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• VCPSCSO031

  Describe the characteristics of respectful relationships and suggest ways that respectful relationships can be achieved

  Elaborations

  • brainstorming the characteristics of respectful relationships and displaying them on a concept map
  • working in groups to develop a tip sheet for achieving respectful relationships
  • using a story to stimulate discussion about the characteristics and achievement of respectful relationships

  VCPSCSO031 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Social Awareness and Management | Relationships and diversity

• VCPSCSO021

  Describe the ways in which similarities and differences can affect relationships

  Elaborations

  • thinking about someone you admire and explore whether there are similarities or differences between yourself and that person
  • reading a story to enable students to discuss similarities and differences and the affect on relationships
  • discussing the statement ‘Differences can contribute to good relationships’

  VCPSCSO021 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Social Awareness and Management | Relationships and diversity

• VCNRC079

  Engage in intercultural experiences, reflecting on own cultural identity and how this shapes personal ways of communicating and thinking

  Elaborations

  • monitoring, evaluating and recording own experiences and reactions when communicating in the language, for example by keeping a diary or journal and considering how perspectives may have changed over time
  • reflecting on and discussing own ways of communicating and behaving and how these may be interpreted by speakers of the language, considering concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’
  • reflecting on the experiences of migrants who speak the language being studied, for example discussing when they came to Australia, the impact they have made on Australian society, and issues of cultural identity

  VCNRC079 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Reflecting

• VCPSCSO051

  Develop specific skills and a variety of strategies to prevent or resolve conflict, and explore the nature of conflict resolution in a range of contexts

  Elaborations

  • identifying stages of conflict and the key skills required in managing conflict across a range of situations
  • researching strategies that can be used to manage conflict across home, school, community and workplace contexts
  • examining the impact of language, listening skills and power dynamics on conflict, and how this contributes to resolution or continuation of conflict

  VCPSCSO051 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Collaboration

• VCNRU101

  Understand that the language being studied continues both to influence and change through interaction with other languages and cultures

  Elaborations

  • understanding that the language is a language of a particular country and is also spoken in language-speaking communities
  • exploring and discussing the influence of the language on English using strategies to work out meanings of unknown words, and considering why word borrowing occurs across languages
  • recognising loan words from English that are used in the language and other words used in the language that have been borrowed from other languages and discussing why these words have been borrowed

  VCNRU101 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Language variation and change

• VCNRU034

  Identify vocabulary, behaviours and expressions which reflect cultural values, beliefs and traditions to make connections between cultural practices and language use

  Elaborations

  • examining aspects of the authentic culture of the target language speakers
  • understanding concepts and values as expressed, for example, during festivals, birthdays and special occasions
  • recognising and explaining to others the significance of some cultural practices and events

  VCNRU034 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Role of language and culture

• Personal and Social Capability: Level C description

  In Level C, this curriculum focuses on enabling students to be socially active. Students are becoming peer focused and learning how to actively interact with peers. Students are learning to name and respond to emotions.

  Students are learning about their personal preferences. They are learning...

  Level description | Capabilities | Personal and Social Capability

• VCNRC077

  Create a range of bilingual texts for a variety of purposes and audiences, reflecting on how meaning can be conveyed effectively

  Elaborations

  • creating bilingual texts for speakers of the target language in Australia, for example, leaflets promoting the arrival of a famous performer or sports team from a country where the language is spoken
  • creating bilingual texts, such as a children’s story to read to primary school children and comparing aspects of language and culture and discussing with peers and teachers how meaning can be conveyed effectively
  • producing bilingual texts such as articles and brochures for different contexts and purposes, and reflecting on the process of working in both the target language and English for example, an information leaflet for exchange students coming to Australia or for a student study tour to a place where the target language is spoken
  • corresponding with peers who speak the language being studied to compare experiences and attitudes, making choices about how to represent intended meaning, for example, exchanging views and opinions about school subjects and future aspirations

  VCNRC077 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Translating

• VCPSCSE010

  Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations

  Elaborations

  • introducing the topics, such as fear, unfamiliar situations, change and challenge, and discussing how these situations make them feel and respond
  • interviewing family members, peers and others about ‘their first day of school,’ or other unfamiliar situations and acknowledging that everyone has fears
  • understanding that giving it a go and trying new things is important and can result in positive experiences and growth, and establishing when this has happened in the past

  VCPSCSE010 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Self-Awareness and Management | Development of resilience

• VCPSCSE003

  Recognise that problems or challenges are a normal part of life and that there are actions that can be undertaken to manage problems

  Elaborations

  • developing a list of responses to the prompt ‘It is important to keep trying because...’
  • describing a challenge you may have faced in the last week, such as making a new friend, and create a list of actions that could assist
  • developing a list of challenges that a student in Prep may face this year, such as learning to swim or looking after their possessions, and discuss why it is important to keep trying

  VCPSCSE003 | Capabilities | Personal and Social Capability | Foundation Level | Self-Awareness and Management | Development of resilience

• VCPSCSE018

  Identify how persistence and adaptability can be used when faced with challenging situations and change

  Elaborations

  • identifying ways to manage potentially difficult or harmful situations by considering possible actions or choices
  • listing a range of help-seeking strategies to assist them to cope with challenge and change
  • discussing the saying ‘If at first you do not succeed try try again’

  VCPSCSE018 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Self-Awareness and Management | Development of resilience

• VCPSCSO079

  Demonstrate some understanding that negative words and actions are hurtful and that their behaviour can impact on others

  Elaborations

  • using peer behaviour as a cue for own behaviour showing both positive and negative reactions
  • demonstrating an understanding that their behaviour can impact on others
  • regulate own behaviour and emotional expression in familiar contexts
  • sharing how it feels when other people use negative words or actions

  VCPSCSO079 | Capabilities | Personal and Social Capability | Level D | Social Awareness and Management | Collaboration

• VCPSCSO013

  Describe ways of making and keeping friends, including how actions and words can help or hurt others, and the effects of modifying their behaviour

  Elaborations

  • creating a list of strategies, including words and actions, which students have used to make friends in their life
  • discussing what friendships require to be maintained such as kindness, support, acceptance, respect
  • providing examples of respect to one another showing both words and actions and discussing how negative words and actions can hurt and making suggestions about how to modify behaviours

  VCPSCSO013 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Relationships and diversity

• VCNRU051

  Understand that language and culture are integral to identity and are reflected in communication styles

  Elaborations

  • discussing own and peers’ understanding of concepts and messages expressed in stories/myths/song lyrics
  • recognising that language use can have connections to cultural practices, such as celebrations
  • reflecting on the experience of learning the language and culture and identifying situations that have provided awareness of own cultural practices and values, for example, attending a cultural festival or show
  • discussing the meaning of culture, how it involves visible elements such as symbols, food, national costumes, dancing and language, and invisible elements such as values and beliefs

  VCNRU051 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Role of language and culture

• Personal and Social Capability: Level C achievement standards

  By the end of Level C, students can recognise some key emotions and identify events or people that impact on these feelings. They can complete some familiar tasks unaided and try some new activities.

  Students identify and name some class members and familiar adults. They follow simple rules...

  Level description | Capabilities | Personal and Social Capability | Level C

• Personal and Social Capability: Level D achievement standards

  By the end of Level D, students can name emotional responses and identify the cause of emotions. They can identify some characteristics of self. They use cues and prompts to solve simple problems.

  Students can identify people associated with particular events and routines. They attend to and...

  Level description | Capabilities | Personal and Social Capability | Level D

• VCPSCSE053

  Identify significant objects and people and make a choice between alternatives to show what they like

  Elaborations

  • reacting to the sound of their name
  • accepting and rejecting objects or activities by an emotional response
  • focusing on familiar people and objects

  VCPSCSE053 | Capabilities | Personal and Social Capability | Level A | Self-Awareness and Management | Development of resilience

• VCPSCSO055

  Identify significant people by gesturing, vocalising or orienting towards them

  Elaborations

  • focusing on familiar people
  • accepting assistance from a familiar person
  • beginning to attend to and respond to people

  VCPSCSO055 | Capabilities | Personal and Social Capability | Level A | Social Awareness and Management | Relationships and diversity

• VCNRU065

  Examine the structure and linguistic choices of a range of personal, informative and imaginative texts, such as diary entries, news reports, cartoons and stories, and consider how these choices were influenced by audience and purpose

  Elaborations

  • describing the main features of familiar text types for example, cartoon, story/storyboard, news report, and identifying features such as sequencing
  • observing that texts are constructed for a variety of purposes, such as to request, instruct, invite or describe the features of a particular text, for example, an invitation to a party or a greeting card
  • identifying the structure and organisation of a range of text types, for example, comparing emails and letters, written notes, text messages and print and digital versions of a journal/diary entry
  • identifying and comparing features of language use in different text types, such as formality/informality, headings, and lexical and grammatical choices that distinguish textual purpose and audience

  VCNRU065 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Systems of language

• VCNRC076

  Translate and analyse a range of texts comparing interpretations and explaining differences in meaning

  Elaborations

  • exchanging translations of familiar texts with peers, through email or shared spaces such as ePals, and discussing different versions in order to develop a whole-class translation
  • translating, analysing and explaining expressions and idioms encountered in texts, finding ways to convey the meaning and cultural significance
  • translating stories for others, analysing how words can have different meanings when used in different ways in a sentence and explaining the differences to others
  • translating texts to identify and evaluate cultural elements and influences, for example, proverbs and sayings

  VCNRC076 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Translating