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• VCZHU155

  Recognise the contextual meanings of individual syllables or characters to assist comprehension and vocabulary development, and explain the form and function of components in individual characters, for example, 心,想,情,闷

  Elaborations

  • inferring the meaning of unfamiliar characters by identifying familiar semantic and phonetic components of compound characters, and using contextual clues to map the form of characters to sound and meaning
  • using digital tools to write a specific character, and finding out its pronunciation by using online dictionaries
  • writing characters with correct structure and proportion when writing with and without 田字格, and discussing issues with remembering and reproducing individual components in characters, for example, discriminating between characters such as 冒、昌…
  • exploring a range of fonts in digital form and personal styles of writing, and appreciating the aesthetic value of calligraphy, including 硬笔书法

  VCZHU155 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• Languages | Auslan: Structure

  Sequences of learning

  The Auslan curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in primary...

  Overview material | Auslan

• VCHIC021

  Respond to questions, directions and requests and use simple questions and statements to ask for help or permission, attract attention and check understanding

  Elaborations

  • using appropriate language to ask for help, information or to attract attention, for example, यह क्या है? मुझे समझ नहीं आया। क्या आप मेरी मदद करेगें? विद्यालय का खेल-दिवस कब है?
  • interacting with each other to complete learning activities and check on understanding, for example, मुझे पैन दो। क्या यह सही है? अपने हिस्से का कार्य जल्दी समाप्त करो।
  • responding to directions when playing games, completing work or getting ready for class, for example, मुझे एक बार फिर से दिखाएँ। ज़ोर से गाओ। वाक्य लिखो। इसे ध्यान से सुनो। इन चित्रों को देखो। एक सीधी पंक्ति में खड़े हो जाइए।
  • praising and encouraging each other during learning activities, for example, बहुत बढ़िया! बुरा नहीं है। ठीक-ठाक है।
  • using interaction skills such as questioning, responding and interpreting non-verbal clues when working collaboratively

  VCHIC021 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCJAC129

  Follow teacher instructions and directions by responding to questions and requests, and use simple questions and statements to ask permission and to show interest and appreciation

  Elaborations

  • participating in classroom interactions, for example, by responding with comments such as Matt くん　は　いません。Todd くん　と　Sally さん　は　やすみ　です。Ella さん　も　やすみ　です。
  • using appropriate formulaic expressions and gestures to contribute to interactions, for example, しつれいします。 おねがいします。
  • asking for help or clarification, for example, すみません。もういちど。, and negotiating turn-taking, for example, ちょっと　まって。 Matilda さん　の　ばん。どうぞ 。
  • responding to teacher instructions such as ペア　に　なって　ください。三人　グループ　に　なって　ください。ならんで　ください。大きいこえで。
  • recognising and rehearsing interjections or fillers in conversations, for example, ええとすみません 。ほんとう? そうですね 。

  VCJAC129 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCMSP126

  Identify a question of interest based on one categorical variable. Gather data relevant to the question

  Elaborations

  • determining the variety of birdlife in the playground and using a prepared table to record observations

  VCMSP126 | Mathematics | Level 2 | Statistics and Probability | Data representation and interpretation

• VCITC001

  Interact with the teacher and peers to greet, to introduce themselves, and to name and describe favourite things, friends, family members and special talents, through action-related talk and play

  Elaborations

  • using simple greetings relevant to the time of day, the celebration or event, and their relationship to the person, for example, Ciao! Buongiorno! Arrivederci! Tanti auguri! Buona Pasqua. Buon Natale
  • introducing themselves, for example, Come ti chiami? Mi chiamo …, e tu? Quanti anni hai? Ho sette anni, e tu? Come stai?
  • naming family members and friends, for example, mio fratello Carlo; il papà Tom
  • understanding single words and simple phrases, and indicating comprehension through actions such as pointing to an object, selecting a picture card or flashcard to demonstrate the phrase heard, and matching games in digital form, for example, personal objects: la cartella, la bambola, la palla; school objects: il quaderno, la matita, i colori, il banco; toys and games: il treno, la bicicletta
  • indicating possession (as set phrases), for example, la mia penna, il mio cane, il mio papà, la mia mamma
  • answering simple questions with short spoken and written responses and using flashcards, word lists, posters, photos and multimedia slides, for example, Quanti anni hai? Hai un animale?
  • talking about and describing people and belongings, using familiar formulaic expressions, for example, Questo/a è,. Ecco il mio pallone
  • talking about simple actions in the present tense, for example, Gioco a football, Mangio la pizza
  • using formulaic phrases, for example, Grazie! Prego. Scusa. Per favore. Bene. Molto bene. Perché? Buon appetito!
  • expressing satisfaction/dissatisfaction, for example, Sì; no; mi piace; non mi piace
  • copying words and reading them aloud, matching pictures and words, or choosing from sentences provided to express ideas, for example, È Marco. È grande. È bravo
  • imitating Italian speech, using Italian patterns of intonation, pronunciation and stress, and incorporating appropriate gestures and body language

  VCITC001 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• Japanese - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア　に　なって　ください。大きい　こえ　で　いって　ください。. They use formulaic and rehearsed...

  Level description | Languages | Japanese | F–10 Sequence | Levels 3 and 4

• VCEALA171

  Distinguish spoken English from other languages and attempt to respond using basic English

  Elaborations

  • recognising the sounds and words of English when being spoken to
  • using familiar words and formulaic phrases to answer direct questions
  • assessing which language(s) the speaker knows, and responding using shared repertoire

  VCEALA171 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA198

  Make simple connections between personal experience and familiar stories

  Elaborations

  • identifying familiar settings, characters or events in stories
  • answering simple questions about personal experience related to stories, for example ‘Have you ever …?’, ‘Do you like … too?’

  VCEALA198 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA250

  Distinguish spoken English from other languages and respond in English

  Elaborations

  • recognising the sounds and words of English in interactions
  • using common words and formulaic phrases to answer questions and express meanings
  • drawing on shared linguistic resources to clarify and negotiate meaning using English and other available languages

  VCEALA250 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA490

  Distinguish spoken English from other languages and attempt to respond in English

  Elaborations

  • recognising the sounds and words of English when being spoken to
  • using familiar words and formulaic phrases to answer direct questions
  • assessing which language(s) the speaker knows, and responding using shared repertoire

  VCEALA490 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC163

  Respond appropriately verbally or non-verbally when spoken to

  Elaborations

  • indicating agreement or non-agreement through body language or simple utterances such as ‘yes’ or ‘no’
  • answering familiar personal questions using single-word responses, such as name, age, likes or dislikes

  VCEALC163 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALC351

  Contribute to group activities on shared texts

  Elaborations

  • listening to group discussion, contributing relevant ideas and negotiating responses to the group activity
  • creating shared responses to the text, for example answering questions or jointly writing a short extension to a story

  VCEALC351 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Communication

• VCEALC698

  Skim a text for general meaning and scan to find detailed information

  Elaborations

  • skimming a text by identifying key words in the title, headings and topic sentences to determine the purpose and main idea of the text
  • scanning a text to extract details such as names, numbers, specific words, answers to questions

  VCEALC698 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALL499

  Recognise and use common words relating to familiar class routines, people, experiences and interests

  Elaborations

  • identify, clarify and rehearse words, referring to classroom charts and personal vocabulary lists
  • using common and familiar vocabulary in speech, for example in conversation, in class discussion or when answering questions

  VCEALL499 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL283

  Read sentences that use basic subject, verb and object patterns, where content and vocabulary are familiar

  Elaborations

  • ordering jumbled sentences to create grammatical and logical sentences
  • answering simple questions about sentences, for example Teacher: ‘What did the dog eat?’, Student: ‘The dog ate the bone’

  VCEALL283 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCGGK054

  The major features of a place and their location

  Elaborations

  • participating in structured discussions about a place, exploring the major features and locations of familiar places
  • comparing characteristics of familiar places
  • answering questions about a place using a single word or short simple sentence

  VCGGK054 | The Humanities | Geography | Level D | Geographical Knowledge | Places and our connections to them

• VC2M10A12

  solve linear equations involving simple algebraic fractions

  Elaborations

  • solving a wide range of linear equations, including those involving one or 2 simple algebraic fractions, and checking solutions by substitution
  • representing word problems, including those involving fractions, as equations and solving them to answer the question

  VC2M10A12 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VCMNA340

  Solve linear equations involving simple algebraic fractions

  Elaborations

  • solving a wide range of linear equations, including those involving one or two simple algebraic fractions, and checking solutions by substitution
  • representing word problems, including those involving fractions, as equations and solving them to answer the question

  VCMNA340 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• VCMSP033

  Participate in the grouping of data

  Elaborations

  • answering a yes/no question and assisting to place their response in a data display
  • experiencing the representation of everyday situations and choices in simple date displays
  • match a response to a given category

  VCMSP033 | Mathematics | Level B | Statistics and Probability | Data representation and interpretation