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• Turkish - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use spoken and written Turkish to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes. They exchange ideas, opinions and aspirations, for example, Türkçe öğretmeni olmak istiyorum.

  Level description | Languages | Turkish | F–10 Sequence | Levels 9 and 10

• Victorian Aboriginal Languages: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teaching team and respected community members to talk about themselves and family, using familiar modelled language and gestures. They use appropriate protocols when interacting with respected community members and community speakers, such as appropriate...

  Level description | Languages | Victorian Aboriginal Languages | Foundation to Level 2

• VCEALL158

  Use some punctuation consistently

  Elaborations

  • using a range of common punctuation, such as full stops, question marks, commas
  • starting sentences with a capital letter and ending with a full stop, question mark or exclamation mark
  • correcting capital letters and full stops when reviewing own or others’ writing

  VCEALL158 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL630

  Use pronunciation and some non-verbal features to support communication

  Elaborations

  • using stress or intonation appropriately in common utterances, for example using rising intonation when asking questions, and stressing key words in short utterances
  • distinguishing different intonation patterns, such as for questions, statements, lists
  • attending to pronunciation and imitating and rehearsing in order to pronounce polysyllabic words

  VCEALL630 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• 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

• VCEALC321

  Demonstrate independence in extended conversations

  Elaborations

  • contributing ideas and information to extend the conversation and make connections to other speakers
  • asking questions for clarification or elaboration of ideas
  • giving personal opinion, such as agreement or disagreement with a point

  VCEALC321 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC405

  Understand increasingly de-contextualised and more complex spoken language

  Elaborations

  • understanding teacher questions on familiar topics or themes and responding appropriately
  • comprehending most spoken information without support
  • preparing and presenting a short talk to a group or the class

  VCEALC405 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• VCEALC505

  Identify some familiar words in different contexts

  Elaborations

  • identifying familiar information in a text, for example recognising friends’ names on worksheets or belongings
  • locating specific words or information in a text, using questions or prompts as guidance

  VCEALC505 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALC404

  Initiate and participate in casual exchanges and in learning contexts

  Elaborations

  • initiating exchanges in social and learning contexts, for example by asking a question or offering a suggestion
  • listening to other speakers in order to respond to or build on their contributions with relevant ideas

  VCEALC404 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• 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

• VCEALC162

  Demonstrate listening behaviour, attending to tone and intonation

  Elaborations

  • using some appropriate body language, such as nodding or facial expressions, when listening
  • using tone and intonation to distinguish between statements and questions

  VCEALC162 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALL788

  Demonstrate control of appropriate grammatical structures that develop the ways to analyse, argue, persuade, describe, classify or explain

  Elaborations

  • varying sentence structures to support the purpose of the text and create interest for the reader, for example including rhetorical questions in an argument, varying sentence length within a paragraph

  VCEALL788 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL625

  Use subject–verb–object pronoun pattern correctly

  Elaborations

  • constructing an expanding range of statements, questions and commands with accuracy
  • using pronouns accurately as subjects and objects, such as ‘John saw her. She saw John’

  VCEALL625 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL452

  Vary speech to add meaning to texts when reading aloud

  Elaborations

  • using intonation and emphasis to highlight different features of text, for example questions, opinion or dialogue
  • rereading sections of text and rehearsing reading aloud to improve fluency and understanding

  VCEALL452 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCELT336

  Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others

  Elaborations

  • posing and discussing questions, such as ‘Should this character have behaved as they did?’, and beginning to make balanced judgments about the dilemmas characters face and relative merit and harm

  VCELT336 | Curriculum content | English | Level 5 | Speaking and Listening | Literature

• 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

• VCPSCSO006

  Name and practise basic skills required to work collaboratively with peers

  Elaborations

  • demonstrating how to listen to others, showing interest and support
  • sharing equipment or practicing taking turns in a game
  • demonstrating attentiveness to others by asking further questions in discussion

  VCPSCSO006 | Capabilities | Personal and Social Capability | Foundation Level | Social Awareness and Management | Collaboration

• 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

• VCRAU012

  Reproduce the sound and spelling of the letters and recognise that the language is written using the Roman alphabet

  Elaborations

  • imitating pronunciation
  • noticing that statements, commands and questions have different intonations
  • experimenting with sounds and emphasis such as onomatopoeic words related to animal or human sounds

  VCRAU012 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language