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• VCEALA767

  Compare connotations of synonyms and antonyms in English and home language, referring to a dictionary or thesaurus in each language

  Elaborations

  • using a bilingual dictionary, thesaurus or online tool to search for synonyms and antonyms for a known word in one language
  • crosschecking meaning in home language and English to confirm accurate choice of vocabulary
  • contributing to class word lists with vocabulary found using dictionaries and other resources

  VCEALA767 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA659

  Access new words from bilingual dictionaries or word lists

  Elaborations

  • consulting resources such as bilingual dictionaries, charts, word lists, online tools or peers and the teacher to find new words, or to check spelling and meaning
  • recording new words from texts or interactions in a vocabulary list that includes English, home language and other details such as meaning or phonetic pronunciation

  VCEALA659 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Cultural and Plurilingual Awareness

• VCEALA304

  Employ a range of strategies to understand new or unknown words

  Elaborations

  • referring to written resources such as bilingual dictionaries, charts or own spelling lists
  • recording a vocabulary list that includes English, home language and other details such as an image or phonetic pronunciation
  • writing notes in home language about meaning and pronunciation when encountering new words in texts

  VCEALA304 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALC480

  Show understanding of some frequently occurring English words and phrases

  Elaborations

  • understanding a small range of frequently occurring greetings, simple sentences and simple instructions in the classroom, such as ‘partner’ and ‘sit down’
  • using supporting resources to understand classroom language, for example classroom charts, vocabulary lists and contextual information, such as the actions of other students

  VCEALC480 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALL754

  Use existing vocabulary knowledge to determine the meaning of new words

  Elaborations

  • using familiar root words, prefixes and suffixes to make predictions about meaning of new specific curriculum area vocabulary
  • checking predictions about new vocabulary, using specific curriculum area resources, dictionaries and vocabulary lists, and by asking questions

  VCEALL754 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCGGK150

  Interconnecting causes of spatial variations between countries in selected indicators of human wellbeing

  Elaborations

  • investigating the locational, economic, social, technological, political and or environmental causes of inequalities in wellbeing between countries
  • examining and explaining differences in indicators by gender between countries
  • investigating the interrelationships between the rate of population growth and human wellbeing in countries
  • examining how the possession of natural resources, such as minerals can affect wellbeing in a country

  VCGGK150 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of human wellbeing

• VCGGK094

  Influence of people, including the influence of Aboriginal and Torres Strait Islander peoples, on the environmental characteristics of Australian places

  Elaborations

  • identifying how Aboriginal and Torres Strait Islander communities altered the environment through their methods of land and resource management
  • exploring the extent of change in the local environment over time, through for example, vegetation clearance, fencing, urban development, drainage, irrigation, farming, forest plantations or mining

  VCGGK094 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• VCMNA039

  Demonstrate in practical situations, ‘adding one more to’ and ‘taking one away from’ in everyday situations

  Elaborations

  • using shared experiences with concrete materials to add one more to or take away one from a group of objects, and count to find a total
    • experiencing addition and subtraction in games
  • communicating using language such as ‘more’ or ‘less’ to describe a change in a group using classroom resources and in practical situations

  VCMNA039 | Mathematics | Level C | Number and Algebra | Number and place value

• VCSIS134

  Formulate questions or hypotheses that can be investigated scientifically, including identification of independent, dependent and controlled variables

  Elaborations

  • formulating questions that can be investigated within the scope of the classroom or field with available resources
  • developing ideas from students' own or others' investigations and experiences to investigate further
  • revising and refining research questions to target specific information and data collection or finding a solution to the specific problem identified

  VCSIS134 | Science | Levels 9 and 10 | Science Inquiry Skills | Questioning and predicting

• VCZHC152

  Create simple bilingual texts for different audiences, explaining features of the different versions and the impact of context

  Elaborations

  • acting as interpreter for visitors from diverse backgrounds and communicating their message to speakers of other languages, applying strategies such as clarifying, rephrasing and explaining when mediating cultural concepts
  • using a range of resources to assist in creating a Chinese translation of a text, exploring the functions of print and digital translation tools and discussing their strengths and weaknesses

  VCZHC152 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCLVC182

  Create bilingual texts for the wider community collaboration with others

  Elaborations

  • creating shared bilingual learning resources, such as print or digital word banks or glossaries of expressions used in everyday interactions in the language and in English
  • creating bilingual learning resources for younger learners, for example, children’s stories and games
  • performing a role-play or skit for a specified audience, using the language for the performance and English for supporting explanations and commentary
  • creating bilingual texts, using subtitles and captions, to inform the school community about aspects of the language and culture
  • creating a bilingual display, for example, a video-clip or photographic display to showcase events and shared experiences, such as a bush trip
  • creating bilingual digital texts such as song lyrics or dialogues which allow display in the language, in English or in both

  VCLVC182 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Translating

• Arabic - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with how the sounds of the Arabic language are represented in letters and words. They practise pronunciation and intonation through activities such as reciting rhymes and singing songs, and experiment with sounds, short and long vowels, phonemes, words, simple phrases...

  Level description | Languages | Arabic | F–10 Sequence

• Arabic - F–10 Sequence: Levels 5 and 6 description

  Students’ pronunciation, intonation and phrasing are more confident, and they apply appropriate writing conventions, including spelling and punctuation, in a range of print, digital and multimodal texts. They use grammatical structures, such as verb conjugation, suffixes, linguistic elements...

  Level description | Languages | Arabic | F–10 Sequence

• Arabic - F–10 Sequence: Levels 9 and 10 description

  Students apply appropriate pronunciation, rhythm, stress and tone and a variety of language features and complex sentence structures to enhance their spoken and written communication. They apply complex grammatical structures, such as indirect object pronouns and passive voice, to express their...

  Level description | Languages | Arabic | F–10 Sequence

• Auslan - First Language Learner - F–10 Sequence: Levels 9 and 10 description

  Students extend their grammatical knowledge to a range of forms and functions that give them control of more complex elements of text construction and sign formation. They have a greater degree of self-correction and repair. This greater control of language structures and systems increases confidence...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence

• Auslan - First Language Learner - F–10 Sequence: Levels 5 and 6 description

  Students draw on grammatical and lexical resources to produce and understand more complex language. With support, they build increasing cohesion and complexity into their language production in both content and expression. Students expand their understanding of Auslan grammatical forms and features...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence

• Chinese - Background Language Learner - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use spoken and written Chinese to maintain interactions with familiar and unfamiliar people across a growing range of situations (for example, 你星期几去汉语学校？,你说…对吗？); to convey information, opinions and experiences (for example, 我喜欢踢澳式足球，你呢？); and to access a...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6

• Chinese - Background Language Learner - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Year 10, students use spoken and written Chinese to initiate and sustain extended interactions with others in their social world and in the Chinese-speaking community, for example, 我的学校生活，澳大利亚的运动，我最喜欢的春节活动. They ask questions (for example, 你真的认为…吗？请想一想…) and adapt language...

  Level description | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10

• Chinese - Background Language Learner - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Year 8, students use spoken and written Chinese to sustain interactions in their personal and social worlds (for example, 你叫什么名字？你多大了？你住在哪个城市？,不对，我是说… and 老师，我可以用电脑吗？), making appropriate language choices for different roles, relationships and situations, for example, 你的那个，那个 as...

  Level description | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8

• English | English as an Additional Language (EAL): Structure

  The English as an Additional Language (EAL) curriculum is organised by pathways, language modes and strands.

  Pathways

  The EAL curriculum is a continuum structured as three EAL pathways (A, B, C). Each pathway describes a different stage of English-language learning (early, mid and late), and...

  Overview material | English as an Additional Language (EAL)