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• VCELA270

  Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning

  Elaborations

  • learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately

  VCELA270 | Curriculum content | English | Level 3 | Speaking and Listening | Language

• VCELA259

  Understand that paragraphs are a key organisational feature of written texts

  Elaborations

  • noticing how longer texts are organised into paragraphs, each beginning with a topic sentence/paragraph opener which predicts how the paragraph will develop and is then elaborated in various ways

  VCELA259 | Curriculum content | English | Level 3 | Writing | Language

• VCELA262

  Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense

  Elaborations

  • identifying different types of verbs and the way they add meaning to a sentence
  • exploring action and saying verbs in narrative texts to show how they give information about what characters do and say
  • exploring the use of sensing verbs and how they allow readers to know what characters think and feel
  • exploring the use of relating verbs in constructing definitions and descriptions
  • learning how time is represented through the tense of a verb and other structural, language and visual features

  VCELA262 | Curriculum content | English | Level 3 | Writing | Language

• VCELA263

  Understand how to use letter–sound relationships and less common letter combinations to spell words

  Elaborations

  • using spelling strategies such as: phonological knowledge (for example diphthongs and other ambiguous vowel sounds in more complex words); three-letter clusters (for example 'thr', 'shr', 'squ'); visual knowledge (for example more complex single-syllable homophones such as 'break/brake', 'ate/eight'); morphemic knowledge (for example inflectional endings in single-syllable words, plural and past tense); generalisations (for example to make a word plural when it ends in 's', 'sh', 'ch', or 'z' add 'es'); and using knowledge of how different letters and combinations of letters represent different sounds, including less common combinations, for example, 'dge' after a short vowel as in 'badge', to write words in independent writing

  VCELA263 | Curriculum content | English | Level 3 | Writing | Language

• VCELA246

  Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences

  Elaborations

  • becoming familiar with typical structural stages and language features of various types of text, for example narratives, procedures, reports, reviews and expositions

  VCELA246 | Curriculum content | English | Level 3 | Reading and Viewing | Language

• VCELA250

  Recognise most high-frequency words, know how to use common prefixes and suffixes, and know some homophones and generalisations for adding a suffix to a base word

  Elaborations

  • becoming familiar with most high-frequency sight words

  VCELA250 | Curriculum content | English | Level 3 | Reading and Viewing | Language

• VCELA260

  Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters

  Elaborations

  • recognising both grammatically accurate and inaccurate usage of the apostrophe in everyday texts such as signs in the community and newspaper advertisements

  VCELA260 | Curriculum content | English | Level 3 | Writing | Language

• VCELA261

  Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement

  Elaborations

  • knowing that a clause is basically a group of words that contains a verb
  • knowing that, in terms of meaning, a basic clause represents: what is happening; who or what is participating, and the surrounding circumstances

  VCELA261 | Curriculum content | English | Level 3 | Writing | Language

• VCELA273

  Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs

  Elaborations

  • exploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgments about characters or events, acknowledging that language and judgments might differ depending on the cultural context

  VCELA273 | Curriculum content | English | Level 3 | Speaking and Listening | Language

• VCELA248

  Identify the effect on audiences of techniques, including shot size, vertical camera angle and layout in picture books, advertisements and film segments

  Elaborations

  • noting how the relationship between characters can be depicted in illustrations through the positioning of the characters (for example facing each other or facing away from each other), the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gesture
  • observing how images construct a relationship with the viewer through such strategies as: direct gaze into the viewer's eyes, inviting involvement, and how close ups are more engaging than distanced images, which can suggest alienation or loneliness

  VCELA248 | Curriculum content | English | Level 3 | Reading and Viewing | Language

• VCELA247

  Identify the features of online texts that enhance navigation

  Elaborations

  • becoming familiar with the typical features of online texts, for example navigation bars and buttons, hyperlinks and sitemaps

  VCELA247 | Curriculum content | English | Level 3 | Reading and Viewing | Language

• VCELA271

  Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations

  Elaborations

  • identifying roles and collaborative patterns in students’ own groups and pair work (for example initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting and checking individual and group understanding)

  VCELA271 | Curriculum content | English | Level 3 | Speaking and Listening | Language

• VCELA272

  Examine how evaluative language can be varied to be more or less forceful

  Elaborations

  • exploring how modal verbs, for example ‘must’, ‘might’,’ or ‘could’ indicate degrees of certainty, command or obligation
  • distinguishing how choice of adverbs, nouns and verbs present different evaluations of characters in texts

  VCELA272 | Curriculum content | English | Level 3 | Speaking and Listening | 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

• VCELC125

  Participate in shared imaginative activities and respond by acting out events, identifying favourite elements, and making simple statements about characters

  Elaborations

  • listening to, viewing and reading stories, such as Aesop’s fables, or stories by contemporary Greek authors, in a range of text types, and responding to questions about characters, themes and events
  • comparing a Greek myth or legend to myths and legends of a country of the Asia region, such as China, and highlighting the similarities and differences in characters, events and moral of the story
  • creating a timeline of the main events of a story using pictures, words and simple sentences
  • performing a scene from a Greek myth (Theseus and the Minotaur, Icarus, Hercules, Cyclops, Persephone) using simple, modelled language

  VCELC125 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCELC127

  Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages

  Elaborations

  • playing matching games with Greek and English word cards, for example, days of the week, months, seasons or vocabulary associated with weather
  • translating simple sentences into Greek, such as requests in the classroom, to understand the gist, noticing how meaning changes when translating into English, as in the case of expressions of politeness, for example, Ένα μολύβι, παρακαλώ or Θα ήθελα ένα μολύβι, παρακαλώ (A literal translation of Μπορώ να έχω ένα μολύβι, σε παρακαλώ; would not be used in Greek.)
  • translating signs or phrases in familiar contexts from Greek into English, for example, street signs, addresses, food labels (Δελφών 30, ΟΔΟΣ ΕΡΜΟΥ, ΦΡΕΣΚΟ ΓΑΛΑ, 4€), noting that some signs and symbols are universal, for example, the ‘stop’ sign

  VCELC127 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCELC120

  Interact with peers and teacher to exchange personal information about everyday routines involving school and home environment

  Elaborations

  • asking and answering questions to exchange information about self and family, for example, Πού είναι ο κύριος Παναγιώτης; Να τος. Πού είναι η μαμά σου;
  • asking for and sharing information about daily and classroom routines, for example, Πού είναι το μολύβι; Εδώ. Τι μέρα είναι σήμερα; Σήμερα είναι Δευτέρα. Τι μήνας είναι; Είναι Μάρτιος, Τι ημερομηνία έχουμε σήμερα; Έχουμε 18 Μαρτίου, Ποια εποχή έχουμε; Έχουμε καλοκαίρι, Τι καιρό κάνει σήμερα; Κάνει κρύο. Bρέχει. Δε βρέχει. Ούτε κρύο, ούτε ζέστη.
  • using common responses and appropriate body language in response to frequently asked comments or questions, for example, ναι, μ’αρέσει, δε μ’αρέσει, understanding that lifting the head means ‘no’ and is used only in informal situations
  • exchanging simple correspondence such as notes, invitations or messages in print or digital form

  VCELC120 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCELC129

  Share own experiences of communicating in Greek, recognising how it involves behaviours as well as words

  Elaborations

  • identifying elements of Greek language and culture that feel different to own language and culture, including pronunciation of some sounds, gestures and facial expressions, for example, έτσι κι έτσι, μπα
  • discussing ways of communicating and their appropriateness in Greek and non-Greek contexts, for example, polite and impolite ways of indicating ‘yes’ or ‘no’ to an adult, the acceptable practice of using teachers’ first names, κυρία Άννα, κύριε Δημήτρη
  • describing to peers what they are confident about when using Greek, what they feel unsure of and what they most enjoy
  • experimenting with respectful gestures and titles, such as using titles κυρία, κύριε
  • discussing how Australian terms and expressions might be understood from a Greek perspective, for example, ‘bushwalking’, ‘kick a footy’ or ‘lamington’

  VCELC129 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCELC130

  Interact with others, noticing how identity matters, such as use of terms of address, who and what is included and what language is used

  Elaborations

  • recognising how they communicate with each other, their family, teachers and other adults, identifying differences in behaviour and language and explaining why this happens
  • reflecting on the experience of becoming bilingual or multilingual, considering what advantages this brings and whether it impacts on identity
  • creating a digital profile of aspects of their identity, for example, family, background, interests, membership of the Greek language class
  • discussing which groups they belong to, for example, family, class, learners of Greek and making connections and comparisons between own cultural perspectives and those of different cultural groups
  • interacting with teachers, other Greek speakers and class friends, and noticing aspects of speech, behaviour and actions that are the same as or different to their own

  VCELC130 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCELC128

  Create simple bilingual resources such as picture dictionaries, action games or labels for the classroom

  Elaborations

  • creating handmade or digital greeting cards in both Greek and English for different celebrations and traditions, for example, Καλά Χριστούγεννα, Καλό Πάσχα
  • creating bilingual texts for different audiences, for example, signs for the school community, a bilingual class digital dictionary, a word chart, a board game for a younger class
  • creating simple bilingual story books that include captions and images modelled on familiar texts, for example, Spot the dog

  VCELC128 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Translating