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• VCELA142

  Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, including directionality

  Elaborations

  • learning about print: direction of print and return sweep, spaces between words
  • learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts
  • learning about front and back covers; title and author, layout and navigation of digital/screen texts
  • learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

  VCELA142 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA249

  Understand how to apply knowledge of letter–sound relationships, and blending and segmenting to read and use more complex words with less common consonant and vowel clusters

  Elaborations

  • using strategies such as sounding out, chunking and blending of uncommon consonant and vowel clusters to problem solve words, for example 'machine' and 'spoil', in shared or guided reading

  VCELA249 | Curriculum content | English | Level 3 | Reading and Viewing | Language

• VCELA184

  Understand how to use visual memory to write high-frequency words, and that some high-frequency words have regular and irregular spelling components

  Elaborations

  • using strategies such as look-say-cover-write-check to learn an increasing number of high-frequency sight words recognised in texts, including words with regular spelling patterns such as 'them' and 'got' and irregular patterns such as 'one' and 'was'

  VCELA184 | Curriculum content | English | Level 1 | Writing | Language

• VCELC163

  Participate in intercultural interactions, reflecting on choices and adjustments made to language and behaviour when communicating in Greek and demonstrating awareness of the importance of shared understanding

  Elaborations

  • experimenting with Greek gestures and body language, considering which should and should not be used in interactions with others, for example, signalling downwards to beckon others
  • making appropriate language choices with awareness of social situations, for example, using the polite plural form when speaking to people who are older or not familiar
  • interacting, face-to-face or online, with members of Greek-speaking communities, describing the experience and reflecting on the most appropriate ways of interacting with Greek speakers such as an elderly person, or a recent arrival from Greece or Cyprus
  • reflecting on how own cultural etiquette and behaviour may be interpreted when interacting with Greek speakers, noticing own body language and modifying gestures such as tilting head backward to indicate ‘no’

  VCELC163 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCELT407

  Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities

  Elaborations

  • exploring how some writers use terse and relatively simple language choices while others use more elaborate and complex syntax
  • examining the language patterns, including sentence patterns, in a range of short texts and discussing the effect on readers’ interpretation of these choices
  • writing or speaking about a literary text and outlining the impact of the text on a listener, viewer or reader, for example in a journal in which students reflect on their personal responses and on how language and structural features in the text contribute to its impact
  • discussing, debating and assessing remakes of literary texts and their effectiveness and purpose
  • discussing, debating and assessing book or film series, sequels, prequels, fan fiction sites, tie-in publications or merchandise

  VCELT407 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCELT405

  Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups

  Elaborations

  • recognising the similarities and differences between types of texts (for example a complex picture book and a feature film) in order to understand how different combinations of words and images lead readers to interpret visual texts in particular ways, according to audience, purpose and context

  VCELT405 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCELU031

  Compare and contrast the structure and linguistic features of different types of text, developing understanding of the relationship between context, purpose and audience, and identifying culturally specific elements

  Elaborations

  • applying knowledge of the interrelationship between context, purpose and audience to identify text type and predict the meaning of unfamiliar vocabulary and expressions
  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader through the use of personal pronouns, imperative verb forms and negative indicators, and emotive language and images
  • comparing Greek and English versions of familiar texts such as recipes and horoscopes, commenting on similarities and differences in text structure and cultural elements
  • interpreting and explaining textual conventions when using technology and social media

  VCELU031 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCELU135

  Understand that languages change over time and that they influence each other, recognising words in English that are derived from Greek and words in Greek that are derived from other languages

  Elaborations

  • recognising that the language used by the Ancient Greeks has developed into the Modern Greek language and that the Greek language has influenced many languages including English
  • understanding that there is the standard language called ‘Modern Greek’ as well as a number of different dialects spoken throughout Greece and the Greek diaspora
  • noticing that languages are fluid and ever-evolving and can be incorporated into and influence other languages beyond their own (for example, Ancient Greek has influenced and still influences many languages of the world)
  • viewing inscriptions on Ancient Greek tombstones (for example, from Vergina), coins (for example, from from Alexander the Great or King Philip’s reign) and vases (for example, from the Hellenistic era)
  • recognising that some words in Greek are borrowed from other languages, for example, πάρτυ, χόμπυ, μπάσκετ, κομπιούτερ
  • examining the etymology of everyday words in English which are derived from Greek morphemes/words or from Greek myths (for example, aeroplane, Ajax, history, mathematics, Nike, school, story) and discussing the extent to which this has occurred

  VCELU135 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCELU183

  Understand and apply grammatical structures, such as passive and active voice, negation, word order and time clauses, recognising that they serve particular functions and that grammatical choices shape meaning

  Elaborations

  • choosing appropriate terms to describe events across time (present, past and future) and choosing appropriate tense, for example, Φέτος θα πάω διακοπές στην Κύπρο, Πέρσι γύρισα όλη την Έλλαδα
  • recognising the order of pronouns to emphasise who is carrying out an action or to refer to a person or thing, and applying agreement in gender and number to identify subject and object, for example, Κανείς δεν είναι τέλειος, Μου αρέσουν αυτοί που λένε την αλήθεια
  • using a range of adverbs and adjectives to modify and intensify meaning of verbs and adjectives, for example, ακριβώς, αρκετά, πολύ, λίγο, πολλή
  • using cohesive devices such as conjunctions to link, clarify and sequence ideas and modify meaning in written and spoken texts, for example, Αφού δεν είχα αρκετά λεφτά, γύρισα σπίτι μου, γιατί, επειδή, αλλά, και, τότε
  • responding to and using imperative mood, for example, ελάτε, γράψε
  • using a range of nouns and adjectives and possessive forms, for example, μου/μας/σου/του/της/τους, δικό τους, δικά μας
  • seeking information using a range of questions, for example, Tι; Mήπως ξέρεις; Πώς; Πού; Γιατί; Πότε;
  • continuing to build a metalanguage to describe grammatical concepts and develop learning resources, for example, verb charts, vocabulary lists, groups of pronouns, adverbs or adjectives

  VCELU183 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCELU115

  Understand elements of grammar such as word order, verb forms and personal pronouns related to questions, commands and short sentences, and develop vocabulary to describe self, friends and family

  Elaborations

  • recognising the order of words in phrases and sentences, for example, η μαμά μου, Δεν κάνει κρύο, Nα η θεία μου
  • observing that the accent mark indicates emphasis, for example, το βιβλίο, η γάτα, ο σκύλος
  • recognising that all nouns, in particular names in Greek, have an article and gender, for example, η Άννα, το σκυλί, ο μπαμπάς
  • understanding that adjectives have gender, for example, κόκκινος, κόκκινη, κόκκινο, μεγάλος, μεγάλη, μεγάλο, καλός, καλή, καλό
  • using adverbs to show where, for example, έξω, μέσα, εδώ, εκεί, πάνω, κάτω, γύρω
  • using simple adjectives and adverbs to enhance sentences, for example, Κάνει λίγο κρύο, Σ’ αγαπώ πολύ μαμά! Το σπίτι είναι πολύ μεγάλο
  • using verbs in the first person to describe aspects of self, for example, Είμαι αγόρι, είμαι έξι, έχω γάτα
  • recognising terms for common everyday nouns, for example, η πόρτα, η καρέκλα, το σπίτι, ο μπαμπάς
  • responding to and issuing commands, for example, έλα εδώ, κάτσε κάτω
  • responding to questions which include verbs in the second person, singular or plural, such as Πόσω(ν) χρονών είσαι; Τι κάνετε;
  • developing number knowledge for numbers up to 29 and using them in sentences such as Είμαι έξι
  • beginning to use conjunctions such as και

  VCELU115 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCELU170

  Understand how language use reflects cultural ideas, assumptions and perspectives, and reflect on how what is considered acceptable in communication varies across cultures

  Elaborations

  • discussing ways of communicating across cultures, the significance of cultural concepts and how social conventions are reflected in language use, for example, Γεια μας!, Nα΄σαι καλά, Σιδερένιος, Να ζήσετε, Πάντα άξιος, considering assumptions and perspectives
  • analysing the meaning and use of proverbs, idioms and sayings, for example, Δείξε μου τον φίλο σου να σου πω ποιος είσαι, discussing how they reflect culture and traditions
  • reflect on ways cultural ideas embedded in language influence places occupied by Greek diaspora and the sustainability of those places

  VCELU170 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCELU033

  Understand how the Greek language has evolved, and how it continues to change over time due to processes such as globalisation, migration, and the influence of technology and popular culture

  Elaborations

  • exploring how the Greek language has been influenced by migration, for example, the use of non-Greek words such as τα μπίλια instead of οι λογαριασμοί as an Australian phenomenon
  • examining how technology has influenced the Greek language, for example, σκανάρω, το μπλογκ, σερφάρω
  • discussing how changes to the Greek language reflect changes in some cultural practices and attitudes, for example, το έτοιμο φαγητό
  • exploring the impact of globalisation on Greek language use, such as the increased use of English words, such as blog, computer, mobile/cell phone, parking

  VCELU033 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCELY162

  Understand that sounds in English are represented by upper- and lower-case letters that can be written using learned letter formation patterns for each case

  Elaborations

  • adopting correct posture and pencil grip
  • learning to produce simple handwriting movements
  • following clear demonstrations of how to construct each letter (for example where to start; which direction to write)
  • learning to construct lower-case letters and to combine these into words
  • learning to construct some upper-case letters

  VCELY162 | Curriculum content | English | Foundation Level | Writing | Literacy

• VCELY196

  Understand how to use learned formation patterns to represent sounds and write words using combinations of unjoined upper- and lower-case letters

  Elaborations

  • using correct posture and pencil grip
  • learning how each letter is constructed including where to start and the direction to follow
  • writing words legibly using unjoined print script of consistent size

  VCELY196 | Curriculum content | English | Level 1 | Writing | Literacy

• VCESC150

  Share and compare understandings and opinions about ideas encountered in imaginative Spanish-language texts such as works of art, fables, performances and television programs

  Elaborations

  • recording and/or illustrating key characters, events and ideas encountered in different types of imaginative texts, for example, by responding to questions such as ¿Qué es…? ¿Por qué…? ¿Cuál es la moraleja? and ¿Qué sientes cuando…? or by creating storyboards
  • comparing favourite characters or moments in imaginative texts such as cartoons, stories or digital games, listing key words or expressions associated with their character’s role or personality (extrovertido/a, simpático/a, travieso/a, Daniel el travieso, Zipi y Zape) and explaining how they can relate to them
  • adapting a creative text, for example, by resequencing events, adding a new element, changing the location or creating an alternative ending
  • discussing key messages and cultural elements in creative texts, such as the moral of a fable/story, an idea or value in a song, or a quality of a character
  • responding to famous artworks and images, such as works by Botero, Frida Kahlo or Picasso, with simple words or phrases, for example, Este cuadro me gusta porque tiene muchos colores, Este mural es más original que el otro

  VCESC150 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCESC155

  Discuss how it feels to interact in a different language, what they understand by ‘identity’, and whether learning Spanish has any effect on their sense of self

  Elaborations

  • identifying elements of identity that may be important across all cultures, for example, family, community, location
  • monitoring their development as a learner and user of Spanish, for example, through recording progress in learning logs, blogs or journals
  • discussing whether learning and using Spanish affects their sense of identity in or out of the classroom, making reference to experiences such as eating in restaurants, playing games or communicating with Spanish speakers
  • exploring the idea of stereotypes associated with languages and identities, discussing how groups of people tend to think about themselves and others, and how stereotypes affect attitudes and communication
  • creating a self-profile such as an avatar or montage with self-introduction, making choices about the design, content and language used

  VCESC155 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCESU175

  Understand and control grammatical structures such as different forms of the past tense, regular and irregular verbs, interrogative and imperative moods, and conjunctions in a range of familiar types of texts

  Elaborations

  • conjugating common regular verbs and high-frequency irregular verbs (ir, tener, ser, haber) in the present (hablo inglés) past (nadasteis en el río) and present perfect (¿han llegado ya?) tenses
  • using present, past and future tenses of modal verbs, for example, no pudo comer, debemos dormir bien
  • using adjectives to describe and compare people and some aspects of the environment, for example, mi tía es generosa, los Andes son inmensos
  • using adverbs to modify the meaning of verbs and adjectives, for example, casi nunca, demasiado
  • using subject-verb-object word order and comparing it to English structures, for example, Simón busca la información para la tarea en la red
  • expressing quantity, for example, miles de personas, mucha gente, varios libros, tanto dinero, pocas ideas, bastante calor, algunos amigos
  • joining elements of more complex sentences using conjunctions, for example, y, pero, porque, además
  • using interrogative and imperative moods, for example, ¿Has comido? ¡Abre la puerta!
  • indicating possession by using de followed by a pronoun (de él) or noun, for example, El carro de mi mamá, Las camisas de mi hermano

  VCESU175 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESU157

  Understand and use grammatical elements such as tenses, pronouns, prepositions, conjunctions, adverbs and noun-adjective agreements to construct simple texts for different purposes

  Elaborations

  • noticing that there are two verbs in Spanish for ‘to be’, ser (José es mi hermano) and estar (Estoy cansada)
  • using simple forms of present and past tenses in context (Ayer fue martes y hoy es miércoles), and describing intended actions using the near future tense ir + a + infinitive, for example, Manuel va a mirar su celular/móvil
  • using the conditional mode as a formulaic expression, for example, Me gustaría ser pintor, No me gustaría vivir en una isla pequeña
  • identifying the use and omission of subject pronouns in familiar structures, for example, Vivo en Australia, Ella es Lourdes
  • using interrogative pronouns and correct word order to ask questions and make requests, for example, ¿Cuál es tu número de teléfono?¿Quieres jugar en el patio?
  • building compound sentences to express opinions, preferences or reasons using words such as porque, también and pero, for example, Me gusta cantar, pero prefiero bailar porque es divertido. No me gusta ver la televisión porque es aburrido. Mi comida favorita es el pescado, pero también como carne
  • indicating frequency using adverbs, for example, siempre, a veces, nunca
  • noticing the flexibility of word order in relation to verbs and adverbs, for example, En verano, voy siempre a la playa/En verano, voy a la playa siempre/ En verano, siempre voy a la playa
  • using ordinal numbers, for example, Rosario Arjona es la primera de la lista, Luis vive en la quinta planta
  • understanding gender and number agreement between articles, nouns and adjectives, for example, Tengo un libro nuevo, Las montañas rocosas son muy bonitas
  • comparing the use of diminutives to express affection in Spanish (hermanita, periquita, gatico/gatito) to some equivalents in English, for example, ‘dear little sister’, ‘lovely little cat’
  • using comparatives based on models, for example, tan grande como …, más caro que …, menos frío que…Australia es más grande que Europa
  • recognising that some nouns do not follow the regular masculine/feminine ending pattern, for example, el mapa, el problema, la mano
  • expressing reactions as exclamations, for example, ¡qué susto!; ¡qué hermoso!; ¡qué rico!;¡qué chulo!

  VCESU157 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCFRU103

  Understand and use elements of the French grammatical system, including word order, gender and number variation, and present and compound forms of regular and some irregular verbs

  Elaborations

  • using and understanding nouns as core elements of sentence structure
  • using definite and indefinite articles (le, la, l’, les; un, une, des)
  • marking plural forms (le chien/les chiens, une femme/des femmes), including some irregular plural forms (l’œil/les yeux, le nez/les nez)
  • understanding and using the three main conjugations for present tense regular verbs -er, -ir and -re, and the irregular present tense conjugations of the verbs être, avoir, aller and faire
  • understanding that while some adjectives in French follow the noun (un élève intelligent, un match extraordinaire), some precede the noun (une bonne étudiante, une grande maison)
  • understanding that adjectives agree in number and gender with the noun (des élèves intelligents, de bonnes étudiantes) and that des changes to de if the adjective precedes the noun
  • understanding the form and function of subject pronouns je, tu, il, elle, nous, vous, ils and elles, how they determine verb conjugations and substitute for noun subjects (voila le frère de Michel; il est beau, n’est-ce pas?)
  • recognising and using locative prepositions à, en, au, aux and dans when describing where people live (Jean-François habite à Montréal au Canada, ma copine Juliette habite aux Phlippines, la famille Maréchal habite dans une ferme)
  • using the negative ne…pas in simple statements, questions and commands (je n’aime pas l’histoire, tu n’aimes pas le bifteck? ne recommence pas!), recognising substitution of the indefinite article with de in negative sentences (Non, je n’ai pas de frère. J’ai une sœur)
  • understanding three ways of forming a question: a simple declarative sentence with rising intonation (tu as un animal chez toi?), inverting the verb form (as-tu un animal chez toi?), and using est-ce que before a declarative sentence (est-ce que tu as un animal chez toi?)
  • gaining awareness of simple and compound tenses, using le passé composé to recount events that occurred in the past and le futur proche to describe immediate future events (il a regardé la télé, il va regarder la télé)
  • expressing ownership through the use of singular and plural possessive adjectives (mes yeux, ses cheveux, ta mère, ses copains)
  • using the imperative verb mood (mes enfants, soyez sages! va demander à ta mère)
  • recognising the function of irregular verbs such as avoir, être and faire in expressions such as avoir faim, avoir 13 ans and faire beau and as auxiliary verb forms (je suis arrivé, nous avons mangé)
  • recognising the functions of elements such as prefixes and suffixes (désagréable, la camionette, la réorganization) and how word patterns and clusters connect (triste, la tristesse; le marché, le marchand, la marchandise)
  • building metalanguage to talk about grammar and vocabulary (for example, les formes négatives, interrogatives, le futur proche, masculin, féminin, singulier, pluriel), and comparing with equivalent English terms

  VCFRU103 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCGRCU023

  Understand concepts of accidence and syntax used in complex sentences in Classical Greek, including subordinate clauses, pronoun forms, mood, voice, and conventions of complex sentence structure

  Elaborations

  • using the indefinite adjective τις with nouns to supply the meaning of the indefinite article in English, for example, κακόν τι πάσχει, νῆσόν τινα
  • conjugating -ω verbs in perfect and pluperfect tenses, active and middle, indicative, imperative and infinitive forms, for example, εἴρηκα/εἴρημαι, ἑόρακα/ἑώραμαι
  • conjugating -ω verbs in the passive voice in all applicable tenses including first and second aorist and future, for example, ἐλύθην/λυθήσομαι, ἐφάνην/φανήσομαι
  • conjugating contract verbs in all tenses and voices, including verbs in –οω, for example, δηλῶ, ἐλευθερῶ
  • conjugating -μι verbs, including δίδωμι, τίθημι, ἵστημι, ἵημι, δείκνυμι, φημί
  • conjugating common irregular verbs, for example, oἶδα, ἒοικα
  • forming the comparative and superlative degrees of common irregular adjectives, for example:
    • ἀγαθός/ἀμείνων/ἄριστος, ἀγαθός/βελτίων/βέλτιστος, ἀγαθός/κρείττων/κράτιστος
    • κακός/κακίων/κάκιστος, κακός/χείρων/χείριστος
    • καλός/καλλίων/κάλλιστος
    • μέγας/μείζων/μέγιστος
    • πολύς/πλείων/πλεῖστος
  • identifying the use of participles with the genitive absolute and the accusative absolute, for example, ἡμέρας γενομένης, ἔδοξεν ταῖς κόραις πρὸς τὸν κρήνην βαίνειν and δέον τὴν πόλιν ἀμύνεσθαι, οἱ ἄνδρες τὰ ὅπλα ἔφερον
  • recognising the forms and uses of the subjunctive mood, for example, ταχέως ἵωμεν (exhortation), τί ποιῶμεν; (deliberation), μὴ δέξησθε τὰ δῶρα (prohibition), οἱ στρατιῶται φεύγουσιν ἵνα μὴ ὑπὸ τῶν πολεμίων ληφθῶσιν (purpose clause), φοβοῦμαι μὴ ὁ δεσπότης οὐκ ἐθέλῃ παῦσαι τὸν πόνον (clause of fearing)
  • recognising the forms and uses of the optative mood, for example, εἴθε τὴν πατρίδα σῴζοιμεν (wish), βουλοίμεθα ἄν τοῦ ἀοιδοῦ ἀκούειν (potential optative)
  • understanding the structure and use of indirect statements with ὅτι, the infinitive or the participle, for example, ὁ ἄγγελος εἶπεν ὅτι οἱ πολέμιοι ἤδη προσχωροῦσιν/ὁ πάτηρ ἔφη ἀνάγκην εἶναι οἴκαδε ἐπανιέναι/οἱ παῖδες εἶδον λύκον μέγαν πρὸς τὴν οἰκίαν προσιόντα
  • understanding the structure and use of conditional clauses, for example, ἐὰν τῷ δημαγωγῷ πιστεύῃς, μῶρος εἶ/ἐὰν τὸν δοῦλον καλέσῃς, βραδέως ἀφίξεται/εἰ ὁ παῖς τοῦτο ἐποίησεν, ἐδέξατο ἄν τον ἔπαινον
  • understanding the structure and use of indefinite clauses, for example, ὅστις ἄν ἔξω τῶν τῆς πόλεως ὁρῶν εὑρεθῇ, ἐν κινδύνῳ μεγάλῳ ἔσται/ἐπειδὰν γένηται ἡ πανήγυρις, πάντες οἱ Ἀθηναῖοι εἰς τὴν ἀγορὰν σπεύδουσιν
  • identifying the articular infinitive, for example, ἀγαθὸς εἰς τὸ λέγειν τε καὶ πράττειν
  • identifying the verbal adjective in –τέος, for example, οὐ λεκτέοι εἰσὶν οἱ λόγοι
  • identifying verbs that take supplementary participles, for example, ἔτυχον παροῦσαι αἱ γυναῖκες/οἱ Ἀθηναῖοι ἐφαίνοντο οὐ βουλόμενοι ἀγορεύειν
  • understanding the sequence of tenses and moods in complex sentences (primary and secondary sequences), for example, λέγει ὅτι εἰ ὁ ἀνὴρ τοῦτο εἶπεν, ἐψεύδετο/εἶπεν ὅτι εἰ ὁ ἀνὴρ τοῦτο εἴποι, ψεύδοιτο ἄν
  • recognising creative variations in Classical Greek word order to focus on action, or to create suspense by delaying a key word, phrase or clause
  • elaborating strategies for building on prior knowledge and learning new grammar, for example, mnemonic devices, paradigms, drill exercises, online learning tools

  VCGRCU023 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Systems of language