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• VCPSCSO050

  Evaluate own and others contribution to group tasks, critiquing roles including leadership and provide useful feedback to peers, evaluate task achievement and make recommendations for improvements in relation to team goals

  Elaborations

  • assessing the overall success of completion of a task by a group
  • describing and reflecting on the relative contribution of individual group members to the overall completion of a task and provide feedback to peers
  • relating group success to the clarity of roles each member has and develop strategies to ensure future role division aligns with the demands of tasks and skill sets of group members
  • suggesting improvements to the process of working in teams, by reflecting on a specific experience

  VCPSCSO050 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Collaboration

• VCPSCSO049

  Investigate personal, social and cultural factors that influence the ability to experience positive and respectful relationships and explore the rights and responsibilities of individuals in relationships

  Elaborations

  • imagining the effect that saying ‘no’ to a request would have on a relationship and how personal, social and cultural factors could influence the outcome
  • using a range of scenarios students develop a list of rights and responsibilities to support respectful relationships
  • outlining how questions such as ‘How does that make you feel?’ or statements such as ‘that must be hard’ can foster respectful relationships

  VCPSCSO049 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Relationships and diversity

• VCPSCSO047

  Analyse how divergent values and beliefs contribute to different perspectives on social issues

  Elaborations

  • reading letters to the editor on a particular issue and summarising the different perspectives presented
  • exploring links between personal values and perspectives on social issues such as homelessness in major cities, asylum seekers or the celebration of Indigenous Australian heritage
  • exploring a social issue, such as homelessness, and articulating a range of views and possible reasons for differences

  VCPSCSO047 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Relationships and diversity

• VCRAC103

  Share personal opinions and experiences with peers, comparing aspects of teenage life

  Elaborations

  • interacting with peers to share experiences of and opinions about teenage life, such as responsibilities, relationships and aspirations
  • 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, wishing others well, and experimenting with informal language where appropriate
  • debating issues and discussing personal views on topics such as education, relationships, environment, sustainability, employment, self-image, health and music
  • participating in conversations, using strategies to sustain interactions, such as asking for repetition, clarification or confirmation, and inviting further exchange

  VCRAC103 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAC111

  Create bilingual texts for the wider community, such as notices and instructions, promotional material, performances and announcements

  Elaborations

  • interacting with peers (such as in shared digital spaces), to create bilingual texts about particular topics or issues
  • composing and presenting a performance in the language for members of the school community, for example, a play or song, and adding English captions or narration
  • creating bilingual texts to inform others in the local community, for example, a poster to announce a lunchtime concert, or a fundraising food stall, or a display for a local venue such as a library or gallery
  • creating bilingual texts to convey information and instructions to others, for example, a car park ticket, a health brochure/announcement, or instructions for a computer game

  VCRAC111 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCRAC072

  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
  • investigating aspects of the culture/s studied to choose a particular course of action, for example, determining a suitable placement for an exchange student, a suitable menu for a group of visitors who speak the language or an appropriate time of year to visit a region where the language is spoken
  • 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 curriculum areas
  • 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

  VCRAC072 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCRAC074

  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
  • 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
  • identifying and responding to key messages and values in traditional texts 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

  VCRAC074 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCRAC108

  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
  • 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, and considering how ideas and cultural values are represented
  • 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

  VCRAC108 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCRAC078

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

  Elaborations

  • reflecting on how own language use might be perceived by speakers of the language and making adjustments such as using appropriate forms of politeness
  • noticing tensions that might arise during interactions and considering how to respond appropriately
  • interacting with peers, considering how to engage with or respond to topics that may not be commonly discussed in Australia
  • sharing reactions to intercultural experiences and building on comments in discussions with peers

  VCRAC078 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCRAC105

  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, participating in class discussions and making connections with contributions from others

  VCRAC105 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAC073

  Construct and present a range of texts (such as presentations, reports and reviews) related to social issues and topics of interest

  Elaborations

  • creating informative and persuasive texts such as posters, brochures and web pages, for example, a brochure promoting a holiday destination, a poster for a doctor’s surgery encouraging healthy eating, a web page reviewing new music releases
  • giving presentations presenting different perspectives on an issue, for example, discussing mainstream medical treatments and alternatives
  • presenting information on topics such as part-time work, balancing study and leisure, or recycling to conserve resources, explaining and justifying opinions
  • writing persuasive texts such as blogs, tweets and posts to persuade or convince others

  VCRAC073 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCRAC109

  Create a variety of texts to express imaginary people, places and experiences, drawing on aspects of personal and social world

  Elaborations

  • composing own texts such as film posters, comics or short stories with imaginary people, places or experiences, for example, setting a story in the past or future, creating a new species, space travel, inventing a superhero, detective or alter ego
  • creating a range of texts to entertain others, such as songs and video clips, skits, graphic stories, children’s books and cartoons
  • composing, performing and recording creative works, including experimenting with new forms, such as a culturally appropriate performance depicting a recent event, a rap song about a celebrity or famous person or a talent/game show

  VCRAC109 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCRAC069

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

  Elaborations

  • corresponding with peers by using, for example, 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 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

  VCRAC069 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAC077

  Create parallel texts in the language and in English for a range of purposes and audiences, for the wider community

  Elaborations

  • creating bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations, the Melbourne Cup
  • providing captions or commentaries to accompany texts in the language such as song lyrics, video clips and film extracts, for parents and members of the school community
  • producing public texts such as signs, notices and posters in both the language and English, for the school and wider community, and reflecting on the process of working in both languages

  VCRAC077 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCRAC104

  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, a 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 overseas, for example, living with a host family, seeking medical treatment, purchasing souvenirs or using transport
  • applying for services or opportunities such as student exchange programs, scholarships or fundraising, and explaining reasons for doing so

  VCRAC104 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAC076

  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 in both the language and English such as 'The early bird catches the worm' or sayings such as ‘it’s raining cats and dogs’, or ‘as tough as nails’
  • choosing how to best represent cultural concepts and expressions for example, ‘best friend’, ‘better late than never’, ‘home sweet home’
  • translating signs and symbols such as public signs and emoticons

  VCRAC076 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCRAC071

  Engage in language learning tasks and experiences through discussion, justifying opinions and reflecting on own language learning

  Elaborations

  • interacting in class activities such as games or events, by taking turns, expressing agreement/disagreement or giving encouragement/praise or critique
  • participating in discussions using the language to express opinions
  • discussing language and language learning using metalanguage

  VCRAC071 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAC079

  Engage in intercultural experiences, reflecting on how aspects of identity such as ethnicity and religion influence language use and understanding of the experience

  Elaborations

  • sharing personal information with peers, in conversations and correspondence, choosing which aspects of own identity to convey and noticing how language use may reflect aspects of identity such as family background and religion
  • analysing how own cultural norms impact on interpretations of texts, for example, noticing reactions to an article about cultural practices such as wedding ceremonies
  • reflecting on the role of language in expressing own identity, considering when, with whom and why different languages are used and reflecting on whether own identity changes in different languages, for example, use of gesture and register
  • describing impressions and reactions while reflecting on intercultural learning
  • monitoring and recording own reactions when communicating in the language, for example, keeping a journal of key moments and considering how own perspective may have changed over time

  VCRAC079 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCRAC113

  Interact with others, monitoring how identity influences intercultural exchange, and reflect on own identity

  Elaborations

  • analysing language choices and gestures used by speakers of the language and considering whether or not and how to use these in own communication
  • reflecting on choices made to reveal or conceal aspects of identity when interacting with different people across cultures
  • gathering examples of language/s used by various people in different contexts, 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 the language studied

  VCRAC113 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCRAC070

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

  Elaborations

  • negotiating arrangements, weighing up alternatives and reaching shared decisions
  • solving problems by discussing ideas, suggesting a range of options, making concessions or finding ways to attain agreement/consensus
  • transacting for goods and services, including persuading someone to sell them something or change an item and evaluating quality
  • participating in real and simulated transactions and considering ethical and/or competitive dimensions

  VCRAC070 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising