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• VCELT419

  Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects

  Elaborations

  • creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style
  • combining visual and digital elements to create layers of meaning for serious and humorous purposes

  VCELT419 | Curriculum content | English | Level 8 | Writing | Literature

• VCZHC168

  Create bilingual texts relating to other learning areas and topics of interest, considering the influence of different roles, relationships, settings and situations when interpreting both Chinese and English

  Elaborations

  • observing others involved in interpreting meaning in bilingual contexts and identifying challenges and potential issues in mediation
  • using Chinese dictionaries to enhance understanding of subtle differences in how and when words are used, and applying this knowledge to interpreting meanings in texts and interactions

  VCZHC168 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCEALA512

  Use a picture dictionary to find unfamiliar words, asking for support in home language

  Elaborations

  • referring to picture dictionaries or bilingual dictionaries in the classroom to check meaning or spelling of unknown words
  • speaking home language or English to ask peers or teachers for support

  VCEALA512 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA223

  Use home language and/or mime to seek assistance from teachers or peers with writing English words or phrases

  Elaborations

  • miming actions or showing a picture to explain the meaning of the word sought in English
  • talking to language peers to explain the idea in home language and ask for a translation into English

  VCEALA223 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA196

  Use simple dictionaries and word charts

  Elaborations

  • referring to picture dictionaries or bilingual dictionaries in the classroom to check meaning or spelling
  • using words from classroom vocabulary charts when speaking or writing

  VCEALA196 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA554

  Check understanding of classroom English by asking for clarification from other home language speakers

  Elaborations

  • formulating questions in English and home language to clarify classroom instructions or new ideas and vocabulary
  • drawing on a range of shared languages to negotiate meaning and clarify information

  VCEALA554 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA251

  Check understanding of classroom English with other home language speakers

  Elaborations

  • formulating questions in English and home language to clarify classroom instructions or new ideas and vocabulary
  • drawing on a range of shared languages to negotiate meaning and clarify information

  VCEALA251 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC678

  Contribute to effective group work

  Elaborations

  • contributing to the group by clarifying task goals, negotiating roles, requesting and responding to opinions, and suggesting action
  • negotiating meaning by rephrasing, clarifying and asking questions

  VCEALC678 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALL694

  Use pronunciation and non-verbal features to support communication

  Elaborations

  • demonstrating sufficient control of stress, rhythm and intonation to be understood in most situations
  • adjusting features of speech to support and convey meaning, such as emphasising an emotion or opinion

  VCEALL694 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCELA371

  Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language

  Elaborations

  • identifying abstract nouns in a response to a literary text, noting those that are similar in meaning and how they demonstrate understanding of features of the text, for example characters

  VCELA371 | Curriculum content | English | Level 7 | Reading and Viewing | Language

• VCELA475

  Understand how to use knowledge of the spelling system to spell unusual and technical words accurately

  Elaborations

  • spelling words based on uncommon Greek and Latin roots, for example 'ec-centric' using the uncommon Latin prefix ec- meaning 'out of'

  VCELA475 | Curriculum content | English | Level 10 | Writing | Language

• VCELY012

  React to a range of texts including visual, audio and print text

  Elaborations

  • experiencing multimodal texts and discussions on their meaning and characteristics
  • using sounds, gesture and facial features in response to their environment
  • reacting to interactions, experiences and activities

  VCELY012 | Curriculum content | English | Level A | Reading and Viewing | Literacy

• VCELY185

  Respond to texts drawn from a range of cultures and experiences

  Elaborations

  • exploring some of the meanings and teachings embedded in Dreaming stories
  • using drawing and writing to depict and comment on people and places beyond their immediate experience

  VCELY185 | Curriculum content | English | Level 1 | Reading and Viewing | Literacy

• VCELY337

  Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences, and present and justify a point of view or recount an experience using interaction skills

  Elaborations

  • asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions

  VCELY337 | Curriculum content | English | Level 5 | Speaking and Listening | Literacy

• VCNRU068

  Understand how language use reflects cultural ideas, assumptions and perspectives, and reflect on how what is considered acceptable in communication varies across cultures

  Elaborations

  • discussing ways of communicating across cultures, the significance of cultural concepts and how social conventions are reflected in language use
  • analysing the meaning and use of proverbs, idioms and sayings

  VCNRU068 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Role of language and culture

• VCRAC054

  Interact with others by making requests, seeking clarification, checking understanding and expressing opinions

  Elaborations

  • asking for clarification, such as how to spell a word or asking for meaning
  • apologising and making requests, giving help and responding to instructions and asking and responding to closed and open-ended questions

  VCRAC054 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCHIC044

  Translate simple school, community or media texts from Hindi to English and vice versa, explaining words or phrases that need to be interpreted or explained

  Elaborations

  • translating simple texts such as signs, menu items or public announcements from Hindi to English and vice versa, comparing which words they chose to convey the closest equivalent meaning
  • explaining Hindi words or expressions that they find difficult or amusing to explain to non-Hindi-speaking friends, for example, पेट में चूहे दौड़ रहे हैं।
  • identifying and working out the meaning of unfamiliar English words used in other curriculum areas, such as erosion, fraction, consumer, discussing how they would translate or explain them in Hindi
  • collecting proverbs used in their families, such as दूर के ढोल सुहावने, considering how to explain their meaning to non-Hindi-speaking friends
  • providing a literal translation of commonly-used expressions such as the greeting नमस्ते, and comparing with greetings used in English
  • learning to use bilingual print and digital dictionaries, identifying issues such as multiple meanings for words and the fact that meaning is not always literal

  VCHIC044 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• Mathematics | Mathematics Version 2.0: Structure

  Mathematics is presented in 11 levels, from Foundation to Level 10.

  Level 10 also includes Level 10A, which provides opportunities for students to extend their exploration of mathematical notions and further their mathematical studies.

  Strands

  The curriculum is organised into 6 interrelated...

  Overview material | Mathematics Version 2.0

• VCASFU232

  Explore different dimensions of variation in the structure, development and use of Auslan, including how it has been influenced by English and other signed languages

  Elaborations

  • exploring similarities and differences in the two main Auslan dialects, the northern dialect, used in New South Wales, Queensland and the Australian Capital Territory, and the southern dialect, used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory, for example through building webcam relationships with other schools or by identifying and collecting signs that differ in the two forms
  • researching how BSL from the 1800s evolved into Auslan, NZSL and modern BSL, for example by finding and classifying examples from Auslan, NZSL and BSL signbanks
  • understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historical records of signing
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and in different domains of language use, and discussing why this is the case
  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A, and lexicalised fingerspelling, such as HOW, BUT, ABOUT, FOR
  • recognising that Auslan includes loan signs from Signed English, such as TOY or DAD, and understanding why some older deaf people are uncomfortable with these changes
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings
  • considering adaptations to Auslan use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
  • noticing the variation in ‘handedness’ between signers in relation to both signs and to fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU232 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• Auslan - Second Language Learner - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and use strategies such as fingerspelling to...

  Level description | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8