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Result list

• VCELA004

  Respond to words and groups of words and objects in texts and in the environment

  Elaborations

  • encountering words, images and written texts within their environment
  • reacting to texts in various modes within the environment
  • reacting to key words and familiar images

  VCELA004 | Curriculum content | English | Level A | Reading and Viewing | Language

• VCEALL232

  Use basic descriptive words

  Elaborations

  • writing simple adjectives and adverbs as single words or part of short phrases, for example ‘tall tree’, ‘run fast’
  • using simple adjectives and adverbs to express personal opinions or responses, such as ‘nice’, ‘little bit’

  VCEALL232 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL046

  Recognise familiar words and phrases

  Elaborations

  • recognising and reading personally significant words, such as own name on charts, book labels and name tags
  • locating and pointing to familiar words or phrases when prompted, for example ‘This book is about frogs. Where can you see the word “frog”?’
  • reading aloud words and phrases from familiar texts
  • recognising common words and phrases from familiar charts, labels, books
  • recognising labels for frequently accessed classroom items, for example ‘books’, ‘recycling’
  • following instructions on simple signs such as ‘Stop’, ‘Line up here’

  VCEALL046 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL260

  Use learnt words in speech

  Elaborations

  • retaining learnt words by using them in speech with the teacher, peers or family members

  VCEALL260 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCELA005

  Respond to images and words in texts

  Elaborations

  • experiencing sound, image and text used in print and screen
  • reacting to images and objects within their environment
  • attending to a preferred image or sound such as a photo or voice of a familiar adult
  • fixating on objects and tracking objects within texts

  VCELA005 | Curriculum content | English | Level A | Reading and Viewing | Language

• VCEALL110

  Identify and produce phonemes in blends or clusters at the beginning and end of syllables

  Elaborations

  • identifying and repeating rhyming words using phoneme blends, for example ‘share’ and ‘chair’; ‘mind’ and ‘find’
  • identifying words or syllables that contain the same phonemes, for example ‘bump’, ‘camp’
  • blending two or three phonemes together to make syllables, for example ‘b-oo-k’, ‘sh-ee-t’

  VCEALL110 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL282

  Use some of the terminology of reading

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • identifying features of a text in answer to questions such as ‘Who is the author of this book?’

  VCEALL282 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCELU029

  Recognise and reproduce Greek sound–letter relationships and combinations in spoken and written forms and key features of pronunciation, rhythm and stress, including some irregularities

  Elaborations

  • recognising the differences in tone and rhythm between questions, exclamations and commands, for example, Σοβαρά, Αμέσως, Ετοιμάσου Γρήγορα! Τι λες!
  • recognising and reproducing rhythms in more complex sentences, using pausing and intonation to signal emphasis
  • understanding the role of pronunciation, rhythm and pace in creating effects and relationships in oral texts, such as songs, stories, poems and conversations, for example, in the song ‘Καλημέρα, τι κάνεις;’
  • identifying differences in sounds, such as γγ, γκ, τζ, τσ, μπ, ντ, αϊ, άι, -ασμα (διάβασμα) and using them appropriately when writing
  • experimenting with pronunciation rules and intonation collaboratively with peers, for example, αυ, ευ, τσ, τζ, αι, ββ, λλ, ρρ, ττ, ιου, ιο/ιό, ειο/ειου

  VCELU029 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCNRU114

  Recognise and reproduce sound-letter relationships and combinations in the language being learned in spoken and written forms and key features of pronunciation, rhythm and stress

  Elaborations

  • recognising the differences in tone and rhythm
  • recognising and reproducing rhythms in more complex sentences, using pausing and intonation
  • understanding the role of pronunciation, rhythm and pace in creating effects and relationships in oral texts, such as songs, stories, poems and conversations
  • identifying differences in sounds and using them appropriately when writing
  • experimenting with pronunciation rules and intonation collaboratively with peers

  VCNRU114 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCEALA059

  Respond to the terms ‘writing’ and ‘drawing’ appropriately

  Elaborations

  • following instructions to write or draw, such as ‘Write your name’, ‘Draw a face’
  • understanding that English writing consists of words formed by letters, and sentences comprising words

  VCEALA059 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALL651

  Self-correct pronunciation when reading aloud

  Elaborations

  • applying knowledge of less common sounds and words with similar letter patterns to alter pronunciation
  • seeking assistance from speech partners to re-pronounce words

  VCEALL651 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL371

  Self-correct pronunciation

  Elaborations

  • applying knowledge of less common sounds and words with similar letter patterns to alter pronunciation
  • seeking assistance from speech partners to re-pronounce words

  VCEALL371 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALA068

  Understand some terminology of writing in English and/or home language

  Elaborations

  • understanding some terminology of writing, such as ‘word’, ‘letter’, ‘sentence’, ‘space’, ‘full stop’
  • following simple instructions using writing terminology, for example ‘Write in capital letters’, ‘Leave a line in between’

  VCEALA068 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALC508

  Develop basic digital technology skills that support reading of digital texts

  Elaborations

  • locating letters on a keyboard
  • typing letters and words, copying from a print text
  • following step-by-step instructions to navigate a digital text using menu items or links

  VCEALC508 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCELA354

  Understand how to use banks of known words, word origins, base words, prefixes, suffixes, spelling patterns and generalisations to spell new words, including technical words and words adopted from other languages

  Elaborations

  • adopting a range of spelling strategies to recall and attempt to spell new words
  • using a dictionary to correct own spelling

  VCELA354 | Curriculum content | English | Level 6 | Writing | Language

• VCESU013

  Understand and use the main elements of the Spanish grammatical system, including definite and indefinite articles, gender and number agreement, present tense of regular and common irregular verbs, and simple sentence construction, paying attention to word order

  Elaborations

  • using appropriate definite and indefinite articles that match the noun in gender and number (el, la, los, las, un, una, unos, unas) and noticing some special cases (el día, el idioma, la mano, la foto)
  • identifying people and things using concrete nouns and applying rules for gender and number agreement, for example, niño/s, niña/s; profesor/es, profesora/s
  • observing gender in patterns of naming, for example, Julio/Julia, Ramón/Ramona, José María/María José
  • developing awareness of word endings and gender patterns, for example, el/la ...ista, el/la ...ante, la ...ción, la ...dad, el ...or, el ...aje, el ...ero/la ...era
  • describing the qualities of people and things using adjectives and matching them in gender and number with the nouns, paying attention to word order and to the different types of gender variation, for example, los pantalones largos/ las faldas largas, el estudiante trabajador/la estudiante trabajadora, el libro interesante/la película interesante, el sombrero azul/la casa azul
  • expressing ownership using singular and plural possessive adjectives, following the agreement rules for gender and number with the noun, for example, mis padres, nuestras amigas, sus libros, mi clase, vuestro profesor, tu madre
  • using determiners such as demonstratives (este, ese, aquel/esta, esa, aquella), cardinal and ordinal numbers (uno, dos, tres,.../ primero/a, segundo/a, tercero/a,...) and basic quantifiers (mucho/a/os/as, bastante/s, poco/a/os/as), attending to gender and number agreement when necessary
  • understanding the form and function of subject pronouns (yo, tú, vos, él, ella, usted, nosotros/as, vosotros/as, ellos/as, ustedes), how they substitute for noun subjects and determine verb endings in conjugations, for example, Esta es María, la hermana de Juan. Ella está en la escuela primaria y él está en el año 8
  • understanding and using the three conjugations for the present tense of regular verbs (...ar, ...er, ...ir), and the present tense of commonly used irregular verbs, for example, ser, estar, tener, ir, hacer, querer, jugar
  • recognising that there are two versions of the verb ‘to be’ in Spanish and identifying the main uses of ser and estar, for example, soy Alicia, estoy bien, somos australianos, estamos en clase de español
  • developing awareness that different verbs are used in English and Spanish for for certan phrases such as, Tengo 12 años (lit. I have 12 years) = I am 12 years old, ¿tienes hambre?(lit. Do you have hunger?=Are you hungry?, hace frío (lit. it does cold)=It is cold
  • increasing vocabulary by observing patterns and using cognates, for example, animal, normal, actor
  • understanding and using reflexive verbs, for example, me llamo Luis, ¿a qué hora te levantas?, los sábados nos acostamos tarde
  • using verb conjugations in affirmative, negative and interrogative forms, for example, ¿Eres australiana? No, no soy australiana, soy china ¿Y tú, qué idiomas hablas? Hablo chino, inglés y español
  • understanding the use of verbs such as gustar, encantar, doler and interesar, for example, ¿qué deportes te gustan?, me encanta correr, me duele la cabeza, nos interesan las películas de acción
  • identifying the gerund and infinitive non-personal forms of verbs and using them to express the development of action in the present with the verb estar (está hablando, estoy escribiendo) and the idea of future with the verb ir, for example, Esta tarde voy a hacer los deberes, mañana vamos a jugar al tenis
  • seeking information using interrogatives, for example, ¿qué ...?, ¿cómo ...?, ¿cuándo ...?, ¿quién ...?, ¿dónde ...? ¿cuántos/as ...?, ¿por qué ...?
  • describing when and where an action occurs using prepositions and adverbs of time and place (a, de, desde, en, entre, hasta, antes, después, ahora, hoy, mañana, debajo, encima) and the contractions al (a+el) and del (de+el)
  • expressing modality using adverbs such as bien, mal, regular, despacio, rápidamente
  • following basic formulaic instructions expressed in the imperative for example, abran el libro, lee la página 20, escuchad, salgan de clase, escribid en los cuadernos ....
  • linking ideas using cohesive devices such as conjunctions, for example, y (e), o(u), pero, porque
  • recognising the functions of elements such as prefixes and suffixes and their importance in word building and changing meaning, for example, repasar, repaso, casa, casita, caserón, casero, jugar, un juego, jugador
  • building metalanguage to talk in Spanish about grammar and vocabulary, for example, infinitivo, presente, género, masculino, femenino, número, singular, plural, adjetivo, sustantivo, forma negativa e interrogativa, and comparing with equivalent terms in English

  VCESU013 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCEALA659

  Access new words from bilingual dictionaries or word lists

  Elaborations

  • consulting resources such as bilingual dictionaries, charts, word lists, online tools or peers and the teacher to find new words, or to check spelling and meaning
  • recording new words from texts or interactions in a vocabulary list that includes English, home language and other details such as meaning or phonetic pronunciation

  VCEALA659 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Cultural and Plurilingual Awareness

• VCEALL343

  Use clear pronunciation for common words and learnt key topic words

  Elaborations

  • attending to pronunciation and making adjustments based on the reaction of listeners or direct feedback
  • accurately pronouncing common words and learnt words used in interpersonal interactions, classroom situations and content learning

  VCEALL343 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCELA144

  Recognise that texts are made up of words and groups of words that make meaning

  Elaborations

  • exploring spoken, written and multimodal texts and identifying elements, for example words and images

  VCELA144 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA123

  Identify the onset of familiar words and some words that have the same rime

  Elaborations

  • recognising one-syllable spoken words that start with the same sound
  • recognising one-syllable spoken words with the same end sound
  • investigating sounds and syllables within familiar words

  VCELA123 | Curriculum content | English | Level D | Writing | Language