Search results

Result list

• VCZHC129

  Interact and socialise with peers and teachers to exchange thoughts and feelings about home routines, leisure activities and community events

  Elaborations

  • participating in conversations about home and leisure activities, expressing opinions and comparing experiences relating to hobbies, interests and routines, for example, 你喜欢做什么？ , 我喜欢游泳。, 你几点放学？, 我三点放学，比较早
  • discussing topics beyond the immediate home context, including subjects from other learning areas, for example, 乘法口诀, 名人 and 地理
  • asking questions to seek permission from the teacher, for example, 我可以上厕所吗？ / 老师，我们明天有没有汉语课？/ 老师，我可以用铅笔写字吗？
  • repeating the teacher’s instructions to help clarify and maintain class activities, for example, 老师说我们先看这个DVD，再做题
  • initiating and maintaining communication by taking turns (for example, making suggestions such as 我们要不要一起去 or 我们一起去吧) and responding to the suggestions of others in an appropriate manner, such as 好的, or through gesture
  • creating short texts such as emails, letters and text messages to interact with others, for example, to invite, congratulate or thank someone
  • producing short texts such as descriptions of a place or feature or the rules of behaviour for different events, situations or activities
  • participating in shared blogs, exchanging information with students from sister school, for example, 你好，我叫 Ann, 我是澳大利亚的学生
  • using emoticons such as >_<||| in digital communication to enhance meaning

  VCZHC129 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCARC025

  Translate and interpret texts from Arabic into English and vice versa, compare own translations and interpretations with others’ and discuss reasons for differences

  Elaborations

  • translating existing texts and experimenting with unfamiliar words or expressions, reflecting on challenges associated with transferring meaning from one language to another
  • comparing one another’s translations of the same text, commenting on differences and similarities between versions and considering possible reasons for these
  • translating texts, identifying culture-specific vocabulary and expressions, such as والله ولي التوفيق؛ تقبل فائق الإحترام , discussing strategies for choosing words that best reflect the intended meaning and context
  • paraphrasing English words or expressions that have no specific equivalent in Arabic, such as ‘mufti day’ or ‘fundraiser’, and annotating them in order to convey their intended meaning
  • reflecting on the difficulty of achieving equivalence in translations of creative texts such as poems, songs and film clips, identifying words and phrases that require particular elaboration or explanation
  • experimenting with interpreting in English popular expressions, proverbs or idioms in Arabic, and reflecting on the social and cultural values that may be embedded in them
  • analysing existing translations of texts, such as film subtitles, comparing them with own translation, and reflecting on why translations may vary

  VCARC025 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCARU148

  Understand patterns of intonation and pronunciation, including the way vowels soften and extend sounds, and apply appropriate conventions to their writing

  Elaborations

  • understanding that vowel marks influence the way words are pronounced, for example,

    أكلتُ التفاحة؟ أكلتِ التفاحة؛ المدرسةُ واسعة/في المدرسةِ

  • discriminating between the use of alif, waaw and yih as either consonants or long vowels in words, for example,

    سال الدم من يد سعاد/سأل الولد المعلمة

  • applying pronunciation rules when speaking and reading aloud, for example,

    ؛ المدة والشدة؛ والتنوين ؛ والياء المقصورة والتاء المربوطة والطويلة مُ/عَ/لِّ/مة؛ تِ/ل/ميذ…

  • recognising the different ways of pronouncing the long vowel ا, for example, ندا؛ ندى؛ لذا؛ لدى؛ متى؛ فتى, and writing the long vowel ء, for example, شيء؛ قراءة؛ مسؤول
  • applying phonic knowledge to spell unfamiliar words, for example,

    جِئتُ؛ آكل؛ شيء

  • applying accurate spelling in familiar words, phrases, sentences and texts

  VCARU148 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCCCTR049

  Consider ambiguity and equivocation and how they affect the strength of arguments

  Elaborations

  • identifying phrases or words in an argument that are misleading because they do not contain a single meaning and discussing which meaning serves the argument better
  • discussing why ambiguity and/or equivocation might be deliberately used in a point of view, for example to express humour
  • examining strategies to resolve ambiguities such as declaring a definition or making context clearer

  VCCCTR049 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCDEU016

  Recognise that German and English are related languages and that German is an important European and global language

  Elaborations

  • noticing that German and English share many words, for example, Computer, Bus, Taxi and Auto, and understanding that this is a result of historical events as well as the dynamic nature of languages
  • recognising that English and other languages have borrowed German words, for example, Hamburger, kaputt, Kindergarten, Glockenspiel and Mischmasch, and comparing how these words are pronounced by German and English speakers
  • understanding that English grammar used to be more similar to German grammar but that English has changed, for example, recognising the link between the Middle English ‘What thinkest thou?’ and Was denkst du?
  • recognising that the German language continuously borrows and adapts words and expressions from other languages, including English, for example, das Internet, die App, häppi, joggen, shoppen, simsen/texten, Stopp! and Sorry!
  • recognising that German is an official language of the ‘DACHL’ countries (Germany, Austria, Switzerland and Liechtenstein) as well as in Belgium, Luxembourg and South Tyrol

  VCDEU016 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• 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

• 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

• VCEALA191

  Show awareness that texts convey meaning

  Elaborations

  • understanding that print words contain a consistent message
  • understanding that different texts have different purposes, including picture books, class writing, diaries
  • identifying a familiar book or text that contains a particular message, for example when asked ‘Which book told us about the rainforest?

  VCEALA191 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA594

  Redraft text with support, incorporating corrections and suggestions

  Elaborations

  • following the teacher’s feedback to edit own work, for example correcting spelling, changing word order
  • reading text to the teacher or peers and making changes to the original text in light of the audience’s comments
  • using checklists to review own or peers’ writing

  VCEALA594 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALA684

  Clarify in home language to check understanding

  Elaborations

  • seeking clarification from home language peers about new vocabulary and concepts
  • referring to home language or bilingual glossaries, dictionaries or online translation tools for explanation of new vocabulary and information
  • recording words and information in personal dictionaries or notes to indicate meaning, pronunciation and usage

  VCEALA684 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA009

  Use non-verbal language to sustain interaction with others

  Elaborations

  • demonstrating attention through non-verbal behaviours such as body orientation, eye contact, nodding, smiling, laughing, gesturing
  • interacting appropriately by copying the actions of peers
  • recognising that some particular words, gestures and intonations may be appropriate or inappropriate in certain contexts

  VCEALA009 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA383

  Share ideas and feedback in home language

  Elaborations

  • formulating questions in home language or English to ask peers or teacher about the meaning of unfamiliar words
  • planning a text collaboratively by discussing ideas, structure and language with same language peers before writing
  • explaining feedback using home language in peer-editing activities

  VCEALA383 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA145

  Model writing on other texts

  Elaborations

  • using words, phrases or sentence patterns from a teacher-modelled text, a favourite story or home language text
  • constructing a short, basic text type, following the structure of a model text, for example copying sentence beginnings in the same order

  VCEALA145 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALC166

  Negotiate familiar social situations and learning activities with the teacher or with friends

  Elaborations

  • understanding simple, predictable questions
  • following simple instructions using the actions of others as cues, for example moving to the floor or collecting a book
  • making simple requests or expressing needs using actions, single words and short phrases
  • giving simple responses, such as nodding or saying ‘yes’, ‘no’ or short learnt phrases

  VCEALC166 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALC112

  Understand a small range of simple, familiar texts

  Elaborations

  • reading back own writing
  • reading well-known words or phrases (such as ‘Tuesday’, ‘Once upon a time’) in new contexts
  • recognising familiar vocabulary in new simple texts
  • reading a range of topic-related texts, including informative, imaginative and persuasive texts, with support

  VCEALC112 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Communication

• VCEALC115

  Respond to texts in personal and creative ways

  Elaborations

  • responding creatively to a text, for example role-playing or drawing a picture
  • talking about features of a story or poem that have personal appeal, such as fantasy elements, favourite characters, interesting words or phrases
  • responding to texts through art, drama, movement and music
  • talking about a favourite page to peers

  VCEALC115 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Communication

• VCEALC165

  Rely on other speakers to scaffold, interpret, clarify or elaborate short, simple conversations

  Elaborations

  • asking for help or clarification from teacher or peers
  • responding briefly to simple, direct questions rather than generating original responses in class discussions
  • borrowing and adapting key words from conversation partners, for example by reordering, as in Teacher: ‘Don’t be silly, Tim’ Student: ‘Tim silly’

  VCEALC165 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALC167

  Identify basic items of information in short spoken texts

  Elaborations

  • naming or describing pictures, for example using names of people, single words for feelings, colours
  • pointing to relevant parts of pictures when speaking about them
  • answering specific questions about the spoken text based on familiar question stems such as ‘Who …?’, ‘Where was …?’, ‘When did …?’

  VCEALC167 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALC324

  Comprehend social English in most familiar contexts, and use conversation partners to support understanding

  Elaborations

  • using support from conversation partners, including gestures, modified speech, provision of wait-time
  • repeating and adapting another speaker’s words to formulate responses, such as Student 1: ‘Where did you plant the seeds?’ Student 2: ‘Plant the seeds in a pot’

  VCEALC324 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | 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