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• VCDEU029

  Notice examples in spoken German of variation in features such as pronunciation, rhythm and stress, and the use of contractions; and articulate and apply in writing common German spelling and punctuation rules, such as for commas and quotation marks

  Elaborations

  • recognising and reproducing rhythms in complex sentences, using pausing and intonation to signal clause sequence and emphasis
  • recognising the role of pronunciation, rhythm and pace in enhancing meaning and creating effects (mood, suggesting relationships) in spoken texts such as stories, poems, songs and conversations
  • listening to and/or viewing excerpts of authentic German conversations, noting examples of contractions and the impact of their use
  • comparing punctuation rules in English and German, considering aspects such as the distribution and functions of commas, and the style of quotation marks for direct speech
  • applying German punctuation and spelling rules to edit own and others’ written work systematically

  VCDEU029 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCELA353

  Understand how to use phonic knowledge and accumulated understandings about blending, letter–sound relationships, common and uncommon letter patterns and phonic generalisations to recognise and write increasingly complex words

  Elaborations

  • spelling increasingly complex words using understanding of common letter patterns, for example 'pneumonia'

  VCELA353 | Curriculum content | English | Level 6 | Writing | Language

• VCELU169

  Recognise that Modern Greek has evolved from Ancient Greek and that changes to the Greek alphabet, number system and style of writing have occurred through the ages; considering factors that have influenced this change

  Elaborations

  • finding examples of Greek script throughout history, such as on pots and stone slabs, for example, the Rosetta Stone, the entrance to Delphi, tombstones in Vergina, Byzantine artefacts, coins and old books, observing how different styles of writing have developed
  • understanding that there are different forms of written Greek used in different contexts dating from the ancient world to today
  • recognising that meanings of particular words and expressions can originate from earlier times, for example, εντάξει

  VCELU169 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCESU012

  Notice the role and importance of pronunciation and intonation in Spanish, for example, to distinguish between statements, questions and exclamations, and understand Spanish writing conventions such as inverted question marks at the start of questions

  Elaborations

  • noticing features of pronunciation (silent h) and the different sounds of consonant–vowel combinations, for example, gato, guerra, gente, girar, goma, guante, guitarra
  • recognising variations in intonation required to form statements, questions and exclamations, for example, Eres de Australia; ¿Eres de Australia?; ¡Eres de Australia!
  • understanding writing conventions such as the use of inverted question and exclamation marks
  • noticing and applying the different rules of capitalisation in English and Spanish
  • becoming familiar with the use of graphic symbols such as ñ, tildes, ¿…?, ¡…! on keyboards and in writing systems

  VCESU012 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAC147

  Participate in everyday classroom activities and routines such as asking how to say or write something, asking for help or repetition, praising or complimenting one another, thanking, apologising and expressing preferences

  Elaborations

  • taking on different roles and responsibilities in the classroom (当番(とうばん)), such as taking the roll, identifying the day of the week, describing the weather or acting as monitor, for example, 本(ほん)　を　ください。ノート　を　ください。(どうも)　ありがとう。
  • doing 日直(にっちょく), taking turns to lead the class in routines such as opening and closing lessons, for example, きり,つ れい、ちゃくせき, using appropriate gestures
  • indicating that something is either correct or incorrect using はい (>そうです) 。 ちがいます。
  • using appropriate language, actions and gestures to participate in interactions such as interrupting or asking for clarification, for example, 先生、すみません。 ちょっと　わかりません。 ゆっくり　(おねがいします) 。

  VCJAC147 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCELU165

  Identify and reproduce irregularities of some sound–letter relationships and combinations, such as σμ, αυ, ευ, μία/μια, όι, άι, οϊ, αϊ, κι εγώ, build on pronunciation, using the accent mark for both intonation and meaning, spell frequently used words and apply accurate punctuation to writing

  Elaborations

  • examining differences in digraphs/diphthongs, consonant and vowel combinations, and double consonants
  • reinforcing the sounds represented by, for example, δ, θ, β, ξ,ψ, χ, and comparing similarities and differences between the Greek and Roman scripts
  • examining and applying the rules of accentuation when using Greek
  • identifying differences in tone, intonation and rhythm between statements, questions, exclamations and commands, for example, ορίστε, παρακαλώ, identifying and using irregularities in the language such as κι εγώ, μία-μια, δύο-δυο
  • applying punctuation and spelling rules to own writing
  • experimenting with pronunciation of less familiar texts

  VCELU165 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCEALL469

  Use a range of sentence structures appropriate to the text, with some errors

  Elaborations

  • writing with some errors such as complex tenses and agreement

  VCEALL469 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VC2M10AA07

  factorise monic and non-monic quadratic expressions and solve a wide range of quadratic equations derived from a variety of contexts

  Elaborations

  • writing quadratic equations that represent practical problems

  VC2M10AA07 | Mathematics | Mathematics Version 2.0 | Level 10A | Algebra

• VCMNA362

  Factorise monic and non-monic quadratic expressions and solve a wide range of quadratic equations derived from a variety of contexts

  Elaborations

  • writing quadratic equations that represent practical problems

  VCMNA362 | Mathematics | Level 10A | Number and Algebra | Linear and non-linear relationships

• VCEALL310

  Use simple sentences and phrases with correct subject–verb–object pattern

  Elaborations

  • writing with some errors with agreement, such as ‘I read book’, ‘She watch video’

  VCEALL310 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL069

  Use a very simple text structure repeatedly

  Elaborations

  • using the same expression in writing as in speech
  • writing or dictating simple statements in time sequence, for example ‘I get my bag’, ‘I eat lunch’
  • writing recounts or stories using repetitive time or sequence connectives
  • copying the structure of classroom texts, for example using the same sentence stems or writing the details in the same order

  VCEALL069 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCELA399

  Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims

  Elaborations

  • writing paragraphs of extended length that explain and substantiate a particular personal viewpoint

  VCELA399 | Curriculum content | English | Level 8 | Reading and Viewing | Language

• VCELY331

  Develop a handwriting style that is becoming legible, fluent and automatic

  Elaborations

  • using handwriting with increasing fluency and legibility appropriate to a wide range of writing purposes

  VCELY331 | Curriculum content | English | Level 5 | Writing | Literacy

• VCEALC214

  Use drawings, symbols, strings of letters and some words in own written work

  Elaborations

  • writing familiar words and strings of letters that approximate the pronunciation of words
  • using drawings as a basis for oral explanations or captioning using simple writing

  VCEALC214 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Communication

• VCEALL229

  Sequence a small number of ideas simply

  Elaborations

  • writing or dictating simple statements in time sequence, for example ‘Get my bag’, ‘Eat lunch’
  • writing numbers to show the sequence of pictures or simple sentences

  VCEALL229 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALA143

  Demonstrate understanding that handwritten texts usually need to be planned, edited and presented

  Elaborations

  • using graphic organisers to develop a simple plan for writing
  • editing and re-drafting writing by using simple strategies
  • reading own writing aloud to check meaning
  • following feedback from teacher or peers to delete or add words to clarify meaning
  • correcting spelling with reference to word lists or dictionaries

  VCEALA143 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA300

  Create short, simple texts for particular purposes, with some support and modelling

  Elaborations

  • using learnt text structures or model texts to begin writing independently
  • creating simple responses to texts, for example replying to a letter or stating a personal opinion about an issue in a video clip
  • building on feedback from previous writing tasks to improve accuracy and extend sophistication in writing

  VCEALA300 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALC567

  Attempt to read familiar and unfamiliar texts with fluency

  Elaborations

  • understanding classroom labels such as those on lockers or desks, and signs around the school such as ‘front office’, ‘toilets’
  • reading a range of familiar and unfamiliar texts, such as own writing, peer’s writing, teacher’s writing
  • following simple print texts that are read aloud at a moderate pace

  VCEALC567 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALA592

  Use the features of simple text types appropriately

  Elaborations

  • using learnt text structures or model texts to begin writing independently, for example attempting to use past tense in a recount
  • using vocabulary items that are appropriate to the topic and text in shared writing

  VCEALA592 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALC058

  Illustrate a simple text

  Elaborations

  • illustrating a simple text to add detail, for example giving additional information about an experience, showing characters and settings in a story
  • writing a caption or label for an image
  • using drawings as a basis for oral explanations or captioning using simple writing

  VCEALC058 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Communication