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• VCNRC052

  Initiate and sustain interactions, to share information, ideas, thoughts and feelings about people, objects, places and events

  Elaborations

  • interacting with peers to describe everyday aspects of own environment, lifestyles and routines, and making comparisons with those of students in different cultural contexts
  • exchanging personal information such as languages spoken, family and friends, routines and immediate environment with peers in their class and further afield
  • sharing views about favourite forms of entertainment, celebrities and other significant figures, expressing preferences, feelings and opinions
  • recounting events and describing activities and personal experiences

  VCNRC052 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Socialising

• VCNRU014

  Recognise features of familiar spoken, written and visual texts

  Elaborations

  • listening to, reading and viewing different simple texts in the language, understanding that texts can be short or long, spoken, written, digital, visual or multimodal, for example songs, chants, labels, captions, stories and dialogues
  • identifying the language being studied from a selection of spoken or written texts from other languages represented in the classroom or in the school
  • comparing similar texts in the language with English and noticing how they are the same or different, for example, a counting song, street signs or labels at a market

  VCNRU014 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Systems of language

• VCNRU048

  Identify and use language features of different types of oral and written texts recognising that linguistic choices depend on audience and purpose

  Elaborations

  • identifying the purpose, context and audience of a range of familiar texts, for example, fairytales, sports reports, recipes
  • reading, viewing and listening to different texts with a common topic, for example, comparing a print, TV and internet announcement for the same event
  • describing key features of different types of text and discussing audience and purpose, for example, a shopping list serves as a reminder to self and consists of items and quantities, whereas a shopping transaction involves interaction and negotiation

  VCNRU048 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Systems of language

• VCNRU084

  Reflect on the dynamic and ecological nature of language, and that all languages influence each other

  Elaborations

  • recognising how English may be modifying language use in particular spheres in the language being studied, for example, language used in the entertainment industry, films and television programs, or language used to express modern concepts, or language used to keep up with trends
  • recognising that language changes over time by, for example, viewing films in historical settings and those in contemporary settings and discussing the language used

  VCNRU084 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Language variation and change

• VCPSCSO012

  Listen to others’ ideas, and recognise that others may see things differently

  Elaborations

  • sharing with a partner things that they like to do and partner then retells the whole class comparing what is similar and what is different
  • providing students with a series of statements, such as cats are better than dogs or chocolate ice-cream is better than vanilla, ask students to share their opinion and provide a reason
  • discussing how opinions and thoughts may change after hearing others’ ideas, and that different views are not better or worse, just different

  VCPSCSO012 | 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

• VCNRC055

  Obtain and interpret information from a range of spoken, written, print or digital texts related to topics of interest such as leisure, food and diet, entertainment and special occasions

  Elaborations

  • collecting information from a range of texts, such as advertisements, signs, announcements and recipes, identifying context, purpose and audience
  • comparing information from different texts such as a diary entry, song or invitation, about special occasions, evaluating information and discussing culture specific terms and representations
  • using print and online resources such as dictionaries and grammar references to support understanding of texts
  • summarising information and viewpoints in a range of texts, using tools such as guided note taking
  • listening to, reading and viewing print and digital texts, such as invitations, cards and messages, summarising main ideas and key information and responding to them

  VCNRC055 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Informing

• VCNRC072

  Obtain, analyse and evaluate information and ideas from multiple spoken, written, print or digital sources on a range of issues

  Elaborations

  • gathering information from different sources and reporting to others, for example, interpreting a weather report
  • extracting information, discussing gist and evaluating main ideas of texts, such as a conversation, film or music review, advertisement or article
  • analysing reports of an event from a range of sources, and comparing different perspectives
  • listening to, reading and viewing informational texts such as news reports or feature articles, noting key words, specialised terms or points of information to be used in own news report
  • researching aspects of culture and choosing and explaining a particular course of action, for example, a suitable time to visit countries where the language is spoken, or a suitable holiday for visitors to Australia, for example, designing a poster in the language for visitors to Australia

  VCNRC072 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Informing

• VCNRU082

  Discuss the interrelationship between linguistic elements, context, purpose, audience and structure of a wide range of text types and identify how cultural elements are incorporated

  Elaborations

  • recognising main features of a range of text types in the language, for example, plays, songs, poetry, and discussing how they are used and how they add to the richness of the text
  • analysing texts, such as advertisements and magazine articles, and discussing linguistic and cultural elements
  • reading, viewing and listening to different texts in the language, paying attention to how messages can be expressed for different audiences and purposes, for example, reading messages on social media sites, emails, blogs
  • discussing language appropriate to particular text types, such as descriptive language in documentaries and persuasive language in advertisements
  • explaining form, features and purposes of texts, such as how they are organised in terms of layout, headings, sequencing of ideas and stylistic devices, for example, informative language in documentaries and persuasive language in advertisements

  VCNRU082 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Systems of language

• VCECU011

  Examine how problems may contain more than one ethical issue

  Elaborations

  • exploring the nature of an ethical dilemma in which there is a choice to be made between at least two options, none of which gives an ethically acceptable result, for example, choosing who to put in a lifeboat when there are limited places, or whether someone should tell the shop owner that they their friend is shop-stealing expensive medicine for their poverty stricken mother, or, whether to stop and help someone and miss an entrance exam, or whether to quit a sport team in a small town knowing that then there will not be enough players and the team will fold
  • investigating a problem such as responding to a natural disaster and identifying the ethical issues involved immediately and into the future
  • researching an historical example such as Batman’s 'treaty' and its validity, identifying the different ethical issues involved and from whose point of view

  VCECU011 | Capabilities | Ethical Capability | Levels 5 and 6 | Understanding Concepts

• 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

• 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

• VCICCD003

  Identify and discuss cultural diversity in the school and/or community

  Elaborations

  • recognising that others have different cultures and beliefs whilst also reflecting on student’s own cultural background, for example, by plotting the location of each student’s background on a world map
  • identifying and listing how many languages are spoken within the families of students within the classroom, and using the internet to learn some common terms, such as how to say ‘hello’, ‘goodbye’, ‘please’ and ‘thank you’ in each language identified
  • exploring cultural diversity by identifying visible elements, such as food and behaviour, and invisible elements, such as how people live and what they value, for example, households with three generations living together
  • using prompt questions to discuss cultural diversity within the classroom/school community, for example, were all students born in Australia? Were all Australians born here? If not, how did they become Australian?
  • discussing events acknowledged, celebrated and/or observed in the school and community, by whom and for what reasons, for example, Eid and Ramadan, Harmony Day or Easter

  VCICCD003 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Diversity