Search results

Result list

• VCELT159

  Retell familiar literary texts through performance, use of illustrations and images

  Elaborations

  • drawing, labelling and role playing representations of characters or events
  • reciting rhymes with actions
  • using digital technologies to retell events and recreate characters from favourite print and film texts

  VCELT159 | Curriculum content | English | Foundation Level | Writing | Literature

• VCELT149

  Recognise some different types of literary texts and identify some characteristic features of literary texts

  Elaborations

  • recognising cultural patterns of storytelling, for example ‘Once upon a time’, ‘A long, long time ago’, ‘Before the Dreamtime…’

  VCELT149 | Curriculum content | English | Foundation Level | Reading and Viewing | Literature

• VCELT173

  Modify familiar texts

  Elaborations

  • changing familiar texts by innovating on elements of text structure, for example replacing rhyming words or substituting verbs with other verbs

  VCELT173 | Curriculum content | English | Foundation Level | Speaking and Listening | Literature

• VCELU114

  Recognise and reproduce the sounds and letters of the Greek alphabet, identifying how they are represented in words, and read vowel–consonant combinations, including the most common digraphs/diphthongs such as oυ and μπ

  Elaborations

  • building phonic awareness by pronouncing and writing alphabet letters with familiar sounds, for example, Οο, Ιι, Εε, Αα, Κκ, Ττ, Λλ, Ππ, Σσς, Μμ, Νν, Ηη, Υυ, Ωω, Ββ, Ζζ, Φφ, and building to more unfamiliar sounds, for example Γγ, Ρρ, Δδ, Θθ, Ξξ, Ψψ, Χχ
  • experimenting with sounds, rhythms, intonation and stress
  • noticing that there are 24 letters in the Greek alphabet with individual names and that there are upper case and lower case letters, seven vowels and 17 consonants, and that ‘ς’ (τελικό σίγμα) only appears on the ends of words
  • locating and highlighting specific alphabet letters and accent marks in names, and categorising names according to their first consonant
  • developing pronunciation and intonation skills by singing, reciting and repeating alphabet names in context, for example, songs
  • focusing on those letters that are different and initially difficult and correctly pronouncing words starting with the sounds Ψψ and Ξξ (ψάρι, ξύλο), recognising that these two sounds only appear in the middle or at the end of words in English
  • recognising and making simple syllables from vowel–consonant combinations, for example, μα, με, μη, μι, μο, μυ, μω and understanding that syllables can be joined together to make words such as α-λά-τι and μά-τι
  • recognising the most common digraphs, including ου as in μου and μπ as in μπαμπάς

  VCELU114 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCELU117

  Recognise that in Greek, greetings and forms of address vary according to such things as the time of day, age, gender and relationship of participants

  Elaborations

  • using appropriate form of address or greeting depending on gender, age and social status of participants, and time of day, for example, using Γεια σου or Τι κάνεις; with peers and Γεια σας or Τι κάνετε; when speaking to adults, using Καλημέρα, Γεια σας, Χαίρετε, Καλησπέρα or Καληνύχτα depending on the time of day, using first names when greeting friends but adding a salutation when addressing teachers/adults: Γεια σας κυρία Αγγελική
  • recognising that there can be different forms of address for the same person, for example, μαμά, μητέρα

  VCELU117 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• 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

• VCELU116

  Recognise features of familiar spoken, written and visual texts, such as songs, labels and captions

  Elaborations

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

  VCELU116 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCELU118

  Recognise that Australia has speakers of many different languages, including Greek, and that languages borrow words from each other and sometimes use the same alphabet symbols and vocabulary

  Elaborations

  • understanding that the 26 English alphabet letters (Latin/Roman alphabet), have their roots in the Ancient Greek alphabet, recognising the similar order of letters and comparing lower and upper case Greek and English alphabet letters
  • understanding that there are many everyday words and names in English that have Greek origins, for example, alphabet, Chloe, disco, echidna, eucalyptus, hippopotamus, mathematics, school, story, telephone, Timothy, Zoe
  • understanding that there are many technical/scientific words in English that have Greek origins, for example, astronaut, chemist, dentist, disc, physiotherapist, telescope, thermometer

  VCELU118 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCELU119

  Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between Greek and their own ways of communicating

  Elaborations

  • exploring the meaning of ‘culture’, considering different lifestyles and symbols such as flags, including the Aboriginal flag and the Torres Strait Islander flag
  • understanding that traditional cultures reflect conditions and resources in particular environments and contribute to the sustainability of communities
  • exploring the significance of different cultural practices, activities and games, for example, using a κομπολόι, making wreaths for 1 May, making masks or kites for Απόκριες
  • recognising words that reflect aspects of culture, for example, γλέντι, κέφι, χρόνια πολλά, όπα!
  • understanding that particular Australian English terms and expressions have no equivalent in Greek, for example, ‘billabong’, ‘corroboree’, ‘the bush’
  • recognising features of Greek language interactions which may be similar to own ways of communicating, such as politely speaking to an adult, or different from own ways of communicating, for example, physical contact when farewelling someone

  VCELU119 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCELY151

  Identify some familiar texts and the contexts in which they are used

  Elaborations

  • recognising the meaning of symbols in everyday contexts, for example exit signs, logos, hearts and flowers on greeting cards

  VCELY151 | Curriculum content | English | Foundation Level | Reading and Viewing | Literacy

• VCELY154

  Identify some differences between imaginative and informative texts

  Elaborations

  • talking about what is ‘real’ and what is imagined in texts
  • identifying and selecting texts for information purposes and commenting on how the text might help with a task

  VCELY154 | Curriculum content | English | Foundation Level | Reading and Viewing | Literacy

• VCELY174

  Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak

  Elaborations

  • listening to, remembering and following simple instructions
  • sequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues, retelling information using story maps
  • listening for specific things, for example the main idea of a short statement, the details of a story, or to answer a given question
  • participating in informal situations, for example play-based experiences which involve the imaginative use of spoken language
  • participating in class, group and pair discussions about shared experiences including shared texts
  • asking and answering questions to clarify understanding

  VCELY174 | Curriculum content | English | Foundation Level | Speaking and Listening | Literacy

• VCELY175

  Deliver short oral presentations to peers, using appropriate voice levels, articulation, body language, gestures and eye contact

  Elaborations

  • sharing a personal experience, interest or discovery with peers in a semi-formal situation
  • using visual cues to practise staying on topic

  VCELY175 | Curriculum content | English | Foundation Level | Speaking and Listening | Literacy

• 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

• VCELY161

  Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops

  Elaborations

  • rereading collaboratively developed texts to check that they communicate what the authors intended

  VCELY161 | Curriculum content | English | Foundation Level | Writing | Literacy

• VCELY163

  Construct texts using software including word processing programs

  Elaborations

  • using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

  VCELY163 | Curriculum content | English | Foundation Level | Writing | Literacy

• VCELY160

  Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge

  Elaborations

  • using image-making and beginning writing to represent characters and events in written, film and web-based texts
  • using speaking, writing and drawing to represent and communicate personal responses to ideas and events experienced through texts
  • creating short spoken, written and multimodal observations, recounts and descriptions, extending vocabulary and including some content-specific words in spoken and written texts
  • using beginning concepts about print, sound–letter and word knowledge and punctuation to create short texts

  VCELY160 | Curriculum content | English | Foundation Level | Writing | Literacy

• VCELY152

  Read texts with familiar structures and features, practising phrasing and fluency, and monitor meaning using concepts about print and emerging phonic, semantic, contextual and grammatical knowledge

  Elaborations

  • navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word
  • reading aloud with attempts at fluency and intonation
  • attempting to work out unknown words by combining contextual, semantic, grammatical and phonic knowledge
  • predicting what might happen on the basis of experience of this kind of text; at the sentence level predicting the meaning on the basis of syntax and word meaning

  VCELY152 | Curriculum content | English | Foundation Level | Reading and Viewing | Literacy

• VCELY153

  Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

  Elaborations

  • talking about the meanings in texts listened to, viewed and read
  • visualising elements in a text (for example drawing an event or character from a text read aloud)
  • providing a simple, correctly-sequenced retelling of narrative texts
  • relating one or two key facts from informative texts
  • finding a key word in a text to answer a literal question
  • making links between events in a text and students’ own experiences
  • making an inference about a character's feelings
  • discussing and sequencing events in stories
  • drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical

  VCELY153 | Curriculum content | English | Foundation Level | Reading and Viewing | Literacy

• VCESC113

  Present factual information about self, family, friends and everyday objects using simple statements and support materials

  Elaborations

  • labelling or naming personal possessions and classroom items and resources, for example, la mesa, mi lápiz, tu cuaderno, la pizarra portátil
  • using simple statements, familiar vocabulary and concrete materials to talk about self and the immediate environment, for example, Tengo el pelo largo. Estoy en mi clase. Mi hermana se llama Lucía. Este/a es mi mejor amigo/a. Me gusta tocar el/la piano/flauta
  • contributing to shared understanding of aspects of the Spanish-speaking world through activities such as pointing to places on a map or at pictures of foods, flora and fauna, for example, En México, la comida es picante. Guinea Ecuatorial está en Africa. El lince es bonito
  • drawing aspects of daily routines (la merienda, los deportes, las tareas de la casa) and creating captions or attaching word bubbles
  • using key words and phrases to describe aspects of a video clip, photo story or excerpt from a television program such as Barrio Sésamo, for example, Hoy vamos a hablar de la letra ñ

  VCESC113 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Informing