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• VCHPEP149

  Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities

  Elaborations

  • creating and evaluating visual and multimodal health campaigns in print-based and digital environments to promote health and wellbeing in their community
  • developing and implementing proposals to enhance the wellbeing of staff and students in the school
  • investigating community-action initiatives young people have instigated that have had a positive influence on the health and wellbeing of their communities
  • preparing, delivering and critiquing a class presentation to the community, for example, a presentation to parents on tips for serving and eating food that has been prepared sustainably

  VCHPEP149 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEP143

  Examine the impact of changes and transitions on relationships

  Elaborations

  • practising skills to deal with challenging or unsafe situations, such as refusal skills, communicating choices, expressing opinions and initiating contingency plans
  • asserting their stance on a situation, dilemma or decision by expressing thoughts, opinions and beliefs that acknowledge the feelings of others'
  • assessing behavioural expectations in different relationships and social situations, and examining how these expectations can influence decisions and actions

  VCHPEP143 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP142

  Evaluate factors that shape identities, and analyse how individuals impact the identities of others

  Elaborations

  • analysing how societal norms, stereotypes and expectations influence the way young people think about their bodies, food, physical activity, sexual health, drugs and/or risk-taking behaviours
  • examining how diversity and gender are represented in the media and communities, and investigating the influence these representations have on identities
  • analysing the role of family, friends and community in supporting an individual’s identities, and proposing strategies to enhance their own and others’ wellbeing
  • investigating how cultural beliefs and practices surrounding transitions to adulthood differ between cultures

  VCHPEP142 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Being healthy, safe and active

• VCICCB018

  Analyse the ways in which intercultural relationships and experiences have contributed to the development of attitudes, beliefs and behaviours, and how they are manifested in various contexts

  Elaborations

  • using a range of scenarios to hold a student-led discussion about factors that may impact intercultural experiences, for example, welcoming visitors to your home, international adoption, or international aide relations between countries
  • comparing the underpinning assumptions of different national migration policies, for example, by contrasting the White Australia Policy with multicultural policy settings
  • exploring whether there are similarities in the experiences of successive waves of migrants to Australia
  • unpacking the different perspectives cultural groups may hold, for example, the contested usage of ‘Australian/UnAustralian’
  • using episodes of a television show to explore differences in attitudes, such as the SBS show ‘Go Back To Where You Came From’

  VCICCB018 | Capabilities | Intercultural Capability | Levels 9 and 10 | Cultural Practices

• VCICCB017

  Analyse the complex and dynamic interrelationships between and within cultures in a range of contexts and the impact of these interrelationships on their own and others cultural practices

  Elaborations

  • discussing how student’s own expression of cultural practices may be complicated, for example, individuals may share the same nationality but have parents with different cultural heritages and/or linguistic backgrounds
  • analysing multifaceted and complex cultural practices, for example, how religion intersects with and diverges from culture or cultural practices
  • analysing and describing how culture and language use are interrelated and reflect and shape relationships, practices and attitudes between and within cultural communities
  • investigating the context and significant factors that contribute to a current global issue that includes an intercultural dimension, such as people movement, and prompt students to propose actions that may help improve or alleviate contributing factors

  VCICCB017 | Capabilities | Intercultural Capability | Levels 9 and 10 | Cultural Practices

• VCICCD020

  Analyse the components of a cohesive society, and the challenges, benefits and consequences of maintaining or failing to maintain that cohesion

  Elaborations

  • investigating the role of institutions and organisations that aim to promote a cohesive society, for example, the Islamic Museum of Australia, the Chinese Museum, the Special Broadcasting Service (SBS), or the Victorian Multicultural Commission
  • exploring examples of intolerance or prejudice presented in the media, and analysing its impacts
  • undertaking a search to identify positive media coverage and exploring how positive representations can strengthen social cohesion, such as the #illridewithyou social media campaign
  • researching the rationale for organisations that aims to recruit from diverse cultural groups, such as the police force and sporting groups
  • following a social issue in the media with an intercultural element and compiling a journal of articles that show a range of different perspectives on the issue, and identifying both positive and negative components, and how these impact on people’s perceptions

  VCICCD020 | Capabilities | Intercultural Capability | Levels 9 and 10 | Cultural Diversity

• VCICCD019

  Identify and analyse the challenges and benefits of living and working in an interconnected and culturally diverse world

  Elaborations

  • creating a portfolio of job advertisements that seek to recruit candidates that can speak a second language or for overseas positions, for example, from the Australian Volunteers for International Development website, and prompt students to identify complementary intercultural skills necessary for these roles
  • evaluating how cross-cultural or intercultural events may help to foster inclusiveness or contribute to division, for example, meetings of the United Nations, international sporting events or trade deals, and relationships between developed and developing nations
  • holding a student-led discussion exploring a complex intercultural topic, such as food security or an international diplomatic issue, and identify the key issues or events and the people and perspectives involved
  • comparing or tracking changing information on the Australian Government’s Smart Traveller website in response to a significant real-time event, such as the Zika virus outbreak or a volcanic eruption
  • exploring the aims of UNESCO, and investigate and discuss the notion of World Heritage Sites, such as the criteria used to confer the status

  VCICCD019 | Capabilities | Intercultural Capability | Levels 9 and 10 | Cultural Diversity

• VCIDC069

  Build relationships by sharing personal opinions, memories and feelings about aspects of childhood, teenage life and aspirations

  Elaborations

  • corresponding with peers such as by using telephone/video calls, SMS or social media to build relationships and share views on aspects of teenage life such as friends, responsibilities, interests, aspirations and topical issues
  • creating an autobiographical account to share with others describing key milestones in own life, for example, a significant birthday, an overseas trip, a religious ceremony, a sporting event, music accreditation, getting a learner’s permit
  • sending (digital) greeting cards or messages to express feelings or attitudes towards people, events and interests, for example, expressing regret, sympathy, dissatisfaction, admiration or gratitude
  • participating in exchanges, using strategies to initiate and sustain interactions, such as showing agreement or surprise, or asking for clarification or confirmation, for example, Boleh saya bertanya…?, Apa maksudmu?, Maaf?, Oh, begitu

  VCIDC069 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCIDC106

  Engage with texts to locate information and infer meaning, state opinions on information obtained and present it in new forms

  Elaborations

  • locating specific ideas and information about youth and environmental issues or ideas related to geography, history, health or science in texts such as advertisements, video clips, job vacancies, reports, magazine articles, reviews and graffiti, and presenting ideas and information to others
  • listening to texts such as advertisements, announcements, interviews and conversations to gather details and use these in own texts, for example, inviting a friend to an event based on a radio advertisement or creating a profile based on an interview with a celebrity
  • researching aspects of Indonesian society, history and culture (for example, religious beliefs and practices such as naik haji, Idul Fitri or ogah-ogah parade; sports such as bulu tangkis, pencak silat or lompat batu; or prominent historical figures such as Kartini or Sukarno) by gathering information from texts and exchanges with Indonesian peers and adults
  • critically analysing texts such as commercials, websites and brochures that show different representations of Indonesian culture, and reflecting on key messages, for example, mari kita, kita semua, kesatuan, masyarakat, gotong-royong, beraneka macam, Nusantara, keluarga besar, kerja sama

  VCIDC106 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCIDC104

  Interact with others to make decisions and solve problems when making plans or obtaining goods or services

  Elaborations

  • arranging social events by planning, negotiating and deciding with peers, and creating associated texts such as invitations and posters, for example, planning a class party, an Indonesian meal or activities for languages week
  • planning and completing tasks involving authentic or simulated transactions, such as planning a holiday, purchasing goods, making a recipe, or texting a friend to send photos of a recent event
  • participating in scenarios related to travelling or living in Indonesia, for example, living with a host family, seeking medical treatment, purchasing souvenirs or using transport
  • applying for services or opportunities such as such as student exchange programs, scholarships or fundraising, explaining reasons for doing so

  VCIDC104 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCIDC078

  Make choices while using Indonesian, recognising own assumptions and taking responsibility for modifying language for different cultural perspectives

  Elaborations

  • reflecting on how own language use might be perceived by Indonesian speakers and making adjustments, such as being self-effacing rather than boastful (Kalau saya tidak salah); being indirect such as, terserahlah and lain kali, ya; using passive rather than active construction such as Silahkan diminum tehnya; and avoiding negative expressions, for example, kalau kurang jelas…
  • noticing tensions and gains that might arise during interactions and considering how to respond appropriately, for example, knowing that Indonesians like to please and therefore may give an inaccurate answer rather than show lack of knowledge, or recognising the importance of waiting until invited to drink or eat
  • interacting with Indonesian peers, considering how to engage with or respond to topics that may not be commonly discussed in Australia , such as involvement in religion, for example, berpuasa, naik haji or matters such as menstruation
  • sharing reactions to intercultural experiences and building on comments in discussions with peers, for example, Saya setuju dengan….; sama sekali tidak senang….; kejadian itu kurang enak…; Pengalaman ini membuka mata saya…

  VCIDC078 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCIDC072

  Investigate, synthesise and evaluate information from a range of perspectives in relation to topical issues and concepts from a range of learning areas

  Elaborations

  • comparing and evaluating a range of perspectives on topics such as sport, health, music and religion, and considering why people may hold different perspectives
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers, and the generation gap, and cultural practices such as marriage or rites of passage, using persuasive or evaluative language, for example, Saya percaya…, Ini pasti berguna bagi…, mau tidak mau…
  • investigating aspects of Indonesian culture to choose a particular course of action, for example, determining a suitable placement for an Indonesian exchange student, a suitable menu for a group of Indonesian visitors, or an appropriate time of year to visit Indonesia
  • distinguishing between fact and opinion in texts such as articles and reports, and using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • researching a concept or issue, including those drawn from other learning areas such as art, history, science, geography or health
  • identifying and evaluating ways in which values shape content and language in texts such as announcements, surveys, interviews, documentaries, recipes, advertisements, web pages or magazines
  • listening to, viewing and reading texts such as interviews, documentaries and speeches to obtain and synthesise information and use it in new forms, for example, creating a profile of a famous person from an interview

  VCIDC072 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCIDC113

  Interact with others, monitoring how identity influences intercultural exchange, and reflect on own identity and the diversity of Indonesian identities

  Elaborations

  • analysing language choices and gestures used by Indonesian speakers and considering whether or not and how to use these in own communication, for example, using Muslim prayer times to refer to times of the day such as waktu subuh (at dawn), waktu maghrib (at sunset)
  • reflecting on choices made to reveal or conceal aspects of identity when interacting with different people across cultures (for example, Ibu dan bapak saya sudah bercerai, Ini adik tiri saya, saya tidak beragama)
  • gathering examples of language/s used by various people in different contexts, including the range of languages spoken by Indonesians, and discussing how the examples reveal aspects of identity
  • monitoring own language use and identity across a range of intercultural interactions, such as by using a blog or journal, and considering own views about being a learner and user of Indonesian

  VCIDC113 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCIDC110

  Translate informative and imaginative texts from Indonesian to English and vice versa, comparing own interpretations with others and discussing what differs and why

  Elaborations

  • translating texts such as signs, announcements, notices, songs, advertisements, or extracts from stories and films, and then comparing own translation with peers’, discussing differences between versions and considering reasons for these
  • analysing texts for culture-specific terms and expressions (for example, masuk angin, kerok, nasi sudah menjadi bubur) and considering how best to represent these in another language
  • analysing a familiar text in its translated form (for example, a nursery rhyme, children’s story, advertisement or web page translated into Indonesian), noticing what has or has not been effectively translated, and considering what the challenges are and how the text could be improved
  • finding ways to represent culture-specific expressions — for example, geography (‘suburb’, RW/RT, tanah air), food (‘wheat/dairy free’, halal, gurih), and values (‘equality’, gotong royong) — such as by adding a brief description or explanation, for example, ‘pendopo, a kind of outdoor meeting area or pavilion’
  • using print dictionaries and electronic translators to support the translation process, including doing ‘back translations’, noticing when a word or expression does or does not translate readily and considering why

  VCIDC110 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCIDC105

  Contribute to structured discussions and tasks by asking and responding to questions, clarifying understanding and expressing agreement or disagreement

  Elaborations

  • contributing to collaborative interactions such as creating a newsletter, setting up a display or hosting an event, negotiating roles and responsibilities
  • interacting in class routines by apologising, clarifying, requesting and advising, for example, maaf, saya belum mengerjakan PR, tanggal berapa tes?, Apa maksud Ibu?, Harap pelan-pelan, lebih baik kalau…, hati-hati ya
  • participating in class discussions (for example, mengapa kamu pikir begitu?, saya rasa, menurut pendapat saya, kalau saya tidak salah) and making connections with contributions from others, for example, saya setuju dengan….karena…, Pengalaman saya juga begitu…

  VCIDC105 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCIDC108

  Respond to aspects of imaginative texts such as character, ideas, events and setting by expressing reactions and opinions, and by modifying aspects

  Elaborations

  • listening to, reading and viewing songs, stories, television programs and films with subtitles, and responding by expressing views, for example, saya rasa, yang sangat menakutkan…
  • responding to texts by modifying key aspects, for example, creating a new scene, continuing the story, acting out a scene, or re-creating a video clip using parody
  • comparing and contrasting different creative forms such as pantun, wayang orang/kulit/golek, ketoprak or sinetron, and considering how ideas and cultural values are represented, for example, Semar bersifat cerdas
  • reading stories such as folktales and discussing ideas and values conveyed (for example, attitudes towards greed, jealousy or loyalty), and considering how these relate to contemporary society and own culture

  VCIDC108 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCIDC070

  Take responsibility by initiating interactions, solving problems and encouraging others to act

  Elaborations

  • negotiating arrangements, weighing up alternatives and reaching shared decisions, for example, Sudah ada acara besok malam?, Bagaimana kalau kita ke…, Lebih baik naik…atau…?, Kamu pilih yang mana?
  • solving problems by discussing ideas, suggesting a range of options, making concessions or finding ways to attain agreement/consensus, for example, Menurut pendapat saya…, Tentu lebih baik kalau…, Sesudah dipikirkan dengan serius…, Dilihat baik buruknya…
  • transacting for goods and services, including persuading someone to sell them something or change an item (for example, Silakan lihat-lihat saja, Coba dulu) and evaluating quality, for example, harganya tidak mahal tapi mutunya tinggi
  • participating in real and simulated transactions and considering ethical and/or competitive dimensions, for example, bargaining over the price of a watch, the service of a pembantu, or the price of a bride in Dayak communities

  VCIDC070 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCIDC076

  Translate a range of informative, literary and personal texts, comparing interpretations and explaining how cultural perspectives and concepts have been represented

  Elaborations

  • translating short texts and excerpts from a range of informative and literary texts, and reflecting on aspects of culture embedded in idiomatic language and proverbs, for example, proverbs such as lain ladang lain belalang, Tak kan lari gunung dikejar or sayings such as ‘It’s raining cats and dogs’, ‘as tough as nails’
  • choosing how to best represent cultural concepts and expressions, for example, ‘best friend’ (teman baik), ‘better late than never’ (biar lambat asal selamat), ‘home sweet home’ (kampung halaman/tanah air), and those for special occasions such as Maaf lahir batin, panjang umurnya
  • translating signs and symbols such as public signs and emoticons, for example, ^_^ (senang), >^< (marah), O.O (heran)

  VCIDC076 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCIDC074

  Engage with a variety of imaginative texts, analysing ideas and values, discussing responses and altering key aspects

  Elaborations

  • listening to, viewing and reading a range of texts such as video clips, computer games, comics, television drama or game shows, and expressing personal opinions about key aspects, for example, pada pendapat saya cerita ini…, saya lebih suka/kurang suka tema fantasi, karakter utamanya menarik sekali
  • reading texts such as extracts from a biography or diary for enjoyment and to gain insights into other people’s experiences and perspectives
  • modifying existing texts, for example, creating an alternative ending, introducing a new character, changing the setting or adding a major event, or providing a video clip to accompany and reinforce the meaning expressed in song lyrics
  • creating texts to parody existing texts and to explore a range of genres, for example, re-creating a music clip or advertisement
  • analysing language and techniques used in contemporary drama, television programs, poetry and film, such as hyperbole, imagery, humour, music and camera angles, for example, adegan, plesetan
  • identifying and responding to key messages and values in traditional texts such as dongeng, wayang and pantun, and considering their relevance in modern times
  • re-creating texts such as fairy tales, legends or myths from a different cultural perspective
  • discussing how texts such as films, plays and songs convey social issues (such as conflict in relationships or poverty) and values such as piety and humility

  VCIDC074 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCIDC103

  Share personal opinions and experiences with peers, comparing aspects of teenage life such as relationships, events and aspirations

  Elaborations

  • interacting with peers to share experiences of and opinions about teenage life, such as responsibilities, relationships and aspirations, for example, Tugas saya mencuci piring setiap malam; saya dilarang ke luar sesudah jam sepuluh malam, kami cuma makan makanan yang halal
  • exchanging with peers aspects of own identity and personal world, for example, describing significant events such as a recent party, childhood holidays, school highlights, influential figures or milestones
  • developing relationships with peers by exchanging views and expressing empathy and well-wishes, for example, describing views of particular people or events (Yang paling disukai…), wishing others well (harap segera sembuh, semoga sukses) and experimenting with informal language where appropriate, for example, cowok itu cakep banget
  • debating issues and discussing personal views on topics such as education, relationships, environment, sustainability, employment, self-image, health and music, for example, Pada pendapat saya…; Dari pihak saya; saya kurang setuju karena…; Walaupun demikian…
  • participating in conversations, using strategies to sustain interactions, such as asking for repetition, clarification or confirmation (for example, Bisa diulang Bu?, Saya kurang mengerti), and inviting further exchange, for example, Bagaimana pendapatmu terhadap…?

  VCIDC103 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising