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• VCNRU099

  Recognise and understand characteristic features of common types of text, comparing them with equivalent texts in English

  Elaborations

  • comparing texts in the language with English versions and identifying similarities and differences, for example, postcards, diary entries, emails or a note to a friend
  • identifying characteristic features of familiar text types such as signs, instructions, songs, advertisements and invitations, and noting differences in expression and levels of formality, for example, a wedding invitation or a clothing sale at a store
  • transforming a simple text, such as a short song, into another text type, for example, a conversation or cartoon, applying the key features of the second text type and making comparisons with transforming a similar text in English

  VCNRU099 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Systems of language

• VCNRU097

  Identify similarities and differences between the phonological and orthographic systems of English and the language being studied

  Elaborations

  • using the language alphabet, making connections between spoken and written forms, and recognising similarities and differences to the English alphabet
  • developing and using pronunciation and reproducing sounds in the target language
  • using the language alphabet for spelling out names and other words
  • developing awareness of the sounds, rhythms and intonation patterns in the language being studied
  • understanding and using punctuation particular to the language

  VCNRU097 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Systems of language

• VCNRU100

  Understand that the language being studied, like all languages, varies according to participants, roles and relationships, context and culture

  Elaborations

  • examining differences between formal and informal language in social interactions such as greetings, introductions and farewells
  • recognising that language use varies according to context and situation, and variables such as gender, age and the relationship of participants, for example, language used with friends compared to language used in formal situations such as meeting a friend’s family for the first time
  • observing and noticing cultural differences in informal and formal situations and interactions, for example, at a celebration such as a festival

  VCNRU100 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Language variation and change

• VCPSCSE035

  Assess personal strengths using feedback from peers, teachers and others and prioritise areas for improvement

  Elaborations

  • developing a simple survey to gain feedback from family and friends about what they see as your strengths
  • identifying a goal for improvement based on the feedback from others
  • describing how you would like to receive feedback from peers about your personal strengths and share this with the class

  VCPSCSE035 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Self-Awareness and Management | Development of resilience

• VCPSCSE037

  Reflect on their effectiveness in working independently by identifying enablers and barriers to achieving goals

  Elaborations

  • identifying positive and negative factors that influence independent learning to achieve goals
  • responding to scenarios and identifying a range of responses and analyse their effectiveness
  • writing a journal entry identifying enablers and barriers after the completion of an independent task

  VCPSCSE037 | Capabilities | Personal and Social Capability | Levels 7 and 8 | 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

• VCPSCSE034

  Describe how and why emotional responses may change in different contexts

  Elaborations

  • identifying the range of possible emotions in different scenarios and explore how these may be managed
  • identifying triggers that evoke different emotions
  • using ‘what if’ questions to explore a scenario to identify changing emotional responses

  VCPSCSE034 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Self-Awareness and Management | Recognition and expression of emotions

• VCPSCSO041

  Perform in a variety of team roles and accept responsibility as a team member and team leader, assessing how well they support other members of the team

  Elaborations

  • exploring similarities and differences between being a team leader and a team member
  • reflecting on the success and possible improvements for various team roles undertaken
  • developing strategies to support others to be successful in pursuit of team goals

  VCPSCSO041 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Social Awareness and Management | Collaboration

• VCPSCSO040

  Recognise the impact of personal boundaries, intimacy, distribution of power and social and cultural norms and mores on the ways relationships are expressed

  Elaborations

  • defining what personal space and boundaries might be for individuals and recognising both the positive and negative impacts of crossing these boundaries
  • discussing whether successful relationships have agreed criteria for intimacy and other behaviours and exploring the implications if these are not adhered to
  • looking at what society deems to be socially acceptable/unacceptable in the way relationships are expressed and how this changes over time, across cultures and across different settings

  VCPSCSO040 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Social Awareness and Management | Relationships and diversity

• VCPSCSO038

  Explore their personal values and beliefs and analyse how these values and beliefs might be different or similar to those of others

  Elaborations

  • brainstorming a list of values and beliefs and rank them in order of importance and compare with classmates
  • interviewing a parent or grandparent to determine what they value most and why
  • asking students to respond to a scenario individually, such as queue jumping, and comparing responses with classmates to explore differences in values and beliefs

  VCPSCSO038 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Social Awareness and Management | Relationships and diversity

• VCPSCSO039

  Investigate human rights and discuss how these contribute to a cohesive community

  Elaborations

  • discussing the quote ‘no man is an island’, focusing on rights and responsibilities
  • investigating what human rights are, looking at both the United Nations Universal Declaration of Human Rights and the Convention on the Rights of the Child, exploring similarities and differences between the two
  • using examples to explore what happens when human rights are challenged

  VCPSCSO039 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Social Awareness and Management | Relationships and diversity

• VCPSCSO042

  Identify ways to be proactive in initiating strategies to prevent and/or accomplish positive resolutions to conflict

  Elaborations

  • exploring the different types of potential conflicts and points of intervention
  • discussing the merits of pre-emptive action versus conflict resolution
  • developing a toolkit of strategies to use in different conflict situations to achieve successful outcomes

  VCPSCSO042 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Social Awareness and Management | Collaboration

• Personal and Social Capability: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focuses on emotional self-management and the ability to recognise the characteristics of respectful relationships in a range of contexts. Students learn about personal values and how they may differ. The curriculum provides opportunities for students to demonstrate...

  Level description | Capabilities | Personal and Social Capability

• Personal and Social Capability: Levels 7 and 8 achievement standards

  By the end of Level 8, students reflect on the influence of emotions on behaviour, learning and relationships. They use feedback to identify their achievements and prioritise areas for improvement. They initiate and undertake some tasks independently, within negotiated time frames and use criteria...

  Level description | Capabilities | Personal and Social Capability | Levels 7 and 8