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• VCEALC325

  Use a repertoire of common classroom and schoolyard language

  Elaborations

  • understanding simple questions on familiar topics or themes and responding appropriately
  • following a short sequence of classroom task-related instructions with clear steps and modelling of the task
  • adapting common classroom and schoolyard language to a small range of relevant situations, such as ‘Wait a minute’, ‘Be quiet, please’, ‘My turn’

  VCEALC325 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC455

  Write a range of texts covering topics across the curriculum areas, incorporating information from different sources

  Elaborations

  • writing a small range of texts used in different curriculum areas (such as historical recount, information report, procedure, explanation), with reference to templates and models
  • incorporating information from personal experience, classroom activities and shared texts
  • contributing to shared writing of a recount or report on an online platform, giving reasons for placing events in a particular sequence

  VCEALC455 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Communication

• VCEALL015

  Recognise familiar spoken texts

  Elaborations

  • recognising common functions of speech, such as questions, statements, commands
  • recognising a small number of familiar texts used frequently in class, such as songs, rhymes, stories
  • listening to and reproducing the sequence of ideas in a short spoken story or recount
  • recognising familiar words in spoken texts

  VCEALL015 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL440

  Interpret the purpose and organisational features of different text types

  Elaborations

  • identifying the text type and purpose of a text, based on organisational features such as sequence of ideas, headings, illustration and layout
  • comparing and contrasting the purpose and structure of texts from different curriculum areas, such as comparing reports from Science and History, or essays from English and Art

  VCEALL440 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL662

  Organise the content of a topic at paragraph level, with teacher guidance, to reflect given or new information

  Elaborations

  • following a model text or scaffold for paragraph structure, for example including a topic sentence, main idea, elaboration and summary
  • writing a simple topic sentence introducing and sequencing the key idea of the paragraph, for example ‘Another main reason to ban cars is …’

  VCEALL662 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL724

  Write cohesive texts for a range of purposes

  Elaborations

  • connecting ideas and information at the whole-text level, for example writing topic sentences to focus paragraphs, and to connect paragraphs to the introduction and conclusion
  • ordering ideas in a paragraph so that they follow a logical sequence, for example chronological order, most common to least common examples

  VCEALL724 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL768

  Examine the role of the structures and features of mainstream texts in different curriculum areas

  Elaborations

  • comparing and contrasting structure and language features of texts from different curriculum areas, such as comparing reports from Science and History, or essays from English and Art
  • examining structures and features of texts in curriculum areas through guided activities, such as labelling, sequencing, transforming texts

  VCEALL768 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL535

  Use basic conjunctions to connect ideas

  Elaborations

  • constructing basic compound sentences using common coordinating conjunctions (such as ‘and’, ‘but’), for example ‘I went to park and play soccer’
  • copying basic time or sequence connectives from a model text, for example ‘first’, ‘next’ or ‘lastly’

  VCEALL535 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCHHC004

  Explore objects from the past and present

  Elaborations

  • exploring significant objects of their past and present
  • viewing multimodal text that identifies them in the recent past and present
  • experiencing personal significant events in sequence through images and multimedia texts
  • viewing various videos, multimedia texts, stories, objects and images that identify objects of the present

  VCHHC004 | The Humanities | History | Level A | Historical Concepts and Skills | Continuity and change

• VCHHC018

  Assist to construct a narrative about a person or a shared past event

  Elaborations

  • assisting in jointly constructed narratives about own life and past events by selecting images, objects or sequence of events from a limited field
  • selecting images and objects to be used in personal texts about a past event or a significant person in their family
  • using a ‘yes’ or ‘no’ response to confirm choices during jointly constructed narratives

  VCHHC018 | The Humanities | History | Level B | Historical Concepts and Skills | Historical significance

• VCHHK034

  Distinguish between events within the day and the past

  Elaborations

  • assisting to document the passing of time associated with daily routine activities, for example sequencing photos, creating an activity strip
  • select a picture of events that happened ‘today’ and ‘yesterday’
  • experiencing chronological terms such as ‘today’, ‘tomorrow’, ‘yesterday’, ‘finished’, ‘past’, ‘present’, ‘next’, ‘then’, ‘first’, ‘now’

  VCHHK034 | The Humanities | History | Level C | Historical Knowledge | Personal histories

• VCHPEM117

  Propose and apply movement concepts and strategies

  Elaborations

  • demonstrating defensive and offensive play in modified games
  • proposing and applying movement concepts and strategies to perform movement sequences at different levels using different types of equipment
  • proposing and applying movement concepts and strategies to safely traverse a natural environment

  VCHPEM117 | Health and Physical Education | Levels 5 and 6 | Movement and Physical Activity | Moving the body

• VCHPEM135

  Practise, apply and transfer movement concepts and strategies

  Elaborations

  • examining and demonstrating the similarities of strategies used in different physical activities and how they can be transferred to new movement situations
  • exploring similarities in the bases of support and flow of movements when performing movement sequences
  • selecting previously successful strategies and applying the most appropriate when solving new movement challenges

  VCHPEM135 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Moving the body

• VCHPEM051

  Participate in simple games with support and begin to anticipate the next step in familiar physical routines

  Elaborations

  • preparing for games and physical activities by collecting and dressing in appropriate clothing and safety gear
  • participating in games that require students to be aware of sequence, personal safety and game boundaries
  • participating in games from other cultures and for specific events
  • participating in games responding to stimuli

  VCHPEM051 | Health and Physical Education | Level D | Movement and Physical Activity | Moving the body

• VCITU129

  Analyse the features of a range of spoken, written and multimodal texts, recognising grammatical structures, cohesion and coherence

  Elaborations

  • comparing procedural, recount and persuasive texts in Italian and English (for example, recipes, advertisements and weather reports) and describing their similarities and differences
  • understanding the elements that create coherence at a whole text level such as the use of cohesive devices, linked paragraphs and sequencing of ideas

  VCITU129 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VC2M6A01

  recognise and use rules that generate visually growing patterns and number patterns involving rational numbers

  Elaborations

  • investigating patterns such as the number of tiles in a geometric pattern, or the number of dots or other shapes in successive repeats of a strip or border pattern, looking for patterns in the way the numbers increase or decrease
  • using a calculator or spreadsheet to experiment with number patterns that result from multiplying or dividing; for example, 1 ÷ 9, 2 ÷ 9, 3 ÷ 9 …, 210 × 11, 211 × 11, 212 × 11 …, 111 × 11, 222 × 11, 333 × 11 …, or 100 ÷ 99, 101 ÷ 99, 102 ÷ 99 …
  • creating an extended number sequence that represents an additive pattern using decimals; for example, representing the additive pattern formed as students pay their $2.50 for an incursion as 2.50, 5.00, 7.50, 10.00, 12.50, 15.00, 17.50 …
  • investigating the number of regions created by successive folds of a sheet of paper (one fold, 2 regions; 2 folds, 4 regions; 3 folds, 8 regions) and describing the pattern using everyday language
  • creating a pattern sequence with materials, writing the associated number sequence and then describing the sequence with a rule so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles using 3 for one triangle, 5 for 2 triangles and 7 for 3 triangles and describing the pattern as ‘Multiply the number of triangles by 2 and then add one for the extra toothpick in the first triangle’

  VC2M6A01 | Mathematics | Mathematics Version 2.0 | Level 6 | Algebra

• VCMMG028

  Recognise and participate in familiar events that happen on a daily basis

  Elaborations

  • recognising the sequence of familiar events, for example ‘first and then’, with the support of picture-based schedules
  • understanding and using environmental cues such as equipment, staff and location to predict and identify activities
  • assisting in the construction of visual timetable for the class
  • responding to the signal from a timer to indicate the end of an activity

  VCMMG028 | Mathematics | Level B | Measurement and Geometry | Using units of measurement

• VCMNA072

  Compare, order and make correspondences between collections, initially to 20, and explain reasoning

  Elaborations

  • comparing and ordering items of like and unlike characteristics using the words ‘more’, ‘less’, ‘same as’ and ‘not the same as’ and giving reasons for these answers
  • understanding and using terms such as ‘first’ and ‘second’ to indicate ordinal position in a sequence.
  • using objects which are personally and culturally relevant to students

  VCMNA072 | Mathematics | Foundation Level | Number and Algebra | Number and place value

• VCMNA055

  Compare, order and make comparisons between two collections, according to their quantity, using numbers initially to five

  Elaborations

  • comparing and ordering collections using the appropriate language and number name
  • comparing and communicating about characteristics of groups, for example sequencing objects in a group from smallest to largest; indicating the larger/smaller group through gesture, verbally or augmentative and alternative communication (AAC)

  VCMNA055 | Mathematics | Level D | Number and Algebra | Number and place value

• VCRAC007

  Use familiar words, phrases and patterns to create captions and participate in shared performances and games

  Elaborations

  • creating students' version of a story by sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language
  • creating a new part of a text such as changing a character or adding an extra verse in a song by, for example, matching pictures and captions
  • making a big book based on an event, experience or shared text

  VCRAC007 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Creating