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• VCVIU029

  Apply knowledge of sounds, tones and spelling to spoken and written Vietnamese, inferring the meaning of unfamiliar words encountered in a range of contexts, and explore intonation patterns and pauses in a range of sentences

  Elaborations

  • applying Vietnamese phonic and spelling knowledge to pronounce and infer spelling of unfamiliar words, for example, words containing consonant clusters kh, ng, ngh, nh, diphthongs and triphthongs such as ôi, ơi, oe, oai, ươi, ương, uyên, or new words encountered in interactions and texts in Vietnamese, for example, determining the spelling of the unfamiliar word người from that of the known word mười
  • understanding and applying Vietnamese spelling and pronunciation with increasing accuracy in own speech and writing
  • recognising the differences in intonation between statements (Con không đi chơi đâu.), questions (Con không đi chơi đâu à?) and exclamations (Con không đi chơi đâu!)
  • recognising and using appropriate rhythm in complex sentences, using pauses and intonation to signal clause boundaries and emphasis, for example, Con thích cái áo mà mẹ tặng cho con hôm sinh nhật vừa rồi
  • comparing own Vietnamese speech with standard Vietnamese pronunciation and making adjustments to their pronunciation of certain sounds or tones as necessary
  • recognising regional variations in pronunciation (from different regions such as the North, the Central and the South), for example, different ways of pronouncing dấu hỏi and dấu ngã, s and x, ch as tr, v/gi and d, and final consonants such as -t and -c (khuôn mặt and mặc áo), and developing strategies to understand meaning when listening to diverse regional Vietnamese accents, for example, inferring meaning from the context of communication
  • understanding that spelling follows standardised rules even though there are variations in Vietnamese pronunciation across different regions of Vietnam

  VCVIU029 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCEALL448

  Follow direct and indirect speech

  Elaborations

  • understanding the punctuation used to indicate direct speech
  • creating a comic strip or storyboard with speech bubbles based on a passage containing direct or indirect speech

  VCEALL448 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCHIU031

  Recognise and apply elements of grammar, such as noun and adjectival forms, conjunctions, gender and number markers, verb tenses and compound forms, and constructions related to compulsion

  Elaborations

  • describing objects using concrete nouns related to home, school and local environments, for example, forms of transport मोटरकार, रेलगाड़ी, food items चावल, रोटी, दाल and classroom objects कुर्सी, मेज़, पेंसिल
  • describing quantity using cardinal numbers, such as पाँच रोटियाँ, दस गिलास
  • using appropriate forms of tenses, for example, गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा
  • using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape and colour, and noticing that they change with gender and number, for example, छोटा लड़का, छोटी लड़की, छोटे लड़के
  • using possessive adjectives to express ownership, for example, मेरी पुस्तक, तुम्हारा बस्ता
  • creating simple sentence structures such as मैं पढ़ता हूँ।
  • using pronouns for places and objects, for example, यहाँ, वहाँ, यह, वह
  • recognising that punctuation in English is the same as in Hindi apart from the use of capital letters and a different symbol for a full stop
  • using conjunctions to link elements of sentences or phrases, for example, और, या, लेकिन
  • constructing questions to seek information, for example, क्यों? कैसे?
  • identifying regular forms of gender and number
  • understanding how actions completed at a particular time in the past are described using perfective tenses and how ने is used as the agent marker for transitive verb actions in these tenses
  • showing how actions are performed by using compound verb forms such as in मैंने काम ख़त्म कर दिया, दुकान बंद हो गई।
  • understanding the distinctions in levels of compulsion implied in statements like मुझे जाना चाहिए। मुझे जाना है। मुझे जाना पड़ता है।

  VCHIU031 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCGRCE001

  Read, comprehend and discuss Classical Greek texts, using vocabulary, grammar and textual cues, to explore the ancient Greek world

  Elaborations

  • developing an initial sense of the structure and content of texts by inferring meaning from textual cues, for example, titles, headings, images or captions to images, maps
  • listening to simple sentences in Classical Greek to infer meaning, using aural cues such as ἆρα ἤδη πονεῖτε ἐν τοῖς ἀγροῖς; ἐλθὲ δεῦρο
  • determining the general sense of texts through initial holistic reading, by identifying familiar people, vocabulary, places or topics, for example, ὁ Λεωνίδας μάχεται ἐν ταῖς Θερμοπύλαις, recognising modern editors’ use of punctuation to guide readers
  • analysing sentences, identifying and explaining the function of inflected forms, for example, ὁ δεσπότης καλεῖ τὸν δοῦλον (subject + verb + object)
  • identifying and discussing linguistic features in narratives, such as word order, use of interrogative particles, striking word choice, for example, καὶ μὴν καταβαίνει έκ τοῦ ὄρους κένταυρος μέγιστος
  • interpreting and commenting on language choices, such as patterns and length of simple and compound sentences, or use of direct speech, for example, ὁ δὲ Κύκλωψ τόν τ’ Ὀδυσσέα καὶ τοὺς ἑταίρους ὁρᾷ καί, «ὦ ξένοι» βοᾷ, «τίνες έστὲ καὶ πόθεν πλεῖτε;»
  • explaining cultural references embedded in texts, for example, μηδὲν ἄγαν
  • discussing cultural information implicit in Classical Greek vocabulary, for example, ἀνήρ, ἄριστος, σοφός, δεινός, ἥρως
  • exploring cultural elements implicit in language use, for example, vocabulary and expressions particular to specific gods and festivals, such as ὧ Ζεῦ Σῶτερ/Βρόντιε/Ξένιε, ὦ Βάκχε/Βρώμιε, ὦ Φοῖβε, ὦ Ἀθήνη Πρόμαχε
  • discussing cultural representations such as symbols, for example, the owl (Athena), trident (Poseidon), olive wreath (Olympic victory), the letter lambda (Spartans)
  • interpreting stated and implied meanings in texts and supporting an opinion with evidence from the Classical Greek, such as relationships between characters

  VCGRCE001 | Languages | Classical Greek | Levels 7 and 8 | Engaging with texts | Accessing the ancient Greek world through Classical Greek texts

• VC2M3N08

  use mathematical modelling to solve practical problems involving additive and multiplicative situations, including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms...

  Elaborations

  • modelling practical additive situations, choosing whether to use an addition, subtraction or both when representing the problem as a number sentence, and explaining how each number in their number sentence is connected to the situation
  • modelling additive problems using a bar model to represent the problem; for example, modelling the problem ‘I had 75 tomatoes and then picked some more. Now I have 138. How many did I pick?’
  • modelling practical multiplicative situations using materials or a diagram to represent the problem; for example, if 4 tomato plants each have 6 tomatoes, deciding whether to use an addition or multiplication number sentence, explaining how each number in their number sentence is connected to the situation
  • modelling and solving practical division problems involving unknown numbers of groups or finding how much is in each group by representing the problem with both division and multiplication number sentences, and explaining how the 2 number sentences are connected to the problem
  • modelling the problem of deciding how to share an amount equally (for example, 48 horses into 2, 4, 6 or 8 paddocks), representing the shares with a division and a multiplication number sentence, and counting the number in each share to check the solutions

  VC2M3N08 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VC2M4N09

  use mathematical modelling to solve practical problems that involve additive and multiplicative situations, including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate...

  Elaborations

  • modelling and solving a range of practical additive problems using materials, part-part-whole diagrams and/or a bar model, and writing addition and/or subtraction number sentences, based on whether a part or the whole is missing; and explaining how each number in their number sentence is connected to the situation
  • modelling practical problems with division, interpreting and representing the situation using a diagram or array to represent what is unknown (the number of groups, or the number per group); and writing a division number sentence to represent the situation and choosing an efficient calculation strategy
  • modelling practical problems involving money (such as a budget for a large event) that require either addition, subtraction, multiplication or division and justifying the choice of operation in relation to the situation
  • modelling and solving multiplication problems involving money, such as buying 5 toy scooters for $96 each, using efficient mental strategies and written jottings to keep track if needed; for example, rounding $96 up to $100 and subtracting 5 × $4 = $20, so 5 × $96 is the same as 5 × $100 less $20, giving the answer $500 − $20 = $480
  • modelling situations by formulating comparison problems using number sentences, comparison models and arrays; for example, ‘Ariana read 16 books for the “readathon”; Maryam read 4 times as many books. How many books did Maryam read?’ using the expression 4 × 16 and using place value partitioning, basic facts and an array, thinking 4 × 10 = 40 and 4 × 6 = 24, so 4 × 16 can be written as 40 + 24 = 64

  VC2M4N09 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VCEALA530

  Begin to check accuracy

  Elaborations

  • checking copied text against the original text and making corrections to capital letters, spelling and punctuation
  • following the teacher’s feedback to identify and correct simple errors, for example referring to the word list to check the spelling of underlined words

  VCEALA530 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Cultural and Plurilingual Awareness

• VCEALA382

  Draft a piece of writing focusing on meaning, and revise after rereading or discussion

  Elaborations

  • drafting based on a plan showing text organisation and sequence of ideas
  • reading aloud to self or partner to check meaning and comprehensibility
  • adding or deleting ideas, and correcting simple errors in spelling and punctuation after rereading or discussion with peers or teacher

  VCEALA382 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALL451

  Create, edit and navigate a simple digital text, including visual, multimodal and interactive texts

  Elaborations

  • editing texts in simple ways, including deleting or inserting letters, words, punctuation and symbols
  • recognising icons used for common functions, such as search, download or print
  • reading menus or links in order to navigate a website

  VCEALL451 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL239

  Demonstrate basic keyboard skills

  Elaborations

  • identifying basic letters, numbers, symbols and punctuation marks on a keyboard
  • placing a cursor in the correct position on a document page
  • using a mouse to scroll through a document
  • copying basic words from a text

  VCEALL239 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL293

  Reread familiar texts to increase accuracy and fluency and to enhance understanding

  Elaborations

  • repeating a sentence with corrected pronunciation and improved fluency

  VCEALL293 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCZHU045

  Notice how the features of text organisation vary according to audience and purpose

  Elaborations

  • describing the major features of familiar text types in Chinese, and experimenting with analysing Chinese texts, for example, recognising the ‘problem’ and the ‘resolution’ in a narrative
  • identifying the purpose and intended audience and context (for example, digital, online or face to face) of a range of familiar texts
  • exploring features and conventions of Chinese text, including lack of word spacing or use of punctuation, and variability in text direction, and comparing texts in traditional characters with texts in simplified characters
  • understanding the use of Chinese-specific punctuation, such as double quotation marks to signal a quote

  VCZHU045 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCEALL479

  Gather and present information both in text and visually using an appropriate software application

  Elaborations

  • typing original or copied texts accurately, including a range of punctuation and symbols
  • using more advanced writing and formatting functions in software applications, such as spellchecker, font styles and paragraph formatting
  • using functions to format and edit images and tables, with guidance

  VCEALL479 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL672

  Develop a small range of skills to create and navigate simple digital texts

  Elaborations

  • typing short original texts using letters, common punctuation and symbols
  • editing texts in simple ways, including deleting or inserting words
  • using functions such as zoom or search to read text on a screen
  • following step-by-step instructions to navigate a digital text using menu items or links

  VCEALL672 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL400

  Use a small range of software functions to create simple digital texts

  Elaborations

  • using a keyboard to type capital and lower-case letters, numbers, basic punctuation marks and symbols
  • typing letters and words, copying from a print text or typing short original texts
  • using a range of editing and formatting functions, such as inserting or deleting text, using font styles and alignment
  • inserting images and tables

  VCEALL400 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL161

  Use keyboard skills to write short, simple texts

  Elaborations

  • using a keyboard to type capital and lower-case letters, numbers and basic punctuation marks
  • typing letters, numbers, symbols and words, copying from a print text or composing a short original text
  • using simple editing functions, such as inserting or deleting a word
  • using basic formatting functions, such as making text bold or changing font

  VCEALL161 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL320

  Use basic software functions to present text

  Elaborations

  • using a keyboard to type capital and lower-case letters, numbers and basic punctuation marks
  • typing letters, numbers, symbols and words, copying from a print text
  • using simple editing functions such as inserting or deleting a word, and formatting functions such as making text bold or changing the colour

  VCEALL320 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCELY455

  Listen to spoken texts constructed for different purposes and analyse how language features in these texts position listeners to respond in particular ways, and consider the interaction skills used to present and discuss ideas, or to influence and engage audiences through persuasive language,...

  Elaborations

  • comparing and evaluating bias or stereotyping and presenting findings in discussions and presentations
  • identifying and commenting on omissions of information in different texts
  • exploring and identifying moral and ethical dimensions of an issue represented in different texts, and how these align or contradict with personal and others’ perspectives
  • understanding the role of intonation, pausing, combinations of clause and rhythm in spoken language and of punctuation

  VCELY455 | Curriculum content | English | Level 9 | Speaking and Listening | Literacy

• VCNRU029

  Identify, pronounce and write the alphabet letters, recognising sound–letter relationships in the language being studied

  Elaborations

  • identifying and pronouncing the sounds of the alphabet
  • practising letter clusters in common words or in names
  • beginning to recognise high-frequency words
  • applying appropriate punctuation marks such as full stop, comma, exclamation mark and question mark
  • using different strategies to remember new sounds, for example mnemonics

  VCNRU029 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Systems of language

• VCVIU013

  Develop knowledge of common grammatical elements and structures such as nouns, personal pronouns, adjectives, verbs, compound words, adverbs of frequency, conjunctions, statements, negations and questions, to describe events, actions and qualities of people and objects, and to express courtesy...

  Elaborations

  • recognising that Vietnamese has multiple words for personal pronouns, for example, con, cháu, em and tôi can be used to indicate both first and second person depending on relationships
  • using appropriate terms of address for diverse speakers in different contexts, for example, ông, bà, anh, chị, em
  • understanding that personal pronouns in Vietnamese do not change according to their grammatical function as in English, for example, Anh ta biết tôi nhưng tôi không biết anh ta (‘He knows me but I don’t know him’)
  • exploring and using pluralisation of nouns, for example, hai cái áo (‘two shirts’), những/nhiều/các ngôi nhà (‘houses’), making connections and comparisons between Vietnamese and English
  • understanding the position of nouns and adjectives in Vietnamese compared to English, for example, một học sinh giỏi versus ‘a good student’
  • using concrete nouns related to self, family, home, school and the local environment, including loan words from other languages, for example, thức ăn, quần áo, gia đình, cha mẹ, trường học, học sinh, thầy cô, bạn bè, chợ, nhà hàng, trạm xe lửa, tivi, game, internet, email, canteen, gara sale, online shopping, sushi, pizza, McDonald, chocolate, cà rốt, ya-ua, nhẩm xà/yumcha
  • using adjectives to describe the appearance and personality of people, places, events, actions and objects, for example, già, trẻ, rộng lớn, chật hẹp, quan trọng, thú vị, anh hùng, mắc, rẻ, tốt, xấu
  • exploring and using synonyms, for example, chăm chỉ = siêng năng; ngăn nắp = gọn gàng, and antonyms, for example, tốt ≠ xấu; mới ≠ cũ; ngày ≠ đêm; nóng ≠ lạnh
  • recognising and using Vietnamese prefixes such as vô and bất to form antonyms, for example, lễ phép ≠ vô phép; có duyên ≠ vô duyên; lịch sự ≠ bất lịch sự; cẩn thận ≠ bất cẩn
  • using adverbs to modify verbs and adjectives, and to indicate time, for example, chạy nhanh, học giỏi, hát hay, đẹp lắm, hay quá, hôm qua, ngày mai, tuần rồi, tháng tới
  • experimenting with the use of prepositions (trên, dưới, trong, ngoài, ở giữa), for example, ở trên trời, ở trên bàn, ở dưới đất, ở nhà, ở thành phố, ở ngoài đường
  • recognising possessive cases using formation of noun + pronoun/noun or của, for example, ba mẹ (của) tôi, anh/chị (của) tôi, nhà/trường/lớp (của) tôi
  • using some honorific words to express courtesy, for example, dạ, dạ thưa, kính thưa, kính chào
  • joining words, phrases and sentences using common simple conjunctions, for example, Tôi và bạn, Cuối tuần bạn thường đi bơi hay đi xem phim? Tôi thích ăn phở nhưng chị tôi thích ăn mì
  • understanding that Vietnamese does not conjugate verbs according to number, gender and/or tense, for example, Tôi/Bạn tôi thích phim hoạt họa
  • understanding and describing past, current and future events using appropriate terms for time expressions such as đã, sẽ, đang, chưa, rồi, for example, Tôi ăn rồi. Tôi đã sống ở đây hai năm. Ngày mai tôi sẽ đi coi phim
  • using simple sentence structures (subject + predicate) to construct affirmative, negative and interrogative sentences, including closed and open-ended questions with ai, cái gì, gì, nào, ở đâu, thế nào, tại sao, for example, Tôi thích ăn cơm. Tôi không thích ăn cháo. Bạn thích ăn cơm không? Bạn thích ăn món gì? Tại sao bạn thích bộ phim này? Bạn thích ca sĩ nào?
  • understanding word order in questions, noticing that question words are placed at the end of sentences in Vietnamese, for example, Tên em là gì? Nhà em ở đâu?
  • understanding and using a range of Vietnamese comparative and superlative forms, for example, đẹp, đẹp hơn, đẹp nhất
  • understanding and applying the rules of compound word formation, for example, trường + học = trường học; học + hành = học hành, to generate words for enhancing conversations
  • understanding the use of appropriate punctuation in writing, for example, full stops, commas and exclamation marks

  VCVIU013 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language