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• VCDTDS035

  Investigate how data is transmitted and secured in wired, wireless and mobile networks

  Elaborations

  • explaining that networks have components that control the movement of data, for example routers, hubs, switches and bridges manage data traffic and that the characteristics of these components impact on the operation (speed and security) of networks
  • explaining how cellular radio towers (transceivers) and mobile phones work together to create mobile networks
  • comparing the reliability and speed of transmitting data through wireless, wired and mobile networks
  • recognising that there are different communications protocols for transmitting data in networks, for example hypertext transfer protocol (HTTP) is used for transferring web page files in a browser, file transfer protocol (FTP) is used for sending and receiving any files over a network and transmission control protocol/internet protocol (TCP/IP) is used for controlling file transfers over the internet

  VCDTDS035 | Technologies | Digital Technologies | Levels 7 and 8 | Digital Systems

• VCDTDS007

  Initiate some basic functions on common digital systems (hardware and software components) to meet a purpose

  Elaborations

  • developing motor skills to slide, double tap and beginning to use a mouse to activate or manipulate a game
  • using two switches for two functions
  • exploring various digital systems to operate a program, for example using a keyboard to type, a mouse or stylus to draw and using appropriate pressure to activate a key
  • using devices purposefully, for example scanning and selecting a program or adjusting the volume

  VCDTDS007 | Technologies | Digital Technologies | Level C | Digital Systems

• VCEALA219

  Understand the difference between writing and drawing, and that writing changes according to context and purpose

  Elaborations

  • pointing to pictures and words when prompted
  • understanding that English writing consists of words formed by letters, and sentences made up of words

  VCEALA219 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA330

  Enhance own spoken texts with appropriate non-verbal strategies

  Elaborations

  • modifying own intonation, volume and stress according to context and purpose, such as shouting a warning, or talking softly in group or play activities
  • using purposeful non-verbal strategies to support meaning and engage listeners, such as eye contact, facial expression, gesture, posture

  VCEALA330 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA412

  Use home language resources to develop English

  Elaborations

  • collaborating with home language peers to clarify new vocabulary and ideas, and formulate home language terms and definitions
  • referring to home language or bilingual texts such as glossaries, dictionaries or online translation tools for explanation and clarification of new vocabulary and information
  • recording words and information in personal dictionaries or notes, using a combination of English and home language to indicate meaning, pronunciation and usage

  VCEALA412 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA380

  Create a small range of texts based on modelling

  Elaborations

  • creating a small range of texts for different purposes, such as a report, narrative or simple argument
  • transforming texts into new formats using a model text, for example rewriting an interview into a short report
  • incorporating information and ideas from personal experience, classroom discussion and some familiar classroom texts

  VCEALA380 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA638

  Identify and discuss the purpose, audience and context of particular texts

  Elaborations

  • engaging with texts from different contexts, such as school, the media, workplaces, community, different cultures
  • suggesting reasons why different audiences might read or view the text, for example ‘Teenagers might read this to study for a driving text’, ‘Adults might read this for safety information’
  • using a small range of modelled metalanguage to name and describe features of texts

  VCEALA638 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Cultural and Plurilingual Awareness

• 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

• VCEALA384

  Employ a range of strategies to understand and learn unknown words

  Elaborations

  • using a bilingual dictionary to find an English equivalent for a word known in home language, or vice versa
  • checking meaning in both home language and English before using a word in speech or writing
  • recording vocabulary in a personal list that includes details such as translation in English and home language, pronunciation and meaning

  VCEALA384 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA433

  Identify unfamiliar cultural references

  Elaborations

  • comparing to previous experience or learning, for example ‘It’s different to my culture’ or ‘This is only in Australia’
  • asking questions about unfamiliar word and ideas, for example ‘What’s a bunyip?

  VCEALA433 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA358

  Engage with a diverse range of texts that reflect a variety of cultural beliefs, practices and views

  Elaborations

  • selecting texts with a range of settings and characters, including those related to personal experience and those that are unfamiliar

  VCEALA358 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA332

  Use home language resources to support understanding of classroom English

  Elaborations

  • using home language and English to ask for or give clarification of classroom instructions, vocabulary and subject content with same language peers
  • accessing home language or bilingual resources such as dictionaries, online translation tools or information texts to support understanding of classroom content
  • recording words and information in a personal word list in both home language and English

  VCEALA332 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA116

  Understand how different types of images in texts contribute to meaning

  Elaborations

  • reading and viewing a range of factual and imaginative texts incorporating images, for example an illustrated story, report with diagrams, short documentary, infographic poster
  • using images on book covers or within the text to predict content
  • making connections between images and print text, for example matching a character’s name to an image, finding the name of a country on a map

  VCEALA116 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA063

  Reread own texts or sentences written by another

  Elaborations

  • reading aloud a text scribed by the teacher
  • copying out a corrected version of own text, for example with corrected spelling or capital letters

  VCEALA063 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALA140

  Write simple sentences with minimal reliance on copying

  Elaborations

  • using common and familiar vocabulary from interactions or familiar classroom contexts and texts
  • using spoken-like language structures based on familiar contexts and interactions, such as simple sentences about personal topics, long compound sentences listing a series of events

  VCEALA140 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA463

  Employ a range of strategies to expand vocabulary

  Elaborations

  • using a bilingual dictionary, thesaurus or online tool to search for a variety of vocabulary
  • crosschecking meaning in home language and English to confirm accurate choice of vocabulary
  • recording vocabulary in a personal list including details such as translation in English and home language, pronunciation, meaning, usage and related words

  VCEALA463 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALA142

  Contribute to shared writing activities

  Elaborations

  • listening to class discussions and adding relevant new ideas
  • suggesting vocabulary to use in shared writing, based on vocabulary lists, learnt vocabulary and own reading
  • making editing suggestions for a jointly constructed text

  VCEALA142 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA460

  Plan individually and review own writing

  Elaborations

  • using templates and checklists to support independent reviewing of own writing
  • using a function such as a spellchecker in a software application to edit for accuracy, and a synonyms list to consider alternative words for effect
  • referring back to feedback on previous writing in order to attend to similar issues

  VCEALA460 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALA528

  Show an awareness of purpose and audience when presenting work

  Elaborations

  • copying elements of layout and design from model texts, for example illustrations in a story, large headings in an information report
  • filling in sections of a template following instructions from the teacher or in collaboration with peers

  VCEALA528 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Cultural and Plurilingual Awareness

• VCEALA596

  Draw on experience of language patterns in controlled writing activities to express ideas

  Elaborations

  • acquiring new vocabulary and expressions from classroom activities and texts, rather than relying on a dictionary to translate from home language
  • keeping a personal word list that includes English and home language

  VCEALA596 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness