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• VCCCTM041

  Examine a range of learning strategies and how to select strategies that best meet the requirements of a task

  Elaborations

  • discussing suitable learning strategies and how they should be used, for example when, why and how feedback should be sought and given
  • reflecting on a learning strategy recently used and setting a goal for the future

  VCCCTM041 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Meta-Cognition

• Critical and Creative Thinking: Levels 7 and 8 achievement standards

  By the end of Level 8, students prioritise the elements of a question and justify their selection. Students demonstrate flexibility in thinking by using a range of techniques in order to repurpose existing ideas or solutions to meet needs in new contexts.

  Students explain different ways to settle...

  Level description | Capabilities | Critical and Creative Thinking | Levels 7 and 8

• Critical and Creative Thinking: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focuses on developing the knowledge, skills and understanding to analyse thinking and the selection and application of a range of techniques to support effective thinking. Students learn strategies to assist them synthesise their thinking. Students develop an...

  Level description | Capabilities | Critical and Creative Thinking

• Ethical Capability: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focuses on developing the knowledge, skills and understandings to explore the tensions related to ethical concepts and decision making. Students extend their exploration of the two major ways to approach ethical deliberation – thinking about consequences...

  Level description | Capabilities | Ethical Capability

• Intercultural Capability: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focus is on developing the knowledge, skills and understandings to reflect on how cultural practices and beliefs contributes to individual, group and national identities. This includes religious beliefs, traditional celebrations and customs, social relationships...

  Level description | Capabilities | Intercultural Capability

• 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

• Capabilities | Critical and Creative Thinking: 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 | Critical and Creative Thinking

• Capabilities | Ethical 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 | Ethical Capability

• Capabilities | Intercultural 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 | Intercultural 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

• Capabilities | Personal and Social Capability: Rationale and Aims

  Rationale

  The Personal and Social Capability is essential in enabling students to understand themselves and others, and manage their relationships, lives, work and learning more effectively. The capability involves students learning to recognise and regulate emotions, develop empathy for others...

  Overview material | Personal and Social Capability

• VCECD003

  Explore the effects that personal feelings can have on how people behave in situations where ethical issues are involved

  Elaborations

  • comparing the deliberations and actions of people who share a problem but experience different feelings, and reflecting on the influence feelings have on the outcome, for example, conflict over the sharing of a reward for a group effort
  • examining a range of issues to determine if feelings are important in reaching the best decision and why, for example, reaching a decision on who to invite to a party, or what jail sentence a judge should hand down
  • discussing whether a machine or robot would be able to make the best decisions in particular situations without being able to feel

  VCECD003 | Capabilities | Ethical Capability | Foundation to Level 2 | Decision Making and Actions

• VCCCTQ045

  Challenge previously held assumptions and create new links, proposals and artefacts by investigating ideas that provoke shifts in perspectives and cross boundaries to generate ideas and solutions

  Elaborations

  • investigating changes to scientific understanding over time, including how new discoveries helped to shift understandings and considering how existing understandings might be shifted in the future
  • discussing how challenging assumptions and being open-minded can assist in developing enterprising behaviours, supported by research on specific entrepreneurs
  • investigating how food myths and fads have been challenged and community perspectives shifted, when planning a community health initiative
  • exploring change in scale as a way to shift perspective, for example beginning with asking ‘what if we could only buy and eat food grown locally’ and then asking ‘what if we could only buy and eat food grown regionally/nationally’ as part of a process for generating suggested responses to improve food security or mitigate an environmental challenge

  VCCCTQ045 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Questions and Possibilities

• VCCCTR013

  Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view

  Elaborations

  • drawing the structure of a basic argument using digital and non-digital technologies
  • dropping and dragging jumbled sentences from an argument into order and explaining and comparing different orderings using digital technologies or hard copy cards
  • providing a prompt and sentence starters to structure arguments for and against a claim, for example that “Ignoring teasing is the best response”

  VCCCTR013 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• 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

• VCECU015

  Investigate why ethical principles may differ between people and groups, considering the influence of cultural norms, religion, world views and philosophical thought

  Elaborations

  • researching contemporary or historically significant people across a range of cultures and identifying and comparing the principles evident in the decision-making and actions of, for example, William Barak, Nelson Mandela, Malala Yousafzai, Aung San Suu Kyi
  • exploring a cultural norm concerning, for example, the importance of winning, maximizing profit or teamwork, and how this may influence a decision about where duties lie or what is the best outcome
  • investigating instances where individual action differed from the wider group, and the reasons for these differences, for example, in response to discrimination, corruption or bullying

  VCECU015 | Capabilities | Ethical Capability | Levels 7 and 8 | Understanding Concepts

• VCICCD019

  Identify and analyse the challenges and benefits of living and working in an interconnected and culturally diverse world

  Elaborations

  • creating a portfolio of job advertisements that seek to recruit candidates that can speak a second language or for overseas positions, for example, from the Australian Volunteers for International Development website, and prompt students to identify complementary intercultural skills necessary for these roles
  • evaluating how cross-cultural or intercultural events may help to foster inclusiveness or contribute to division, for example, meetings of the United Nations, international sporting events or trade deals, and relationships between developed and developing nations
  • holding a student-led discussion exploring a complex intercultural topic, such as food security or an international diplomatic issue, and identify the key issues or events and the people and perspectives involved
  • comparing or tracking changing information on the Australian Government’s Smart Traveller website in response to a significant real-time event, such as the Zika virus outbreak or a volcanic eruption
  • exploring the aims of UNESCO, and investigate and discuss the notion of World Heritage Sites, such as the criteria used to confer the status

  VCICCD019 | Capabilities | Intercultural Capability | Levels 9 and 10 | Cultural Diversity

• VCNRC042

  Translate simple texts from the language being studied to English and vice versa, identifying words and expressions that do not always translate literally and may have more than one meaning

  Elaborations

  • comparing translations of written texts such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • translating simple sentences, noticing that there is not always word-for-word equivalence
  • recognising that some words cannot be translated into English without losing some of the meaning, or cannot be translated using only one word
  • identifying and explaining expressions and idioms that do not make sense when translated word-for-word
  • explaining to the teacher, peers and family how some words may have many different meanings

  VCNRC042 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Translating

• VCNRC043

  Create bilingual texts and learning resources for the school community

  Elaborations

  • creating simple bilingual texts in print or digital form for specific audiences, such as school signs for visitors, invitations to parents for class or school events, posters for the school community to advertise an upcoming event, online bilingual story books including text and images for a younger audience, or a bilingual game, such as Snap, using words only
  • creating and posting versions of existing school signs or notices into the language, for example, staffroom, canteen, recognising difference in word order
  • constructing and maintaining a bilingual website for a sister school or a contact group of young learners of English in a target language-speaking community
  • creating a word bank which includes words, phrases and common expressions, as a classroom resource to reinforce learning

  VCNRC043 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Translating