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• VCECD002

  Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so

  Elaborations

  • considering a range of actions and typical reasons people use to justify whether an act is right or wrong, for example, whether the action breaks rules or results in harm
  • exploring the reasons for a widely held remembrance or commemoration, for example, the meaning and significance of Australia Day as a public holiday
  • identifying acts many people associate with good and bad behaviours and discussing reasons for these, for example, behaviour in groups such as teams, audiences or social communities
  • classifying acts as right and/or wrong and discussing what is common and different in the reasons why, for example, sharing a small amount of water between many thirsty people, pushing someone out of the way and copying, appropriating or reworking someone’s ideas or solutions

  VCECD002 | Capabilities | Ethical Capability | Foundation to Level 2 | Decision Making and Actions

• Ethical Capability: Foundation to Level 2 description

  From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understandings to approach ethical problems and evaluate outcomes. Students develop a vocabulary to engage with ethical problems and an understanding that personal feelings can effect decision-making and actions.

  Level description | Capabilities | Ethical Capability

• Ethical Capability: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum focuses on developing the knowledge, skills and understandings to evaluate particular acts, and to identify and critically respond to ethical problems. Students extend their vocabulary and begin to reflect on means and ends. Students develop an understanding that...

  Level description | Capabilities | Ethical Capability

• Ethical Capability: Levels 5 and 6 description

  In Levels 5 and 6, the curriculum focuses on developing the knowledge, skills and understandings to evaluate the significance of ethical matters. Students explore the basis of a range of ethical principles and reflect on means and ends. Students consider decision-making approaches based on thinking...

  Level description | Capabilities | Ethical Capability

• Ethical Capability: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focuses on developing the knowledge, skills and understandings to explore the tensions related to ethical concepts and decision making. Students extend their exploration of the two major ways to approach ethical deliberation – thinking about consequences...

  Level description | Capabilities | Ethical Capability

• Ethical Capability: Levels 9 and 10 description

  In Levels 9 and 10, the curriculum focuses on developing the knowledge, skills and understandings to analyse and evaluate ethical problems and their resolution and to identify and manage contestability in ethical matters. Students reflect on whether there are ethical concepts and principles common...

  Level description | Capabilities | Ethical Capability

• Capabilities | Ethical Capability: Learning in Ethical Capability

  The Ethical capability curriculum focuses on the conceptual and analytical skills necessary for informed deliberation on ethical issues. This curriculum enables students to identify the assumptions and implications of different ethical positions, recognising the areas of contestability within...

  Overview material | Ethical Capability

• Capabilities | Ethical Capability: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  Overview material | Ethical Capability

• Capabilities | Ethical Capability: Structure

  The curriculum consists of two strands: Understanding Concepts and Decision Making and Actions.

  Strands	Understanding Concepts	Decision Making and Actions
  	Students explore: key concepts and ideas important to identifying ethical problems and their relative importance concepts concerned with ethical...

  Overview material | Ethical Capability

• VCECD023

  Investigate how different factors involved in ethical decision-making can be managed by people and groups

  Elaborations

  • identifying an ethical problem and how a social and/or private institution negotiates different points of view, for example NGOs working in local communities, or government organisations such as local councils with a planning or development issue
  • analysing a range of fiction and non-fiction texts such as autobiographies to compare and reflect on how characters/people internally managed the interaction of factors such as feelings, reasoning, experience, dispositions and conscience

  VCECD023 | Capabilities | Ethical Capability | Levels 9 and 10 | Decision Making and Actions

• VCECD007

  Explore how apparently wrong actions can sometimes lead to good outcomes and the reverse

  Elaborations

  • using examples to show how an act could lead to good or bad outcomes, or both, such as an act of generosity (for example sharing lunch, helping a friend with homework, providing welfare) or selfishness or greed; or an act of apparent duty (for example keeping a promise or being respectful, or honest)
  • evaluating the consequences of responses to problems and whether these were intended or foreseeable, for example, playing a prank on someone
  • researching changes of opinion before, during and after a development in the local community

  VCECD007 | Capabilities | Ethical Capability | Levels 3 and 4 | Decision Making and Actions