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• VCEALC700

  Respond to imaginative texts, showing an understanding of key events, characters and issues

  Elaborations

  • responding to a range of creative texts, such as poems, short stories, novels, films, songs
  • showing understanding of key events, characters and issues by retelling, transforming or extending parts of the text
  • expressing a point of view and connecting aspects of the text to personal experience
  • drawing basic inferences from a text, such as describing the feelings of a character or suggesting the opinion of the author

  VCEALC700 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALC635

  Read long, complex texts with support from the teacher

  Elaborations

  • reading a new story with occasional prompts and corrections from the teacher
  • identifying key words from questions in headings or topic sentences in order to extract key information from a factual text
  • giving a personal response, such as expressing a point of view

  VCEALC635 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Communication

• VCEALC032

  Identify familiar words and simple sentences and match them to images

  Elaborations

  • using images to discern the storyline of a text and predict individual words in texts about familiar topics
  • identifying the main character in an image
  • pointing to images of familiar words, for example ‘apple’, ‘girl’, ‘house’
  • matching a short description to an image, for example ‘a green fruit’

  VCEALC032 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Communication

• VCEALC243

  Participate in extended conversations with reliance on other speakers to scaffold, interpret, clarify or elaborate

  Elaborations

  • seeking help or clarification from other speakers, for example through home language, gesture or rewording
  • responding with short or sometimes more extended responses, including answering questions, adding to other speakers’ points or giving personal opinions
  • borrowing key topic words and question structures to help formulate responses

  VCEALC243 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALL650

  Understand the function of punctuation marks

  Elaborations

  • identifying a range of punctuation marks in text, for example full stops, commas, question marks, quotation marks, semicolons
  • attending to punctuation marks when reading aloud, for example pausing at appropriate points in the text, adjusting speech to reflect dialogue

  VCEALL650 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL044

  Understand and use simple metalanguage for books and reading

  Elaborations

  • understanding terminology such as ‘book’, ‘author’, ‘picture’, ‘word’
  • identifying and naming elements of book layout and aspects of reading, such as word, letter, page, title, cover
  • pointing to parts of a book in response to questions such as ‘What is the author’s name?’, ‘Find the start of the sentence’

  VCEALL044 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL042

  Recognise and explore different types of texts

  Elaborations

  • identifying and engaging with print and visual texts
  • exploring a small range of simple text types such as recounts, narratives, information reports
  • navigating different types of texts, for example turning the pages of a book, clicking links on a website, finding points of interest on a map

  VCEALL042 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL733

  Use punctuation marks to create effects in writing, such as pauses and emphasis

  Elaborations

  • using a range of punctuation consistently, such as full stops, commas, colons, exclamation marks, question marks, apostrophes
  • using commas to indicate pauses and separate clauses
  • using punctuation to create effects in writing, such as commas or ellipses to indicate pauses, exclamation marks to emphasise a point
  • using correct punctuation for direct speech and quotations most of the time

  VCEALL733 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL418

  Understand how modal verbs express probability and possibility

  Elaborations

  • recognising modal verbs that express probability and possibility, such as ‘may’, ‘will’, ‘could’, ‘must’
  • understanding modality when listening to others and responding appropriately, for example ‘You may pack up, but you must stay inside’
  • using modal verbs to express a point of view, for example ‘I will enjoy that’ and ‘It could fall over’

  VCEALL418 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL024

  Understand gender in common personal and possessive pronouns

  Elaborations

  • pointing correctly to people or illustrations based on questions or instructions using gendered personal (‘him’, ‘her’) or possessive pronouns (‘his’, ‘her’), for example ‘Who is he?’, ‘Which is her bag?’
  • using gendered pronouns with accuracy some of the time, for example ‘He is my dad’, ‘My aunty, he …’

  VCEALL024 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCELA457

  Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication

  Elaborations

  • considering whether ethical judgments of good, bad, right or wrong are absolute or relative through consideration of texts with varying points of view and through discussion with others
  • interpreting texts by drawing on knowledge of the historical context in which texts were created

  VCELA457 | Curriculum content | English | Level 10 | Reading and Viewing | Language

• VCELT343

  Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style

  Elaborations

  • exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures and visual techniques in sophisticated picture books

  VCELT343 | Curriculum content | English | Level 6 | Reading and Viewing | Literature

• VCELT393

  Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts

  Elaborations

  • building knowledge, understanding and skills in relation to the history, culture, and literary heritage of Aboriginal and Torres Strait Islander peoples
  • identifying and explaining differences between points of view in texts, for example contrasting the city and the bush or different perspectives based on culture, gender or age

  VCELT393 | Curriculum content | English | Level 7 | Speaking and Listening | Literature

• 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

• VCELY357

  Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches

  Elaborations

  • identifying and exploring news reports of the same event, and discuss the language choices and point of view of the writers
  • using display advertising as a topic vehicle for close analysis of the ways images and words combine for deliberate effect including examples from the countries of Asia (for example comparing Hollywood film posters with Indian Bollywood film posters)

  VCELY357 | Curriculum content | English | Level 6 | Writing | Literacy

• VCELY426

  Interpret the stated and implied meanings in spoken texts, and use interaction skills including voice and language conventions to discuss evidence that supports or challenges different perspectives

  Elaborations

  • listen to a conversation or speech and identify the point being made and explain the tone and manner of presentation. Change the focus of the conversation or speech and identify how meaning has changed
  • change the tone in which the speech or conversation is presented and discuss how interpretations can also change.

  VCELY426 | Curriculum content | English | Level 8 | Speaking and Listening | Literacy

• VCHHK008

  Indicate what event was first in a routine daily event

  Elaborations

  • following simple now and then schedule
  • identifying what is next in a familiar regular routine or classroom visual schedule, for example pointing to the image that represents the next activity
  • completing regular daily routine events with adult assistance, such as unpacking a bag, getting a lunch box out for morning tea

  VCHHK008 | The Humanities | History | Level A | Historical Knowledge | Personal histories

• VCHHK019

  Who the people in their immediate family are

  Elaborations

  • identifying the different members of their immediate family
  • assisting to create simple texts that identify the people in their immediate family and their name, for example choices from a limited field images for a PowerPoint presentation or slideshow
  • matching images of self and immediate family members that are ‘the same’
  • recognising the names of immediate family members

  VCHHK019 | The Humanities | History | Level B | Historical Knowledge | Personal histories

• VCHPEM064

  Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli in indoor, outdoor and aquatic settings

  Elaborations

  • performing locomotor skills in any direction from one point to another
  • sending, controlling and receiving objects at different levels and in different ways
  • performing a range of water confidence skills
  • creating movement sequences without equipment
  • responding with movement to rhythm, beat, music and words

  VCHPEM064 | Health and Physical Education | Foundation Level | Movement and Physical Activity | Moving the body

• VC2M10ASP01

  prove and apply relationships between angles and various lines associated with circles (radii, diameters, chords, tangents)

  Elaborations

  • identifying and proving relationships, for example, angles between tangents and chords, angles subtended by a chord with respect to the centre of a circle and angles subtended by a chord with respect to a point on the circumference of a circle, including using dynamic geometry software
  • exploring how deductive reasoning and diagrams are used in proving geometric theorems related to circles

  VC2M10ASP01 | Mathematics | Mathematics Version 2.0 | Level 10A | Space