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• VCEBB006

  Identify the reasons businesses exist and investigate the different ways they produce and distribute goods and services

  Elaborations

  • identifying why businesses exist and investigating the different ways that goods and services are produced, for example, hand-crafted, large and small scale businesses, and distributed, for example, through shopping centres, local markets, online, small independent stores, remote community stores
  • explaining the difference between not-for-profit and for-profit businesses
  • identifying different industry sectors, such as agriculture, information, tourism, telecommunications, and discussing what they produce or provide

  VCEBB006 | The Humanities | Economics and Business | Levels 5 and 6 | The Business Environment

• VCEBC005

  Consider the effect that the consumer and financial decisions of individuals may have on themselves, their family, the broader community and the natural, economic and business environment

  Elaborations

  • exploring how a decision to buy an item affects the family, for example, ‘Did the family have to put off buying another item to have this one?’ or 'Does what my family buys in the supermarket affect what businesses might sell or produce?'
  • explaining the benefits to themselves and their family of having savings and/or a strategy for saving
  • investigating whether buying at the local supermarket helps the local community
  • considering if their actions have an effect on the environment, for example, does choosing to use recycling shopping bags have an effect on the natural environment?

  VCEBC005 | The Humanities | Economics and Business | Levels 5 and 6 | Consumer and Financial Literacy

• VCEBC004

  Identify influences on consumer choices and explore strategies that can be used to help make informed personal consumer and financial choices

  Elaborations

  • identifying examples of goods and services purchased and listing and explaining the factors that influenced their decision, for example, price, fashion, peer pressure, advertising, taste
  • identifying the variety of selling and advertising strategies used by businesses, for example, television and internet advertising and email promotions
  • exploring the strategies that can be used when making consumer and financial decisions, for example, comparing prices, keeping a record of money spent, saving for the future

  VCEBC004 | The Humanities | Economics and Business | Levels 5 and 6 | Consumer and Financial Literacy

• VCEBE010

  Make decisions, identify appropriate actions by considering the advantages and disadvantages, and form conclusions concerning an economics or business issue or event

  Elaborations

  • weighing up options involved in a decision, for example, purchasing a phone by comparing the advantages and disadvantages of each available option
  • making an individual purchasing decision based on an analysis of the trade-offs involved
  • identifying the effect of consumers purchasing items from a range of sources on local businesses, for example, ‘What is the effect on the local shopping centre if consumers purchase more goods online rather than in local shops?’
  • taking action to share their findings with audiences beyond the classroom, such as presenting at a school assembly, writing a letter to the editor of the local newspaper or their local member of parliament

  VCEBE010 | The Humanities | Economics and Business | Levels 5 and 6 | Economic and Business Reasoning and Interpretation

• VCEBN009

  Investigate the nature and explain the importance of enterprising behaviours and capabilities

  Elaborations

  • investigating behaviours that are considered enterprising and why, for example, taking initiative in classroom activities to help propose actions to economics or business issues or events
  • brainstorming the reasons why enterprising behaviours and capabilities are important for individuals and businesses
  • using a mindmap to plan how they might use their enterprising behaviours and capabilities in classroom or school activities
  • developing an innovative response when faced with a challenge or problem
  • practising a range of enterprising behaviours in setting up a class activity, for example, the class running a lunchtime disco to raise money for their school

  VCEBN009 | The Humanities | Economics and Business | Levels 5 and 6 | Enterprising Behaviours and Capabilities

• VCEBR003

  Identify types of resources (natural, human, capital) and explore the ways societies use them in order to satisfy the needs and wants of present and future generations

  Elaborations

  • brainstorming resources that are used in their school and categorising them as natural (water, coal, oil), human (workers, business owners, designing, making, thinking) and capital (tools, machines, technologies)
  • listing the needs and wants of a local community and exploring the ways resources are allocated to meet these needs and wants

  VCEBR003 | The Humanities | Economics and Business | Levels 5 and 6 | Resource Allocation and Making Choices

• VCEBR001

  Describe the difference between needs and wants and explain why choices need to be made

  Elaborations

  • listing all the items individuals would like to have and categorising these items as a need or a want
  • explaining why individuals cannot have all the items they want and therefore must make a choice (scarcity)
  • discussing whether one person’s need is another person’s need or want

  VCEBR001 | The Humanities | Economics and Business | Levels 5 and 6 | Resource Allocation and Making Choices

• VCEBR002

  Explore the concept of opportunity cost and explain how it involves choices about the alternative use of limited resources and the need to consider trade-offs

  Elaborations

  • explaining why when one choice is made about how to use a resource, the next best alternative is not available (trade-off). For example, if a student chooses to spend their time (resource) riding their bike after school, they cannot go for a swim (trade-off)

  VCEBR002 | The Humanities | Economics and Business | Levels 5 and 6 | Resource Allocation and Making Choices

• VCEBW007

  Explore the nature and meaning of work and why individuals choose to participate in work

  Elaborations

  • exploring types of work, for example, full-time, part-time, casual, paid, unpaid, volunteer
  • investigating the reasons people work, for example, by conducting a class survey of parents’ and/or friends’ reasons for working

  VCEBW007 | The Humanities | Economics and Business | Levels 5 and 6 | Work and Work Futures

• VCEBW008

  Investigate the influences on the ways people work and explore factors affecting work now and into the future

  Elaborations

  • investigating the effect factors such as online shopping, technological change or outsourcing of labour, have on the way work is conducted
  • mapping the trend of the ageing population and predicting possible future effects on the workforce
  • exploring changing societal values on work and the work environment such as work-life balance and working from home

  VCEBW008 | The Humanities | Economics and Business | Levels 5 and 6 | Work and Work Futures

• VCECD012

  Explore the significance of ‘means versus ends’ by considering two ways to act when presented with a problem: one that privileges means and one ends

  Elaborations

  • investigating a choice such as posting an image of a friend and justifying why someone should or should not post the image, in terms of means and ends
  • responding to a range of ethical dilemmas and comparing responses that focus on means (where the most important consideration is the action itself, such as being honest regardless of the consequences) and responses that focus on ends (where the most important consideration is the likely outcome, such as making someone happy even if it means lying to them)
  • analysing the position 'the end justifies the means' and the tension between means and ends in different contexts, for example, experimentation on people or other animals, the collection and use of data, making consumer decisions, selecting/training teams in sport or making civic decisions such as removing homeless people from areas during an event

  VCECD012 | Capabilities | Ethical Capability | Levels 5 and 6 | Decision Making and Actions

• VCECD013

  Discuss the role and significance of conscience and reasoning in ethical decision-making

  Elaborations

  • defining conscience and discussing examples where conscience could influence reasoning and decision-making, such as when faced with an opportunity to gain by doing the wrong thing, with little likelihood of getting caught, for example acknowledging the use of someone else’s ideas, tampering with evidence or data, or accessing internet content without paying

  VCECD013 | Capabilities | Ethical Capability | Levels 5 and 6 | Decision Making and Actions

• VCECU009

  Examine the contested meaning of concepts including truth and happiness and the extent to which these concepts are and should be valued

  Elaborations

  • using ethical dilemmas, as a prompt for exploring whether it is ever desirable to lie, for example, lying to protect a friend from getting into trouble, to stop someone’s feelings being hurt, or about an injury in order to get picked for a team
  • asking a range of people what their views on happiness are, how important it is and what is necessary for happiness
  • investigating whether everyone should have the right to be happy and if so, whether this is possible, using as stimulus issues of treatment of prisoners or bullies, or how much the wealthy should help the poor or the strong the weak

  VCECU009 | Capabilities | Ethical Capability | Levels 5 and 6 | Understanding Concepts

• VCECU010

  Discuss how ethical principles can be used as the basis for action, considering the influence of cultural norms, religion, world views and philosophical thought on these principles

  Elaborations

  • investigating some common ethical principles, for example, ‘always treat people as ends not means’ (philosopher Immanuel Kant), and ‘actions are right in proportion to whether they promote happiness’ (philosopher John Stuart Mill), and comparing how they might be applied to a particular situation, for example, whether to participate in a fund raising event.
  • examining basic tenets of major world religions and non-religious worldviews and how they form the basis of a particular principle/s, such as ‘treat others as you would want to be treated’ (the Golden Rule)
  • investigating differing cultural norms concerning the importance of the individual relative to the family or wider community and how this may influence views on loyalty, obligation and responsibility and in turn views on guiding ethical principles

  VCECU010 | Capabilities | Ethical Capability | Levels 5 and 6 | Understanding Concepts

• VCECU011

  Examine how problems may contain more than one ethical issue

  Elaborations

  • exploring the nature of an ethical dilemma in which there is a choice to be made between at least two options, none of which gives an ethically acceptable result, for example, choosing who to put in a lifeboat when there are limited places, or whether someone should tell the shop owner that they their friend is shop-stealing expensive medicine for their poverty stricken mother, or, whether to stop and help someone and miss an entrance exam, or whether to quit a sport team in a small town knowing that then there will not be enough players and the team will fold
  • investigating a problem such as responding to a natural disaster and identifying the ethical issues involved immediately and into the future
  • researching an historical example such as Batman’s 'treaty' and its validity, identifying the different ethical issues involved and from whose point of view

  VCECU011 | Capabilities | Ethical Capability | Levels 5 and 6 | Understanding Concepts

• VCELA362

  Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English

  Elaborations

  • recognising that there are more than 150 Aboriginal languages and two Torres Strait Islander languages and that they relate to geographic areas in Australia
  • recognising that all languages and dialects are of equal value, although we use different ones in different contexts, for example the use of Standard Australian English, Aboriginal English and forms of Creole used by some Torres Strait Islander groups and some of Australia’s near neighbours

  VCELA362 | Curriculum content | English | Level 6 | Speaking and Listening | Language

• VCELA339

  Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects

  Elaborations

  • exploring a range of everyday, community, literary and informative texts discussing elements of text structure and language features and comparing the overall structure and effect of authors’ choices in two or more texts
  • examining different works by an author who specialises in humour or pathos to identify strategies such as exaggeration and character embarrassment to amuse and to offer insights into characters’ feelings, so building empathy with their points of view and concern for their welfare

  VCELA339 | Curriculum content | English | Level 6 | Reading and Viewing | Language

• VCELA348

  Understand that cohesive links can be made in texts by omitting or replacing words

  Elaborations

  • noting how writers often substitute a general word for a more specific word already mentioned, thus creating a cohesive link between the words (for example, ‘Look at those apples. Can I take these big ones?’, where ‘ones’ substitutes for ‘apples’)
  • noting how writers often substitute a general word for a more specific word already mentioned, thus creating a cohesive link between the words (for example 'Look at those apples. Can I have one?')
  • recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms
  • observing how relationships between concepts can be represented visually through similarity, contrast, juxtaposition, repetition, class-subclass diagrams, part-whole diagrams, cause-and-effect figures, visual continuities and discontinuities

  VCELA348 | Curriculum content | English | Level 6 | Writing | Language

• VCELA354

  Understand how to use banks of known words, word origins, base words, prefixes, suffixes, spelling patterns and generalisations to spell new words, including technical words and words adopted from other languages

  Elaborations

  • adopting a range of spelling strategies to recall and attempt to spell new words
  • using a dictionary to correct own spelling

  VCELA354 | Curriculum content | English | Level 6 | Writing | Language

• VCELA340

  Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts

  Elaborations

  • observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams, and the flow of images in picture books
  • observing how concepts, information and relationships can be represented visually through such images as tables, maps, graphs, diagrams, and icons

  VCELA340 | Curriculum content | English | Level 6 | Reading and Viewing | Language