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• VCEALL160

  Adjust size of writing, colour, layout and choice of media to support meaning

  Elaborations

  • following model texts or templates to lay out learnt text types
  • separating ideas in texts by leaving a line or writing a heading
  • locating images close to relevant written information
  • using a basic software application to format a digital text, for example headings in a larger font, images placed near relevant text

  VCEALL160 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL237

  Spell a number of high-frequency words accurately

  Elaborations

  • spelling some high-frequency words accurately from memory, including own name and short words used regularly, such as ‘it’, ‘my’, ‘we’
  • representing words by their initial letter, such as ‘b’ for ‘book’

  VCEALL237 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL236

  Apply common conventions when copying or writing texts

  Elaborations

  • writing legibly and consistently in different contexts and using different implements
  • writing from left to right and top to bottom
  • using ruled lines to guide writing on the page

  VCEALL236 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL663

  Link ideas using a range of basic cohesive devices

  Elaborations

  • using an expanding range of coordinating conjunctions (such as ‘and’, ‘but’, ‘so’), for example ‘I caught the bus and then walked to the pool so I could go swimming’
  • using a range of common subordinating conjunctions (such as ‘since’, ‘because’, ‘before’), for example ‘Because it was getting dark, we left before the show finished’
  • creating short chains of reference using pronouns, for example ‘The doctor … she ... her patients …’
  • using pronouns in more complex sentences, although sometimes creating ambiguity, for example ‘Dad found my dog and he was so happy’

  VCEALL663 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL622

  Use a small variety of text types for curriculum areas

  Elaborations

  • understanding and using structural features of some texts used in different curriculum areas, such as procedures, reports, formal speeches
  • following a logical structure when producing spoken texts, for example with an introduction, sequenced information, conclusion

  VCEALL622 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL649

  Use syntactic, logical and cultural cues to work out the meaning of unknown words in a text

  Elaborations

  • using other information in the text, such as syntactical patterns (for example the arrangement of words in sentences ‘The boy jumped happily’ and ‘The boy happily jumped’), consistent use of words and cultural cues to deduce meanings
  • drawing on home language knowledge of culture to deduce meanings of words or phrases

  VCEALL649 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL022

  Express simple negation with varying accuracy

  Elaborations

  • expressing negation using ‘no’ or ‘not’ with some errors, for example ‘I no like vegetable’, ‘I not go’
  • using ‘no’ or ‘not’ with adjectives or nouns to express negative forms, such as ‘No hot today’, ‘Not me’

  VCEALL022 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL109

  Repeat or modify a sentence or phrase, modelling rhythm, intonation and pronunciation on the speech of others

  Elaborations

  • imitating and rehearsing pronunciation, stress and intonation patterns used by the teacher and peers for a range of interactions and text types
  • saying familiar sentences fluently, with phrasing modelled on other speakers
  • modifying familiar sentences to incorporate personal details, for example ‘I like to play soccer’, ‘I like to play footy’

  VCEALL109 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL026

  Recognise and use words from lexical sets related to immediate communicative need, interest or experience

  Elaborations

  • use common words related to immediate needs, such as colours, numbers, days, family- and school-specific word sets
  • using a single word for a variety of purposes, for example using ‘book’ to mean ‘This is my book’, ‘Where is her book?’, ‘I’d like to borrow that book’
  • referring to classroom charts and personal vocabulary lists to identify, clarify and rehearse words
  • using a range of strategies to learn new words and phrases, such as private rehearsal, personal vocabulary lists, use in own speech and writing

  VCEALL026 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL019

  Construct simple subject–verb–object sentences that mostly use present tense

  Elaborations

  • constructing basic sentences using subject–verb–object word order, but with non-standard word forms, for example ‘We buy house’
  • constructing short, simple statements showing subject–verb relations with varying accuracy, such as ‘He sick’, ‘Students go’

  VCEALL019 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL149

  Use a variety of simple text structures

  Elaborations

  • relying on templates or model texts for organisational structure, for example using an introduction, body paragraphs and a conclusion
  • copying topic sentences or parts of sentences to support idea generation and to structure writing
  • reflecting the vocabulary and structure of spoken English in print texts
  • using a variety of simple text structures, such as a title, an opening, an ending, a caption
  • using basic conjunctions and connectives to show time and sequence, such as ‘On Saturday I … We went … We saw … I went ... Then I ... And then ...’

  VCEALL149 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEBB015

  Explore and observe the characteristics of entrepreneurs and successful businesses

  Elaborations

  • investigating well-known entrepreneurs and identifying the behaviours and skills that they bring to their business, for example, establishing a shared vision, demonstrating initiative, innovation and enterprise
  • observing local businesses to identify factors that contribute to their success, for example, location, quality of service, a high-quality product, sound management practices

  VCEBB015 | The Humanities | Economics and Business | Levels 7 and 8 | The Business Environment

• VCEBB006

  Identify the reasons businesses exist and investigate the different ways they produce and distribute goods and services

  Elaborations

  • identifying why businesses exist and investigating the different ways that goods and services are produced, for example, hand-crafted, large and small scale businesses, and distributed, for example, through shopping centres, local markets, online, small independent stores, remote community stores
  • explaining the difference between not-for-profit and for-profit businesses
  • identifying different industry sectors, such as agriculture, information, tourism, telecommunications, and discussing what they produce or provide

  VCEBB006 | The Humanities | Economics and Business | Levels 5 and 6 | The Business Environment

• VCEBB024

  Explore the nature of innovation and discuss how businesses seek to create and maintain a competitive advantage in the market, including the global market

  Elaborations

  • identifying a variety of innovations in business and discussing how this has benefited the particular business
  • exploring emerging techniques businesses can use to gain an advantage, such as blended marketing, open innovation, use of digital technologies and social media and the adoption of sustainable production practices
  • identifying the reasons businesses seek to build or create a competitive advantage, for example, to stay in business, meet the changing demands of a competitive global market, achieve efficiencies, lower costs and improve their profit margins
  • investigating the different strategies businesses use to create competitive advantage, for example, improving productivity, undertaking research and development, adopting innovative and efficient practices, advertising and marketing, offering a lower-cost product, innovative ways of managing the workforce, or by implementing efficient internal operations strategies
  • discussing whether the adoption of strategies based around corporate social responsibility can increase the competitive advantage of businesses

  VCEBB024 | The Humanities | Economics and Business | Levels 9 and 10 | The Business Environment

• VCEBC005

  Consider the effect that the consumer and financial decisions of individuals may have on themselves, their family, the broader community and the natural, economic and business environment

  Elaborations

  • exploring how a decision to buy an item affects the family, for example, ‘Did the family have to put off buying another item to have this one?’ or 'Does what my family buys in the supermarket affect what businesses might sell or produce?'
  • explaining the benefits to themselves and their family of having savings and/or a strategy for saving
  • investigating whether buying at the local supermarket helps the local community
  • considering if their actions have an effect on the environment, for example, does choosing to use recycling shopping bags have an effect on the natural environment?

  VCEBC005 | The Humanities | Economics and Business | Levels 5 and 6 | Consumer and Financial Literacy

• VCEBC023

  Explain why and describe how people manage financial risks and rewards in the current Australian and global financial landscape

  Elaborations

  • identifying financial risks such as scams and identity theft and considering strategies to avoid these
  • explaining the role of banks and other deposit-taking institutions, such as credit unions or building societies, in collecting deposits, pooling savings and lending them to individuals and business
  • debating the difference between good and bad debt, how to manage debt, the risks of over-indebtedness, and the importance of having a savings buffer
  • identifying ways consumers can protect themselves from risks, for example, through insurances, savings and superannuation

  VCEBC023 | The Humanities | Economics and Business | Levels 9 and 10 | Consumer and Financial Literacy

• VCEBC014

  Explain the reasons why and the ways in which individuals and businesses set, prioritise and plan to achieve financial and organisational goals

  Elaborations

  • prioritising short-term personal financial objectives and identifying how these objectives can be achieved, for example, through developing a budget and having a savings plan
  • explaining the need for setting long-term personal financial objectives and listing ways of achieving these objectives, for example, investment, superannuation or savings
  • explaining how financial records such as income statements, budgets and cash flow inform business decision-making

  VCEBC014 | The Humanities | Economics and Business | Levels 7 and 8 | Consumer and Financial Literacy

• VCEBC013

  Investigate the rights and responsibilities of consumers and businesses in terms of financial and economic decision making

  Elaborations

  • creating a list of the rights of consumers and businesses to compare with the responsibilities of consumers and businesses
  • investigating the ways the rights of consumers are protected through the law, for example, warranties, cooling-off periods
  • identifying examples of how businesses are required by government to protect the safety of consumers, for example, mandatory and voluntary standards, product safety recalls

  VCEBC013 | The Humanities | Economics and Business | Levels 7 and 8 | Consumer and Financial Literacy

• VCEBC004

  Identify influences on consumer choices and explore strategies that can be used to help make informed personal consumer and financial choices

  Elaborations

  • identifying examples of goods and services purchased and listing and explaining the factors that influenced their decision, for example, price, fashion, peer pressure, advertising, taste
  • identifying the variety of selling and advertising strategies used by businesses, for example, television and internet advertising and email promotions
  • exploring the strategies that can be used when making consumer and financial decisions, for example, comparing prices, keeping a record of money spent, saving for the future

  VCEBC004 | The Humanities | Economics and Business | Levels 5 and 6 | Consumer and Financial Literacy

• VCEBE028

  Generate a range of viable options, taking into account multiple perspectives, use simple cost-benefit analysis to recommend and justify a course of action, and predict the intended and unintended consequences of economic and business decisions

  Elaborations

  • examining the trade-offs businesses may need to consider, including social consequences, when determining methods to improve their productivity, for example, when employing more staff compared with up-skilling existing staff or replacing staff with technology or outsourcing work to overseas countries
  • evaluating the costs and benefits of different alternatives
  • using a range of criteria (social, economic, environmental) to select and justify a preferred option
  • using a range of strategies to help decide on a potential major purchase, for example, a car, by investigating options, calculating the costs of different purchasing methods and estimating the long-term costs and benefits of owning the asset and repaying the debt
  • discussing the outcomes of a decision, identifying those that were intended and unintended, and reflecting on strategies that may address the unintended consequences

  VCEBE028 | The Humanities | Economics and Business | Levels 9 and 10 | Economic and Business Reasoning and Interpretation