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• VCPSCSO048

  Acknowledge the importance of empathy and the acceptance of diversity for a cohesive community and reflect on the effectiveness of strategies for being respectful of diversity and human rights

  Elaborations

  • exploring definitions of empathy and using examples to demonstrate understanding of this concept
  • discussing how human rights are expressed across a range of contexts, for example at home, school or workplace, in local or global scenarios
  • analysing the effects of actions that promote human rights and build a respectful cohesive community

  VCPSCSO048 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Relationships and diversity

• VCPSCSO004

  Identify a range of groups to which they, their family and members of their class belong

  Elaborations

  • discussing the features/characteristics of the groups that they and their families belong to by sharing stories, artefacts and images
  • sharing descriptions of groups that they belong to
  • surveying class members to show that there are many ways to group people, such as students who own a pet, walk to school or who like ice-cream

  VCPSCSO004 | Capabilities | Personal and Social Capability | Foundation Level | Social Awareness and Management | Relationships and diversity

• VCNRC056

  Convey and present information and ideas on a range of topics in different types of texts and in a variety of modes

  Elaborations

  • presenting information on a variety of topics for a range of purposes and audiences
  • presenting findings from interviews with peers in own class or in language classes and settings, using formats such as profile posters, charts and timelines
  • summarising and conveying the main points of texts, deducing the meaning of some unknown words and phrases, and identifying known cultural references, images and other content which contribute to the overall meaning
  • organising and presenting information for an audience who speak the language, for example, a web page describing and explaining leisure activities of young people in Australia
  • reporting in either a journal/diary entry or article for a school magazine on own and others’ experiences of events such as a concert, school camp, excursion or new educational computer game

  VCNRC056 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Informing

• VCNRC060

  Create texts in the language being studied and English, such as menus, posters or brochures on the same theme or event, and provide subtitles, captions or commentaries in either language to assist meaning

  Elaborations

  • working individually and collaboratively to create bilingual resources for the home and school environments, such as glossaries, signage, recipes and menus
  • creating English subtitles, footnotes, captions or commentaries for texts such as brochures, video clips, or advertisements that inform the school community about aspects of the culture of the target language
  • creating glossaries, tourist brochures or itineraries for English-speaking travellers to countries where the language is spoken including and explaining key words, phrases and protocol
  • creating vocabulary lists and annotated cultural explanations for target language-speaking visitors to events such as Australian sports days or family events, explaining culturally specific elements, for example, Australian Rules Football Final, Anzac Day, Harmony Day, BBQ

  VCNRC060 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Translating

• VCNRC069

  Initiate, sustain and extend interactions by exchanging experiences, seeking and giving advice, and discussing aspirations and relationships

  Elaborations

  • sustaining interactions with others by acknowledging, asking for repetition or clarification or questioning further
  • interviewing peers to extract information on and evaluate views about aspects of life such as school, future aspirations and relationships, and discussing as a class the major themes and concerns that emerge
  • sharing opinions with peers about events and interests, and incorporating language to express emotions and responses such as approval, gratitude, regret and appreciation
  • exchanging information with peers in countries where the language is spoken, such as through letters, emails or online discussions, about aspects of school, youth lifestyle and social issues, using comparisons when expressing thoughts and ideas

  VCNRC069 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Socialising

• 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

• VCNRC026

  Create simple bilingual resources for familiar audiences

  Elaborations

  • creating hand-made or digital greeting cards in both the language and English for different celebrations and traditions
  • creating bilingual texts for different audiences, for example, signs for the school community, a bilingual class digital dictionary, a word chart, a board game for a younger class
  • creating simple bilingual story books that include captions and images modelled on familiar texts, for example, Spot the Dog

  VCNRC026 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Translating

• VCNRC019

  Participate collaboratively in shared class experiences which involve planning and simple transactional exchanges

  Elaborations

  • preparing, rehearsing and performing an item for an audience, such as a school assembly, another class or parents
  • collaborating with peers on tasks, such as designing a poster for a significant event
  • following simple procedures and using modelled language for shared activities, such as making a simple dish from a recipe and naming ingredients, or following instructions in a craft activity
  • participating in a role play, for example, buying goods from a shop and using props to engage in conversation

  VCNRC019 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Socialising

• 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

• VCPSCSE044

  Develop criteria to appraise personal qualities and use these to design strategies to plan for the future or address a challenge

  Elaborations

  • imagining you are developing a role description for a position, such as a school captain, what personal qualities would be required and what criteria would be used to select the most appropriate person
  • examining personal qualities, and identifying strengths and areas of improvement and designing a plan for an upcoming challenge such as beginning senior secondary studies
  • identifying a personal goal or challenge, such as getting a part-time job, and developing a list of personal qualities that would assist in meeting this goal or challenge

  VCPSCSE044 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Self-Awareness and Management | Development of resilience

• VCNRC075

  Create and perform a variety of imaginative texts for different audiences, manipulating language and experimenting with different techniques such as imagery or sound effects

  Elaborations

  • creating texts with various settings, characters and events, for example, animations or adventure stories, songs, games or short films, using a range of devices such as imagery and sound effects to entertain
  • creating and presenting various types of texts, such as skits or scripts for role plays, considering characters, themes and settings, for different audiences
  • designing and presenting posters and advertisements for real and imaginary situations or products, such as advertising an Australian product for the market in places where the language is spoken and vice versa
  • using a familiar text-type, such as those found in social media or a blog, to describe an imaginative experience, such as their first day as an exchange student in a school where the language is spoken

  VCNRC075 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Creating