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• VCPSCSE009

  Identify personal strengths and describe how these strengths are useful in school or family life

  Elaborations

  • describing a personal strength you have and how this can have a positive impact at home with your family
  • discussing personal strengths, such as listening carefully, and list possible ways this can be used in class activities and the effect it has on others
  • explaining the consequences of their strengths at school and in their family life
  • responding to the following prompt ‘It does not matter if I cannot run fast because I can ...’

  VCPSCSE009 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Self-Awareness and Management | Development of resilience

• VCNRC022

  Convey information about self, others, home and school life, using simple statements and support materials such as photos, maps or charts

  Elaborations

  • creating print or digital texts to describe people, objects or their favourite pets/animals
  • creating a class profile from information collected from peers, for example, creating a chart or database to identify favourite sports, food or colours
  • presenting information on events or topics of possible interest to children of their own age in countries where the target language is spoken, using multimodal resources and authentic materials as support, such as menus, artefacts, brochures, maps
  • selecting information gained from print, visual and oral texts to design a digital display model or class book, for example, a class timetable or a map of their school

  VCNRC022 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Informing

• 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

• Personal and Social Capability: Levels 1 and 2 achievement standards

  By the end of Level 2, students show an awareness of the feelings and needs of others. They identify and describe personal interests, skills and achievements and reflect on how these might contribute to school or family life. They recognise the importance of persisting when faced with new and...

  Level description | Capabilities | Personal and Social Capability | Levels 1 and 2

• Personal and Social Capability: Levels 9 and 10 achievement standards

  By the end of Level 10, students reflect critically on their emotional responses to challenging situations in a wide range of contexts. They demonstrate persistence, motivation, initiative and decision-making through completion of challenging tasks. They evaluate personal characteristics, strategies...

  Level description | Capabilities | Personal and Social Capability | Levels 9 and 10

• VCPSCSE002

  Identify their likes and dislikes, needs and wants, abilities and strengths

  Elaborations

  • discussing and listing individual likes, interests and dislikes
  • comparing needs and wants in daily life by asking the question ‘could you live without this?’
  • exploring abilities, strengths and achievements and share with others

  VCPSCSE002 | Capabilities | Personal and Social Capability | Foundation Level | Self-Awareness and Management | Development of resilience

• VCPSCSE036

  Discuss the range of strategies that could be used to cope with difficult tasks or changing situations

  Elaborations

  • defining resilience and adaptability and give examples of how they are displayed
  • understanding that people experience situations uniquely, that people may react differently to the same situation
  • compiling a list of strategies to guide responses to challenging moments in life

  VCPSCSE036 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Self-Awareness and Management | Development of resilience

• Capabilities | Personal and Social 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 | Personal and Social Capability

• 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

• 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

• VCNRC074

  Interpret and discuss different imaginative texts, expressing and justifying opinions on aspects such as themes, mood, emotions and language choices

  Elaborations

  • interpreting images and language choices to convey cultural concepts and ideas in songs, films and performances
  • reading, viewing and listening to imaginative texts in a variety of modes to explore and discuss the representation of aspects of society and culture of countries where the language is spoken, for example, current social themes such as youth issues, identity
  • discussing how imaginative texts such as films, plays and songs portray social issues in everyday life such as relationships, generation gap
  • responding to texts to explain how mood is created and narrative developed through language and expression, language choice, use of metaphors, humour, suspense, surprise
  • analysing imaginative texts, to discuss how language, culture and literary devices are used to portray characters, places or events in order to evoke humorous or emotional responses
  • comparing lyrics, themes and popular styles with English language songs, explaining similarities and differences in language use, cultural aspects and modes of expression

  VCNRC074 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Creating