to ask a Spanish-speaking guest, for example, ¿De dónde es? ¿A qué se dedica? ¿Cuándo llegó?
  • participating in real or imagined transactions that involve requesting information, considering options, buying and selling, for example, ¿Cuánto cuesta? ¿Qué colores tienen? ¿Tienen descuento? ¡Qué caro! ¡Qué chollo!
  • creating digital displays, presentations or performances for family, friends or school community to showcase their progress in learning and using Spanish
  • making simple recipes such as macedonia or churros, using appropriate language features and text structures such as imperative verb forms (añade, corta, remueve, amasa) and vocabulary for ingredients and quantities (un kilo, 300 gramos, la harina; fruta; mantequilla, un poco de...)

  VCESC146 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCFRC038

  Participate in guided tasks such as organising displays, developing projects or budgeting for events

  Elaborations

  • designing and completing collaborative projects such as building a model of the place du marché in a French village or designing an environmentally friendly cour de récréation, and composing spoken, written or digital instructions and specifications, using, for example, devant, à côté de, 500 mètres, trois étages
  • planning and organising activities such as outings or performances, using expressions related to place, time and numbers, for example, quelle date? où? quand? à quelle heure? combien de…?
  • budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and values, and discussing intended purchases, for example, je vais acheter…, j’espère trouver…qu’est-ce que tu cherches?
  • creating displays, presentations or performances for family, friends or school community to showcase their progress in learning and using French
  • allocating roles and organising class or school activities such as an appeal or fundraiser, creating timelines, schedules or programs

  VCFRC038 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising