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• VCNRU067

  Recognise that the language being studied has evolved, that changes have occurred through the ages, and consider factors that have influenced this change

  Elaborations

  • understanding that there may be different forms of the written language being studied, used in different contexts dating from the ancient world to today
  • recognising that meanings of particular words and expressions can originate from earlier times

  VCNRU067 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Language variation and change

• VCPSCSO030

  Define and recognise examples of stereotypes, discrimination and prejudice and discuss how they impact on the individual

  Elaborations

  • identifying the terms ‘stereotype’, ‘discrimination’ and ‘prejudice’ and giving examples of these
  • discussing how lack of understanding and respect for diversity can impact on people’s lives
  • presenting students with a range of newspaper articles and asking them to identify examples of stereotypes, discrimination and prejudice and reflect on how these could impact on the individual

  VCPSCSO030 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Social Awareness and Management | Relationships and diversity

• Personal and Social Capability: Foundation Level achievement standards

  By the end of Foundation Level, students identify and express a range of emotions in their interactions with others. They recognise personal qualities and achievements by describing activities they enjoy at school and home, noting their strengths. They recognise that attempting new and challenging...

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

• Personal and Social Capability: Levels 5 and 6 description

  In Levels 5 and 6, the curriculum focuses on exploring the expression of emotions and how the expression of emotions can impact on relationships with others. Students consider the characteristics of respectful relationships and the behaviours that demonstrate sensitivity to diversity. The curriculum...

  Level description | Capabilities | Personal and Social Capability

• VCNRU098

  Recognise and use vocabulary and grammatical elements to create simple sentences and phrases

  Elaborations

  • using nouns and verbs, recognising agreement and word order
  • indicating quantity using plural forms
  • using negative expressions
  • using the present tense
  • using common verbs to describe simple actions
  • developing knowledge of vocabulary related to personal world, for example, self, family, friends, school and home, leisure activities, food and drink

  VCNRU098 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Systems of language

• VCNRC078

  Reflect on issues related to intercultural experiences, questioning preconceptions and generalisations, and taking responsibility for modifying language and behaviours

  Elaborations

  • reflecting on learning and using the target language, and the nature of communication misunderstandings and breakdowns, discussing repair and recovery strategies and insights gained
  • exchanging correspondence with peers in communities where the language being studied is spoken and reflecting on differences and similarities in language use and conventions and cultural nuances
  • reflecting on and discussing ways of modifying own language and behaviours to communicate effectively with speakers of the target language, for example, keeping a record of required modifications for intercultural experiences
  • sharing responsibility for modifying language and behaviours through providing feedback to other learners

  VCNRC078 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Reflecting

• VCNRU083

  Analyse culturally specific ways of interacting in the language being studied and how and why language use varies according to cultural contexts, considering why these interactions differ from those in English or in other languages

  Elaborations

  • comparing texts created for different audiences, such as advertisements, brochures and signs, noticing how language use reflects ideas and messages that are relevant to a particular audience
  • investigating the nature and use of the target language in different contexts of interaction, reflecting on similarities and differences to interactions in English or other languages
  • identifying English words in the language being studied and discussing their emergence and use

  VCNRU083 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Language variation and change

• Capabilities | Personal and Social Capability: Learning in Personal and Social Capability

  The Personal and Social capability focuses on the recognition and expression of emotions, the development of resilience, and the appreciation of diversity of gender, age, language, culture and religion. Students explore the importance of a range of social relationships, including within families...

  Overview material | Personal and Social Capability

• Capabilities | Personal and Social Capability: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Personal and Social Capability

• Capabilities | Personal and Social Capability: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Personal and Social Capability

• 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

• VCNRC027

  Share own experiences of communicating in the language being studied, recognising how it involves behaviours as well as words

  Elaborations

  • identifying elements of the language and culture that feel different to own language and culture, including pronunciation of some sounds, gestures and facial expressions
  • discussing ways of communicating and their appropriateness in different language contexts
  • describing to peers what they are confident about when using the language, what they feel unsure of and what they most enjoy
  • discussing how Australian terms and expressions might be understood from a target-language speaker’s perspective, for example, ‘bushwalking’, ‘kick a footy’ or ‘lamington’

  VCNRC027 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Reflecting

• 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