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• VCEALC653

  Write texts for social purposes

  Elaborations

  • writing a range of texts for social purposes related to familiar and imagined experiences, such as an invitation, online chat message
  • following structure and language in model texts and incorporating some creative features
  • incorporating a small range of language features including formulaic expressions and words and phrases learnt in different curriculum areas

  VCEALC653 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | 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

• VCEALL015

  Recognise familiar spoken texts

  Elaborations

  • recognising common functions of speech, such as questions, statements, commands
  • recognising a small number of familiar texts used frequently in class, such as songs, rhymes, stories
  • listening to and reproducing the sequence of ideas in a short spoken story or recount
  • recognising familiar words in spoken texts

  VCEALL015 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL708

  Identify the role of cohesive markers in a text

  Elaborations

  • identifying cohesive markers in a text, such as ‘also’, ‘finally’, ‘however’
  • understanding the words replaced by reference items, and tracing these reference chains through a long text, for example ‘The team was reluctant to remain during the polar winter, when the sun may not be seen for over a month, as this is the most difficult time for Arctic exploration’

  VCEALL708 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL027

  Imitate pronunciation, stress and intonation patterns

  Elaborations

  • imitating and rehearsing pronunciation, stress and intonation patterns used by the teacher and peers, such as in stories, songs, rhymes
  • developing accurate pronunciation, stress and intonation for a small range of familiar and commonly used words and phrases, including personal language, classroom language, social formulas

  VCEALL027 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL388

  Write simple paragraphs with a logical sequence of sentences

  Elaborations

  • grouping sentences about the same topic into a paragraph
  • organising sentences using a simple sequence, for example chronological order of events or strong to weak arguments
  • using key words to write a simple topic sentence that states the main idea of the paragraph

  VCEALL388 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL757

  Self-correct and improve aspects of pronunciation that impede communication

  Elaborations

  • identifying patterns of pronunciation that pose difficulty in own speech, such as the articulation of final consonants or a specific vowel sound, or inappropriate word stress
  • rehearsing pronunciation with a partner or recording pronunciation using a digital device to self-assess, in order to make improvements

  VCEALL757 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL517

  Recognise simple present and past tense verb forms

  Elaborations

  • identifying common regular past tense verbs ending in ‘–ed’
  • learning a small number of common irregular past tense verbs, for example ‘went’, ‘said’, ‘had’
  • matching simple present and past tense verbs to time words such as ‘today’, ‘last week’, ‘always’

  VCEALL517 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL793

  Use an expanded vocabulary appropriate for the curriculum area

  Elaborations

  • incorporating sophisticated vocabulary appropriate for the curriculum area, such as subject-specific terms, antonyms, synonyms, abstract nouns
  • distinguishing between different meanings for words in different contexts, for example ‘psychological complex’, ‘complex issue’, ‘complex sentence’ and ‘residential complex’ convincing scientific evidence supporting this theory …’

  VCEALL793 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL605

  Incorporate introduced subject-specific vocabulary into simple sentences

  Elaborations

  • referring to studied texts, classroom charts and personal vocabulary lists for subject-specific vocabulary
  • using related subject-specific terms accurately, such as ‘Tadpoles have gills but frogs have lungs’
  • matching subject-specific words to definitions or labelling diagrams

  VCEALL605 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL423

  Self-correct and improve aspects of pronunciation that impede communication, and focus on correction

  Elaborations

  • identifying patterns of pronunciation that pose difficulty in own speech, such as the articulation of final consonants or a specific vowel sound, or inappropriate word stress
  • rehearsing pronunciation with a partner or recording pronunciation using a digital device to self-assess, in order to make improvements

  VCEALL423 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL444

  Interpret the meaning of written text that uses a range of tenses and negation

  Elaborations

  • identifying the base word and understanding the effect of more complex tense and negation, for example in ‘had not arrived yet’
  • identifying simple passive constructions and comparing them to active constructions, such as ‘We read the book’ and ‘The book was read by our class’
  • transforming sentences from a text into negatives or different tenses

  VCEALL444 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCELA051

  Recognise that text can be attached to images and recognise that people pause when talking and communicating

  Elaborations

  • attending to written texts attached to images within their environment
  • learning that objects can be represented by an image or text
  • communicating using a word/image to request an object
  • pausing to wait for a response after a communication
  • learning about taking turns in communication

  VCELA051 | Curriculum content | English | Level B | Writing | Language

• VCELA189

  Understand patterns of repetition and contrast in simple texts

  Elaborations

  • identifying patterns of vocabulary items in texts (for example class/subclass patterns, part/whole patterns, compare/contrast patterns, cause-and-effect patterns, word associations/collocation)
  • discussing different types of texts and identifying some characteristic features and elements (for example language patterns and repetition) in stories and poetry

  VCELA189 | Curriculum content | English | Level 1 | Writing | Language

• VCELA391

  Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating

  Elaborations

  • exploring languages and dialects through building webcam relationships with schools across Australia and Asia
  • investigating changes in word use and meaning over time and some of the reasons for these changes, for example the influence on spelling and vocabulary of new forms of communication like texting, emoticons and email

  VCELA391 | Curriculum content | English | Level 7 | Speaking and Listening | Language

• VCELA432

  Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness

  Elaborations

  • comparing and contrasting vocabulary choices in informative and narrative texts, considering how they are used to create precise information, abstract ideas and/or stylistic interpretations of texts
  • identifying examples of acronyms, abbreviations and proprietary words which are used creatively in texts

  VCELA432 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCELA095

  Recognise ways to greet and interact with familiar people

  Elaborations

  • greeting people, such as a grandparent, helper or teacher, differently according to their relationship, for example how they use their name or a particular form of greeting
  • using social aspects of listening and speaking
  • using appropriate combinations of words, signs, gestures, or assistive technologies and alternative and augmentative communication to signal greetings such as hello or goodbye

  VCELA095 | Curriculum content | English | Level C | Speaking and Listening | Language

• VCELC146

  Engage in intercultural experiences, comparing ways of communicating in Australian and Greek-speaking contexts and identifying ways that culture influences language use

  Elaborations

  • exploring how children from Greek-speaking communities may use different words and expressions, and considering why such variations exist (in Australia – κάρο instead of αυτοκίνητο, ρούφι instead of σκεπή, or φλόρι instead of πάτωμα – these are not Greek words and they are used incorrectly, as compared to words such as μπασκετμπολίστας, τενίστας, which are official Greek words)
  • investigating aspects of own language use that reflect own cultural perspective and experiences, for example, using colloquialisms and idioms such as ‘arvo’, ‘g’day’, ‘howzat’, ‘mozzie’
  • reflecting on situations where interactions in Greek have felt awkward or difficult, discussing own reactions and adjustments, for example, kissing on both cheeks
  • considering what linguistic or cultural information they would need to know to visit a school in Greece or Cyprus and discussing adjustments they may need to make in language use and behaviour

  VCELC146 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCELC111

  Create simple print or digital texts in Greek and English, such as captions and labels, for the immediate learning environment

  Elaborations

  • making and displaying labels in Greek for common objects in the classroom, for example, Η πόρτα, το τραπέζι, τα μολύβια
  • compiling and displaying illustrated Greek–English and English–Greek picture or digital dictionaries
  • matching Greek and English words, for example, name tags, through playing games such as memory or snap

  VCELC111 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCELY023

  React to software being used to construct texts that reflect everyday events and activities

  Elaborations

  • experiencing multimedia and text constructing software
  • being exposed to people creating text and images using a range of software, including word-processing programs
  • reacting to images, sounds and text being added to a digital text
  • responding to familiar texture, sound or image during text construction

  VCELY023 | Curriculum content | English | Level A | Writing | Literacy